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Ruby Keeler
These questions can help to guide a student's viewing of the Ruby Keeler biography.
1. Where was Ruby born? When and why did she move to the U.S.A.?
2. How do the choreographers featured in the film describe Ruby's dancing style?
3. How many husbands did Ruby have? What became of them?
4. When did Ruby rise to stardom?
5. What happened on 6 May 1953?
6. What production earned Ruby the nickname, the "Queen of Nostalgia"?
7. What did Ruby do when she retired in 1941?
8. How is the media different today? What role does it play in our society compared to the role it played in 1941?
9. Who is Nancy Trump? Why is she significant in the study of Ruby's life?
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Important Dates
LEARNING OVERVIEW YEAR 2 MAWSON LAKES SCHOOL
TERM 4
Welcome back! We can't believe it is October already. Swimmin g week was a great success a nd the students gained lots of ski lls to keep them safe around wa ter. We are looking forward to a great term of learni ng and supporting students to prepare for year 3.
14th-18th October - Swimming
23rd October - Opening of SW new Building
27th October - Matsuri on Mobara Celebration
28th October -Student Free Day
11th November - Remembrance Day
Gathering
5th December - End of Year Family Picnic
10th December - 2025 Class Visits
11th December - Reports go home
13th December - Last day of Term, 2pm dismissal
MATHEMATICS
Students will explore the connection between repeate d addition and multiplication. Arra ys will be used to repres ent multiplication and we will exp lore division through equal grouping.
Students will solve money transaction problems usin g calculation strategies taught.
Students will classify shapes by identifying their features an d using spatial vocabulary. We wi ll use directional language to fol low pathways and us e 2D representations of familiar places.
Mawson Lakes School's primary method of communication is th e Audiri app. Notifications a nd reminders of events are s ent regularly via the app.
SCIENCE
CHEMICAL SCIENCE
Students will recognise that materials can be change d physically without changing the ir material composition and expl ore the effect of different action s on materials. Students will writ e and follow scientific procedures.
ENGLISH
We will continue with our Phonics and spelling program this term . The program follows a clear sco pe and sequence that responds to students progress.
Once introduced to a new phoneme and any rules that apply , students begin reading a nd writing the grapheme in wor ds, sentences and short texts.
This term the text type we will focus on is procedure. We wil l explore the structure and differe nt contexts when they are used eg. recipes and science experime nts. We will also review the text types taught throughout the year.
HISTORY
We will explore how technological developments have change d people's lives at home and in t he ways they worked, travelled and communicated.
SPECIALIST LESSONS
Please see the Physical Education, Japanese and Arts overview s provided by the specialist teachers.
HEALTH
We will continue learning about regulating our emotions throug h our Zones of Regulation program. Transitioning to year 3 is often a big change for students and the y may identify having a range of feelings. Supporting them w ith strategies to manage t hese emotions will be a focus this term.
During our Child Protection Curriculum lessons we will discus s our body and privacy. Studen ts will consolidate strategies to k eep safe and the importance of our trust network. | <urn:uuid:bfadb0f5-16c0-4f4a-bf4b-c28aaad6e0bd> | CC-MAIN-2024-46 | https://mawsonlakes.sa.edu.au/uploads/files/Term%204%20Overview%20E42%20and%20E43.pdf | 2024-11-05T05:35:53+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027871.46/warc/CC-MAIN-20241105052136-20241105082136-00455.warc.gz | 356,223,520 | 601 | eng_Latn | eng_Latn | 0.994823 | eng_Latn | 0.996008 | [
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Oasis Mobile Home Park Flushing Procedures
U.S. Environmental Protection Agency • Pacific Southwest Region • San Francisco, CA • May 2023
Residential Flushing Procedure Handout:
Residential Flushing Procedure
Oasis Mobile Home Park is conducting monthly flushing of their water distribution system to improve water quality. This flushing usually takes about 3 days to complete for the entire park. As part of their effort, the park operator should be handing out flyers to residents to notify them in advance of the flushing and to provide instructions for residents to flush their own plumbing after the park operator finishes flushing in their area of the park. Flushing of your plumbing is extremely important because there is a possibility that you may observe some negative impacts to the water quality in your home shortly after the flushing of the park's distribution system. Possible changes to the water quality that you might observe include discoloration of the water, an unpleasant odor or increased levels of arsenic. Flushing of the main lines may cause sediment or particle build-up within the water lines to dislodge from the main lines that could end up in your home plumbing. The following steps have been provided for you to help explain the proper way for you to thoroughly flush the plumbing in your home.
Residents and end users should start outside the home/building at the exte rior hose bib/faucet and open the hose bib/faucet to the "full open" position. 1
2 Allow the exterior water line to run for at least 2 minutes, or up to 10 minutes until the water runs clear. Be sure to close the hose bib/faucet when you are done. Beginning the flush outside the home will target the service lines first and help to lower the chance of pulling sediment into the home's interior plumbing.
While the aerators are off, inspect the screens for debris or hard water buildup. Hold the aerator under running water and use your finger to remove any debris. If debris is stuck in the aerator screens, use a spare toothbrush to gently scrub away the debris. For hard water buildup, soak the aerator in distilled white vinegar for 20-30min, then rinse the aerator under running water. 4
3 Inside the home, remove any aerators from the kitchen and bathroom faucets prior to beginning the flush. Removing the aerators will allow any sediment to flow freely and eliminate the chance of sediment getting stuck in the aerator screen.
Most faucet aerators will come off by gripping the aerator and turning it clockwise while looking down at the sink. If the aerator is on too tight you may need a pair of pliers. If you need to use pliers, cover the upper and lower teeth with electrical tape so the aerator doesn't get scratched. Some faucet aerators require a special key to remove. If you are unable to remove your aerators and need help, please contact Oasis staff at the emergency phone number (909) 372 – 8438.
Open all COLD water taps inside the home to the "full open" position, including kitchen, bathroom, and shower faucets. Allow all interior COLD water taps to run full open at the same time for at least 2 minutes, or up to 10 minutes, until the water runs clear. Close all COLD water taps. Flushing cold water taps before hot water taps will prevent pulling sediment through the hot water heater where it could potentially get stuck. 5
With the faucet aerators still removed, open all HOT water taps to the "full open" position, this includes kitchen, bathroom, and shower faucets. Allow all interior HOT water taps to run full open for at least 2 minutes, or up to 10 minutes, until the water runs clear. Close all HOT water taps. Flushing hot water taps last will bring fresh water into the hot water heater. 6
After flushing both cold and hot water taps, reinstall the faucet aerators that were removed, if you have them. 7
1
FREQUENTLY ASKED QUESTIONS
Why is flushing necessary?
Flushing is necessary to address any arsenic and iron accumulation within the distribution system plumbing. The source water used at Oasis MHP contains elevated levels of arsenic. Iron is added to the water during the treatment process to help lower the arsenic levels. Improvements to the water treatment process are under way. The goal of these improvements is to reduce the amount of iron and arsenic that accumulate in the distribution system plumbing. One sign of iron accu mulation is discoloration of the water. Water with high iron levels will appear orange or reddish brown. Flushing the water distribution system is important to reduce the levels of iron and arsenic that may have accumulated in the water pipes and plumbing system.
Why does my water look rusty or cloudy after flushing?
When a hydrant is opened, the water in the mainline flows out at a high velocity. This creates a scouring action in the pipe and dislodges fine sediment particles that have accumulated in the pipe overtime. The fine sediment mixes with the water, turning the water a cloudy or rusty brown color. Most of the sediment will be flushed out of the hydrants, but there may be some residual sediment/particulate that makes its way into the residential plumbing. In addition to a temporary discoloration of the water, you may also notice a change in taste and odor. To mitigate these water quality changes, it is important that you flush the plumbing in your home by following the instructions on the Residential Flushing Procedure Handout.
How can I reduce water quality impacts in my home?
* Avoid using water while the mainlines are being flushed, including turning on the dishwasher, washing machine, and any faucets in the kitchen, bathroom, or outside the home.
* Thoroughly flush your home's plumbing by following the Residential Flushing Procedure Handout.
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Lesson 1 Introduction to the Animals of Day Six
Have you ever gone on a safari (suh far' ee)? A safari is a journey across a stretch of land, usually made to observe or hunt wild animals. Your safari begins today. This will be an unusual safari, because you will travel all over the world – from the jungles of Asia to the rainforests of South America. Your journey will even take you to your own backyard as you study the animals God created
to crawl, walk, leap, gallop, run, jump, creep, and slither across the land.
The people in this jeep are on a safari.
You're going to have a great time learning all about animals across the world, identifying their tracks, and investigating what makes them a part of God's animal kingdom. You'll discover many animals that have such incredible features that they cry out in praise of their Maker. You'll keep records of all you learn, and do experiments and projects along the way. This will be a safari you'll never forget!
God Made the Animals
Are you familiar with the days of creation? Do you know what God made on each day? Do you remember what He made on day five of creation? If you studied Zoology 1 and 2 in this series, you explored all the animals God created on the fifth day. In this book, you are going to discover the animals God made on the sixth day. Let's find out exactly what the Bible says God created on the sixth day. Genesis 1:24–25 says:
And God said, "Let the land produce living creatures according to their kinds: livestock, creatures that move along the ground, and wild animals, each according to its kind." And it was so. God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good. [NIV, emphasis added]
Let's read the sentence in bold again. It separates the creatures God created into three groups: wild animals, livestock, and the creatures that move along the ground. Since that's how the Bible describes the animals God made on the sixth day, that's the order in which we will study them.
Did you notice that God separates the wild animals from the livestock? Do you know what livestock are? Livestock are animals that we own, care for, and use for food or to help us with our chores. Can you think of examples of livestock? I can think of many: horses, donkeys, oxen, sheep,
cattle, and pigs. Isn't it interesting to think that God actually created animals to help us? Horses and donkeys help us by carrying us or our things from place to place. They can also help us by pulling plows as we plant crops. Oxen are used for that as well, and sheep give us wool for clothing. Cattle are eaten and milked. Pigs are also eaten. In some countries, camels help people with their work and carry them from place to place, so we'll study camels when we study livestock. Can you think of one thing these animals have in common? They all have hooves. Animals with hooves are called ungulates (un' gyoo litz). In the livestock section, we'll study every ungulate, even though some of them (like zebras and gazelles) are not really livestock.
Of course, we'll also study animals that aren't livestock. The Bible calls them "wild animals" and "creatures that move along the ground." When someone says "wild animals," what do you think of? I immediately imagine lions and tigers and bears (oh my!). These animals, of course, are not usually kept for us to eat or to help us work. Most of them don't make good pets, either.
When my brother was in college, he was given an ocelot (os' uh lot) as a pet. How cute that ocelot kitten was! It played and scampered about, climbing up the furniture and attacking toy mice, just like any young housecat. As it grew, however, its playful bite became more powerful, and its claws grew longer and sharper. One night, as my brother was sleeping, the ocelot saw his feet hanging off the edge of the bed, twitching. After a few minutes of crouching on the floor, the ocelot leapt up and grabbed my brother's feet with both claws, hanging on for dear life. My brother was hurt so badly he had to go to the hospital! Although it made him sad, he had to find a new home for his ocelot. Most wild animals are not meant to be pets. However, some have been bred
to become pets over the years. Can you think of any? Dogs and cats come to mind. Since dogs and cats are pets that came from wild animals, we'll include them in our wild animal section.
Do you know what I mean when I say that an animal "comes from" another animal? Well, if you look back at the Bible verse we read a little while ago, you will see that God said that all the animals reproduce after their own kind. That word "kind" is very important. You see, there are many different species of animals, but not nearly as many kinds of animals. For example, there are calico cats and Siamese cats that live in people's homes, and there are also lions and tigers that roam the wilds of Africa. Even though they are very different from one another, creation scientists can show that most likely they all came from a pair of cats that walked off the ark after the worldwide flood.
In other words, God created each kind of animal, and He created them with the ability to adapt and change over time. So after the two cats walked off the ark and began to reproduce, their young were similar to, but not exactly the same, as they were. As time went on, the differences between the young and their parents continued to "pile up," until there were many different species of cats – from the cute little Siamese to the dangerous lion.
Some people argue that the story of the worldwide flood can't be true because all the different animals of the world could not fit on the ark. However, Noah took only two of each kind of animal onto the ark. He didn't have to take two of each of the different species of cat, for example. He just had to take two from the cat kind, and they would eventually be the great, great, great, great, great grandparents of all the different species of cats we see today. So Noah just had to take two of each kind of creature, and there was plenty of room on the ark for them. You'll learn more about this as you work through this course.
When the Bible mentions creatures that creep, it is most likely talking about reptiles (such as snakes and lizards), amphibians (such as frogs and salamanders), arthropods (such as spiders and scorpions), and all the worm-like creatures that move along and under the ground.
This green anole (uh noh' lee – a type of lizard) is probably an example of what the Bible calls a creature that moves along the ground.
As I mentioned, you'll study the wild animals first, livestock second and then all the creeping creatures third. Since dinosaurs were probably reptiles, we'll place them into the creeping section, though most of them did not creep. Many tromped slowly along or scurried about on two legs.
Since you have most likely studied Zoology 1 and Zoology 2, you already know a lot about animals. You know about animal classification, nocturnal and diurnal animals, herbivores, carnivores, habitats, endangered species, arthropods, annelids, parasites, and many other things. So I won't repeat the information you already know, except to occasionally remind you of things you may have forgotten. At the end of this lesson, you'll do a fun activity that will teach you a little bit more about
camouflage, which is something else you learned about in the first two zoology books. This experiment will encourage you to think about how camouflage helps some animals survive, sometimes at the expense of others that do not. This is called natural selection, which is something we have not talked about in the other books. However, it will come up quite a bit in this book, so it will be important for you to do an experiment that helps you understand the concept.
Predators and Prey
In this book, we'll study a lot of predators (pred' uh turz) and their prey (pray). This means we'll have to learn about animals (the predators) chasing, capturing, and eating other creatures (the prey). This might bother you. It might make you sad to learn about an animal and then learn that it gets eaten by other animals. Do you know why this bothers you? It's because you were created in the image of God and have emotions that are similar to God's emotions. The Bible says God notices when a single sparrow falls to the ground. He cares about the animals, just like you do. It is a sad thing to God that animals are now predators and prey. But did you know that this was not the way it was originally meant to be?
Creation Confirmation
After God finished His work of creation, He said something very important about what all the animals should eat. Let's read what God said in Genesis 1:29-31:
Then God said, "I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. And to all the beasts of the earth and all the birds of the air and all the creatures that move on the ground— everything that has the breath of life in it—I give every green plant for food." And it was so. God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day. [NIV]
All the animals were given plants to eat. That means all animals were all originally herbivores (creatures that eat only plants). To God, this wasn't just good; it was very good.
Many Christians believe that there was no animal death on the earth right after creation. That's because in the beginning, animals weren't supposed to die. Death and decay came as a result of Adam and Eve's sin in the Garden of Eden. Because of their sin, all of creation, including animals, was subject to death and decay. Apparently, some animals (especially the ones that had the right kind of teeth) began to develop a taste for other animals. As a result, some animals stopped eating the plants God had made for their food, and they began eating other animals.
Romans 8:20-22 tells us that all of creation waits for the day when the world will be restored to its original state:
For the creation was subjected to futility, not willingly, but because of Him who subjected it, in hope that the creation itself also will be set free from its slavery to corruption into the freedom of the glory of the children of God. For we know that the whole creation groans and suffers the pains of childbirth together until now.
The Bible promises that one day Jesus will return and remove death from the earth, rescuing creation from its groans and suffering. In 1 Corinthians 15:24-26 we read:
then comes the end, when He hands over the kingdom to the God and Father, when He has abolished all rule and all authority and power. For He must reign until He has put all His enemies under His feet. The last enemy that will be abolished is death.
Perhaps when Jesus destroys death, the world will look something like what is described in Isaiah 11:6-9:
And the wolf will dwell with the lamb, and the leopard will lie down with the young goat, and the calf and the young lion and the fatling together; and a little boy will lead them. Also the cow and the bear will graze, their young will lie down together, and the lion will eat straw like the ox. The nursing child will play by the hole of the cobra, and the weaned child will put his hand on the viper's den. They will not hurt or destroy in all My holy mountain.
Perhaps it's easier to picture the perfect world that God created when we see situations like this. The snake in this picture typically eats rodents (like hamsters). However, he refused to eat the hamster in the picture, even though it was put in the snake's cage as food. Instead, these two animals have become close friends, to the amazement of zoo visitors in Tokyo, Japan.
Can you imagine lions that will only eat plants, and poisonous snakes that will be harmless? Wolves playing with lambs, and leopards with goats is hard to picture, but that's what it was like when God originally created the animals. The Bible also promises that someday it will be like that again!
6 Exploring Creation With Zoology 3
You might be wondering, "But what about the fact that carnivores only eat meat and can't survive on plants? Aren't their sharp teeth meant for tearing flesh?" This is something you might have been taught, but isn't necessarily true. You see, many animals with extremely sharp teeth, like fruit bats, certain monkeys, and some bears, eat only fruit and other plant parts. Their teeth are perfect for tearing into the flesh of the thick skin of fruits, or ripping tough leaves off a branch. The panda bear's sharp teeth, for example, are perfect for peeling the flesh off the bamboo shoots it eats. Furthermore, there have been reports of carnivorous animals, such as dogs and lions, that will eat only plants. In fact, Georges and Margaret Westbeau had a lion they named "Little Tyke." This interesting animal refused to eat any kind of meat. The Westbeaus were worried by the false notion that lions have to eat meat to survive, so they tried everything they could to coax the lion to eat meat. Nevertheless, it survived its entire life on grain, rice, milk, and eggs.
Though it's hard to imagine a world without death and decay, we are promised that this is the way it will be one day. So as you are reading this book and learning about predators and their prey, just remember: It won't always be like that.
Studying Animals
Have you ever studied an animal? I don't mean just watching or playing with an animal. I mean, have you observed an animal, taken note of its behavior, and thought about the reasons it does what it does? Have you ever read a book about an animal's anatomy or behavior and tried to remember what you learned? If so, you are probably someone who would enjoy a career in zoology.
Zoologists (zoh awl' uh jists) study animal behavior, habitats, anatomy, and everything else they can about animals. Most of what we know about animals is the result of scientists studying them. Zoologists learn more about animal behavior when they are able to study them in the wild. An animal studied in a zoo doesn't really behave the way it would act in the wild. A zoo is a false habitat, and the animal adjusts its behavior to the zoo environment. Although scientists can learn a lot about animals in a zoo, they won't understand much about their normal behavior unless they study creatures in their natural habitat and environment.
Studying animals in their natural habitat is tricky. When an animal encounters a human, it will usually behave differently than normal. It might be nervous and on guard. If a scientist wants to learn how animals act on a daily basis, how animals form relationships with one another, and about animals' normal habits, he must either be hidden from the animals or get the animals used to his presence. Because many animals have keen senses, it is often hard to hide from them. As a result, zoologists often try to get animals used to people, a process called habituation (huh bich' oo aye' shun).
Habituation
To habituate animals, scientists will slowly get closer and closer to the animals, then remain there – causing no harm or disruption, day after day – until the animals get used to their presence. In the beginning, the animals hide and are cautious. After a time, however, the animals no longer see the scientists as a threat, and they begin to go about their usual business. The scientists can then begin studying them. One famous scientist, Dr. Jane Goodall, habituated chimpanzees to her presence and studied them for many years in a wildlife park in Africa. This was also done by scientists at Cornell University with a group of meerkats in an African desert. The study lasted for ten years, and much was learned about meerkats during this time. Habituating animals is a common way students and scientists study them in the wild.
Meerkats, like the one shown here, are typically easily frightened by humans. However, scientists from Cornell University habituated them to the presence of humans so they could be studied.
In most such circumstances, animals become habituated to the sight, smells, and sounds of the particular scientists that have been there day after day, week after week, month after month, and even year after year. The animals are habituated to these individual scientists only. It's important to note that the animals are not tamed by these scientists, though the creatures might trot right up to the scientists and investigate them, even crawling on their laps, considering them friends. However, they are still wild animals that will fiercely bite and hurt anyone they don't trust. These animals have learned to trust only a few particular scientists. If a new scientist approaches, the animals go back to their fearful, cautious behavior.
Habituating animals to humans can be risky for both the animals and the people. If an animal becomes habituated to many people, it can come to think that all humans are somewhat safe. This is dangerous for an animal, because it could walk right up to a hunter that would shoot it. On the other hand, if the animal seems tame to a person, the person might start trying to treat it like a pet. Since a wild animal is not used to such treatment, it might think the person is trying to hurt it, and it could
harm the person, thinking it must defend itself. So once again, a habituated animal is not tame. The animal is only unafraid of some humans. General habituation often happens with bears in national parks. Some bears become used to humans feeding them, even though people are told not to. As a result, bears sometimes approach people looking for food. Even though they may look friendly, the bears are still very, very dangerous wild animals. People sometimes make the mistake of thinking such bears are tame and start feeding them. When a person runs out of food, however, the bear may become violent. One swipe from a bear claw can result in death. We'll learn more about that later.
Many of the animals you will learn about in this book, such as monkeys, have been studied for hundreds of years, whether through habituation or through observing them from afar. Others, such as certain species of salamanders, have only been studied by a very few scientists because they are difficult to find. There are some animals we know almost nothing about, typically because they are difficult to track and because they live in a habitat not frequented by people. If you completed the Zoology 2 course, you might remember that blue whales and male sea turtles fall into this category.
Even though there are many things we do not know about animals, you will learn a great deal about what we do know as this book takes you on a tour through the world, looking at the different orders and families of animals. However, there isn't room to tell you about every animal species in creation. If you want to learn more about a particular species of animal, check out books from the library or do some research on the Internet. The course website I told you about in the introduction to the book is a great place to start. If there is a lot known about this animal, you will find a lot of information. If little is known or understood about a particular animal, there probably has not been a scientist dedicated to studying it. Perhaps you will be the one who does that when you grow up!
Animal Careers
If you have a special love for animals, you may want to consider a career that will give you the opportunity to work with them. There are many ways for people to work with animals as a career. All of them can be rewarding, if you love animals. Some require degrees or certification; others don't require any special education, but they do require training. Let's take a look at a few of the jobs you could get working with animals.
The most obvious career for a person who loves animals is to become a veterinarian (vet' ur uh nair' ee uhn), a doctor who works with injured and ill animals. Most veterinarians either specialize in small animals, like dogs and cats, or large animals, like horses and cows. A very few will specialize in exotic animals like marine animals, zoo animals, or chickens. I know chickens don't seem all that
exotic, but once a veterinarian knows about chickens, she can treat parrots and injured birds in the wild. A veterinarian who specializes in exotic animals can also work in zoos or animal parks, with wildlife organizations, or with animal research organizations. An exotic veterinarian can even work in chicken plants, treating the chickens that will one day be served on someone's dinner table! One interesting veterinary career involves working with politicians and health organizations, educating people and creating programs dealing with zoonotic (zoh uh not' ik) diseases. Zoonotic diseases are illnesses transmitted between animals and people, like avian flu, mad cow disease, west Nile fever, and Lyme disease.
While there are more than 150 medical schools in the United States, there are less than 30 veterinary schools. This means a person has a better chance of becoming a doctor than a veterinarian. However, you have a greater likelihood of getting into veterinary school if you have experience working with different types of animals. There are many places to get this experience. You could volunteer as a vet's assistant or in a laboratory that studies animals. You could also volunteer for a few years on a farm, zoo, or nature preserve. The more experience you have with different kinds of animals, the better your chance of being accepted to veterinary school.
Zoologist
Zoologists are people who usually have a degree in zoology or biology and intend to work with animals. A zoologist will often work in the field, specializing in one type of animal. This often involves capturing, tagging, or recording the number of animals found in a specific location. Studying animal populations is a very important part of zoology. Zoologists often work for government agencies or private companies, helping people decide how to preserve the animal population in that area. You will do an experiment in a later lesson that will help you understand population growth and decline.
This zoologist is studying a pine snake he found hiding under a board.
Also, zoologists can become zookeepers or aquarium keepers. Zookeepers usually begin by caring for specific types of animals and their habitats. Eventually they can add more and more animal exhibits to their responsibilities, working their way up to being in charge of the entire zoo. At that point, they are often called zoo curators. In addition to making sure the animals are properly cared for, zookeepers watch for unusual behaviors or illness. They also make sure the animals are groomed, exercised, and trained (if necessary). Zoologists can also get animals for a zoo,
usually from other zoos or breeding programs. Other zoologists work in the zoo as animal behaviorists. These people train other zookeepers on how to interact with and care for the animals. They have experience working with animals, and usually hold a degree in animal behavior.
Zoologists can also spend time as animal educators, helping people understand animals and their habitats. Wildlife parks, sanctuaries, aquariums, and museums hire educators to create brochures, videos, tours, and exhibits. These zoologists often live on the park grounds and study, research, and explore wildlife behavior. They usually write books or magazine articles, which is another way for them to make a living as a zoologist. Animal educators and program directors need a strong background in writing and speaking.
As a zoologist, you can also be a wildlife rehabilitator. In this case, you would work for the government (or some other agency) to care for ill, injured, or orphaned animals with the hope of one day being able to release them back into the wild. Sometimes, wildlife rehabilitators (or other zoologists) become animal trainers at theme parks like SeaWorld or Disney's Animal Kingdom.
Zoologists can also make wildlife documentaries. These are the informative shows about animals you might watch on Animal Planet or the Discovery Channel. It is a good idea to have experience with filmmaking if you want to make documentaries.
If you plan to become a zoologist, it is important that you learn good communication and writing skills. You will need these skills to help others understand how to protect the animals you study.
Pet Careers
Even if you don't want to get a degree in biology or zoology, there are a lot of careers that involve working with animals. For example, you could become a certified dog trainer, training dogs for all kinds of work, such as guide dogs, police dogs, or inspection dogs. You could also expand your career to include many other kinds of animals. Animal trainers are often hired to train animals to be in movies or television shows. Also, you could become an animal control officer, work at an animal shelter, work at a pet store, or work as a veterinarian technician. Although most of these careers do not require college degrees, they do require lots of knowledge and experience with animals.
Because horses are a favorite animal for many, there are several careers in the equine (horse) field. In addition to becoming a large-animal veterinarian, you could become a horse breeder or a horse trainer. You could also work at a race track or rodeo. Some jobs involving horses are very specific. For example, you could become a farrier (far' ee ur), which is a person who cares specifically for horses' hooves.
These are only a few of the many kinds of jobs you could get working with animals. Many places that work with animals use student volunteers to help them. Volunteers may clean cages, exercise the animals, or even assist with operations or training. Though volunteers don't get paid, they get a lot of the experience necessary to get a paying job someday.
As you study zoology this year, you might begin to develop your own ideas about what you want to do when you grow up. Whether you choose to work with animals or not, it's a lot of fun to study them.
What Do You Remember?
Each lesson will have a section like this. It is designed to help you remember some of the important things you learned in the lesson. For this lesson, explain what animal habituation is. What is a safari? What does it mean to be a predator? What does it mean to be prey? Have there always been predators and prey? What is a zoonotic disease? Name a few careers that involve working with animals.
Map It!
You will be learning about a lot of different types of animals as you go through this book. Each lesson will give you an opportunity to place on a world map small images of the animals you studied. To start this project, get a large world map you can hang on your wall. Throughout the rest of the book, there will be "Map It!" sections that will tell you to map the important animals you have studied. When you reach one of those sections, you need to get a small image of the animal (such as a tiny photograph you printed from the Internet or a tiny drawing you make) and put it on your map over a location where you can typically find the animal. The course website I told you about in the introduction to the book will have links to many websites that contain such pictures.
Track It!
Many lessons will have a "Track It!" section that will include pictures or drawings of animal tracks related to the lesson. These sections will focus on the tracks you might find in North America. You may want to trace or draw these tracks, creating a separate book you can carry with you on hikes or walks in wooded areas. That way, when you come across some tracks, you can try to identify what animal made them. Please note that if you live outside North America, you should check the course website I told you about in the introduction to
the book. There you will find links to pictures and drawings of animal tracks that might be found in your area of the world.
Notebook Activities
As you work through this course, you will create your own zoology "Book of Knowledge," also known as your Zoology Notebook. At the end of every lesson, you will have an opportunity to write down what you learned and make an illustration to go along with it. Sometimes you will also be given a creative assignment.
At this time, I want you to create the cover page for your Zoology Notebook. You can cut pictures of animals out of magazines, or print them from the computer if you don't want to draw them yourself. Once you have made your cover, start your zoology notebook with a page about a few of the careers that involve working with animals. Also, draw a picture of two animals that are usually predator and prey, but draw it so that they are enjoying each other's company, much like the picture of the snake and hamster on page 5. If you are having a hard time thinking of animals to draw in the picture, read the Scripture verse next to the picture.
Experiment
Remember how we discussed animals that are either predator or prey? Well, predators and prey need to blend in with their environment so they aren't seen. Prey don't want to be seen so they don't get eaten; predators prefer not to be seen so they can sneak up on their prey. Let's do a little experiment with M&M ® candies to see what happens to animals that are well camouflaged and those that are not.
Since you probably like to eat M&M's, you can think of yourself as an M&M's "predator." In this experiment, then, you (the predator) will be hunting for the M&M's (the prey) in a special habitat you create. Then you can discover which M&M's are best suited to survive in this habitat.
You will need:
♦ Scientific Speculation Sheet (found on page iv of this book)
♦ A laundry basket or large plastic container
♦ A bag of M&M's (you can also use Skittles ® or any other candy that comes in a variety of colors)
♦ A plain sheet of white paper
♦ Clean paper towels
♦ 21 sheets of construction paper in three different colors matching three of the candies (we used 7 brown, 7 green, and 7 orange.)
♦ 6 (or more) extra sheets of construction paper to line the laundry basket or container.
♦ A stopwatch or some other kind of timer
1. On the plain sheet of white paper, make a table like the one below:
2. Lay some paper towels on the floor or on a table and pour your M&M's onto the paper towels.
3. Separate the M&M's into groups according to their color.
4. Count the number of M&M's in each color group. Whichever color has the least number in it will tell you the number of M&M's you will use in each color group. For example, if there are 18 brown, 16 red, 17 yellow, and 14 green M&M's, you will use 14 M&M's in each group.
5. Take the extra M&M's from the other groups so that all the groups have the same number in them.
6. With a parent's permission, eat the rest of the M&M's you will not need.
7. Write the number of M&M's you have in each group (it should be the same number for each color) in the first row of the table you made in step #1.
8. Now you are going to make the habitat. Cover the bottom of the laundry basket with some of the extra sheets of construction paper. They can be all one color or different colors. It doesn't matter.
9. Using the seven sheets for each color, tear each sheet of construction paper into six pieces. It does not matter which way you tear it. Just make six pieces out of one sheet.
10. Crumple up each piece of construction paper and toss it into the basket.
11. After all seven sheets of construction paper of each color have been torn up and the pieces crumpled and put inside the basket, place the other sheets of construction paper on the sides of the basket to cover the holes.
12. Pour the M&M's into the basket, spreading them around evenly.
13. You will have two minutes to search for M&M's in the habitat. Make a hypothesis about what you will find in two minutes. Will you find more of one color than another? If so, which colors will you find the most of? Which will you find the least of? Write down your hypothesis on the Scientific Speculation Sheet.
14. Set the timer for two minutes and begin searching for M&M's.
15. After your time is up, separate the M&M's into color groups and count the ones you found. Record the number of each color you found in the second row of the table you made in step 1.
16. For each color, subtract the number you found from the number you started with. That will be the number you didn't find. Write that number in the third row of the table.
17. Was your hypothesis correct? Complete the rest of the Scientific Speculation Sheet.
Think about what the results of your experiment mean. If M&M's could reproduce and create other M&M's, which M&M's in your habitat would be most likely to reproduce? Which M&M's would have a hard time reproducing? After many years, which M&M's would be most abundant in that habitat? Which M&M's would probably become extinct?
You have just learned a lesson about camouflage and a special process that happens in nature called natural selection. Animals that are best suited for a particular environment, especially those that are able to hide themselves well, are naturally able to survive and reproduce in that environment. Those that cannot hide themselves well tend not to survive. That's called natural selection, because it is almost like the habitat "selects" those animals that are best suited to survive there.
This rabbit blends in well with its snowy surroundings, making it hard for predators to find it. Most likely, natural selection will ensure that such rabbits will thrive in that habitat.
Now if you have heard of evolution before, do not get natural selection and evolution confused. They are two completely different things. Evolution is a idea that some scientists believe in despite the fact that there is very little evidence for it and a lot of evidence against it. Natural selection is a well-documented scientific theory that helps us understand how creation determines what kinds of animals will survive in specific habitats. You will learn more about these things as you go through the rest of this course. | <urn:uuid:3be7941f-50e6-4f7d-99b0-9b2daea075ee> | CC-MAIN-2024-46 | https://www.learninghouse.ca/media/sample-pages/sc273_sample.pdf | 2024-11-05T05:51:49+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027871.46/warc/CC-MAIN-20241105052136-20241105082136-00452.warc.gz | 787,846,914 | 7,631 | eng_Latn | eng_Latn | 0.998947 | eng_Latn | 0.999186 | [
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Cambridge IGCSE ™
GLOBAL PERSPECTIVES
Paper 1 Written Examination
INSERT
INFORMATION
* This insert contains all the sources referred to in the questions.
* You may annotate this insert and use the blank spaces for planning. Do not write your answers on the insert.
0457/13
October/November 2021
1 hour 15 minutes
Source 1
Producing energy has an impact on the environment. For example, burning fossil fuels such as coal creates emissions and power stations use large amounts of water to cool machinery and turn turbines.
It is estimated that between 2020 and 2035 global energy use will increase by 50 per cent. This means that if we continue to produce energy in the same way, there will be more pollution and the amount of water used to generate energy will increase by about 85 per cent.
In many parts of the world, access to water is a problem. Over 2 billion people live in countries that experience water shortages and about 900 million people have no regular supply of clean drinking water. Climate change is likely to make water shortages a more significant problem in the future.
Source 2: Producing energy
There are ways to produce energy that use less water and cause less pollution. For example, solar panels and wind turbines use much less water to produce electricity than coal or nuclear power stations.
Advantages of solar power
Disadvantages of solar power
Can provide electricity to people who are not connected to a national supply
Does not produce noise or air pollution
Reduces dependency on fossil fuels
Reduces the cost of household bills if a house has a solar panel
Uses less water
Solar panels and wind turbines on a wind farm in the United States.
Dependent on the weather
Pollution caused by the manufacture of panels
Expensive to store energy that is not used
Uses a lot of land
High initial cost for a household to install solar panels
Source 3: It is easy to use less energy in your home
I am Mr Kathedo, your representative on the local council's energy committee. I am here to tell you that you can all use less energy if you make a few small changes. Firstly, you can check how much energy you use with a 'smart meter'. These show how much gas and electricity you are using so you can measure it over different times and try to use less.
There are other things you can do to use less energy. I saw a science programme on television last week and Professor Kuman talked about some of these. For example, you can insulate your home so you do not have to use so much energy to keep your family warm. You can also buy more energy efficient appliances. The newest refrigerators and televisions use much less energy than older models.
You can even use a different way of producing energy. For example, put solar panels on your house. That would really save energy and would help with climate change too. Most people know that climate change is affected by energy use. If we use less energy we can make a difference.
Extract from a speech by a local politician
Source 4: A school debate about using less energy
Dhia
How can my family save energy when we have a large farm to manage? We need electricity to power the machines, keep the animals warm in the winter and harvest the crops. The tractors need fuel, and we need to keep our family warm, especially my grandparents who are nearly 80 years old.
To use less energy our whole lifestyle would have to change. It is not just my family's farm that would have to go but all of the electrical goods that we rely on. Do you want to live without computers and televisions?
I have heard that developing countries will use more and more energy in the future. There is no point in us giving up our lifestyles if other countries are just going to use more energy.
Arif
I disagree. It is important for future generations that we use less energy. We will run out of some energy sources soon and the energy we use causes pollution and affects the climate.
Did you see the programme on television last night about the environment? It showed photographs of pollution in our cities and the extreme weather in the world. It said that over 90 per cent of the world's population live in places where air pollution is above World Health Organization guidelines. Children's lives are at risk! About 300 million children live in places with very high air pollution. This is caused by industry and power stations.
Experts say that small changes in our use of energy will make a difference. We can turn out the lights when we leave a room, make sure our homes are properly insulated, and walk or ride a bicycle instead of driving short distances in a car. If we make these changes we will save the planet.
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. | <urn:uuid:cc74eec8-2546-424d-92d2-b7c9d700c8a8> | CC-MAIN-2024-46 | https://papers.xtremepape.rs/CAIE/IGCSE/Global%20Perspectives%20(0457)/0457_w21_in_13.pdf | 2024-11-05T05:40:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027871.46/warc/CC-MAIN-20241105052136-20241105082136-00457.warc.gz | 433,201,205 | 1,157 | eng_Latn | eng_Latn | 0.994886 | eng_Latn | 0.99916 | [
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Citizen Resolution # 640523
Wake boat ballast systems violate current Wisconsin regulations.
It has been known since the 1980's that ballast water containing aquatic invasive species was discharged into the St. Lawrence Seaway from European ships. From there the invasives made their way into our Great Lakes and now into Wisconsin's inland lakes. Current regulations state that all boat ballast systems must be completely emptied prior to being removed from the boat landing. Wake boat ballast systems are not designed to be completely emptied. Many of the boat ballast systems are inaccessible and totally enclosed. This makes the systems impossible to inspect and unable to dry because they are enclosed.
It is evident that manufacturers are aware that ballast systems don't drain completely. Wake boat owners' manuals say to add several gallons of antifreeze to the ballast system in winter to avoid problems from residual water freezing. A University of Wisconsin study has shown that wake boat ballast systems contain on average 8 gallons of residual lake water after "being emptied". In some boats as much as 20 gallons remained. The water tested contained zooplankton and, in some cases, it was still alive. When these boats are moved from lake to lake, they transfer the ballast water and its contents from one lake to another lake.
Wake boat ballast systems cannot be completely emptied. Therefore, they can transfer aquatic invasive species such as zebra mussels, spiny water fleas and fish diseases from one lake to another. Wake boats could be used on lakes and rivers for activities such as water skiing, tubing and pleasure cruising but use of the ballast system feature should be prohibited. Would you support the WCC and legislature creating a new statute that prohibits the use of wake boat ballast systems on Wisconsin's lakes and rivers?
Additional Information provided by author:
University of Wisconsin Study "Volume and contents of residual water in recreational watercraft ballast systems", January 201 6, link:
https://www.researchgate.net/publication/306920452
Article from Outdoor Life, "A spiky flea could ruin Midwestern ecosystems and kill native fish", February 17, 2021, link:
https://www.popsci.com/story/animals/spiny-water-flea/.
Wisconsin regulation NR 19
Wisconsin regulation NR 40
Submitting Author:
Jeffrey Meessmann 9346 Blue Heron Presque Isle, WI 54557 (715) 385-0268 email@example.com Vilas County
Resolutions introduced at each Spring Hearing are public documents under Wisconsin's Open Records law [ss. 19.31 -19.39, Wis. Stats.] and will be posted online for the public to review. Any personally identifiable information will be available to the public but will only be used by the Department for administrative purposes. | <urn:uuid:04afb74a-9142-48af-9c5e-c924e2727aa6> | CC-MAIN-2024-46 | https://apps.dnr.wi.gov/DocLink/wcc/640523.pdf | 2024-11-05T07:36:47+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027871.46/warc/CC-MAIN-20241105052136-20241105082136-00460.warc.gz | 84,747,725 | 586 | eng_Latn | eng_Latn | 0.997644 | eng_Latn | 0.997644 | [
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ATTENTION DEFICIT HYPERACTIVITY DISORDER: A CASE STUDY
*Samvedna Sharma
Department of Education
University of Jammu
ABSTRACT: Attention Deficit Hyperactivity Disorder (ADHD), is a severe public health issue that affects a huge number of youngsters. Attention deficit hyperactivity disorder (ADHD) is a complex disorder, which can be seen as a disorder of life time, developing in preschool years and manifesting symptoms (full and/or partial) throughout the adulthood. The aim of this paper is to examined the overview of ADHD in children in relation to its demographic profile, precipitating factor, history of present illness, history of present illness, history of present illness and diagnosis.
INTRODUCTION :
ADHD is a severe public health issue that affects a large number of children (Wilens & Spencer, 2010). ADHD is a well-known pediatric psychiatric illness with substantial genetic, neurobiological, and neurochemical underpinnings (Curatolo & Moavero, 2010). It is characterized by symptoms of inattention and/or impulsivity and hyperactivity which can significantly impact many aspects of behavior as well as performance, both at school and at home (Wilens & Spencer, 2010). ADHD is characterized by pervasive and impairing symptoms of inattention, hyperactivity, and impulsivity according to DSM-V (Gnanavel, Sharma, Kaushal & Hussain, 2019). The World Health Organization (WHO) uses a different name hyperkinetic disorder (HD)-but lists similar operational criteria for the disorder (Kessler & Üstün, 2004). Regardless of name used, ADHD is one of the most thoroughly researched disorders in medicine. The DSM diagnostic criteria for ADHD were based on reviews of existing research and a field trial in which alternative diagnostic criteria were evaluated (Cabral, Liu, & Soares , 2020).
Classification of what constitutes ADHD has changed dramatically over the last 32 years, with each successive revision of the Diagnostic and Statistical Manual, the diagnostic criteria used to describe the disorder (Mahone & Denckla, 2017). Current classification for combined type ADHD requires a minimum of six out of nine symptoms of inattention of hyperactivity/impulsivity. In addition there must be some impairment from symptoms in two or more settings (e.g. home and school) and clear evidence of significant impairment in social, school or work functioning ( Epstein & Loren, 2013).
The DSM also allows the classification of two sub-type disorders:
i) Predominantly inattentive where the child only meets criteria for inattention; and
ii) Predominantly hyperactive-impulsive where only the hyperactive-impulsive criteria are met.
DEMOGRAPHIC PROFILE OF CASE
- Name : MS " G"
- Age :
13
- Sex:
Male
- Place of birth :
Jammu
- Education :
1
st
- Religion :
Hindu
- Socio economic status :
Middle class
- Domicile : Rural
- Informants :
Parents
- Chief complaints :
- Poor retention
- Low concentration
- Distraction
- Aggressive
- Does not want to study
- Disturbed sleep
- Restless
PRECIPITATING FACTOR:- Mother was suffering extreme stress during this pregnancy. Relationship with the in laws and money problem was the root cause of extreme stress during pregnancy.
HISTORY OF PRESENT ILLNESS: - The child's milestones developed late, his speech developed at the age of "4". He started walking at the age of 'one year'( normal development in walking ).He was quiet normal but Development was delay.
The fist doctor to whom parents consulted labeled him a patient of ADHD (ATTENTION DEFICIT HYPERACTIVITY DISORDER) IN JAMMU; according to DSM IV.
The dr "A" (NEUROPSYCHIATRIST) was consulted. He recommended the medicines
- tab Adderall 0.5 mg ½
- syp. Methylin
Then dr j was consulted . He recommended
- 1 cognitive behavior therapy
- 2 sports (30 minutes running in morning & evening time)
At present the child is improving slowly and steady. However the patient is quiet normal but because of ADHD, he is categorized as middle ordered.
HISTORY OF PAST ILLNESS:- no case of mental and physical illness in the family.
- Personal history:-
Birth : full term ( 9 month) normal delivery.
Development: - normal development in milestones ( walking at 1 year ) and delayed development in milestones ( speech at 4 yrs).
- Family history: joint family – grandfather, grand mother, father, mother and 1 sister. No case of mental retardation in the family. The patient relates best to his mother.
- Educational history: - later admitted to Sahara; then his school was changed, he was admitted to other school which is also basically for the mental retarded children contain good education facilities eg computer, drawing. The child is able to write and read.
- Marital status: - unmarried.
- Sexual history: - normal development of primary and secondary sexual characteristics.
- Religious:- normally indulge in prayers like taking name of god like to dance on the bhajans . He also learn fall "hanuman chalisa".
MENTAL STATUS EXAMINATION
- GENERAL APPEARANCE:- he sat comfortably, he is also able to make full eye contact, he is always properly dressed. Gender- tall, dark complexion, healthy.
- ATTITUDE:- he is open frank and also a help and attention seeking.
- PSYCHOMOTOR ACTIVITIES:- Normal , ability to write and draw.
- SPEECH:- Fast speech, while talking he don't make eye contact because he is busy to attend the other stimulus.
Pitch:- high
Volume:- Normal
Tone:- Normal
- MOOD:- No Predominant effective state
- THINKING:- Flow Normal
[x] Contact : Normal
- PERCEPTION:- No abnormality in perception.
- ATTENTION AND CONCENTRATION:- present
- MEMORY:- inadequate information
- INTELLIGENCE:-
Arithmetic ability:- he is average in arithmetic ability. He knows that table till five and able to solve single digit addition seems.
- JUDGEMENT:- Inadequate information
- INSIGHT:- the patient has insight of level – I , complete denial of illness.
- DIAGNOSIS:-Test Administrated VIMELAND SOCIAL MATURITY SCALE (VSMS) was used to assess the level of retardation and to measure the development in Eight areas.
Self Help General (SHG)
Self Help Eating(SHE)
She Help Dressing(SHD)
Self Direction(SD)
Socialization(SOC)
Locomotion(LOC)
Occupation(OCC)
Communication(COM)
- TEST FINDING:- The SQ came out to be 62 which shows that the patient is " mild mental retardation"
PROFILE ANALYSIS
GRAPH SHOWING SOCIAL AND ADAPTIVE FUNCTIONING OF THE PARTICIPANT
TREATMENT:- Specific treatment (BT) behavioral therapy was given to patient was recommended.
Currently the patient takes medicine and counseling also.
REFERENCES :
Cabral, M. D. I., Liu, S., & Soares, N. (2020). Attention-deficit/hyperactivity disorder: diagnostic criteria, epidemiology, risk factors and evaluation in youth. Translational pediatrics, 9(Suppl 1), S104.
Curatolo, P., D'Agati, E., & Moavero, R. (2010). The neurobiological basis of ADHD. Italian journal of pediatrics, 36(1), 1-7.
Epstein, J. N., & Loren, R. E. (2013). Changes in the definition of ADHD in DSM-5: subtle but important. Neuropsychiatry, 3(5), 455.
Gnanavel, S., Sharma, P., Kaushal, P., & Hussain, S. (2019). Attention deficit hyperactivity disorder and comorbidity: A review of literature. World journal of clinical cases, 7(17), 2420.
Kessler, R. C., & Üstün, T. B. (2004). The world mental health (WMH) survey initiative version of the world health organization (WHO) composite international diagnostic interview (CIDI). International journal of methods in psychiatric research, 13(2), 93-121.
Mahone, E. M., & Denckla, M. B. (2017). Attention-deficit/hyperactivity disorder: a historical neuropsychological perspective. Journal of the International Neuropsychological Society, 23(9-10), 916-929.
Wilens, T. E., & Spencer, T. J. (2010). Understanding attention-deficit/hyperactivity disorder from childhood to adulthood. Postgraduate medicine, 122(5), 97-109. | <urn:uuid:118051c5-df1a-4dab-8072-28f817d3e060> | CC-MAIN-2024-46 | https://www.jetir.org/papers/JETIR1804432.pdf | 2024-11-05T06:12:41+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027871.46/warc/CC-MAIN-20241105052136-20241105082136-00460.warc.gz | 777,709,871 | 1,903 | eng_Latn | eng_Latn | 0.90765 | eng_Latn | 0.983946 | [
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Tree visualisation meditation
Rudi Landmann 2022
Welcome to this tree visualisation meditation.
To begin, find a position either sitting or lying down, making yourself as comfortable as possible.
I invite you to close your eyes, or to soften your eyes' focus and direct your gaze downwards.
Start to direct your attention to the sensations of your own body. Simply notice where your body is supported:
* the feel of the chair, or floor, or bed where you are sitting or lying
* The feel of surface on which your arms are lying
* The feel of anything that's under or behind your head.
* Notice the touch of your clothes against your body
And as you sit or lie here, begin to notice your breath. Don't attempt to change it in any way, just notice its natural rhythm as you inhale and exhale.
* Notice how the air feels as it flows through your nose and mouth
* Notice the rise and fall of your chest and belly
From this base of your own body, imagine a tree. A single, solitary tree growing somewhere in the ground. It is a living tree with a full canopy of leaves.
Picture it from a distance where you can take in the whole tree without having to crane your neck to see it. Start to notice some details about it.
* What kind of tree is it?
* How big is it?
Notice the leaves of its canopy. What colour are they? Are they bright and vibrant or are they dull? Do they look well hydrated or are they dry? Can you see any flowers or fruits among the canopy? In your mind's eye, take in the details of the canopy.
Now let your eye wander down to the trunk of the tree. Notice the colour of its bark. Notice its texture: does it look rough or smooth? Is the bark all healthy, or can you see any damage to the trunk? Is the trunk straight or is it twisted and knotty? In your mind's eye, take in all the details of the trunk.
Let your eye come down to the base of the tree, to where it meets the earth. Notice how this tree is planted in the ground. Notice any roots that you can see above the ground. Notice the stability of the tree.
Rudi Landmann
Now listen to the tree. What can you hear? What do its leaves sound like as the wind passes through them? Can you hear birds singing or animals moving in its branches? Listen carefully and notice what you hear.
Finally, approach the tree. Walk up to it. As you approach, take in more and more detail of the bark you noticed earlier. Notice the light and shadow of its texture.
As you come close, notice if you can smell this tree. Can you smell its woodiness, or the moisture on its leaves? What can you smell?
As you reach the tree, reach out your hand and touch its trunk. Run your hand over its surface. Notice how rough or smooth it feels under your fingers. Notice how wet or dry it feels. If there is a leaf within reach, rub it gently between your fingertips and notice its texture too: rough or smooth or even waxy, wet or dry, thick or thin?
Step in closer and wrap your arms around this tree and give it a big hug and thank it for letting you get to know it today.
We are now ready to begin our main exercise.
When you're ready, let your eyes gently open, and return to the room.
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Name _________________________________
Name _________________________________
The Kennedy Years (876)
The Kennedy Years (876)
1. What were the concerns that some Americans had about Kennedy running for president?
2. How did Kennedy and Nixon perform in the debate on Sept. 26, 1960? Why was that important?
3. How did Kennedy react to Martin Luther King, Jr.'s imprisonment?
4. At Kennedy's inauguration he said "__________________________________
____________________________________________."
5. The Kennedy Years are often referred to Camelot. Why?
6. Flexible response-
7. When Fidel Castro took over Cuba in 1959, he declared himself communist, seized American refineries in Cuba, and broke up commercial farms into ___________ to be worked by peasants. Most of the farms were Americanowned so the companies appealed to the U.S. ________________ to help.
8. The Bay of Pigs invasion in 1961 was when 1,300 Cuban exiles (who had been trained by the CIA) with the support of the _______________________ landed in Cuba at the Bay of Pigs to began a revolution to overthrow Castro. What was the result of this invasion?
9. In 1962, Soviet Premier ______________________________ (name) began sending nuclear weapons to Cuba. How did Kennedy respond?
10. How did the Cuban Missile Crisis end?
11. What was the Berlin crisis that led to the construction of the Berlin Wall?
12. Explain the "hot line."
13. Limited Test Ban Treaty-
1. What were the concerns that some Americans had about Kennedy running for president?
2. How did Kennedy and Nixon perform in the debate on Sept. 26, 1960? Why was that important?
3. How did Kennedy react to Martin Luther King, Jr.'s imprisonment?
4. At Kennedy's inauguration he said "__________________________________
____________________________________________."
5. The Kennedy Years are often referred to Camelot. Why?
6. Flexible response-
7. When Fidel Castro took over Cuba in 1959, he declared himself communist, seized American refineries in Cuba, and broke up commercial farms into ___________ to be worked by peasants. Most of the farms were Americanowned so the companies appealed to the U.S. ________________ to help.
8. The Bay of Pigs invasion in 1961 was when 1,300 Cuban exiles (who had been trained by the CIA) with the support of the _______________________ landed in Cuba at the Bay of Pigs to began a revolution to overthrow Castro. What was the result of this invasion?
9. In 1962, Soviet Premier ______________________________ (name) began sending nuclear weapons to Cuba. How did Kennedy respond?
10. How did the Cuban Missile Crisis end?
11. What was the Berlin crisis that led to the construction of the Berlin Wall?
12. Explain the "hot line."
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ART AND DESIGN POLICY
INTRODUCTION
All pupils will be taught art, craft and design to engage, inspire and challenge them through the use of cross curricular lessons. Their developing knowledge, skills and understanding will lead them to experiment, invent and create their own works of art, craft and design. As pupils become artists and designers, they will be taught to think critically and develop a more rigorous understanding of art and design. Through crosscurricular work pupils will learn that art and design as well as artists, reflect and shape our history and contribute to the culture, creativity and wealth of our nation.
Aims
2. To enable pupils to produce creative work, exploring their own ideas and recording their experiences
1. To use the programmes of study of the National Curriculum for art to underpin teaching and learning:
3. To help pupils become capable in drawing, painting, sculpture and other art, craft and design techniques
5. To ensure that pupils know about great artists, craft makers and designers, and understand the history and impact their artwork has had on culture.
4. To teach pupils how to evaluate and analyse creative works using the language of art, craft and design
6. To ensure the teaching of Art and Design is creative and suits the needs of all children.
STRATEGIES
2. Children will learn how to mark make, draw, paint and explore sculpture to develop and share their ideas, experiences and imagination
1. Pupils will be taught to use a range of materials creatively to design and make products
3. Pupils will be taught how to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
4. Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
6. All children will be encouraged and shown how to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
5. Pupils in KS2 will be enabled to create sketchbooks, which move with them through school, to record their observations and exploration of art and design.
7. Through cross curricular lessons children will learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and developing style that they can use in their own work.
8. The teaching and learning of art and design will take account of all children and all learning styles and differentiated where appropriate. Art and design will be an inclusive subject, enjoyed by all.
OUTCOMES
During their time in this school children will benefit from a broad and balanced program of art and design. They will experience using a wide range of materials and explore art and design enabling them to grow and flourish as artists and designers. They will build a growing awareness of the art and design which runs through their own history, culture as well as other cultures. They will be introduced to the world of artists and works of art. They will learn about sculptors, designers and architects and will be given the opportunity to visit galleries and exhibitions in order to broaden their horizons and to appreciate great works of art. | <urn:uuid:d4752abc-f4b3-4db4-a5f4-c945ff340c8b> | CC-MAIN-2023-50 | https://www.stjosephs.cheshire.sch.uk/serve_file/16688960 | 2023-11-28T18:58:30+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00759.warc.gz | 1,135,480,516 | 670 | eng_Latn | eng_Latn | 0.997092 | eng_Latn | 0.997092 | [
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Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Character
My ability to Learn (Learning to deep learn)
My attitude towards learning and my ability to improve (Grit, tenacity, perseverance, and resilience)
My relationships with others (Empathy, Compassion and Integrity)
Using Technology for Learning
(Leveraging Digital)
Future Focus
This assessment suggests that I should now focus my attention on:
I could do this by:
Learning to deep learn, to keep trying and always be a learner.
Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Critical Thinking
Evaluating Information and arguments
Making connections and identifying patterns
Meaningful knowledge construction
Experimenting, reflecting, and taking action on ideas in the real world
Using Technology for Learning (Leveraging Digital)
Evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge, and applying it in the real world.
Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Creativity
Finding and Taking opportunities
(Economic and social entrepreneurialism)
Asking the right inquiry questions
Pursuing and expressing novel ideas and situations
Leadership to turn ideas into action
Using technology for learning (leveraging digital)
Being able to see and take opportunities, creating new ideas or products, leading others.
Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of
development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Communication
Communication is designed for audience and impact
The purpose is clear and the message has impact
Reflecting on and improving my communication
Learner voice and identity is authentic and empowers others
Using Technology for Learning
(Leveraging Digital)
Communicating clearly, in a variety of ways, and for specific audiences.
Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of
development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Collaboration
Working with each other as a team
(working interdependently as a team)
Interpersonal and team-related skills
Social, emotional and intercultural skills
Understanding my team and solving problems
(Managing team dynamics and challenges)
Using Technology for Learning (Leveraging Digital)
Work interdependently and with others. Making important decisions together and learning from and contributing to the learning of others.
Name:
Grade:
Date:
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
☐Limited
☐Emerging
☐Developing
☐Accelerating
☐Proficient
What evidence shows you are at this stage of development?
Citizenship
A global perspective
Commitment to equity and wellbeing through empathy and compassion
Genuine interest in human and environmental sustainability
Solving complex problems to benefit others
Using Technology for Learning
(Leveraging Digital)
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Halton Lodge Primary School
Phonics Policy
Date of last review: September 2019
Policy approved and ratified by Governors: 23 rd October 2020 (FGB Meeting – Curriculum & Standards Focus)
Date of next review: Autumn Term 2022
Rationale
At Halton Lodge Primary School, we strive to ensure that all children become successful, fluent readers by the end of Key Stage One; and believe this is best achieved through a combination of strong, high quality, discrete phonics teaching (combined with a whole school language approach that promotes a 'Reading for Pleasure' culture).
The Rose Report (2006) emphasised high quality phonics as an important part of the word decoding skills required by children to develop higher level, whole language and comprehension skills. This approach is in alignment with our belief that we first 'learn to read' and then we 'read to learn'.
This policy is aimed at securing and reinforcing a consistent, high quality approach to the teaching of phonics across the Early Years Foundation Stage (EYFS,) Key Stage One and on into Key Stage Two for children who still need this further support.
Aims
- To teach children aural discrimination, phonemic awareness and rhyme to aid reading, writing and spelling development.
- To encourage the use of segmenting and blending so that decoding skills provide a sound foundation for reading, writing and spelling.
- To ensure the teaching of phonics is lively, interactive and investigative.
- To enable children to use phonic awareness across the curriculum.
- To ensure that children know the 44 phonemes within the English language.
- To teach children to recognise the graphemes within words, and associate them with the appropriate phoneme, when reading.
- To provide children with strategies to identify and decode 'tricky words'.
Objectives
- To provide consistent, high quality phonics teaching that ensures all children have a strong foundation upon which to tackle the complex processes of reading and writing.
- To ensure that the teaching of synthetic phonics is systematic and progressive throughout the foundation stage, key stage one and key stage two for those children needing interventions to support phonetic knowledge and understanding.
- To ensure that children have sound phonetic knowledge, understanding and skills so that they can decode words confidently and engage with higher order reading and writing skills.
Curriculum, Teaching and Learning Guidance
At Halton Lodge Primary School, we follow the Letters and Sounds document's principles and practice across the EYFS and Key Stage One. In Key Stage Two, interventions are based around the use of Letters and Sounds, Support for Spelling and Rapid Readers.
Planning: Planning for phonics is done separately from literacy (see Appendix 1) - but with the understanding that good phonics teaching should link to the literacy needs of the children within literacy lessons and across the curriculum.
Each Phonics lesson should include the following sections:
- Revise/Review – Overlearn the previous graphemes and words
- Teach – Introduce a new grapheme / words
- Practise – Develop GPCs (grapheme phoneme correspondences) /read and spell new words
- Apply – Use the new graphemes / words in games and activities to secure knowledge
Assessment: Teachers use assessment, first and foremost, to inform effective provision for all children - using this to plan and deliver effectively differentiated lessons that engage and challenge all children within the lesson.
In the EYFS and KS1, we assess pupil progress on our Phonics Assessment Sheets (see Appendix 2) for each phase - and plot the children on a Phonics Tracking Grid (see Appendix 3) each term.
As the Phonics Screening Check approaches, Year 1 pupils will also be given practise 'checks' to help identify specific skills that may not yet be secure or any gaps in their learning.
Organisation:
Children in Reception will be taught a discrete phonics session daily for a fifteen minute period as a whole class. This is followed by fifteen minutes of handwriting, linked to the Phonics lesson. Phonics skills are also embedded in writing and reading tasks in Literacy session; and groups will be differentiated to ensure that all children are reaching their full potential within a challenging and supportive environment.
The driving ethos should be for all children to complete Phase 4 by the end of Reception and have a sound understanding of these, in order to start Phase 5 by the start of Autumn Term in Year 1.
Children are introduced to the "tricky words" and aim to read and write the high frequency words for Phases 2 to 4 before they enter Year 1. Children identified as not making the expected progress will be identified early and will receive additional phonics interventions at least 3 times per week.
Children in Year 1 have access to high quality daily phonics sessions for twenty-five minutes each day. Groups will be differentiated to ensure all children reach their full potential. Teachers work with groups, on a rotational basis, to ensure high quality provision for all children.
The underlying aim of Year 1 should be to ensure all children have completed Phases 4 and 5 and be ready to begin Phase 6 upon entry into Year 2.
The children should have plenty of practise in recognising 'Alien' (or pseudo) words, in readiness for the Phonic Screening Check; and to give them the confidence to read any word.
Children should also aim to read and write all the common exception words for Year 1.
Children in Year 2 will have access to high quality daily phonics lessons for twenty-five minutes. Provision should be differentiated to ensure all children reach their full potential. Teachers work with all groups, on a rotational basis, to ensure all children have access to high quality phonics teaching.
The underlying aim in Year 2 is to ensure that all children have successfully completed Phase 6 while revisiting earlier phases to reinforce previous learning and to also re-experience 'tricky words'.
Children in Year 3 who have not reached a sufficiently proficient level in GPC awareness and application should be given access to a daily phonics session throughout the Autumn term (12 weeks). Children who, by the end of the Autumn term, have still not reached a sufficiently skilled level of phonetic awareness will have intervention programmes arranged to provide for this need. Children in Key Stage 2 who have not attained a sufficient skill level in GPC awareness and application will have provision in small intervention groups in regards to phonics and/or spelling – and consideration should also be given as to whether these children would be best supported through a Support Plan (see SEND Policy).
Classroom Environment: In each class, is an age appropriate Phonics display, concentrating on both sounds and key words. Sound and tricky word mats, along with phoneme frames are readily accessible.
Home-School Links: Parental involvement is key in the acquisition of Phonics. A Phonics Workshop for Reception parents is held in the Autumn term and there are two Phonics Workshops for Year 1 and Year 2 parents during the year. Phonically decodable reading books are sent home for parents to support their child's phonics/reading.
Monitoring and Review of this Policy:
This policy was drawn up by the Phonics Subject Leader, Mrs Anne-Marie Harvey through the consensus of opinion of all teaching staff as a result of extensive discussion. It was completed in September 2019.
Its implementation is seen as the responsibility of all staff. Its use and effectiveness will be supported and monitored by the Phonics Subject Leader, on behalf of the Head Teacher and Governors.
Appendix 3 - Weekly Phonics Planning Template
Weekly Phonics Planning
5
Appendix 2 – Phonics and Reading Tracker (Example)
Year X Phonics and Book Band Level Tracker – Spring Term
Appendix 3 – Evaluation of Phonics Achievement (for Pupil Progress Meetings)
PROGRESS DATA
School: Halton Lodge Primary School
Red
= cause for concern/SEN
Amber
= vulnerable
Green
= in line with expectation
Dark Green
= exceeded expectation
Red
= cause for concern/SEN
= vulnerable
Amber
Green
= in line with expectation
7
Dark Green
= exceeded expectation
YEAR
2
ON
ENTR
Y
DEC
MAR
JULY
Outline of progress:
Total number
of children
In the cohort
How
How
How
How many
are
EAL?
many are boys?
many are
children with
SEN?
many are looked
after children?
PHASE
1
(number)
PHASE
2
PHASE
3
(number)
(number)
Next steps:
8
PHASE
4
(number)
PHASE
5
(number)
PHASE
6
(number)
PHASE
4+
%
PHASE
5+
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The difference between describing and explaining something
Knowledge exists in all forms around mankind. It is man who resorts to different methods to get this knowledge. It is very crucial to gain knowledge in life since it is the one factor that differentiates human beings from animals. It really helps a person develop him brain and become sharper intellectually. That enables him to understand the world in a much better way so that he can make sense of things around him and can make sensible conversations with people. Knowledge has existed from the beginning of times. There is no one specific way of gaining knowledge. It is acquired through education as well as through the experiences that a person gains throughout his life.
The title of this TOK mainly has to deal with how there exists a difference between describing something and offering an explanation for it. Before we plunge into exploring this title in further detail, it is best that we develop a key understanding of the key terms of this essay. Describing mainly entails giving a detailed account of something in words that are easy to understand so that the point gets across to the other person in the best way. Explaining something on the other hand means describing it further in order for even more clarity and t ensure that the other person has fully understood the point that is made. The TOK title suggests, "There is a sharp line between describing something and offering an explanation of it." The knowledge question that can be derived from this is that "is there a sharp line between describing something and offering an explanation of it." From my understanding, I feel that there definitely does exist a vast difference in describing something and offering an explanation for it. The two terms have been used interchangeably for quite some time now but the fact of the matter is that they are essentially very different.
In order to be able to explain my point of view better, I will be using two areas of knowledge which are the natural sciences and the human sciences. I feel that I will better be able to explain my point of view by making use of these two areas of knowledge.
Moving on to the first area of knowledge, it can be seen that there are people who believe that the earth is flat. They are the ones who have come up with the flat earth theory. Their only reason to believe so is the fact that the surface of the earth 'feels' and 'looks' flat. From this, it can be seen that they don't have any other solid explanation for them to feel so, which is why for the longest time, proponents of the flat earth theory have not been able to convince people of their point of view. They did not give any reasons to clarify why they felt this way and that is why it has had a lot of people question these views (Wolchover). This is the one main reason that this belief was refuted to such a great extent and there were many groups of people that refuted it, till the actual theory came out to be that gave evidence about how the earth is spherical. This example very well shows that there is a vast difference between simply describing something and giving an in depth explanation for it. Had the proponents of the flat earth theory given different reasons why they felt this way, the chances of more people taking interest in what they were saying would have been much higher. They were simply 'describing' and not explaining.
A counterclaim to this can be seen in the gene theory which talks about how traits are passed on from the parents to the offspring. In this theory it can be seen that the concept works around chromosomes and DNA (Bailey). In order to make the general public understand this theory, it was simply described in words that are easy to understand but there were no specific reasons given so that this can be explained to the audience. From this example, it can be seen that there are certain circumstances in which there is a description and that is sufficient for the user to understand the scenario. But these circumstances or situations are few in number. On the whole, it can be concluded that there does exist a huge difference between simply describing something and offering an explanation for it. In order to make the other part understand one's point of view and actually develop interest in it, it is essential to explain the point of view. It allows for more clarity and it helps et the point across in a much better way.
As I move on to the next area of knowledge which is the human sciences, I will be shedding light on a sub section of this area of knowledge which is sociology. When Karl Marx gave his theory of class struggle, he explained the theory so that people would be able to understand his theory better. He talked about how the bourgeoisie exploited the proletariat for their own selfish means and how the only thing that mattered to them was their own personal gain. There are so many people in the world today who believe in Karl Marx's theory. The one major reason that they do this is because they understand and relate to what Karl Marx said in this theory. This is mainly due to the fact that Karl Marx was able to give reasons for believing in what he did. Karl Marx refers to the bourgeoisie as the 'oppressors' and the proletariat as the 'oppressed' (McCabe). In his theory he explained that the rich have personal gains from paying minimal wages to the struggling class and that is how they were able to exploit them to their own advantage. From this example, it can be seen that Karl Marx was able to 'explain' his points in a really great way and that is why a lot of people believed in his ideas and his theories.
A counter claim to this is seen in the functionalist theory of sociology. This perspective states that all social institutions play a positive part in society and work towards building a society that is progressive (Anthony). There are people who believe this theory to be true but then there are a lot of people who criticize this theory as well. The main reason for this is the fact that this theory fails to take into account social change. Some people say that this theory is conservatively biased. This is mainly due to the fact that Emile Durkheim simply described this theory and did not 'explain' in detail how he felt this theory accounted for social change that takes place in the society. Had he explained this theory is more detail and given more reasons about why he believed that this theory did take into account social change, it wouldn't have received as much criticism as it did because there would have been people who would have seen this theory from the angle that he wanted them to. From this example, it can be seen that there really does exists a difference between describing something and offering an explanation for it.
The work of knowledge that I have used in these real-life situations in order to explain my point of view in a better way is reasoning. With theories like this, reasoning helps to see things from a different perspective and then form an opinion about them. In conclusion, it can be said that there definitely exists a sharp distinction between describing something and offering an explanation to it. When a person describes something, they simply state it in simpler words that make it easier to comprehend, but when they offer an explanation for it, they make it a point to reason out to an extent that the other person understands them. They give different reasons for why they believe something to be true. There are situations where it is hard to distinguish between describing and explaining and that is why it is often seen that these terms are used interchangeably. But, when a person explains their points of view, the audience can comprehend the point of view in a much better way.
References
Anthony, Izuogu Sunday. "A Critique of Functionalism as a Theory of the Contemporary Nigerian Social System." 2019.
Bailey, Regina. Gene Theory . 2017. <https://www.thoughtco.com/gene-theory-373466>.
McCabe, Eddie.
Karl Marx's Theory of Class Struggle: The Working Class & Revolution
. 2018.
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EYE PAIN
Sharp, dull or throbbing pain in one or both eyes
CAUSES
EYE STRAIN
Eye strain is characterized by discomfort or pain in one or both eyes, usually after prolonged reading, using the computer or watching television. The focusing muscles of the eyes are strained after certain activities and need to rest.
Symptoms:
* Pain in one or both eyes
* Headache
* Burning sensation in the eyes when closed
DO:
* Rest your eyes for a few minutes.
* Blink to moisten your eye and relieve the strain.
DON'T:
* If you are wearing contact lenses, don't exceed the recommended time that you should be wearing them. Take them out as soon as you feel eye strain.
If a foreign object has penetrated your eye, it is best to seek help from an eye doctor.
INJURY
A punch or blow to the eye area, or any other injury, may cause eye pain. Protective gear is available to prevent this kind of injury while playing sports or working with tools.
Symptoms:
* Pain or discomfort in one or both eyes
DO:
* Seek help if you feel a foreign object has penetrated your eye or if the pain is severe and/or seems to be coming from behind your eye.
DON'T:
* Don't rub or touch your eye unnecessarily.
* Don't attempt to remove a foreign object that has penetrated the eye. Seek help immediately.
Sharp, dull or throbbing pain in one or both eyes
STY
A sty is a red bump on the upper or lower eyelid. It is usually an eyelash follicle that has been infected with bacteria. The bump is filled with pus and may be mildly painful. When left alone, it will usually heal on its own.
Symptoms:
* A swollen bump on the margin of an eyelid
* Some itching
* Some pain
DO:
* Gently apply a warm compress to the sty for five to ten minutes at a time, three to four times a day.
DON'T:
* Don't pick or squeeze the sty. If it has not yet completely healed, it could spread the infection and cause more to appear.
FAINTING
Losing consciousness for a short period of time
CAUSES
ANEMIA
Fainting is one of the symptoms of anemia. A person is suffering from anemia if his/her blood is lacking in hemoglobin, which is instrumental in bringing oxygen to the tissues. An iron deficiency is most often the cause of this condition.
Symptoms:
* Fainting spells
* Dizziness
* Paleness of the lips, mouth, inside of eyelids and nail beds
* Chest pain
* Palpitations (extraordinarily fast and strong heartbeats)
* Weight loss
DO:
* If you feel faint, sit down and put your head between your knees or lie down and raise your feet above the level of your heart.
* Loosen the clothing you are wearing.
* Seek help to determine proper medication for anemia.
* If someone has fainted in your presence, check for breathing. If the person is not breathing, seek emergency help (and administer CPR, if you've been trained).
DON'T:
* Don't make sudden movements right after regaining consciousness. You may feel weak after the attack and a period of rest is a must.
HEAT EXHAUSTION
See page 9.
37
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Case Summary: Hazelwood School District v. Kuhlmeier
Changing the Rules
Hazelwood School District v. Kuhlmeier raised the question of whether the principal of Hazelwood East High School, near St. Louis, violated the First Amendment rights of his students by deleting two pages of the Spectrum, the school-sponsored newspaper that was produced in a school journalism course.
A journalism adviser, who supervised the Spectrum's staff, submitted each edition to the principal for review, prior to publication. In May 1983, a substitute was advising the newspaper because the regular journalism teacher left before the school year ended. After reviewing the May 13 edition of the paper, principal Robert Reynolds decided that two articles should not be published. The articles covered teenage pregnancy at Hazelwood East and the effects of divorce on students. Reynolds decided to delete the two pages on which they appeared, thus deleting additional articles as well.
This is how the story on teen pregnancy in the May 13 issue of the Spectrum began:
Sixteen-year-old Sue had it all — good looks, good grades, a loving family and a cute boyfriend. She also had a seven pound baby boy. Each year, according to Claire Berman (Readers Digest, May 1983), close to 1.1 million teenagers — more than one out of every 10 teenage girls — become pregnant. In Missouri alone, 8,208 teens under the age of 18 became pregnant in 1980, according to Reproductive Health Services of St. Louis. That number was 7,363 in 1981.
The article followed with personal accounts of three Hazelwood East students who became pregnant. The names of all three were changed:
Terri: I am five months pregnant and very excited about having my baby. My husband is excited too. We both can't wait until it's born. . . .
Patti: I didn't think it could happen to me, but I knew I had to start making plans for me and my little one. . . .
Julie: At first I was shocked. You always think 'It won't happen to me.' I was also scared because I did not know how everyone was going to handle it. . . .
Principal Reynolds believed the pregnancy article was inappropriate for a school newspaper and its intended audience, and the girls' anonymity was not adequately protected. He also believed that the divorce article, in which a student sharply criticized her father for not spending more time with his family, violated journalistic fairness because the newspaper did not give the girl's father a chance to defend himself. As the journalism class was, in part, designed to teach these notions of fairness, Reynolds asserted that he was acting in the best interests of the school by censoring the material.
Students on the Spectrum staff, surprised at finding two pages missing, filed a lawsuit against the school on the grounds that their First Amendment rights had been violated.
Five years later, the final decision came down in Hazelwood, the first Supreme Court case to focus specifically on high school student press rights.
The Decision of the Supreme Court:
On Jan. 13, 1988, the U.S. Supreme Court voted 5-3 to reverse the decision of the U.S. Court of Appeals for the 8th Circuit in St. Louis, which had upheld the rights of the students. The Court ruled that Principal Reynolds had the right to censor articles in the student newspaper that were deemed contrary to the school's educational mission.
Where Tinker gave students the power of free expression, Hazelwood gave school administrators the power to censor student newspapers.
The Supreme Court began its analysis by citing Tinker's basic premise that students "do not shed their constitutional rights to freedom of speech or expression at the school house gate." But the Court modified this position by citing Bethel vs. Fraser, "A school need not tolerate student speech that is inconsistent with its basic educational mission."
The Court said schools could censor any forms of expression deemed "ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences," or any expression that advocates "conduct otherwise inconsistent with the shared values of the civilized social order."
The key: "Educators do not offend the First Amendment by exercising editorial control over the style and content of student speech in school-sponsored expressive activities so long as their actions are reasonably related to legitimate pedagogical concerns."
The Court found it was "not unreasonable" for Reynolds to have concluded that "frank talk" by students about their sexual histories and the use of birth control, even though their comments were not graphic, was "inappropriate in a school-sponsored publication distributed to 14-year-old freshmen."
Justice Byron White wrote in the Court's majority opinion, "A school must be able to set high standards for the student speech that is disseminated under its auspices — standards that may be higher than those demanded by some newspaper publishers or theatrical producers in the 'real' world — and may refuse to disseminate student speech that does not meet those standards.
"In addition, a school must be able to take into account the emotional maturity of the intended audience in determining whether to disseminate student speech on potentially sensitive topics, which might range from the existence of Santa Claus in an elementary school setting to the particulars of teenage sexual activity in a high school setting."
Justice William Brennan filed the dissenting opinion, which was joined by Justices Thurgood Marshall and Harry Blackmun. In his dissent, Justice Brennan wrote that he found the newspaper at Hazelwood East High School to be a "forum established to give students an opportunity to express their views" and said the Supreme Court should have applied the Tinker standard. Justice Brennan characterized the censorship at Hazelwood East as indefensible, saying it "aptly illustrates how readily school officials (and courts) can camouflage viewpoint discrimination as the 'mere' protection of students from sensitive topics.
"Such unthinking contempt for individual rights is intolerable from any state official," Brennan wrote. "It is particularly insidious from one to whom the public entrusts the task of inculcating in its youth an appreciation for the cherished democratic liberties that our Constitution guarantees."
Questions for Discussion
1. What is prior review?
2. What is censorship?
3. What conditions had to exist for a principal to exercise censorship of the student press according to the Hazelwood decision?
4. Does the Hazelwood ruling apply to all public schools? What factors does the court use to determine whether the student newspaper has been opened by the school as a public forum?
5. How did the Supreme Court reconcile its seemingly contradictory holdings in the Hazelwood and Tinker cases?
6. Under what circumstances may student speech in a school-sponsored, non-public forum be limited according to the Hazelwood decision?
7. What forms of student expression, other than school-sponsored student newspapers, could be censored under the Hazelwood standard?
8. Are school officials required to censor student expression under the Hazelwood ruling?
9. What is the difference between editorial decision making and self censorship?
10. If you were a high school principal, would your relationship with the school's newspaper be based on the Tinker standard or the Hazelwood guidelines?
Points for Discussion
1. What is prior review?
Prior review takes place when an official reviews material before it is published or broadcast.
2. What is censorship?
Censorship is an examination and removal of expression, both words and images, to suppress what is considered morally, politically or otherwise objectionable. It is rooted in an ancient Roman practice. The censor was one of two officials who were responsible for taking public census and supervising public behavior and morals.
3. What conditions have to exist for a principal to exercise censorship of the student press according to the Hazelwood decision?
The Court said schools, public or private, could censor any forms of expression deemed "ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences," or any expression that advocates "conduct otherwise inconsistent with the shared values of the civilized social order."
4. Does the Hazelwood ruling apply to all public schools? What factors does the court use to determine whether the student newspaper has been opened by the school as a public forum?
No. The Hazelwood ruling does not apply to publications that have been opened as "public forums for student expression." According to the Student Press Law Center "A student publication is a public forum for student expression when school officials have given student editors the authority to make their own content decisions. A school can do that either through an official policy or by allowing a publication to operate with editorial independence. … School officials are only allowed to censor forum publications when they can show the publication will cause a 'material and substantial disruption' of school activities."
In addition, some states (currently Arkansas, California, Colorado, Iowa, Kansas and Massachusetts) have passed laws that give students much stronger free expression protection than Hazelwood.
5. How did the Supreme Court reconcile its seemingly contradictory holdings in the Hazelwood and Tinker cases?
In both decisions, the Supreme Court supported the mission of schools to educate in a safe environment. While students have First Amendment rights, these rights may be limited in the school setting.
Under the Tinker standard, school officials could only limit student free expression when they could demonstrate that the expression in question would cause a material and substantial disruption of school activities or an invasion of the rights of others.
According to the Student Press Law Center, "In essence, the majority opinion of the Supreme Court said that the rights of public school students are not necessarily the same as those of adults in other settings. The student newspaper at Hazelwood East High School, it said, was not a 'forum for public expression' by students, and thus the censored students were not entitled to broad First Amendment protection. Therefore, the Court held that the school was not required to follow the standard established in Tinker v. Des Moines Independent Community School District.
"In the Hazelwood decision, the Court said that a different test would apply to censorship by school officials of student expression in a school-sponsored activity such as a student newspaper that was not a public forum for student expression. When a school's decision to censor is 'reasonably related to legitimate pedagogical concerns,' it will be permissible. In other words, if a school can present a reasonable educational justification for its censorship, that censorship will be allowed."
In his sharp dissent, Justice Brennan said that he found the newspaper at Hazelwood East to be a "forum established to give students an opportunity to express their views...." He said that the Court should have applied the Tinker standard. Brennan said that the censorship at Hazelwood East "aptly illustrates how readily school officials (and courts) can camouflage viewpoint discrimination as the 'mere' protection of students from sensitive topics."
6. Under what circumstances may student speech in a school-sponsored, nonpublic forum be limited according to the Hazelwood decision? School officials are allowed to censor student speech, including a student publication that is curricular and not a public forum, when they can demonstrate that their censorship is "reasonably related to legitimate pedagogical [educational] concerns." If censorship serves no valid educational purpose, it is prohibited.
In Hazelwood v. Kuhlmeier: A Complete Guide, the Student Press Law Center states:
The Court gave several examples in its decision of what might be censorable: material that is "ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences." Potentially sensitive topics, such as "the existence of Santa Claus in an elementary school setting," "the particulars of teenage sexual activity in a high school setting," "speech that might reasonably be perceived to advocate drug or alcohol use, irresponsible sex, or conduct otherwise inconsistent with the 'shared values of a civilized social order,'" may also be censored. In addition, the Court said school officials can censor material that would "associate the school with anything other than neutrality on matters of political controversy."
These examples, frightening in their breadth and vagueness, suggest that school officials might be allowed to censor a great number of things simply because they disapprove of them. In fact, the Court said schools can demand of their student publications standards "higher than those demanded by some newspaper publishers ... in the 'real' world."
However, a federal appellate court decision has indicated that this standard still imposes significant limitations on school officials' rights. School officials must be able to show that their censorship is "viewpoint neutral," that is, that they did not censor simply because they disagreed with a particular view students were expressing.
7. What forms of student expression, other than school-sponsored student newspapers, could be censored under the Hazelwood standard?
Although the Supreme Court decision applied to a student newspaper, all student news and information media — yearbooks, literary magazines, radio and television programs — have been affected. Drama and music productions have
also been included under the scrutiny allowed by Hazelwood.
8. Are school officials required to censor student expression under the Hazelwood ruling?
No. Hazelwood School District v. Kuhlmeier, the 1988 U.S. Supreme Court decision, gave public high school officials greater authority to censor some school-sponsored student publications if they chose to do so.
9. What is the difference between editorial decision making and self censorship?
When editorial decision making takes place, students are fully responsible for the media's content. The publication's editorial board meets to discuss what its community needs to know, should know and wants to know.
Self-censorship is based in fear of reprisals from people who can influence the course of students' academic careers. While self-censorship is impossible to measure, there are experts who believe it is more prevalent since the Hazelwood decision. Paul McMasters of the First Amendment Center says students — particularly those on newspapers that are cleared by school administrators before publication — try to avoid conflicts and steer clear of potentially sensitive or controversial issues that might not meet with the principal's approval. "The student who opposes censorship now is the unique one, not the other way around," McMasters says. "Sometimes the biggest proponents of censorship are fellow students harassing the student journalists. [These students] haven't been taught in their classrooms the benefits and the absolutely necessity of a free and open debate and dialogue in our society."
10. If you were a high school principal, would your relationship with the school's newspaper be based in the Tinker standard or the Hazelwood guidelines? Answers will vary. High school principals who want to control the student press tend to cite Hazelwood as a justification for prior review or restricting the subjects students can address in their school publications.
Michael Hiestand, attorney for the Student Press Law Center, puts it, "Administrators who are bent on censoring the paper can use Hazelwood for that purpose. Those who want to give press rights to students can certainly choose to read Hazelwood guidelines that way."
Much of this file is excerpted from "From Tinker to Hazelwood: Landmark Supreme Court decisions and how schools deal with them" originally appeared as chapter 7 in "Death By Cheeseburger: High School Journalism in the 1990s and Beyond." Reprinted by permission, The Freedom Forum. | <urn:uuid:8f049013-b99a-4046-8090-b9c9465d8415> | CC-MAIN-2023-50 | https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/796/schoolfreedoms_case3.pdf | 2023-11-28T20:31:58+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00760.warc.gz | 1,237,986,777 | 3,118 | eng_Latn | eng_Latn | 0.998884 | eng_Latn | 0.999084 | [
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From April sow seeds directly into raised beds. Sow 1cm deep in drills with 30cm between each row. Cover drills thinly with soil.
Alternatively sow the seeds in between existing crops or around the borders of the raised beds
Once seedlings are 5-10cm tall, start to pull out the smaller and weaker stems. Leave a 10cm space between each plant.
Harvest leaves when they are young, to encourage growth. Cut with scissors or pick with pinched fingers. Leaves can be picked throughout the summer and autumn.
If flowers appear remove them immediately to encourage leaf growth.
Use the fresh leaves in soups, stir fries or make your own green Thai curry paste.
Ready for harvest
Herb seedlings | <urn:uuid:cbfc5fbf-e2f6-423b-8b8e-3027a4a26925> | CC-MAIN-2023-50 | https://www.treesforcities.org/downloads/files/Herb-Coriander.pdf | 2023-11-28T20:18:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00762.warc.gz | 1,177,666,542 | 150 | eng_Latn | eng_Latn | 0.998753 | eng_Latn | 0.998753 | [
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4-H Bucket Calf Housing
* Protected Under 18 U.S.C. 707
Oklahoma Cooperative Extension Service • Division of Agricultural Sciences and Natural Resources
David Pace – Oklahoma State University Assistant Extension Livestock Specialist, 4-H and Youth
The 4-H Bucket Calf Project is designed to introduce youth 7-12 years-old to beef and dairy 4-H projects. By allowing younger children the experience of working with a smaller, less intimidating size of animal, they become comfortable with beef and dairy cattle as they grow. This is designed to be a short-term project with calves purchased in May and finalized with showing at the local county fair.
An outside pen that measures approximately 4 by 8 feet will allow the calf to have some exercise, and it will have enough surface area so that it will stay reasonably dry. Your pen should be made of good quality woven wire fence or wire cattle panels to protect your calf from predators (dogs, coyotes). A gate that is easy to open and lock is very important.
A bucket calf is an orphan or newborn calf purchased when they are one to ten days old. The calves may be male or female, beef or dairy. The calves are started on a bottle (or bucket) and nipple.
Housing for your calf is a critical consideration because it affects the environment. Good housing provides (1) a dry bed, (2) shade, (3) has good ventilation and at the same time is (4) draft free. If these conditions are provided, your calf should not be under any environmental stress. Several housing types are available, which will provide good environmental conditions.
Calves should be purchased between May 1 and May 30 of the current year. Counties can tag the calves at the end of May or the first of June to verify ownership. This may be done at a central location or tags may be given to club project leaders who tag the calves for participants.
Calves should be housed individually to help prevent the spread of diseases (prevent nose to nose contact); to be able to determine how much dry feed they are eating; and to prevent calves from sucking each other. Individual pens may be used in an existing building (horse stalls work great), in elevated floor crates (like a swine feeding floor), or in calf hutches.
Calf hutches are the most common housing system used by dairy farmers in Oklahoma. Calf hutches (fiberglass or PVC) may be purchased through commercial dealers. Building a hutch of your own is very easy and requires little expense or expertise. Hutches provide the environmental conditions necessary for raising healthy calves. And, it is the least expensive housing system. Although a calf hutch might appear to be cold and drafty, the three solid sides of the hutch prevent wind from blowing through it. Calf hutches should be bedded with straw or shavings to provide a dry bed for the calf.
Hutches should be open to the south in the winter to avoid north winds and to let sunlight in during the day. Stacking straw or hay bales on the north side of the hutch will provide an excellent windbreak. During the summer, the hutch should face the north to provide more shade. A commercial hutch could also be set on 4-inch blocks to allow more air movement. Oklahoma summers can be brutally hot. If possible try to place your calf hutch under a shade tree or use a nylon tarp to provide extra shade.
Hutches should be moved to a clean spot between calves. If an empty hutch is not needed immediately, turn the hutch upside down and the sunlight will help sanitize it.
Water should be placed on the outside of the hutch and the water needs to be changed daily. Calves will drink more water if it is cool and fresh. Once you start to feed dry feed, place the feeder on the inside of the hutch. This keeps the feed drier and prevents the calf from slopping water into its feed.
Floor pens in buildings can provide a good environment for calves if the building is well ventilated. Floor pens should be approximately 4 feet by 6 feet in size (about one-half of a horse stall). The pens should have three solid sides with a gate for the front. This will prevent drafts and nose-to-nose contact with other calves. Floor pens are not as easy to clean. Therefore, diseases may be a problem if this system of housing is used.
Figure 1 is an example pen and hutch design that works very well for two calves. The feed trough (for dry feed) should be just inside the calf hutch. The water is in a corner of the pen away from the hutch. The gate allows easy access to the pen and feed trough. The center partition in the calf hutch is a solid wall to prevent nose-to-nose contact.
Reference
Adapted from the Kansas Dairy Leaders Notebook.
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Samuel E. Curl, Director of Oklahoma Cooperative Extension Service, Oklahoma State University, Stillwater, Oklahoma. This publication is issued by Oklahoma State University as authorized by the Dean of the Division of Agricultural Sciences and Natural Resources. 0402 JS. | <urn:uuid:30ae4452-6a22-4df1-bb71-c084e1ac19c5> | CC-MAIN-2023-50 | https://4h.okstate.edu/projects/animal-science-companion-animals/site-files/docs/bucket-calf-files/bucket-calf-housing.pdf | 2023-11-28T20:22:19+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00761.warc.gz | 99,082,646 | 1,241 | eng_Latn | eng_Latn | 0.985462 | eng_Latn | 0.998521 | [
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Formation of Gluten Balls
This activity is great to do in a group, so each person is in charge of one of the flours.
1. Measure 100 grams of the following flours:
a. All-purpose flour
b. Bread flour
c. Cake flour
d. Whole wheat flour (optional)
e.
Rye flour (optional)
2. Add ¼ cup cool water to each bowl of flour. Mix to form a stiff dough. Scrape all of the dough from the bowl and form a ball.
3. Let dough rest for 5 minutes to allow the flour to hydrate.
4. Knead each ball of dough for about 15 minutes to develop gluten. The dough should be smooth and elastic.
5.
Place each dough ball in its own bowl and cover with cold water. Let soak for 5 minutes.
6. Preheat oven to 400 degrees Fahrenheit.
7. Gently knead each dough under water to wash out the starch. Change water in the bowls as needed being careful to retain all bits of gluten. Alternatively, the dough can be rinsed in a sieve under gently running water. Press each gluten ball in the palm of your hand and squeeze to get rid of the starch until water is clear and an elastic, grayish mass remains.
8. Drain excess water from the gluten balls and shape into a bubble by folding in a little air as you round the gluten into a ball. Estimate the diameter of the gluten balls (1/2 inch, 1 inch, etc.). Weigh the gluten balls.
9. Place each gluten ball on an ungreased cookie sheet and bake at 400 degrees Fahrenheit for 15 minutes, then reduce the heat to 300 degrees Fahrenheit for 40 minutes longer until the gluten balls are dry and crisp. Estimate the size of the baked gluten balls.
Compare the texture and structure of the gluten balls and consider:
* Texture Before Baking – is the gluten ball sticky, gummy, pliable, elastic, rubbery?
* Structure After Baking – is the baked gluten ball compact, open, porous?
* Volume – estimate the volume of each gluten ball (you can use measuring spoons and cups as references)
Want to learn more about what is happening? Check out this fun video about gluten: Science -
What is Gluten? Here's How to See and Feel Gluten https://www.youtube.com/watch?v=zDEcvSc2UKA&feature=emb_logo
Ready to do some baking? Check out this Flour 101 article for more information about the flours you can use: https://www.foodnetwork.com/recipes/packages/baking-guide/flour-101guide-to-different-types-and-uses | <urn:uuid:c8b2d105-5006-4a38-81df-8658f1734bcd> | CC-MAIN-2023-50 | https://www.iftiowa.org/documents/filelibrary/education_outreach/Formation_of_Gluten_Balls_329B313689ED1.pdf | 2023-11-28T19:35:24+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00762.warc.gz | 933,269,610 | 548 | eng_Latn | eng_Latn | 0.997396 | eng_Latn | 0.997396 | [
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FOCUS:
Speaking- talking or verbal communication; conversation;
LEARNER OBJECTIVE:
Developing creative writing and speaking skills.
BACKGROUND:
We can make our words come alive through the use of body language and the tone of our voices when we speak.
MATERIALS:
Pencil
Paper
A writing partner (optional)
4-H Briefs
Fun ideas to help members and families explore 4-H projects
Oklahoma Cooperative Extension Service 4-H Youth Development
Play or Skit
ACTIVITY:
Now let's really have some fun! Let's write a short play or skit to perform for an audience. You may work with some friends or you may do the writing alone. Some ideas for the skit might be something fun about a 4-H project, something funny or serious that has happened to you, or even about a school activity. You may choose whatever topic you want. Your topic may be about something real or about something imaginary.
As you are writing the skit you need to remember to use descriptive adjectives to help your words come alive for the audience. Think about how you will present the skit and what emotions or non-verbal actions will be important in communicating your intended message.
Once you have completed writing the skit, work with a few friends or club members to present the skit for an audience. As you perform the skit remember to use your voices and body language so that your words deliver the message you want.
DISCOVERY:
1. What were some of the descriptive words you used in writing your skit?
2. Was it easier to communicate your ideas by acting out the story than by just reading what you had written?
3. When you performed the skit for an audience, how did the nonverbal actions help to show and explain your ideas and emotions?
4. Why was it important that you use descriptive words in writing the script?
PIECING IT TOGETHER:
- Do you think it is easier to communicate ideas or information through a skit or acting out a role? If so, why?
- When are some times when it is important to be able to communicate effectively using both words and non-verbal actions?
- What are some other ways we can make our writing and speaking more interesting for the audience?
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational service. | <urn:uuid:3cc6a9d5-f7fa-47cb-882d-e1bf8864a0c9> | CC-MAIN-2023-50 | https://4h.okstate.edu/projects/communication-and-expressive-arts/site-files/docs/general-communications/play-or-skit-writing-a-play.pdf | 2023-11-28T20:01:35+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00763.warc.gz | 113,429,093 | 586 | eng_Latn | eng_Latn | 0.997351 | eng_Latn | 0.997351 | [
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PSHE Policy
(Including Citizenship, Sex and Relationships)
Aims of the school Policy
The school believes that the inclusion of sex education and relationship education as part of the PSHE and citizenship policy in the curriculum is a vital part of the development of young people and prepares them for "the opportunities, responsibilities and experiences of adult life". (Education Reform Act 1988).
As a church school promoting the "spiritual, moral, cultural, mental and physical development of pupils", sex and relationship education will be taught "within a moral, family orientated and Christian framework" (Guidelines for Church of England School Governors on Sex Education 1988). It will also include the development of communication and social skills.
The aim of this policy is to clarify the content and the manner in which PSHE, Citizenship, sex and relationship education will be taught as well as the manner of parental consultation and the effective use of resources.
Context
This policy will take account of the guidelines issued by the DFEE (re 0116/2000) and the S D B E (1988).
Community
To include all staff, Governors, Parents, children (through circle time and the School's council) and the schools health service.
Management
The PSHE Citizenship, sex and relationship policy, with the School Development Plan, will describe the provision which will provide children with the knowledge, skill and understanding to learn and respect our common humanity, diversity and differences so that pupils can go on to be informed, active, responsible citizens, who are able to form effective relationships, that are an essential part of life and learning to enable them to lead confident, healthy, independent lives.
Approach
Children should be taught within a framework, which develops:
* Self respect and respect for others
*
Commitment, trust and care within relationships
* Critical self-awareness for themselves and others
* Honesty with self and others
* An exploration of the rights, duties and responsibilities involved in relationships
* An acknowledgement and understanding of diversity, regarding religion, culture, race, gender and sexual orientation.
* Compassion, forgiveness, mercy and care
* An understanding of the needs of vulnerable and marginalized people in both school and the wider community.
Ref: 0865HD/JT
Human Resource
There will be continuing access to continuing professional development for teachers and teaching assistants. Any training needs for staff will be identified in their development interviews when targets are set with the Headteacher. Southwark Health Authority will be involved in training Governors, this will be identified at governors meetings, information days will be provided for parents as and when the need arises.
Governors will review the PSHE Policy annually and ensure that parents are reminded of their right to withdraw children from the lesson if they so wish.
The Teaching and Learning Environment
The teaching and learning environment will be safe for staff, parents and pupils through the implementation of an effective teaching and learning policy (which includes equal opportunities), an effective behaviour support policy, effective child protection procedures, pastoral procedures and regard for confidentiality.
The school environment will reflect the cultural, religious, spiritual, racial linguistic and family diversity of its school population in its displays, decoration signs and label. The school ethos will be one of respect for and celebration of diversity, open, honest communication and trust.
Ground Rules
1. No one (teacher or pupil) will have to answer a personal question;
2. No one will be forced to take part in a discussion;
3. Only the correct names for body parts will be used;
4. Meanings of words will be explained in a sensible and factual way.
The National curriculum
The programmes of study for K S 1 and 2 in science PSHE and citizenship provide the framework for planning. The Q C A schemes of work for Science and PSHE and citizenship, will be followed in short term planning as well as the relevant information and guidance in the Church of England School. All planning for Citizenship will support the S.E.A.L. scheme of work. Governors implementing a developmental programme of sex education as part of a whole school curriculum policy, DFEE Sex and Relationship Education Guidance and Health wise Primary School Education pack. The use of the BBC Sex education video may be used with year's 5 & 6. Parents will be given the opportunity to view the video biannually. The Wired for Health web site (www.welltown.gov.uk) has information that can be used by teachers.
Monitoring and evaluation
The Head teacher, Science Co-ordinator, P.H.S.C.E. Co-ordinator and Governors are responsible for monitoring planning, and delivery of the curriculum. Assessment will take the form of all assessment of foundation subjects as stated in the Teaching and Learning policy.
Planning
Planning will take account of pupil's abilities, needs and experiences and will enable pupils to make use of their experiences, cultural and historical heritage. Planning will based on the evaluation of previous lessons. Planning will include intended outcomes for learning.
Ref: 0865HD/JT
Offer
The curriculum offer will be one that is agreed by the school community and that positively reflects the Christian ethos of the school and takes into account the diversity and self esteem of the pupils.
Delivery
The delivery of the curriculum will be varied but at all times will take account of the content agreed by the governors, parents children and staff. Resources and strategies will be used which will enable pupils to work with some independence and cognitive ability.
Access
There will be opportunities for speaking and listening with clearly defined expectations and outcomes. If questions are asked which are out of the remit given and agreed by the school community, then parents need to be consulted and the school nurse involved.
Parents right to withdraw
Before teachers deliver the Sex Education part of the curriculum referred to in this policy parents must be informed and reminded of their right of withdrawal from this part of the curriculum.
Review of the Policy
The governors and staff will review this policy annually; parents will be consulted regarding any changes.
Content
The school aims to deliver four broad themes and within the context of the National Healthy School Standard:-
1. Developing confidence and responsibility and making the most of pupils' abilities;
2. Preparing to play an active role as citizens;
3. Developing a healthier, safer life style
4. Developing good relationships and respecting differences between people.
National Curriculum PSHE and Citizenship (non-statutory) KS1 and 2
The School's Council and Circle time play a leading role in the delivery of these aims, as well as giving the school community an opportunity to take part in the democratic process annually to elect the School's Council representatives. Knowledge, skills and understanding should be taught through the breadth of opportunities. The sex and relationship education should ensure that all children develop confidence in talking, listening and thinking about feelings and relationships, are able to name parts of the body and describe how their bodies work; can protect themselves and ask for help and support and are prepared for puberty.
National Curriculum Science -KS1
* To recognise and compare the main external parts of the bodies of humans
* That animals including humans, move, feed, grow, use their senses and reproduce
* That humans and animals can produce offspring and these grow into adults
Ref: 0865HD/JT
* To recognise similarities and differences between themselves and others and treat others with sensitivity
KS2
* About the main stages of the human life cycle
* That the life processes common to humans and other animals include nutrition, growth and reproduction
SDBE Guidance for Governors - Foundation
* To include;
* My family and myself
* Uniqueness, self image, similarities, identifying boy and girl, feelings, emotions and change
* babies and their care (including baby animals)
* hygiene
* people who look after me
* visits to the Doctor, dentist nurse etc
KS1
Family,
Make up & extended family
Roles, what we do together, sharing
Celebrations
Friends
Animal friends
How chosen,
Things not to do
Things we do for each other, games played
Asking and giving help, sharing
Places visited
Emotions and feelings
What makes me feel happy/sad
How do I show my feelings?
How do I feel when grown ups quarrel or when I fall out with friends?
How do I make it up
How do we make friendly gestures?
Who is a good friend?
Sad and happy times
Sharing and caring, coping with loss
Good and bad feelings
Acceptable and unacceptable behaviour
Ways of controlling anger
Photos of me then and now
What I could do at different ages memory of " firsts"
What I can do now
What I will be able to do eg. play a musical instrument
Looking at life cycles
Pets and how they grow
How the mother takes care of them
Care needed
Changes
Eggs, tadpoles / frogs, butterflies.
Children will receive input from the school nurse for the following areas (parental permission will be sought)
* Growth inside and outside the body
* What helps growth- diet, exercise, and sleep?
* Keeping the body clean
* Naming main external body parts
KS 2
Years 3 and 4
* Relationships, responsibility to self-family and society
* Continue work on ourselves,
* Uniqueness of characteristics, hobbies, habits, behaviour,
* Respect
* Diet/cleanliness, responsibility and attitude towards hygiene
* Family responsibility, parent's and child's responsibility variety of relationships and family patterns
* Social behaviour
* Responsibility for own learning
* Rules of behaviour
* Acceptability of non-stereotyping
* Making, keeping and changing friends
* Who looks after you when you are ill?
* Celebrating and respecting others peoples culture, faith and orientation (be aware of homophobic bullying)
Year 5
The school nurse will be involved in the following areas (parental permission will be sought)
* Personal hygiene
* Puberty and menstruation
* Greater responsibility for ones self
* Drug awareness (police may also have input)
* Change and preparation for another stage
Year 6
* Friendship, membership of clubs
* Media pressure
* Trends and fashion
* Behaviour
* Bereavement and loss
* Feeling valued
* Coping with stress
* Main stages in the human life cycle
* The school nurse will have input and parent's permission will be sought
Ref: 0865HD/JT
Please Note: Drug Education is delivered throughout the school by an outside agency; D: Side on an annual basis. This is supported through out the year by planning from the Science scheme of work and Southwark- 'What's in the bag?' | <urn:uuid:04d2402b-6956-448a-b1ea-37c26567d7ae> | CC-MAIN-2019-22 | https://www.stpeterswalworth.co.uk/files/our-school/policies/PHSCE-Including-SRE.pdf | 2019-05-22T12:54:09Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00267.warc.gz | 941,454,678 | 2,184 | eng_Latn | eng_Latn | 0.995455 | eng_Latn | 0.996907 | [
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LEARN THE LETTER K
Color all of the capital K's red. Color all of the lowercase k's blue. Color all of the bubble K's green. Color all of the cursive K's yellow. | <urn:uuid:7ec62938-c1c4-4115-a37a-d4232b8454db> | CC-MAIN-2023-50 | https://www.printabulls.com/wp-content/uploads/2023/05/Printable-Letter-K-Worksheet-Page-13.pdf | 2023-11-28T20:06:52+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00764.warc.gz | 1,079,650,122 | 46 | eng_Latn | eng_Latn | 0.998466 | eng_Latn | 0.998466 | [
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WCC-2020-Res-124-EN Taking action to reduce light pollution
NOTING that artificial night lighting has expanded considerably worldwide generating light pollution that continues to increase by an estimated 2 to 6 % per year, and reducing darkness everywhere including in protected areas;
NOTING that the impacts of artificial light at night affect many biological groups, both flora and fauna, vertebrate and non-vertebrate, and affect the functioning of ecosystems and the free services that they provide to human societies, including pollination;
RECALLING that a large proportion of animals live partially or exclusively at night and a daily period of darkness is essential for all living organisms to alternate periods of rest and activity;
RECOGNISING that the outdoor lighting alters the chronobiology of living organisms and their synchronisation with their environment, in animals and plants, for example for trees by delaying the fall of leaves;
RECOGNISING that artificial lighting disrupts the orientation of many animal species with severe adverse effects (marine turtles, migrating birds, etc.) and reduces the quality of habitats and connectivity within landscapes, with consequences for the viability of populations;
RECOGNISING that artificial lighting affects trophic relationships between species, increasing foraging time available for diurnal species while diminishing it for nocturnal ones and reducing the cover of darkness for both predators and prey;
NOTING that artificial light obscures the anti-predator, luring and courtship signals of diverse bioluminescent organisms including fireflies and glow-worms;
RECOGNISING that the impacts of light wavelengths on biological groups are very diverse (e.g. orientation, growth, phototaxis, circadian clock, activity modification) and that a biological group can be affected by several types of impact;
RECOGNISING that some wavelengths have more impact on biological groups than others;
NOTING that the outdoor lighting fleet is now either gradually being replaced or newly installed using light-emitting diode (LED) technologies that can lead to an increase in lamp intensity and a significant proportion of blue in their light spectrum that presents a risk for living organisms and increases sky glows, and that finally often results in an increase in the intensity of light together with the energy savings they provide;
RECOGNISING that awareness of light pollution is still low among most states, local authorities and private actors;
ACKNOWLEDGING that the purpose of some lighting is to protect human life, as well as property;
NOTING the importance of urban development and the number of places lit at night with no purpose and their contribution to energy waste and then to climate change; and
NOTING that a volume on dark skies and nature conservation in the IUCN Best Practice Protected Area Guidelines Series is being prepared by the Dark Skies Advisory Group of the Urban Conservation Strategies Specialist Group of the World Commission on Protected Areas;
The IUCN World Conservation Congress 2020, at its session in Marseille, France:
1. CALLS ON the Director General to assist efforts of Members and Commissions to reduce light pollution;
2. RECALLS that it is everyone's duty to ensure the protection of the nocturnal environment;
3. CALLS ON all IUCN Members and agencies that manage land and water areas to develop, disseminate and implement engagement, education and outreach programmes to explain the harmful impacts of light pollution, the benefits of preserving natural darkness, and methods to reduce light pollution, with such programmes being directed at all appropriate stakeholders, including but not limited to, visitors, users, private and corporate residents;
4. ENCOURAGES authorities in charge of the planning and management of outdoor lighting to examine the utility of existing lighting and then i) to remove the unnecessary light points (i.e. those not necessary to ensure the safety of humans or property) and ii) to adapt the remaining lighting as closely as possible to the needs, incorporating several options:
a. defining the useful illumination level, so as not to risk over-lightning, which may cause biodiversity perturbations;
b. reducing the lighting time at night, in particular by switching off in the middle of the night;
c. avoiding upward lighting by choosing a fixture with the light fully shielded and ground-level downward-directed;
d. avoiding any illumination of a natural environment (unless safety is at stake);
e. limiting the risk of glare for nocturnal species avoiding outdoor lights that exceed international agreed standards; and
f. choosing wavelengths that have the least impact on terrestrial species according to the knowledge, which indicates to this day to favour amber lights with little blue;
5. RECOMMENDS that natural environments should not be illuminated in order to reduce or avoid pollution, unless safety is at stake;
6. RECOMMENDS that authorities identify, preserve and restore naturally dark infrastructure (i.e. ecological networks formed by cores linked by corridors which are both characterised by a natural level and periodicity of night-time darkness) to facilitate the functioning of healthy, species-rich nocturnal environments;
7. RECOMMENDS that agencies funding research support research and evidence synthesis on the effects of artificial night lighting on species and that research organisations and universities set up corresponding research programmes; and
8. RECOMMENDS that agencies raise awareness by collaborating with states, local authorities and private actors on educational programmes that address the effects of artificial night lighting and measures to reduce light pollution. | <urn:uuid:8842e352-c1c4-4766-8483-56a777d39198> | CC-MAIN-2023-50 | https://portals.iucn.org/library/sites/library/files/resrecfiles/WCC_2020_RES_124_EN.pdf | 2023-11-28T19:57:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00765.warc.gz | 536,410,829 | 1,075 | eng_Latn | eng_Latn | 0.993843 | eng_Latn | 0.993936 | [
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Green Light Toolkit
The Easy Read Survey
Introduction
Good mental health is about feeling well in your own mind. It is just as important as good physical health.
When you don't feel well in your mind this is sometimes called a mental health problem.
A Mental Health Service is any service that provides assessment, treatment and support for patients.
An assessment is when services like health talk to you and look at how your care and support needs can be met.
Treatment is what they say you need to do to get better.
Support is the help you might need to get better.
What this is about
We want to know what people with learning disabilities think about their local mental health services.
We have put a big questionnaire on the internet.
This is the easy read version. It is not as long. The words and their meaning are easier to read and understand.
How to do the survey
People with a learning disability
Ask someone you trust to help you read and understand the questions.
You can answer the questions in the way that works best for you.
You could:
* record or film your answers.
* ask someone to write down your answers.
* draw a picture.
Mental health services
You will need one person or a group to:
* look at all of the answers you get given.
* pick out themes and ideas for improving your service
* put what you find into a report or make a film or use it for a group discussion
The Easy Read Survey
1. Do you feel safe when you go to a mental health place?
2. Do mental health staff sit down with you and explain properly when things are complicated?
3. Do mental health staff understand you?
4. Do you have to keep explaining the same things to different staff?
5. Does the mental health place have any rules that do not make sense?
6. What help have you had for your bad thoughts and feelings?
7. What do mental health staff do when you need help in a hurry?
8. What changes have been made to make mental health services better for people with a learning disability? | <urn:uuid:2a4eaea0-b0ac-47d5-9856-94988abf7151> | CC-MAIN-2023-50 | https://surveys.ndti.org.uk/site/assets/files/1290/08-easy-read-survey.pdf | 2023-11-28T19:12:52+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00765.warc.gz | 633,400,115 | 422 | eng_Latn | eng_Latn | 0.998216 | eng_Latn | 0.998616 | [
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Find a new plant: from June/July the mother plant will produce long shoots called runners, which have little plants attached. Some could be producing roots already.
Keep watering: as it is growing in a pot it will need regular watering until the roots have developed.
Make room for the new plant: dig a hole away from the mother plant large enough to fit a 9cm pot in. Place pot in hole and fill it with soil.
Cut the runner: once it has rooted (46 weeks), cut the new plant from the mother plant. | <urn:uuid:46d7699c-e861-4128-8ee4-eebca8c46464> | CC-MAIN-2023-50 | https://www.treesforcities.org/downloads/files/Propagating-Strawberry-Runners.pdf | 2023-11-28T20:04:17+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00765.warc.gz | 1,174,424,896 | 110 | eng_Latn | eng_Latn | 0.999845 | eng_Latn | 0.999845 | [
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Benjamin Zephaniah Class Autumn Term 2 – Anglo-Saxons
Differences between Early Settlers and Romans
Why did the AngloSaxons come to Britain?
Everyday Life
Conversion to Christianity
AngloSaxon Kings
AngloSaxon society
Alfred the Great
Key Question: Why did the Anglo-Saxons come to Britain?
I Know:
I can:
* I know the Anglo-Saxons came to Britain after the Romans.
* I know the Romans left Britain in 410 AD
* I know the 3 main tribes that invaded Britain were the Saxons, Angles and Jutes.
* I know that the Anglo-Saxons came from Germany, Denmark and the Netherlands.
* I know why the Anglo-Saxons came to Britain and can list some push and pull factors.
* I know what Anglo-Saxons did in everyday life, including farming, jobs for children, making jewellery.
* I know that the Saxons converted from Paganism to Christianity.
* I know the different kingdoms that were ruled over by Anglo-Saxon kings.
* I know the hierarchy of the Anglo-Saxon rulers.
* I know why Alfred the Great was a good king.
My Vocabulary:
The Romans, Britain, Britons, invaders, Anglo-Saxons, Saxons, Jutes, Angles, 410 AD, tribes, Germany, Denmark, the Netherlands, push, pull, farming, children, jewellery, converted, Christianity, Paganism, gods, beliefs, superstitions, kingdoms, Mercia, Wessex, East Anglia, Northumbria, Kent, the Great Hall, Thanes, Witan, society, hierarchy, lords, Alfred the Great.
* I can explain the difference between primary and secondary sources
* I can use a range of sources.
* I can understand bias and begin to recognise it in primary sources.
* I can ask and answer meaningful historical questions
* I can identify advantages and disadvantages of primary and secondary sources. | <urn:uuid:7213decd-926f-4c60-a31c-9e530c74786d> | CC-MAIN-2023-50 | https://www.oasisacademylongmeadow.org/uploaded/Longmeadow/Curriculum/Benjamin_Zephania/T2/Year_4_and_5_BZ_Class_History_KO_Saxons_term_2.pdf | 2023-11-28T19:26:32+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00763.warc.gz | 1,064,477,978 | 410 | eng_Latn | eng_Latn | 0.99112 | eng_Latn | 0.99112 | [
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Lesson 1
This lecture will give a clear concept of history, definition and regional concepts of SMEs. A student should be able to understand the concept of small business, its characteristics, definitions, kinds and an overall view of its comparison with large business.
THE HISTORY:
Recent years have seen a major resurgence of small business throughout the developed world. The countries like divided Russia and Eastern Europe are prizing such skills very high.
The first piece of writing about the small business discovered was of about more than 4000 years ago. This writing is about loaning from a Bank for a small business with terms and conditions. Since then, the small business people have been the backbone of most economies providing products and services to the consumers.
Small business flourished in almost all ancient cultures. The Egyptians, Arabs, Babylonians, Jews, Greeks and Romans contained a substantial population of small business. Their products and services, however, were often of poor qualities. Consumers were cheated and degraded. The result was that small business became object of contempt. To protect the customers from such unscrupulous traders, HAMMURABI, the king of Babylon introduced the first business laws.
Despite many successes the Greek and Roman historians virtually ignored the role of small business and talked more about the other things. Yet it was largely through small business that the traders by doing business in other countries spread law, religions, and philosophy and basic sciences.
In the centuries that followed the small business, the religions held small business people in low esteem. Although now held in the higher esteem than ever before, small business remains overshadowed by professions such as medicine and law.
When Adam Smith published "Wealth of Nations" in 1776, he was describing an economy in which local small business was virtually being the only economic entities. Indeed, the era of local economy was the heyday of small business.
In the undivided subcontinent if we look at beginnings of the known history of small business, the cottage industries thrived through the period when society was organized more or less into self sufficient and selfcontained units. The sub-
Continent industry, whether small or large scale, suffered a serious set back Page during British rule. Indian industries including small and cottage did not receive any patronage during the period before Second World War. It was, however, since independence that a positive policy for the industrial development could be formulated and implemented.
The best model of small industries in our region is considered to be of India. This model is defined the SMES development through the development of infrastructure. In the year 1938 national planning committee "NPC" was set up and its general secretary Mr. K.T. Shah made the definitions of cottage, village and small-scale industries. The various definitions since then are in practice having different variables as manpower, capital, assets value etc. The definitions are as under
DEFINITIONS
Cottage Industry:
The cottage industry or small scale industry may be defined to be an enterprise or series of operations carried out only by a workman skilled in the craft on his own responsibility, the finished products of which he markets himself. He works in his own home with his own tools and materials and provides his own labor. These workers are mostly hand labors and having personal skills with little or no aid from modern technology and machinery they work in accordance with the traditional technique.
In the year 1940 another Indian definition came which had a more pragmatic approach where it was divided small industry into following categories.
1: No mechanical power and no hired labor.
2: No mechanical power and hired labor fewer than 10 persons.
3: No mechanical power but hired labor of over 10 persons.
4: Mechanical power under 10bhp but no hired labor.
5: 3 and 4 are treated here as small industries.
6: Mechanical power under 10bhp and hired labor
7: Mechanical power over 10bhp and hired labor.
Here 6 and 5 were considered as the medium size industries
Different countries defined these categories in their own way. In USA the small industry was defined as "a business qualifies a small if does not dominates its industry and less than 100 employees"
In the United Kingdom small firms were defined in 1969 as "entities having less than 200 employees. It should be run by its owner and should have a relatively small share of its market".
In France, it was defined as " a company with less than 10 employees, representing over 90 percent of all businesses and employing one sixth of the total work force and they categorized it as follows:
I. Less than 10 employees (very small enterprise)
II. 10 to 40 employees (small enterprises)
III. 50 to 500 employees (medium enterprises).
IV. Over 500 employees (large enterprises)
In Denmark, a small business is one with under 49 employees; a medium one has 50 to 199 employees and large business employees over 200 people.
In Japan which is considered to be a landmark in the history of SME's the term small industry is used in a much wider context. The term "smaller enterprises refers to such companies with a capital of not more than five million yen, companies with not more than two hundred personnel regularly employed.
In the West Germany, Australia and Norway the definitions were made for the legal purposes and different deciding factors were kept as landmarks.
Nowadays, a generalized definition is in practice and it says an SME entity is defined as a business with an investment in productive assets (not including land and building) ranging between rupees 2 to 40 million and employing among 10 to 99 workers.
SMALL: among10 to 35 employees and productive assets ranging 2 to 20 million,
MEDIUM:
among 36 to 99 employees and productive assets range of rupees 20 to 40 million.
CONCEPT OF SMALL BUSINESS:
Clifford Baum back regards small business as one that is
Actively managed by its owner
Highly personalized
Largely local in its area of operation.
Relatively small in size within the industry and
Largely dependent on the internal resources of capital to finance its growth.
According to the "Committee on Economic Development" a business is small if it meets two or more of the following criteria.
1) Management of firm is independent in the sense that owners themselves are managers.
2) Capital is supplied by ownership and is held by an individual or a small group.
3) Area of operation is local.
4) The size of the firm in the industry is small as compared to the highest unit in its field.
5)
CHARACTERISTICS OF SMALL BUSINESS
1: Privately held small business is again subdivided into two categories.
a: Very small where chief worker is the owner like jewelry shops, shoe stores and grocery shops etc.
b :The Large Small business where the proprietor mainly directs the work of its employees.
2: No or few management layers
3: Style of management is personalized the owner has first hand knowledge of every move in the business at all levels he is the main decision maker.
4: Limited resources: a small business is unlikely to have sufficient resources to dominate the market.
5: Independence: the owner has ultimate authority and effective control
6: Scope of operations: small enterprises serve a limited segment of local or regional market.
7: Scale of operation: they occupy a limited share of given market.
8: Labor: they are low in capital and high in labor, as they cannot afford capital-intensive machinery.
9: Technological innovation if available small business does well
10: Specialized skills: The small enterprises normally have specialized skills for certain specific clients. The small business does well in small, isolated, overlooked and imperfect market.
11: Small business does well in developing markets as it can easily absorb the changes
12: Small business survives well in a bad business condition due to having quick and clever capability of bringing changes in cost and labor.
TYPICAL SMALL BUSINESS
1: RETAILING: It's a traditional business where normally the owner is the boss and owner
2: SERVICES: such as legal and accounting, courier services and beauty parlors etc.
3: CONSTRUCTION ACTIVITY.
4: WHOLE SALE BUSINESS.
5: FINANCING, INSURANCE AND REAL ESTATE.
6: TRANSPORTATION COMMUNICATION AND PUBLIC UTILITIES.
7: MANUFACTURING.
LARGE VS. SMALL BUSINESS
1: They foster changes differently: small business fosters changes through a cycle of birth and death whereas the large business cycle changes through expansion and contraction
2: The risk, reward and investment decisions are assessed differently in case of small business it is personal while in the cases of large business it is made by the employee managers without livelihood stake
3: Their economic power is different: the small business is in no position to influence its immediate economic involvement but big business does.
4: They utilize different resources in the economy small business may use secondary resources but the big business use most of the primary resources
5: They serve different markets in the economy: small business serves markets which big business does not wish or cannot serve.
KEY TERMS:
1: MERCHANDISING: BUYING, SELLING AND PROMOTING GOODS.
2: ENTERPRISE: A COMPANY OR BUSINESS PROJECT OR THE COURAGE AND WILLINGNESS TO UNDERTAKE BUSINESS PROJECTS OR A BUSINESS ACTIVITY
3: RETAILING: THE SALE OF GOODS TO THE GENERAL PUBLIC.
4: WHOLESALE: BUYING AND SELLING THE GOODS IN LARGE QUALITY FROM MANUFACTURERS.
BOOKS RECOMENDED
1-Entreprenership and small industries by C.L. BANSAL
2-Small industries and the developing economy in India by RV RAO
3-What is an SME (UNIDO)
Lesson 2
This lecture will throw light on the relationship between small and big business ,concept of SME's in our region i.e. South East Asia and in Pakistan. It should give a student a clear idea about its definitions in these areas and will help him in differentiating the variable factors of labor, investment and production volume of our region in comparison with developed countries of Europe and USA.
THE RELATIONSHIP BETWEEN SMALL AND BIG BUSINESS
Small businesses powerfully effected by developments within the big business sector this relationship serves the interest of general economic disequilibria. Small business is less affected by economic disruptions and is more or less self-adjusting. It tends to act as cushion for economy .The nature of interlink age between small and medium business is as under
1: Job subcontracting i.e. the large business provides materials and components to small units who process the same into finished goods
2: purchase subcontracting i.e. in this case the material is procured by small unit who manufactures a specific part or component needed by a particular large unit
3: Complementary: in this case the product manufactured by small company is purchased by a big unit as accessory like plastic dust covers for video recorders, electronic passive components, packaging etc.
4: Merchandising or commercial trading: in this case the small units manufacture the goods and big units on the strength of their financial power market it with their own brands like fans, washing machines, refrigerators etc.
5: Maintenance and repair services: many large enterprises give the operation and maintenance contract to the small companies due to being more economical and helpful
6: Social benefits: employment generation, decentralization of industrial benefits etc.
THE REGIONAL CONCEPT OF SME'S
The countries generally try to identify their SME sector in order to target it for special assistance. Yet, the definition of an SME depends to a greater extent on local conditions. An enterprise considered an SME in one country might well be bigger than many large countries in another. In some cases, the SME sector is further broke down in to two separate groups
A generic definition is not easy to find, any definition of classification of SME can thus be considered specific to the country in question. Countries have widely different definitions of SME's for example, in India; the criteria for determining SME status are based on investment while in South Africa SME eligibility depends on the number of employees and turn over. There are nevertheless three parameters that are generally accepted, either signally or in combination, in defining SME's in most countries, these are
Number of workers employed which is the most widely used criteria
The level of capital investments or assets
The volume of production or business turnover.
In many countries, medium scale industry is not defined and is understood to include those that fall between small and large industries
Source (United Nations, Small industry bulletin for Asia and Pacific (No, 30 page 44)
The SME'S in Pakistan
Pakistan's economy is an economy of SME's. Policies in the past have given a general perspective, direction and defining broad parameters of activity within the macro economic framework, but efforts have focused on the large enterprises, neglecting SMEs which are at the heart of our economy while SME's are being mentioned in some of our socio-economic strategies and policy documents, measures are not sufficiently specified and prioritized for us to be able to speak of any coherent SME policy or approach. SME promotion is an important issue for many government departments and central offices. However, there is an existing lack of coordination and regular information exchange mechanism among institutions that constrains their collective ability to deliver in the SME development process.
The Government's Effort towards SME Development
The government of Pakistan keeping in view the importance of SME's has adopted multi pronged approaches at the regional, sub regional and national levels. Initiatives at the national and sub regional levels include efforts to strengthen economic integration and cooperation. At the national level, structural adjustment programs have been inauguration along with attempts at re structuring and diversifying the production base, integration the informal sector into the economic mainstream and stimulating increased participation at the enterprise level. The development process was initiated in the 60's and the concept of development derived its origin from within, "Indian model" of small enterprise development. The basic idea behind this model is to develop infrastructure facilities such as industrial estates, common facility centers and vocational training institutes which would to a great extent the problems faced by SME's. Based on this model numerous provincial level organizations were setup mostly with the help of foreign assistance in the shape of grants and soft loans. The definitions thus depend upon the criteria set out by such provincial or federal institutions.
DEFINITIONS BY PROVINCIAL LEVEL INSTITUTIONS
a) Punjab Small Industries Corporation (PSIC):
b) Sindh Small Industry Corporation (SSIC):
c) Small Industries Development Board (SIDB)
d) Directorate of Industries Balochistan (DIB) These organizations defined the small industries as under: An industrial undertaking with fixed investments up to 20 million excluding the cost of land and no limit of people employed.
DEFINITION BY Small Business Finance Corporation (SBFC)
Small:
* No limit of people employed.
* Productive assets limit of 20 million
Medium:
* Productive assets limit of rupees 100 million.
* No limit of people employed.
Youth Investment Promotion Scheme (YIPS)
According to the concept paper on SME's in Pakistan, developed by YIPS, small-scale industry was defined as industrial enterprise with fixed assets of up to rupees 10 million. (Excluding the cost of land and building).
It is pertinent to note that majority of the definitions have been formulated either by the national institutions themselves or with the objective of meeting the financial requirements
The State Bank of Pakistan:
MICRO:
The State Bank's federal credit scheme (small loan scheme) for micro and small scale enterprises, defined their target group in year 1972 –1973 as enterprise with assets of less than rupees one million (excluding the cost of land and building). This limit was redefined in the year 1992 and increased to rupees 20 million.
SMALL:
* Assets up to rupees 20 million (excluding the cost of land and building)
SMALL & MEDIUM ENTERPRISE DEVELOPMENT AUTHORITY (SMEDA)
The government to promote the cause of SME development in the country has recently established SMEDA. Given the mandate of SMEDA, it was not possible to work in the absence of definition for the target segment. At a broader level SMEDA's objective is not only limited to catering to the financial requirements of the SME's whereas its mandate encompasses all other aspects such as marketing, human resource development etc. SMEDA went one step ahead and used two variables to define SME's in Pakistan. Following are the definitions of the SME's:
Micro:
* Productive assets limit of 2 million rupees.
* Less than 10 people employed
Small:
* Between 10-35 people employed.
* Productive assets limit of 20 million.
Medium:
* Between 36-99 people employed
* Productive assets limit of 40 million.
Definitions of SME's in Pakistan
The definitions of "small" and "medium" sized enterprises differ from one country to another. Each country has adopted different criteria for defining SME's. such as the number of workers employed the, volume of output or sales, the value of assets, etc. As far as the case of Pakistan is concerned no concentrated efforts are observed at a macro level to define SME's. Numerous efforts have been made to formulate basic policy guidelines limited to the small-scale industry while ignoring a vital component, the medium sized enterprises.
As a result, inconsistent policies have been formed from time to time without taking into considerations the overall importance of SME sector. The need for a uniform definition is crucial for the successful development of this sector. Various organizations follow different definitions of SME's
according to their needs. Mainly these definitions are based on one variable, the fixed assets; key motive is to cater the credit requirements of the small-scale sector.
References:
1-Pakistans Small industries entrepreneurs Gallup/BRB World Bank survey
2-Resarch cells LCCI (Lahore chamber of commerce and industry)
3-SMEDA (research Cell)
4-Small Enterprises in developing Countries By Dr. Asghar S. Nasir
5- State Banks circular for Micro credits
Book Recommended
Small Enterprises in developing Countries By Dr. Asghar S. Nasir
KET TERMS
1-Multi pronged (with many tips, branches)
2-generic (Belonging to a class or group)
3-Soft Loan (A loan with very low interest)
4-Grant (A non returnable helping money or commodity)
THE ROLE OF ENTREPRENEURSHIPS IN SMEs:
This lecture will define the modern concepts of enterprise, entrepreneurship and will establish the relationship between an enterprise and an entrepreneur. It will also relate the SMEs advancement with entrepreneurship.
The modern civilization is the industrial system and the directing force that animates this framework is the business enterprise. In the current economic theory "the businessman" is called entrepreneur.
History
A French baker Cantilon identified the first definition of entrepreneur function in the mid-18 th century to mean, a person who is "uncertainty bearer" the same term appeared in Adam Smith's writings but not very clearly. J.B Say regarded entrepreneur to be an organizer who combines various factors of production to produce a viable project. The famous economist Joseph Schumpeter defined the theory of entrepreneurship with a new perspective and regarded the entrepreneur as an innovator who has the potential of doing things in a new way. He subdivided this innovation process into following five forms.
1. Introduction of new goods
2. Introduction of new methods of production
3. Finding of new product
4. Discovery of new sources of supply of raw materials.
5. The organization of industry in a new way.
But, the concept of innovation has been criticized by the developing countries who need "imitating entrepreneurs" capable of implementing innovation made in the developed countries. According to Peter Kilby, an entrepreneur in an underdeveloped country performs a wide range of activities including perception of market opportunities, combining and managing factors of production, introduction of production techniques and products etc
This conflict was solved by defining innovation entrepreneur as "independent entrepreneur" and the person who carried out new combinations in order to meet perceived opportunity " corporate entrepreneur"
The concept of entrepreneur was referred to a generic type of operator who bought at fixed prices in order to sell at prices, which were uncertain at the time of purchasing. Entrepreneurship was defined by Cole (1959) "a purposeful activity (including an integrated sequence of decisions) of an individual or group of associated individuals who undertake to initiate, or organize a profit oriented business unit for the production or distribution of economic goods or services". In the year1959 her bison and Meyers replaced the terms with "management" and "organization" for entrepreneurship.
The entrepreneurship played a very vital role in the small and medium sized industries. The new innovations, courage to face the risk of uncertainties and qualities of entrepreneur to act as a leader gave rise to more than seventy percent of new innovations and new combination of skills like Microsoft, Yahoo, and Linux etc. The major developments in the computer industry, bio- informatics, medicine, electronics, telecommunications and hundreds of other things are the result of such entrepreneurships in the medium and small industrial sector.
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Sources: Aitken, Huge J.(ed.), Exploration in Enterprise, Cambridge, Harvard University Press, (1965) p. 46. The Theory of Economic Development; Harvard University Press (1959), pp. 89-105. Mc Clelland, David C., The Achieving Society, collier Mac Millan, N.Y. (1967)
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Entrepreneurship
By Reggie Aggarwal and Mark Esposito:
Entrepreneurship is a way of life. It is a driving force that compels you to do more, move
Faster, and go farther than anyone else, even in the face of high risk and uncertain Outcomes. Unmistakably, the rewards of entrepreneurship, especially in the technology
Arena can be great. But it is not an easy road to travel. Consider the following five facts:
1. Only 1 in 6,000,000 high-technology business ideas wind-up in an IPO;
2. Less than one percent of business plans received by venture capitalists get
Funded;
3. Founder CEOs typically own less than 4 percent of their high tech Companies after an IPO;
4. 60 percent of high tech companies that are funded by VCs go bankrupt.
And
5. Most high tech companies that succeed in having an IPO take between
Three and five years to get there.1
Clearly, it is not easy to be a technology entrepreneur. Many successful entrepreneurs have failed at one point or another. And most have experienced a healthy dose of frustration, burnout, and sorrow along the way.
So why become an entrepreneur? For the true entrepreneur, that is a rhetorical question.
For the emerging entrepreneur, there are at least three major reasons.
First,
Objective of creating something novel and useful. "To be on the cutting edge" is a necessary mantra. A technology entrepreneur generally seeks to solve a problem that exists in the market. Whether that means developing a better communications resource tool, a better optical switching device, or a better bioinformatics system, a void is always identified and then attempted to be filled.
To many people confuse this process with the process of identifying hot technology companies in the market and building new companies that mimic them. The hot technology companies are hot because they seek to solve a problem. Those that mimic them neither identified a problem nor created a solution; they simply found a new trend that they wish to follow.
The ability to maintain a sustainable competitive advantage over others is what brings rewards to the entrepreneur. The reason for taking risks fundamentally is tied to this concept. That is why being on the cutting edge is so critical to the entrepreneur.
Reggie Aggarwal is the CEO of Cvent, Inc., a premier online registration, e marketing, and data analysis company dedicated to maximizing the return on meetings and events. He also is the co-founder of the Indian CEO High Tech Council, the largest and most influential CEO organization on the east coast. Mark Esposito is the Vice President of Global Sales and Business Development for the NASDAQ Stock Market, the most influential stock exchange in the technology world
Second,
a second objective of the technology entrepreneur is to build long-term value.
Sustainability is crucial. The would-be entrepreneur often confuses this concept with building "valuation." Those who build companies for the primary purpose of attracting investment dollars at high premiums are opportunists, not entrepreneurs. The entrepreneur always is focused on creating something of lasting utility. This does not mean that the entrepreneur is not concerned with attracting investment dollars or creating wealth. Rather, the entrepreneur's strategy is to create long-term value and thereby ensure wealth. The trick is to not put the proverbial cart before the horse. Concentrating on long-term value can create wealth; concentrating on wealth typically creates neither value nor wealth.
Third,
a third objective of the entrepreneur is to have freedom. Being your own boss has definite appeal. Glass ceilings cease to exist and achievement is limited only by imagination. Entrepreneurs are motivated by
having control over their work and the flexibility to pursue their dreams. But freedom always has a price. With greater personal freedom, comes greater uncertainty about the future, particularly in relation to finances. Greater personal freedom also means a less structured environment, in which greater selfdiscipline is required in order to thrive. Entrepreneurs are willing to accept these risks, though, because of their absolute conviction that they have what it takes to overcome any odds.
If achieving these three objectives is not of basic interest, then the very thought of becoming an entrepreneur should be extinguished. If a big personal cash payout seems to be glaringly missing from the list of major objectives, it is because it is not a primary motivating factor. These three major goals are not objectives to be self-evident should embrace entrepreneurship. But what makes an entrepreneur special, besides believing in major common objectives?
There are several characteristics that define the entrepreneur. For example,
Entrepreneurs always have passion. Entrepreneurs live and breathe their business enterprises. They are zealots about their business models and are evangelical about their products or services. They have to be. If they weren't, the stress and financial pressures of running a fledgling business would completely wipe them out. The sheer magnitude of the odds that are stacked against entrepreneurs requires a special kind of irrational exuberance to overcome.
Entrepreneurs have unshakable confidence in and enthusiasm for their business ventures that contagiously spreads to their business team. Laser focus is another feature of entrepreneurs. There are many people that are creative, but lack discipline. Entrepreneurs, on the other hand, have both qualities. An entrepreneur identifies a path towards a solution and follows that path, notwithstanding the frequent temptation to take side roads leading to seemingly newer, more exciting destinations. The entrepreneur knows that most of the journey down the chosen path is checkered with drudgery, yet continues down the path unswervingly, confident that there will be a reward at the end. The entrepreneur also knows that the side roads encountered along the way may appear appealing at their start, but will quickly become as checkered with drudgery as the originally chosen path and likely lead to a dead end.
Focus and Perseverance Guide the Entrepreneur
Courage is a defining trait of entrepreneurs. To understand the odds against success and still forgeahead, knowing that many battles will be lost along the way, requires a certain amount of fearlessness. Entrepreneurs are purposeful in their tactics and can think on their feet. Yet they regularly face daunting challenges whose failure to overcome will spell certain disaster for their business ventures. Their ability to face these challenges without fear enables entrepreneurs to succeed where others cannot.
Entrepreneurs also are leaders. Contrary to the popular belief those entrepreneurs are Mavericks who prefer to be lone wolves, entrepreneurs are visionaries that can inspire and lead their colleagues. There are few things more compelling than people who are Passionate about their work, have the discipline to achieve success, and are fearless in their outlook. An entrepreneur builds teams and instills confidence in others.
Finally, an entrepreneur always is thinking ahead, perpetually in motion towards well-defined goals. In the end, entrepreneurs can best be described as ocean waves, existing only so long as they move forward.
CHARACTERISTICS OF ENTREPRENEURS
Studies have established the existence of some common personal characteristics amongst entrepreneur like high level of energy, desire to pursue innovation goals, desire for achievement, a deep involvement in work, optimistic believe in work etc.
Let's discuss the resume some of the important studies relating to characteristics profile of entrepreneur by David Mecleaaland
1. Need for achievement
2. It is the prime psychological derive that motivates the entrepreneur it brings behavior motivation towards accomplishment, i.e. in achieving a goal that possesses reasonable challenge to an individuals competence such an entrepreneur is energetic but not a gambler. His motivation is the product of a scientific assessment of his energies and the challenge.
3.
Desire for Responsibility
4. Entrepreneur prefers to use his own resources and to be personally responsible for the results. He can perform well in groups particularly when he can influence the results in some specific way.
5. Preference for Moderate Risk
6. Seeking high level of performance consistent with the possibility of achievement.
7. Perception for the Probability of Success
8. This consists in collecting and analyzing facts and thereafter falling upon his own self-confidence for accomplishing the task.
9. Future Oriented:
10. He plans and thinks in the future. He anticipates possibilities that lie beyond the present.
11. Stimulated by Feedback
12. Irrespective whether the signals about his performance are good or bad, he draws his inspiration from the feedback.
13. Energetic Activity
14. He exhibits a high level of energy than an finding out novel ways of getting task done.
15. Skill in Organizing
16. Entrepreneurs have remarkable skill in organizing work and people. They make objective selection of individuals in conformity with their skill in solving a specific problem.
17.
Attitude Towards Money
His attitude towards money is cavalier, i.e. money is not a principal obsession. He values money but not for itself. Money acts as a measure of his accomplishment, a token of his achievement rather than a commodity to be hoarded.
Qualities of an Entrepreneur
1. Mental Ability: it consists of :(a) overall intelligence, (b) creative thinking, i.e. the ability to adapt to various situations, (c) analytical ability, i.e. ability to systematically analyze the business problems.
2. Human Relation Ability: it is demonstrated by emotional stability, skill in interpersonal relations, sociability, tactfulness, empathy (to put oneself to another's place).
3. Communication Ability: it is the skill in conveying information to others so that understanding is created.
4. Technical Knowledge: the expertise in such areas as personal selling techniques, operating a complex piece of equipment, analysis and interpretation of financial records etc.
5. Decision Making Ability: the skill in selecting satisfactory course of action from among various alternatives.
6. Conceptual Ability: the ability to comprehend the organizational structure and how each units fits into the whole. It enables him to recognize opportunities.
REFERNCES
1-ENTREPRENEUSHIP by Reggie Aggarwal and Mark Esposito MIT (Massachusetts institute of technology, Harvard USA) center for entrepreneurial skills.
2-The theory of leisure class by T.Veblen
3-Entrepreneurship and small business management by C L BANSAL
(This is also the recommended book.)
Key Terms:
Bio-informatics (The branch of electronics dealing with life or biology)
IPO (A public issue of shares on stock exchanges)
Venture Capital (VC) Money invested in a business or firm but with high risk factor
NASDAQ (National association of dealers in securities automated quotations)
Mavericks (individualists)
Lesson 4
The lecture is about the kinds of entrepreneurs, their role and functions in an enterprise. It also explains the hurdles they encounter. The overall general profile of Pakistani entrepreneurs and their importance in enhancement of progress.
Kinds of Entrepreneurs
Innovating entrepreneurs
"He is the one who introduces something new into the economy or employs a new technique of production".
Imitating Entrepreneur
"They lap up innovations originated by the innovative entrepreneurs. They are suited to developing countries which are not able to take up expensive research"
Fabian Entrepreneurs
"They are very cautious and skeptical in adopting and implementing any change. They are lazy and shy and lack the will to adopt new methods. They follow the old traditions and avoid risk taking".
Drone Entrepreneurs
"Inert and traditional, they are hurdles in economic development. They struggle to exist, not to grow".
Role of Entrepreneurship or Entrepreneur
It may be noted that an entrepreneur is a combination of two skills viz, "an idea person" and "a manager", He is either the originator of the new business venture or a manager who tries to improve organizational effectiveness by initiating productive changes.
His role consists of the ability to take up the factors of production and employ them in the production of new goods ad services. He perceives opportunities, which others does not see or do not care about. As rightly pronounced by Jule Buckman, "basically an entrepreneur sees a need and then brings together the manpower, materials and capital required to meet that need." Akio Morita [the president of Sony], for instance, adopted the company's production to create Walkman personal-stereo. Gulshan Kumar of Tseries skimmed the audiocassette vast Indian market.
Introduction of Change
An entrepreneur's role lies in introducing the following five broad types of changes:
a) Initial launching, i.e., original production of goods.
b) Subsequent expansion i.e. increase in quantity.
c) Factor innovation, i.e., increase in the supply or the productivity of the factors mentioned below:
___ Financial (procuring capital from a new source or in a new form).
___ Labor (upgrading existing labor).
___ Material (procuring old material from new source or use of new material).
d) Production innovation i.e., hinges in the production process.
e) Market innovation comprising changes in the size or composition of the market, e.g., production of new goods, change in the quality or cost of existing goods, discovery of new markets etc. Essentially, the entrepreneur always searches for change, responds to it and exploits it as an opportunity.
Increasing Productivity
Entrepreneurship has a role in increasing productivity. The keys to higher productivity are : (a) Research and development, (b) investment in plant and machinery and human resources, (c) resource allocation from areas of average to above average rate of remuneration of capital and labor, and (d) realization of internal and external economies of scale.
Innovation
Entrepreneurship plays an important role in promoting innovative technologies, products and services. Invention of zipper, titanium, operation of spinning jenny from foot to steam engine, invention of power loom etc., owe to the spirit of entrepreneurship.
Functions of Entrepreneurs
1. Determination of the objectives of the enterprise.
2. Development of the organization.
3. Securing adequate financial resources.
4. Requisition of technological; equipment and its revision consonant with the technical change.
5. Development of market and devising new products to meet anticipated consumer demand.
6. Maintenance of good relations with public authorities and society at large.
7. Management of human relations.
8. Financial management.
9. Production management.
Barriers in the Path of Entrepreneurship
Vesper has listed 12 common barriers in the path of entrepreneurship. These are:
1. Lack of viable concept.
2. Lack of market knowledge.
3. Lack of technical skills.
4. Lack of seed capital.
5. Lack of business know-how.
6. Complacency (lack of motivation)
7. Social stigma attached to certain vocations.
8. Job " Lockins", "Golden Handcuffs" or attachment with the job.
9. Time Pressures, Distracter.
10. Legal constraints.
11. Monopoly- Protectionism.
12. Inhibitions Relating to Patents.
References:
1-Aitken, Huge J (exploration in enterprise, Harvard University press page46
2-The theory of economic development, Harvard University press page 89-105
3-Mc Cleland, Davis C (The achieving society) Collier Mac Millan New York.
4-The displaced uncomfortable entrepreneur (Psychology today) 1975
5-Peter F Drucher (Innovations and entrepreneurship) Page 27-28
6-World Bank Sponsored study by Etal.
Book Recommended
Entrepreneurship and Small business Management by Dr C L Bansal
Key terms:
1-Titanium (an element use to make non corrosion alloys)
2-Stigma (Disgrace) a sign of.
3-Monopoly (Exclusive control of trade, business, etc)
4-Protectionism (A system of controls set set up by government to protect countrys`agriculture or industry from foreign competition)
5-patent (An official document that gives the holder right to protect his product from others copying it)
Lesson 5
This lecture will introduce the small entrepreneur in Pakistan the activities of SMEs in global and regional level. It will also reveal the role of SMEs in a developing economy.
SMALL ENTREPRENEURS IN PAKISTAN
Salient Features:
1.Single Owner Entrepreneur
" He works with his own hands, combines the entrepreneur function of initiating the business making investments, taking decisions and performing managerial functions".
2: Age Pattern
"The mean age of entrepreneur was found to be 42 years and of their enterprises 12 years. It is comparable to the Korean age pattern (46)".
3. Educational Level
" Differing from industry to industry 60% have school education and 30% have college or better education only 10% have professional or graduation level".
4. Social Background
" Caste played an important role in certain industries and on the other hand heritage is dominant. But overall it is very diversified."
5. Sizes and Investment
" Majority started in a small way with less than 10 workers and 1/2 to 2/3 of the firms started with less than 50,000 investment"
6. Growth
" The growth was fast in case of small firms than in large firms".
7. Profitability
" Rate of profit is higher in case of small industries in comparison with the large industries."
Role of SMEs in a Developing Economy
Unemployment and under employment are the prevailing economic diseases in most of the Asian countries and they are result of a fundamentally disproportionate relationship between population and the use of available land resources. Rapid and continuing increase of population, in the last half century have led to a situation in which there are far too many people engaged in agriculture this situation is further aggravated by an antiquated system of land tenures, by poor standards of health and malnutrition by the use of primitive and inefficient techniques on small un-Economical holdings and by an uncertain climate for rains, weather changes etc. among the classical remedies suggested for tackling the problem of poverty and underemployment, large scale industrialization is perhaps the most important. This has no doubt, resulted in a phenomenal increase in the production of useful goods and have brought movement in living standards as well as in lowering the rate of population growth. But in many Asian countries large-scale industrialization has been slow particularly for the shortage of supply of capital.
Under the circumstances, the problem of unemployment and underemployment can be tackled by the expansion and modernization of the existing small-scale cottage industry and the introduction of new industries capable of raising the level of production and improving the present depressed standard of living. The large-scale industry has been slow to develop and has succeeded to a very limited extent in absorbing the surplus population of the countryside. SMEs are still the most extensive tools for controlling unemployment.
In Ceylon (Sri Lanka) as early as in 1949 nearly 286,000 persons were engaged in small industries, in China in 1933 approximately 10 million workers were responsible for 80% of the total industrial output by working in SMEs. In India more than twenty five million people are engaged in cottage and small industry.
In countries like Germany, Switzerland and France there exists today a large group of industrial workshops and units side by side with the large factories. Japan furnishes the most striking example of the survival and growth of small-scale industries. This phenomenal development is due to careful planning, the integration of industries with agriculture and not the least important.
Cottage and small industries have a very important role in the national economy, offering as they do, scope for individual, village or cooperative enterprises and means for the rehabilitation of the displaced persons.
National Approaches
South Africa
In South Africa there are about 800,00 small medium sized and micro enterprises in addition to the two to three million persons carrying different self-employment activities.
Pakistan
SMEs are considered as engines of economic growth in both developed and developing countries. They provide low cost employment since the unit cost of persons employed is lower for smes than for large-size units.
* Assist in regional and local development since SMEs accelerate rural industrialization by linking it with some organized urban sector.
* Contribute significantly to export revenues because of the low cost labor-intensive nature of its products.
* Help achieve fair and equitable distribution of wealth by regional dispersion of economic activities.
* Have a positive effect on trade balance since SMEs generally use indigenous raw materials.
* Assist in fostering a self-help and entrepreneurial culture by bringing together skills and capital through various lending and skill enhancements schemes.
* Impart the resilience to withstand economic upheavals and maintain a reasonable growth rate since being indigenous is the key to sustainability and self-sufficiency.
*
Although no accurate data is yet available, it is estimated that there are approximately 220,000 SMEs in Pakistan, which:
* Provide employment to over 80% of the labor force since artisans, workshops, household units, craft industries, vendors and agro based businesses that cluster around the townships and population centers have a tremendous capacity to provide employment.
* Contribute more than 50% to GDP by manufacturing products to meet the demands of local and regional markets.
* Contribute more than 50% towards export earnings through both, direct and indirect exports. Have a default rate that is far less than that of large-scale enterprises.
* 15% for SMEs, as against 65% for LSEs. Avail credit to the tune of only 12% from the formal financial sector, which indicates the wide gap between the lenders and SMEs.
* The SME sector also provides both rural and urban women to utilize their vocational skills while staying within residential premises. In urban areas, many female entrepreneurs have introduced product lines uniqueness has created a strong demand in the market.
* Today, the SME sector is the lifeline of the big industrial establishments due to its direct contribution and support towards value addition and exports. For the past three decades, the fastest growing export industries have been dominated by SMEs. Of all, cotton weaving and textile rank between the top two exporting sectors. Others include sports goods, surgical instruments, carpets and footwear etc. SME exports dominate low value added sectors and rely on traditional technologies.
SAUDI ARABIA
* Saudis as a share of total employees.
The erroneous view of SMEs all-scale industry, which is persisting in many developing countries, is that they constitute only a transitional phase in development and that small industry development is a temporary expedient or a "second best" alternative. This seems to base on the assumption that as a country moves from a traditional to a modern economy, it will have no more need or place for small-scale industries. But experience of some of the most industrially advanced countries clearly shows that while some industries start as small and grow into large establishment in terms of capital, output and employment, small scale industries as such continue to constitute a fairly large and important sector of their industrial structure. In the United States, Germany, the United Kingdom, the Netherlands and Japan industrial enterprises employing less than 100 persons account for the overwhelming majority of small- scale industrial enterprises. Employing less than 100 persons need not necessarily be small. Because in capital-intensive industries in advanced countries generally small number of workers may be evidence of automation rather than smallness in size. However, in a majority of cases, enterprises employing less than 100 persons may be taken as relatively small in the scale of operation as well. The contribution to total output in manufacturing ranges from about one quarter to one third, and to total employment in manufacturing from about one quarter to one half in some industries. Small establishments have a predominant position, in the United States for example, they contribute more than 75% of total value added in certain branches of foodstuffs and clothing industries. Small industries can coexist successfully with large industries because of certain inherent advantage of small-scale production or of small industries which functions complementarily with large industries as producers of components and supplies for them. Experience in advanced countries has established the fact that in certain circumstances, in manufacturing certain products by small industries cannot only coexist with large industries, but also even out compete them. Similarly, experience in developed countries has proved that the subcontracting system by which a large numbers of small firms supply components and parts of large industries have not only stabilized and strengthened the small firms, but also contributed substantially to the efficiency and economies of the big industries. One of the major tasks of the small industries promotion should be to identify the industries where production on small-scale basis offers the maximum advantages and give direction and lead to potential entrepreneurs into such fields. In fact, we would consider this as the first and most important step in small industry promotion. It is true that some small industries require some more measures of protection. This incidentally is true also of many
large-scale industries as well. If care is taken to promote sustained capacity, it will be possible to build up a truly balanced industry structure where small and large industries will coexist to their mutual advantage.
Given adequate encouragement, this sector has greater potential of growth with spin of benefits. An investment in small enterprises is alone synonymous with investment in human resource.
References
1-Small and medium enterprise development( A visionary action in Saudi Arabia) by Ismail Radwan & Jamal al-Kibbi( World Bank Institute)
2-Small Entrepreneurs in Developing Countries by Dr Asghar Nasir
3-Unit 2 -What is an SME (A UNIDO Publication)
Book recommended -Small Entrepreneurs in Developing Countries by Dr Asghar Nasir
Key terms
1-Antiquate
2-GDP (gross domestic product) the annual total value of the goods produced and services provided by a country)
3-Default rate (The rate of failure to pay back the loans/credits)
4-Value added (The worth placed on a product by a particular stage in the production process)
Lesson 6
This lecture is about the history of industrial growth in Pakistan and its related factors; the factors for adopting an SME based industrial system, the institutional support of government in the shape of long term and short-term policies.
THE DEVELOPMENT OF SMES IN PAKISTAN
The Industrial History of Pakistan:
Pakistan's industrial history has been dominated by a single-minded emphasis on industry and that too of large-scale enterprises.
The fall out of that development strategy was formally adopted in the 60's as conscious policy step in the start of second policy plan period (1960-1965) has been large scale industrial holdings, accounting for much of the country's assets and capital. The feeling among the masses that a few families control 70 to 80 percent of the country's assets, led to political rebellion. That rebellion also culminated in the dismemberment of the eastern part of the country. The primary causes for that tragedy, were basically economic in nature.
The upheaval also generated a parallel economic thought, exclusive to the peculiarities of Pakistan's economy. That economic thought advocated across the board nationalization of economic assets as a vehicle for ensuring social justice in the society.
The fall out of that strategy was two pronged:
* Inefficient labor
* Shaken Business Confidence.
The reaction to that policy mix in the early 1980's was a revert back to the Ayubian model of economic development.
The model was characterized by:
1. Promotion of large-scale units.
2. Expansion of large-scale enterprises.
3. Banking sector turned to cater to large loans.
The IMF conditions and poor recovery rate of huge borrowings played a major role in creating a negative point for the progress curve. These constraints further pushed the economy towards recession, industry towards sickness and individual units towards default.
All these factors precipitated the rethinking of a strategy to revive the growth of economy.
It was due to dis-involvement that medium scale and small-scale enterprises has got the attention of the stakeholders i.e. the economic managers and the private sector. The development of SMEs suits the current situation on account of the following factors.
1. Low overhead cost, low level of financing.
2. Lesser pressure on the banking system.
3. Employment generation.
4. Entrepreneurial development.
5. Vendor based development.
6. Development of large-scale industry on firm basis.
7. A more just distribution of resources and profits.
The pre-requisites for the development of SME sector rest heavily on an infrastructure tuned to support such development that includes:
A banking system customized for SME development.
One window operation.
Currently, our banking system continues to be the large sector banker. Despite talk of SME development under the auspices of SMEDA and development of SME Bank and Khushali Bank, the financial sector's general response has been influenced by the security issue, i.e. against which asset the bank would be advancing loans to the small and medium scale business entity. In the absence of a customized
banking setup, the development in the SME sector so far has been evolutionary and not the result of any conscious activity.
The turning up of the system for development of the SME also includes an enabling environment. Though the need for an enabling environment is not exclusive to the SMEs and is a prerequisite for all types of economic activity. That includes a one-window operation culture, where the investor does not have to go from pillar to post to get his task done.
A conscious effort by the state to reform the banking setup and the attitude of the government functionary and the bureaucracy will set into motion the mechanics of change in the development strategy priorities of our economy.
The development of SME hold within its mechanics of expansion the growth of economy coupled with a more just distribution of wealth. The social justice aspect of it ensures that the development will not compromise the distribution of wealth issues.
To begin with, the SME development does not depends upon the expansion of the family enterprises; rather, it is the outcome of the initiative of the single individual or asset of individual. Unlike the development of family concerns, where the emphasis on the particular group's interests, the SME never seeks to totally control the market, rather, it only identifies its place in the market and sustains it. The modus operandi of most of the vendors in the auto sector is like this. They do not control a major chunk of the market. What they are doing is to maintain their share as a sustainable vendor. Thus the market is not blocked for the new entrant unless there is saturation point already experienced by the industry.
The small overheads involved in fixed and running cost structure of a SME unit means that each unit does not need excessive financing. As a result a large section of society benefits from the available resources. There is no accumulation of wealth in few hands and the money circulates in a fashion, where people are able to derive the needed benefit.
The availability of resources for the SME unit means that the opportunity to develop are not confined to a restricted section of society, rather anyone with a idea and plan can create a place for himself. The success of venture capital in the United States and the likes of Yahoo and Hotmail are indicative of the development of SME as a vehicle for equal opportunity, besides technological development.
The other success stories like Microsoft, Linux owe their development to the practical implementation of the idea, which was presented by individuals or a set of individuals with not so privileged backgrounds. Yet they made it big. Bill Gates was not a Kennedy scion, but the opportunity to develop from a SME allowed him enough room. Even today, developers jointly own Microsoft. In the process the above-mentioned advantage of technological development as also been realized.
A more just distribution of wealth and prospects of technological development set the pace for the growth of economy. New technologies generate economic activity on industrial scale. That is not exclusive to developed countries. We have experienced in the context of the Information Technology that it did generate economic activity in the affiliated sectors and provided employment opportunities to many hardware engineers and software developers. The development of IT sector had a more egalitarian character to its credit allowing professionals to prosper, without having to be a large enterprise or scions of big families.
The recipe of SME development infects does two things. On one hand the processes are developed at a grass root level. Vendors are identified and the production process takes off. As small-scale vendors characterize most of the development, the profits are naturally divided according to the contribution to the process. There are no new big families appearing in the process, rather, it is the matter of fact stages of production line, which are identified. The Japanese and Italian economies are increasingly modeled on the basis of SME development.
These societies are characterized by the dignity of work, not for the huge amount of sweat, the worker sheds, but for the rewards, which are ensured in this setup. The vendor knows the respect he earns and the rewards he is insured. For that very cause, peace and almost no records of militant trends have characterized the developed societies like Japan.
The debate in the support of the SME can be unending. The prescriptions for the societies and economies like Pakistan in the context of the best possible economic solution are simple. There is a need to
retune the priorities of the state, if the results are to be realized, in the absence of which our efforts would remain devoid of any tangible results.
Reference:
1-Small and Medium enterprises development (A recipe For development and just distribution) A research paper by SMEDA Research cell
2-The A to Z of healthy small business by Amer Qureshi (international edition Australia)
3-50 years of Pakistans economy (traditional topics and Contemporary Concerns by shahrukh Rafi Khan (Oxford Press)
Recommended Book
.50 years of Pakistan's economy (traditional topics and Contemporary Concerns by shahrukh Rafi Khan (Oxford Press)
Key terms
Modus operandi (the way in which something is done)
Overheads (a regular cost of running a business i.e. rent.wages, gas, elecric bill etc)
One window operation (provision of all facilities at one place)
Lesson 7
GOVERNMENT'S EFFORT TOWARDS SME DEVELOPMENT
This lecture will throw light on the efforts of government towards SME development and the role of institutions in public sector.
The government of Pakistan keeping in view the importance of SMEs has adopted multi -pronged approaches at the regional, sub regional and national levels. Initiatives at the regional and sub-regional levels include efforts to strengthen economic integration and cooperation. At the national level, structural adjustment programs have been in operation along with attempts at restructuring and diversifying the production base, integrating the informal sector into the economic mainstream and stimulating the increased participation at the enterprise level.
Over the years the government has developed a wide network of numerous support institutions for the development of small-scale enterprise in the country. The development process was initiated in the sixties and the concept of development derived its origin from the "Indian Model" of small enterprise development. The basic idea behind the model is to develop infrastructure facilities such as industrial estates, common facility centers and vocational training institutes, which would, to a great extent the problems faced by the SMEs. Based on this model numerous provincial level organizations were set-up mostly with the help of foreign assistance in the shape of grants and soft loans.
Financial sector organizations also are of great importance to the SME development in the country. The government has also established some institutions, which cater to the financing needs of the small firms. Some of these institutions are meant exclusively for the small sector. Besides the efforts of the Government the non-governmental organizations have also been actively participating in the micro and small enterprise development. The role of these organizations is also discussed here. Some of these NGO's design programs to address social needs on a community basis which have a positive impact on employment generation at a micro level, the functions of NGO's have been discussed very briefly.
Provincial Level Institutions
1. Punjab Small Industries Corporation (PSIC):
In the province pf Punjab PSIC was established in 1962 as an autonomous body for the promotion and development of the small-scale industries in the province. The PSIC covers the critical areas of investment promotion and provision of credits for setting up new industries and modernization of the existing ones. It also promotes the common facility center, technology transfer, guidance, handicrafts development and design facilities.
(a) Financing and Loans:
PSIC is providing two types of loans to its clients, working capital and capital investment loans. The maximum limit of loan is RS. 7.5 Lac. There are district officers appointed for monitoring the loan recovery and in the case of unrecoverable loans, they are transferred to the revenue authorities. PSIC has managed to recover 81.6% of all loans given out. Disbursing Rs. 1768.537 million to 6339 units through its 8 regional offices ( till 31-022001). The debt equity ration for loan up to Rs. 7.5 Lac is 70:30.
(b) Industrial Estates
PSIC has developed 14 industrial estates in various areas of the Punjab. The costs of land within these industrial states have been subsidized to allow the development of the small-scale sector.
(c) Services and Programs:
PSIC has also launched "Rural Industrialization Program" to control unemployment and strengthen the marginal household income through stimulation of industrial growth in the urban and rural areas of the Punjab.
PSIC has established various types of service centers e.g. metal industries development center, Sialkot, Engineering service centers. Gujranwala, institute of pottery development, Shahdara etc
2: Sindh Small Industries Corporation (SSIC):
SSIC was established in 1972 having motives to indulge into promotional activities of small-scale industries in Sindh. The objectives of SSIC include financial assistance, education of craftsman, census and survey of cottage and small industries, procurement and distribution of raw materials to artisans and craftsman. SSIC was also involved in the Prime Minister's self-employment scheme for the dispersal of the micro credits.
(a) Industrial Estates and Colonies:
The SSIC has established 17 industrial estates in Sindh. Total number of plots developed there are 1938 and there are 302 units working utilizing 571 plots. There are six different craftsman colonies established having 92 shops.
(b) Financing Schemes:
The SSIC also launched a credit scheme in 88,89. The rate of markup was 7% for industrial estates and 11% for factories outside the industrial estates. The scheme was discontinued in 1993 due to shortage of funds although SSIC has created already 526 jobs and disbursed 20.6 million rupees. In October 1992, a self-employment scheme was started for locally manufactured machinery (LMM). The loan ceiling is 1 million with the markup rate of 14%. The total amount disbursed to 171 units is rupees 98 million. The recovery rate is 47%.
3.Small Industries Development Board (SIDB) NWFP
The SIDP was established in 1972. It is playing a promotional role to support and assist the development of small and cottage industry in the province. The SIDB is an autonomous body, focusing on manpower training, model projects and industrial infrastructure. It has 14 regional offices in the different cities of NWFP.
(a) Training Centers:
SIDB has established carpet centers in five cities of NWFP and has trained 1327 number of trainees. The SIDB has established "Patti" training centers, textile training and "gabba" training centers which has trained 151 trainees.
(b) Development Programs and Model Projects:
SIDB has also launched various women development programs, which has trained 2062 women trainees in a number of fields of work. The SIDB is also involved in establishing other various kinds of model projects for wood working, leather goods, wool spinning, ceramic device etc The total number of trainees trained is about 8000.]
Industrial Estates:
SIDB has established 9 industrial estates. There are a total of 1620 plots and the total jobs created are 4405.
Financial Assistance:
SIDB is also managing different credit schemes for small industries. To date, a total number of 198 million rupees have been disbursed to 452 enterprises. SIDB is also disbursing credit under the self-employment scheme.
4. Directorate of Industries (Balochistan)
The directorate of industries was formed in 1976 and it looks after all the promotional schemes for SMEs. Further more, the directorate is also involved in providing various kinds of advisory and consultancy services.
(a) Training Centers:
The directorate operates sixty-three training centers in various trades, one service center, 5 sales and display shops and one small-industries estate. Of the 63 training centers, about third are carpet centers, seven are embroidery centers and the others cover areas like tailoring, wood work, marble work, mazri and durree production.
5. Financial Institutions
In order to meet this financing requirement, a number of institutions have been formed. These are:
I. Small Business Finance Corporation (SBFC).
II. Youth Investment Promotion Scheme (YIPS).
III. Regional Development Finance Corporation (RDFC).
IV. Industrial Development Bank of Pakistan (IDBP).
A few commercial banks such as Allied Bank Limited and First Women Bank Limited have also started schemes to provide loans to low-income clients who are generally not able to access the formal source of financing.
(a) Small Business Finance Corporation (SBFC):
It was established in 1972 as a federal entity. The main aim was at the time of establishment, to assist small entrepreneurs for self-employment and setting up cottage industry. The mark up was kept lower; the majority lending was towards self-employment leaving only 2% for small industries.
Restructuring SBFC:
The management took over in year 2000 and restructured the entire corporation. The restructuring was based on the facts that SBFC has deviated from its main aim resulting in a weak balance sheet. 70% of its credit portfolio was infected by non-performing loans. Usage of information technology was non-existing and the management was ineffective. There were 1400 employees at 96 branches. The internal control and management was highly ineffective with poor quality of human resources, poor work ethics, poor infrastructure and non-existence of training and development culture.
Restructured SBFC:
The total number of branches has been reduced to 63 around 270 people opted for golden handshake. Separate human resource department has been setup, a separate information technology department was established to spread IT knowledge among SBFC employees, and a treasurer division has been setup in Karachi, which is responsible for management of cash and surplus funds.
Financing Programs:
SBFC is financing various types of projects such as Gem Stones, cotton ginning, textile apparel, and marble processing etc. currently SBFC can disburse up to rupees 1.5 million for a project having total cost of five million and lend up-to 50% of the total project cost of small businesses but for that total project cost should not exceed 50 million. It can also share up to 30% of total projected cost for a medium sized industry where the total project cost does not exceed rupees 100 million.
Regional Development Finance Corporation
The Regional Development Finance Corporation was established in 1985 having paid up capital of Rs. 172,500 million and with the specific objective of promoting the industrialization of the less developed areas of the country. RDFC is a multi-product financial institution. It participates in money market, capital market and micro credit delivery. The head office of RDFC is located at Islamabad and a network of 14 branches carries out its operations across the country. Besides financing of medium to large sized industrial concerns RDFC has been involved in disbursing micro and small sized loans. However, over the last few years the organization has restrained from forwarding long-term project loans and currently is in the process of recovering loans from the borrowers.
Financing Programs:
Various schemes have been initiated with credit lines from local as well as foreign sources. It has also started a micro credit scheme called the Credit for Rural Women (ICRW) under which small loans ranging from Rs. 25000 to Rs. 200,000 are disbursed to women entrepreneurs on subsidized interest rates of 10%. The total disbursements under the scheme stand at Rs. 2.5 million. RDFC was allocated a credit line of Rs. 167 million for the self-employment schemes out of which a total of Rs. 80 million was disbursed.
Industrial Development Bank of Pakistan
IDBP is Pakistan's one of the oldest development financing institution created with the primary objective of extending term finance for investment in the manufacturing sectors in the economy. Over the years however, the bank has emerged as an institution fostering the growth and development of SME sector stimulating industrial progress in the rural or less developed regions of the country. As a part of its services the bank offers business development assistance through providing information on potential small-scale investment projects. In this regard numerous pre-feasibility studies have been developed for identification of viable sub sectors.
Key Terms
1-Muti-pronged (Having different branches)
2-Revenue authorities (The provincial authorities normally act through TEHSILDAR under the Punjab revenue act for the recovery of Punjab revenue taxes like malya, abyana, takavee etc)
3- Gabba (Usually the terms is used for a thick traditional carpet knit with local spun and dyed wool)
References
1-reseach cells SMEDA/LCCI
2-Small industries and the developing economy in India by R.V.RAO
3-The essence of small business by ADRIAN BUCKLEY
Book recommended
Small Enterprises in developing coutries By Dr. Asghar s . Nasir Small industries and the developing economy in India by R.V.RAO
THIS LECTURE DEFINES THE ROLE OF NGOS AND SMEDA
The Role of NGOs
The NGOs are working on socio-economic sector in the development of SMEs. They are privately owned organization registered under the social welfare act. They normally work through grants, aids or donation based finances. They are having a very constructive role in the SME development. The special property of this sector is gender development. They at some places tried to replicate Grameen banks model.
NGO Non-governmental Organization, a non-for-profit agency not affiliated with any government or private sector entity, devoted to managing resources and implementing projects with the goal of addressing social problems. May receive some public funding.
NGO is a community based organization with it's own management structure. The organisation may receive some or all of its operating funds through a government department known as the funder, however it is accountable or answerable to its stakeholders - the people who stand to benefit or lose by its actions. The funder is one of those stakeholders.
NGOs play a vital role in development of SME. NGOs helps to reduce poverty , NGos creats awareness in women of rural areas to develop small business in the their own premises .
The NGO Business
Non-governmental Organizations (NGOs) have become involved in international trade in recent years in two different ways. The first is to establish fair trade cooperatives to facilitate the export of goods from developing to industrialized countries directly from the producers. Their underlying operating principle is to ensure that more of the profits from the sales of diverse products go to the producer and less to middlemen. Often these products are slightly more expensive than similar goods in the market and these businesses rely on the social conscience of its customers to ensure a steady market for their products.
Another less well known NGO business strategy is for the NGO itself to take on the role of designer, marketer and distributor of specific products and to work with particularly disadvantaged groups, primarily women, as sub-contractors who are taught to produce the goods that the NGO sells. Thus the NGO, in effect becomes a private sector actor. How they differ from standard private sector producers is in their selection of subcontractors and the fact that all profits are invested back into the organization to ensure organizational sustainability and to expand their base of sub-contractors. Their subcontracting role also serves to empower their sub-contractors as opposed to setting up an exploitative piece work arrangement. It provides a viable means of poor women to set up their own home-based enterprises. The key to the success of this particular strategy is the fact that the NGO takes on the responsibility for the development of the internation market for the product produced.
SMEDA
Small and Medium enterprises Development Authority
Introduction
Premier institution of the Govt. of Pakistan under Ministry of Industries, Production & Special initiative, SMEDA was established in October 1998 to take on the challenge of developing Small & Medium Enterprises (SMEs) in Pakistan. With a futuristic approach and professional management structure it has focus on providing an enabling environment and business development services to small and medium enterprises. SMEDA is not only an SME policy-advisory body for the government of Pakistan but also facilitates other stakeholders in addressing their SME development agendas.
Growth of globally competitive SME sector through a conducive and facilitating environment and support services as an engine of growth and sustainability to national economy.
Lesson 8
Mission Statement:
To function as the promoter & facilitator of SME sector in Pakistan by creating a conducive and facilitating environment as well as providing and facilitating service delivery to SMEs for enhancing their capacities and competitiveness.
SMEDA Objectives
1. Policy formulate to encourage the growth of SMEs in the country and to advise the Government on fiscal and monetary issues related to SMEs.
2. Facilitation of Business Development Services to SMEs.
3. Facilitate the development and strengthening of SME representative bodies associations/chambers.
4. Set up and manage a service provider's database including machinery and supplier for SMEs.
5. Conducting sector studies and analysis for sector development strategies.
6. Facilitation of SMEs in securing financing.
7. Strengthening of SMEs by conducting and facilitating seminars, workshops and training programs.
8. Donor assistances for SME development of SMEs through programs and projects.
9. Assist SMEs in getting international certifications (such as UL, CE, DIN, JIS, ASME, KS, etc.) for their products and processes.
Identification of service opportunities on the basis of supply/demand gap.
References
1-reseach cells SMEDA/LCCI
2-Small industries and the developing economy in India by R.V.RAO
3-The essence of small business by ADRIAN BUCKLEY
Book recommended
Small industries and the developing economy in India by R.V.RAO
Key terms
NGOs (Non Governmental organizations)
Autonomous (Self governing)
Debt equity ratio (The ratio of money participation by the borrower and lender)
Subsidize (Helping money given by government to the producers)
Portfolio (A group of different investments held by a private investor)
Lesson 9
This lecture is concerned with the different issue and other obstacles faced by the policy makers while forming an SME policy for Pakistan. This includes both long term and short term issues.
ISSUES AND POLICY DEVELOPMENT FOR SME
Pakistan's economy is an economy of SME. Policies in the past have given a general perspective, direction and defining broad parameters of activity within the macro environment framework, but efforts have focused on large enterprises, neglecting SME, which are at the heart of our economy.
Our SME suffers from variety of weaknesses, which have constrained their ability to adjust to the economic liberalization measures introduced and to take full advantage of the rapidly expanding markets of the world. But SME importance and contribution in the economic activity suggests that there is a significant potential to enhance their growth through appropriate regulations and promotion.
While SME are mentioned in some of our socio-economic strategies and policy documents, measures are not specified and prioritized for us to be able to speak of any coherent SME policy or approach. The SME Sector Development Program seeks to improve the situation by inviting all concerned stakeholders to draft Pakistan's future SME policy.
SME promotion is an important issue for many government departments and central offices. However, there is an existing lack of coordination and regular information exchange mechanism among institutions which constraints their ability to deliver in the SME development process.
The responsibility for facilitating the SME policy development lies with SMEDA, attached to the Ministry of Industry and Production. One of the major reasons for the lack of coordination is that SMEDA has not been provided with a mechanism to initiate, coordinate, monitor and evaluate initiatives of SME development outside of its own scope of activities.
Therefore, cross departmental and stakeholder consultations, resulting in the preparation of our national SME policy are our key to success. A network of institutions stimulating the growth of SME is also being proposed.The issues highlighted in this lecture give a retrospective view of things while giving a current picture of the SME business environment in Pakistan. There are issues we may only solve in the long term and which therefore are beyond our current scope. And there are issues we may solve in the short to medium term. These issues should become the focus of our SME policy.
Short to medium term issues revolve around three major topics:
Business Environment
Creating a favorable business environment for SME in Pakistan's economy and eliminating unnecessary obstacles, which obstruct their development. This concerns the relationship between Government and SME as well as specifically taxation and labor.
Delivery of Assistance and Access to Resources
Improving the delivery mechanism for assistance and the access to the resources for SME in Pakistan, inter alia finance, business development services, qualified human resources and technology, so as to improve their productivity and capacity for employment generation. Market driven support programs are important to attain substantiality, maximize the potential for cooperation with the private sector, and minimize the distortions in the economy. Yet the structures for such a system still need to be mutually agreed and implemented in Pakistan.
Monitoring Developments
Harmonizing enterprise size categories for Pakistan of what are to be considered micro, small, medium and large enterprises. Furthermore, the establishment of a sound mechanism by which their development of the SME sector and the effectiveness of the assistance provided the SME can be monitored. What is at stake is that we forego the benefits of learning from one another in order to continuously improve our support structures to meet the needs of the target groups, SME.
There is also ample scope to make use of SME promotion channels to achieve major aims related to equitable and sustainable socio-economic development which we have not only yet exploited. Cases in point are gender development and environmental issues.
Implementing change requires the formulation of a policy for SME development and assigning specific responsibilities for its implementation and continuous improvement.
A fair number of countries have opted for legislation on SME promotion. The appropriate format of the SME policy for Pakistan is to be decided by the Task Force.
Background
Basic Situation of SME And Their Support Structures
Current Status of SME
It is fair to say that our economy is an economy of SME. The significant role of SME is clearly indicated by research and statistics. Enterprises employing up to 99 persons constitute about 90% 1 of all private enterprises in the industrial sector and SME employ some 78% of non-agriculture labor force 2 . they contribute over 30% to GDP, PKR 140 billion to exports, and 25% of manufacturing export earnings besides sharing 35% in manufacturing value added 3 .
Stability of policy is a necessary condition for achieving and sustaining high levels of economic development. A desirable mix of various other policies can insure the stability in the economy. In Pakistan, policies in the past have given a general perspective, direction and defining broad parameters of activity within the macro environment framework. However, efforts have remained limited focusing on the large enterprises, neglecting SME, which are at the heart of our economy. For example, institutions established to facilitate business activity, like Board of Investment (BOI), Export Promotion Bureau (EPB), Central Board of Revenue (CBR), to name a few have been concentrating their efforts on large scale industry.
The adverse influences of legal affect all economic agents. The evidence suggests small firms are discriminated against relatively large firms 4 . and while large enterprises and established holding structures possess the necessary economic and human resource potential to cope with and overcome these difficulties, SME, due to their size and due to their resulting peculiarities, are far less capable of adjusting and carrying on successful business 5 . While spared direct statutory or administrative discrimination, SME remain
1 Pakistan Country Association Strategy, World Bank Report, Annex 2, page 3.
2 Census of Establishments-1998.
3Economic Survey of Pakistan 2002-03.
4SME policy Note, the World Bank; ILO SMEDA Study 2001 on MSME, LUMS study on SME Constraints.
5LUMS in its study on "Barriers to SME Growth in Pakistan: An Analysis of Constraints" compared the growth rates of Large v.s Small scale manufacturing and established that during 1970's both were growing at a comparable rate of over 4% whereas in 1990's during the period of economic downturn small scale manufacturing growth dropped to 2.6% against large scale growth rate of 3.6%.
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Remain subject to unequal treatment, which distorts the competitive environment for business. The economic significance of this bias is apparent. Such an environment does not cater well to innovative activities which come from newly founded, small firms, and the new job creation potential of the economy is thus constrained while the informal sector tends to grow 6 .
Our SME suffer from a variety of weaknesses, which have constrained their ability to adjust to the economic liberalization measures introduced by the Government of Pakistan and to take full advantage of rapidly expanding markets of the world. But SME importance and significant potential to enhance their growth through appropriate regulations and promotion.
More recently, the importance of SME has been realized, with the Government's efforts focusing on the hitherto neglected informal sector. The reason behind the increased stress on the SME sector is that SME promote entrepreneurial culture, create a wider base for employment generation and are a primary vehicle for poverty eradication.
Government's Socio-economic Strategies and SME
SME are a distinct pillar of the economy that needs to be given due attention. It requires specific policy and regulatory space to turn SME into an effective tool for driving the economy and increasingly contribute to economic growth and employment.
The Government of Pakistan has developed a number of strategies for socio-economic development.
* Poverty Reduction Strategy Paper (PRSP) 7 .
* Micro Finance Sector Development Program.
* SME Sector Development Program.
* Education Sector Reforms 2001-05.
* Reform of Financial Sector.
* Reforms in Tax Administration.
While SME are being mentioned in some of these important socio-economic strategies and policy documents, including even very specific measures for their promotion, these measures are not sufficiently specified and prioritized for us to be able to speak of any coherent SME policy or approach. The SME Sector Development Program seeks to improve this situation by inviting all concerned stakeholders to draft Pakistan's future SME policy.
Although SME policy is a sector specific policy, it should be noted that the task of formulation is not a simple exercise. SME are a cornerstone of our economy. Many changes in the existing legislation may have direct or indirect effects on SME, e.g. in labor law, financial law, export regulations, banking system regulations, tax regulation etc. SME promotion therefore comes close to a crosscutting issue.
6 Non-Linear Model to estimate underground economy in Pakistan, SBP Research Department.
7 Under PRSP government is following a five point strategy which includes 1) Macro-economic stability and fast growth. 2) Investment in Human Resources 3) Government's involvement in particular sectors (including SME). 4) Expansion in social security system and 5) Good Governance.
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Furthermore, the environment for SME is constantly changing, in particular with an increased exposure to world markets due to the opening up of the economy. Therefore, SME policy within a socio- economic development strategy cannot be a one-off exercise. Only a process of regular review linked with predictable behavior by all stakeholders will ensure successful outcomes in the long run.
Coordination and Institutional Support
The role of government as a facilitator of business and its interaction with business support institutions is imperative for the establishment of a mutually beneficial relationship for the growth of the sector. SME promotion is an important issue for many government departments and central offices.
For example, the Ministry of Labor plays an important role in shaping the labor market policy of the state. Similarly, in order to gather information on the health of the SME population the role of Federal Bureau of Statistics, the Ministry of Finance, and planning division is pivotal. Other ministries and divisions such as Ministry of Local Government and Rural Development, and the Ministry of Science & Technology also influence the situation of our SME. Provincial and local governments also take their share in responsibility.
However, there is an existing lack of coordination and regular information exchange mechanism among institutions, which constrains their collective ability to deliver in the SME development process. As a result of the Government's recent efforts, two institutions Small and Medium Enterprise Development Authority (SMEDA) and SME Bank were created.
The responsibility for facilitating SME policy development now lies with SMEDA, which is attached to the Ministry of Industry and Production (MOPI). SMEDA is responsible for creation and coordination of
Government policy for the SME sector. Parliament, naturally, is responsible for monitoring policy and its implementation.
One of the major reasons for the lack of coordination is that SMEDA has not been provided with a formal mechanism to initiate, coordinate, monitor and evaluate initiatives undertaken for SME development, which fall outside of its own scope of activities.
Therefore, cross-departmental and stakeholder consultations, resulting in the preparation of our national SME policy are our key to success. Regular information exchange mechanism and networking needs to be developed amongst our public and private sector institutions. There is a strong need to devise such an information exchange mechanism and redefine the role of institutions, specifying their functions in order to avoid duplication of efforts and allowing the best possible usage of resources.
Under the SME Sector Development Program it is expected that SMEDA
* Prepares Government documents on policy regarding SME.
* Drafts relevant laws and regulations.
To form a collective view of all stakeholders, the SME task force has been established at the MOIP, SMEDA will serve as the secretariat.
A network of institutions stimulating the growth of SME is being proposed. The institutions in this network cover all stakeholders involved in SME promotion; Regional Development Agencies, Business Support Centers, Chambers of Commerce as well as other organizations, which are established as an initiative of local communities.
Reference:
The reseach cell SMEDA/LCCI
50 years of Pakstans economy by Shahrukh Rafi khan (Oxford Press) Unido unit 2 studies on SMEs
Book recommended
Small entrepreneurs in developing countries by Dr Asghar S. Nasir
Key terms
Retrospective (having effect in past) MOIP (ministry of industries and planning)
Lesson 10
This lecture deals with the policy-making issues on short and medium term basis. The importance of these issues is self evident in this lecture
ISSUES IN SME DEVELOPMENT
Short And Medium-Term Issues
This lecture reflects issues where we feel we may achieve strong impacts in the short and medium-term, i.e. until 2011. They should therefore become major topics of our deliberation and shape the formulation of our SME policy.
Business Environment
The large size of the SME sector limits the ability of the Government and business support institutions to achieve competitive coverage by support programs. This is a fundamental reality in most countries of the world and it is why policy framework and regulatory measures are of tremendous importance when SME promotion is concerned.
It is agreed that only appropriate policy tools and regulations than with support programs can achieve much more. Likewise, SME development is hampered more by inappropriate regulations than compensated by means of appropriate support programs.
Most of the developed nations therefore have mechanisms in place to revert the biases against small firms. For instance, the United Kingdom introduced the "Think Small First" initiative, which requires all Government organizations to assess the impact of their actions on small business prior to implementation. Furthermore, participation of small business in government procurement is being facilitated as a matter of routine.
The result of such policies is that (unfortunate) surprises to small firms are less frequent. It is made sure that businesses potentially affected are consulted and informed of any forthcoming policy shifts so as to avoid negative impacts. They are also allowed an adequate grace period for the adjustment of economic activity and there is no retroactivity of new regulations. Besides this, special attention is paid to minimizing the room for bureaucratic discretion while developing policy rules or procedures.
All such mechanisms are missing in present policy or legal environment in Pakistan. The absence of a specialized, uniform legal framework for the development of SME hampers SME operations 1 .
Relationships between Government and SME
The relationship between government and SME seems to be fundamentally flawed. In many cases this extends also to other large organizations and their interaction with smaller clients as SME.
Our compulsion of centralized control stems from the fear of the regulator to be misled by the opportunistic profit-seeking entrepreneur. And our administration practice is characterized by rent-seeking bureaucrats, who given the low level of their pay, take advantage of low literate entrepreneur.
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1 To this point, the Ten Year Perspective Development Plan 2001-2011 notes that there is a large range of zoning and other regulations imposed by the federal, provincial and local governments and public sector utilities which affect the functioning of SME hence, legislation similar to the US Small Business Regulatory Enforcement Act of 1996, which includes Regional Small Business Ombudsmen, would be considered to ensure fair and effective functioning of SME. Whatever the mechanism to enforce it, a "level playing field" is one of the cardinal conditions for SME development.
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Of course, we all know there are many dedicated and honest professionals on both sides. But the fact of the matter remains that there are severe attitude problems in the relationship between the two sides. The only
way to break this discouraging situation is to face the problem squarely and seek solutions in a positive spirit and entertain systematic dialogue between the two sides.
The present divide is, among others, reflected in a language gap. Part of the concern for local business people is the inadequate business facilitation process in the local language, which includes laws, regulations and business support material available in the English language only.
As a starting point, we propose to consider the increased usage of Urdu in our written documentation, in our official deliberations and communications.
A second point is how we may increase the share of SME participating in the provisions of goods and services to public sector, as it is common practice in many countries. A typical SME in Pakistan caters to the domestic private sector. It is noted that fewer than 4% 2 are supplying to the government sector. Some of the issues are related to tough bargaining price (36%) and supplies on credit (34%) and other are related to absence of rules on how to the public sector should increase its procurement for SME.
Further points may possibly emerge from the dialogue between Government, stakeholders and their SME clients.
Taxation Issues
High tax rates are one of the major reasons for firms to drift into the informal economy. This holds for the countries all over the world, including developed countries. These effects are compounded by high compliance costs for small firms to deal with tax laws and other forms of government regulation. This is a specific size-related disadvantage compared to large-scale firms, which have not only the necessary accountants, but also frequently, also in-house tax and legal advisors. Compliance costs have monitory implications (such as paying tax advisor fees or salary payments to personnel dealing with tax issues); time cost implications (in the form of time spent by a taxpayer to handle tax issues), and physiological cost (in terms of anxiety, stress and apprehensions related to possible mistake or a possible audit by the tax authorities).
Firms in Pakistan's SME sector, encounter an increasingly complex legal, tax and administrative environment, both in starting up and developing their business. According to research, 67% of enterprises termed tax regulations as most problematic. 56% 3 of businesses reports a crunch of taxes, while 28% of businesses felt that the taxes in the country are too high.
2 World Bank SME Policy Note 2001, the results of SMEDA-World Bank Investment Climate Survey 2003 also conform to the findings.
3 The 56% figure is an addition of the three tax related responses: High Taxes 28%, High sales tax 16% and high income Tax Rate 12%.
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From SME point of view, the present tax structure and administration generally distort incentives and discriminate against small firms who are harassed by the tax authorities. Smaller firms found tax related issues more restrictive than larger firms, 69% of firms, whose size of assets was less than Rs.1million faced the greatest of tax related problems. Many small firms claim it is not possible for them to maintain books 4 . As per law or hire a professional due to cost constraints.
The prevailing system is non-standardized and offers excessive discretion to the tax authorities. There is no consolidation or rationale in current provincial or local tax structure either. Hence, there has been a constant confrontation between tax authorities and the business communities resulting in very slow expansion in tax base 5 . Two sectors; retailers and small to medium sized manufacturers have already propounded the idea of fixed taxation as remedy to this continuous ailment.
Cognizant of the change required to cater to the SME sector in its policies, there have been reforms in the advance stage of implementation of Pakistan's tax regime. But these reforms are focused on tax administration and management, instead of addressing the aspects that directly affect SME. No incentives are being offered to SME to enter the formal economy 6 . There has been no consideration as such reviewing tax law form an ordinary SME or even micro enterprise perspective.
4 In Japan, after the war in 1949, old taxation system was replaced by new system to resolve the problem of incomplete bookkeeping and fear of over taxation of SME. The new system allowed certain tax merits if a tax return is made with a " certain formula of quick bookkeeping." This system resulted in not only the improvement of financial accounting but also the strengthening of financing systems for SME.
5 There are 1.05million active tax filers in Pakistan. In 1999-2000 the number of salaried taxpayers was 440,000 and those filed under old self-assessment scheme were 275,000. Lowering tax rates may well lead to substantial expansion of the tax base in compensation and be neutral for the government income. However, without more profound improvements in the relationship between government and the enterprises, hopes should not be raised high for tax rate changes to bring immediate tax base expansion.
6 A taskforce on the reform of tax administration, chaired by Mr. Shahid Hussain, was constituted by government, which gave detailed recommendations in its report published in May 2001. Based on this document and comments from the IMF and the World Bank a restructuring plan was drawn up by the CBR. This restructuring plan is now being made operational with the World Bank support.
Reference:
.1 -As quoted above
2-SME sector By SMEDA
3-Developing SME policy in Pakistan By Policy planning and strategy department (SMEDA)
4-Small entrepreneurs in developing countries by Dr Asghar S. Nasir
Book Recommended
Small entrepreneurs in developing countries by Dr Asghar S. Nasir
Key terms
Arbitrary (dependent on will or pleasure)
Bilateralism (consist of both parties)
Inter alia (among other things)
Lesson 11
We are dealing with the short and medium term issues for SME policy formulation. In fact this whole issue is inter-related in lessons No 10,11,12,13 and14.
LABOR ISSUES
Likewise, the intensity of the regulations is the second most important reason for firms to drift into the informal economy all over the world. Labour Laws and regulations in Pakistan 7 are considered to be one of the most complicated areas with which any business enterprise deals. The present set of the labor laws was the result of checkered initiative of various governments to create a healthy business environment for the labor. Consequently, enterprises have to deal with fifty six (56) labor laws with some of them being industry specific. The existing plethora of labor laws has made compliance impossible for the enterprises due to their inherent inconsistencies. Numerous labor inspections under these laws are yet another impediment that retards the growth of SME.
The labor market dynamics have changed considerably over the years, a higher degree of adaptability and flexibility along with Labor market security, including protection against arbitrary loss of employment, reductions in income and healthy work practices are essential requirements of new environment. Besides, the condition for compliance for international labor standards under the global economic system is another issue.
Taking into account the need of labor market and employers, the Ministry of Labor and Manpower introduced an employment security regime. The new labor policy initiatives is aimed at creating a favorable environment for facilitating industrial promotion and revival along with legislative and structural changes to bring in an environment to devoid of restrictive labor practices, but protecting the rights and interest of the workers.
It was proposed that existing labor legislation be simplified and rationalized into six basic laws. In addition, for promoting bilateralism among government employer and employees, government established a forum Workers Employers Bilateral Council of Pakistan (WEBCOP). The government is also working in the development of Labor Inspection Policy under the SME Sector Development Program to reduce the interface of government officials with businesses without compromising on the unhealthy work practices. The only issue highlighted thus far through direct interaction with SME is that of co-ordination. The business and labor community at large has been supporting the reforms.
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7 A committee on Reforms in Regulatory Legal and Policy Environment was established in the Ministry of Industries and Production in 2000 with the purpose to co- ordinate, review, identify issues of concern and formulate recommendations on several laws affecting businesses. Some of their efforts have resulted in the consolidation of the labor laws as announced in the Labor Policy 2002 and proposed amendments in the Factories Act 1934, Drug Act 1976, Boiler Act 1923, and Explosive Act 1884, and as such reviewed 101 commercial and labor laws that affect the industrial sector.
Delivery of Assistance and Access to Resources
Competitive advantage is determined by the productivity with which a country, region or cluster uses its human, capital and natural resources. Pakistan's international competitiveness markedly declined over past few years 1 . Part of the blame is shared by lower productivity of the workers. The evidence reveals that median labor productivity, as measured by annual value added per worker, is 25 percent lower in Pakistan than in India and 35 percent lower than in china 2 .
Trade liberalization at the global and regional levels and the new information and communication technologies have entwined to create rich opportunities as well as formidable challenges to all independent countries and enterprises. Competition has become increasingly fierce among the global and regional economies and enterprises. The structure of markets and their demand 3 is increasingly complex.
Despite operating locally, Pakistan's SME need to be increasingly aware of the world market. They cannot escape it even in their local economy. To meet this challenge, there is growing need for information on global technology trends, rules and compliance cost including facilitation services regarding global issues. An integrated program for improving competitiveness, promoting trade, and developing workforce can help 4 . Training, research and development, labor productivity enhancement, technology transfer and upgradation and support to business startup through business incubation and various other business support services, including finance, are issues that need to be addressed separately by the SME policy.
What is important is that access to resources and services necessary to compete in this global environment are being provided to SME because their size poses an effective limit on their capacity to assess world market conditions and tap appropriate resources. Old policy tools of protection now require replacement with promotional and facilitation functions. The roles of business development services, hence, become imperative.
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1 World Bank, Development Policy Review 2002, reveals that the annual manufacture exports of Pakistan are barely 12 percent of those of Malaysia. 18 percent of Thailand's and less than a third of Philippines---countries whose combined manufacturing exports were lees than Pakistan's in the mid 1960's.
2 Investment Climate Survey of Pakistan- 2003.
3 Consumer preferences and market standards have become more sophisticated and exacting. Competitive advantage is now determined bu several non-price parameters such as quality, health and safety, social equity in employment and production and ecological compatibility of products and processes.
4 The Ministry of Science and Technology is preparing a National Quality Policy and Plan and another initiative of the government is working on the development of National Productivity Policy.
The capacity to deliver such services by the public or private sector led institution is a major topic for debate but also relates to the specifics of the service in question. However, market-driven support programs are a cornerstone in any SME support system which strives for sustainability. This also maximizes the potential for cooperation with private sector organizations and minimizes the distortions in the market economy. Yet the structures for such a system still need to be mutually agreed and implemented in Pakistan. Below we flag the important issues.
Finance
Access to equity and formal debt financing has repeatedly been identified as recurring constraint to SME growth and development. Commercial bank apply conservative policies in lending to SME. More, importantly the existing structure of financial sector was developed to serve medium to large enterprises which are organized as a formal business. Most banks prefer to hold risk free-income generating assets and lending to SME is unattractive due to a range of objective and subjective factors. These include high transaction cost, inability to do away with tangible collateral requirement, no linkage of financial products with sector needs and the inability to structure/ offer and manage risk-prone SME specific medium to long term financing options.
It has been observed that 57% of new investment for small and Medium Enterprises and 67% of working capital finance come from internal finance or retained earnings; only about 7% of funds for investment or working capital come from banks or other financial institutions. Even suppliers' credit rivals the contribution of the banks as a source of working capital (4.5%) 5. Another survey 6 concludes that SME are indeed being rationed out of the credit market, rather than merely exhibiting a lower demand for credit. 7
However, financing SME is one of the key pre-requisites for the future development of the national economy and the achievement of economic growth. The government of Pakistan had originally responded to the growing needs of the sector by introducing a Self Employment Scheme through Small Business Finance Corporation (SBFC) in 1992. SBFC continued to grant loans to small business and disbursed 12 million by June 1998, catering to the needs of 157,162 unemployed persons. Other schemes for SME development or employment generation included the Youth Investment Promotion Society, and Yellow
Cab scheme. But all of these efforts lacked coherence across institutions, and, in the absence of any national policy, resulted in disjointed efforts and even corruption
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5 SMEDA- World Bank Investment Climate Assessment Survey was conducted between May and November 2002 by using SMEDA in collaboration with the World Bank covering a random selection of 965 mainly manufacturing businesses (90% being SME), drawn from 12 largest cities of Pakistan. To date it represents the most comprehensive data set.
6 Faisal Bari, Ali Cheema, & Ehsan-ul-Haque; Barriers to SME growth in Pakistan: An analysis of constraints, June 2003.
7 This finding is corroborated by the World Bank (2001) survey, which finds that over 50% of their sample SME who had ever approached a bank reported difficulties in obtaining credit. SMEDA-ILO Study 2001 also reports a similar finding.
Previous efforts have therefore had limited results and were highly inefficient because the financial sector accumulated a huge portfolio of non-recoverable loans under these schemes. The SME Bank will need to undergo restructuring for next three years.
Furthermore, severe damage has been done because the financial sector has developed disinterest for any such initiatives in future, and we need to basically start from a scratch. The banking industry in general is also not venturing into the areas where new processes and procedures with a view to improve SME's access to credit are required. It is likely that market-led mechanisms will take some time to improve the access of smaller firms to formal credit. In particular, outreach shall remain to be a problem for the due to the limited presence especially in the rural SME market.
The government is seeking to facilitate the participation of commercial baks in SME leading by training with the assistance of the ADB. The sooner commercial banks obtain the know-how how to successfully engage in cash-flow based lending to small business enterprises, the better.
Finally, new prudential regulations increase the likelihood of viability and sustainability in the financial sector. However, the broad definition of SME also bear a risk of upward filtering of the loan portfolio towards the higher-end medium enterprises unless targeted programs for micro and small enterprises exist. The creation of SME credit endowment fund may be one way of mitigating the effect.
REFERENCES
1-Gallup/BRB world bank survey
2-Policy issues papers by SMEDA
3-50 years of Pakistan's economy by Shahrukh Rafi Khan
4-Reseasch cell LCCI
Book Recommended
Small entrepreneurs in developing countries by DR Asghar S. Nasir
KEY TERMS
Productivity (The rate amount produced by a worker)
Tangible asset (An asset that has physical existence and value at least equal to liability)
Lesson 12
This lecture is a continuation of the lectures No 9&10 and 11 dealing with the short term, medium term and long term issues. These issues are pre-requisites for forming a comprehensive SME policy.
HUMAN RESOURCE DEVELOPMENT
One of the major challenges that SME have to face is the emergence of the knowledge-based economy. People must continue to innovate, change and upgrade. There is a need to nurture the entrepreneurial spirit and skill development for adopting innovative technologies.
The low-literacy level of our population poses an immense challenge to our competitiveness. Yet, it is a fact of life, which we will not overcome, in the short run. It is therefore imperative that we seek intelligent short and medium-term solutions to bridge the literacy gap.
One aspect of the Government's strategy is to strengthen non-formal skills and entrepreneurship development, to better prepare workers for employment and to improve population's general capacity of self-employment. But are there other ways by which we can enhance the skills of our workforce in such a way that we need not despair when facing external competition?
The government has established a number of institutions that impart training and skill development. These institutions, Pakistan Institute of Management Science (PIMS), Provincial Vocational Training Councils Authority, Technical Training and Vocational Authority (TEVTA) Government Universities and various other support institutions have however remained rather passive regarding the shaping of human resource development for SME.
A frequent complaint is the mismatch of the output of our human resource development institutions with the demand of SME. There are also only limited options for the training of the middle management. Low skills of workforce, inadequate vocational training facilities yet remain out of the scope of the reforms agenda.
Are there any mechanisms by which we may achieve effective consultation between supply and demand sides of our vocational training system so as to attain a maximum benefit for our economy?
Entrepreneurship does not breed in a vacuum. For a healthy, growing business environment, it is necessary to foster entrepreneurial culture in Pakistan, which goes beyond the inclination to trade in goods. Entrepreneurial skill development programs can boost this.
Technology Transfer and Up-Gradation
Developing SME based on local skills/resources has now been rightly recognized as a means of promoting economic growth and a very effective tool for providing productive employment in a country. But up to date technology also plays a vital role in the vertical integration of the firms, moving them up the ladder in terms of firm productivity enhancement.
In our country, growth oriented export firms still have problems sourcing quality inputs due to the lack of a network of reliable suppliers. This adds to their transaction costs. Likewise, the SME are not large enough to furnish sufficient demand to be an incentive for a big high quality input supplier.
The government in its efforts to facilitate technology transfer for indigenous SME initiated a program with the United Nations Development Program (UNDP) to promote Technical Cooperation between Developing Countries (TCDC) 8 . The scope of Phase 1 remained narrow and focused on capacity building of various public sector organizations through training programs. The intended final beneficiary, SME, has not yet been able to benefit from the program.
In its other efforts, the government used to offer cash grants 9 for ISO certification to those enterprises that choose to be growth oriented internationalized SME. The government also set up a National Productivity Organization as a resource center and a research institute to enhance industrial and labor productivity in Pakistan.
Similarly, other organizations like Pakistan Council for Scientific Industrial Research (PCSIR), Pakistan Industrial Technical Assistance Center (PITAC), Ministry of Science and Technology (MOST) etc. established to facilitate industrial growth still need to adopt an active approach to provide their services to SME in an effective manner.
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8 A few countries (mainly China, Singapore, Indonesia, Sri Lanka) also shared their experiences and expertise with Pakistan.
9 Discontinued since June 2003.
Major technology up-gradation obstacles include:
Inability to acquire sophisticated testing equipment and R&D facilities. (SME see it as a financial problem).
Lack of skills/experience to operate high-tech machinery.
Insufficient information on technological cooperation opportunities.
Lack information on target market quality requirements and lack of knowledge on how to achieve these quality levels.
Absence of appropriate metrology and testing equipment and related infrastructure as common facility centers.
Market and Industry Information
Access to market and industry information is one of the keys to develop successful business strategies. Frequently, business and trade associations are able to provide their members with such services. By associating with like institutions in foreign countries, they are also able to establish links and obtain information on foreign markets.
Over half of our SME belong to business and industry association. Their perceived role is limited to lobbing and negotiation with the government. Yet very few SME (12%) perceive their associations to be a source of information on new developments in their fields of business operation. How to increase the service provisions by all types of stakeholders will become a fundamental issue when SME support programs will be looking for deliver channels.
Monitoring Developments
Harmonizing Enterprise size Categories
Pakistan has no across the board legal definition of SME. This makes it extremely difficult to monitor the development of our SME economy and to establish benchmarks against other countries in order to devise areas of intervention and support.
Various government departments and public-sector agencies have adopted their own definitions. There are, of course, various reasons for them to define SME, and there may even be discussion on just how a strict and reasonable size standard could be defined.
A number of current definitions are based on capital standards since this influences the pattern of fund raising in the formal and informal market by SME.
Many stakeholders consider enterprises with 100 or more employees as large, and enterprises with less than 5 employees as micro. Yet our statistical system classifies enterprises with more than 10 employees as large, and the State Bank of Pakistan considers those with more than 250 employees as large.
The reference to international practice also suggests differentiation among industrial, wholesale, and retail10 and services related enterprises. This view also gets credence from various studies on the issue for pakistan11. Again, this consideration is only visible in the SBP definition and missing in all others. There are also rationales beyond the particular organizational motivations for defining specific size classes, and it will therefore be useful for all stakeholders to review definitions on technical grounds.
For a national policy, it is extremely important to have a harmonized definition for, as it is also important for the government to focus assistance as reasonably as possible for maximum efficiency. It
is also imperative to adopt a definition to foster the coherence of vision in the SME policy development and for the better implementation of related support programs across institutions.
REFERNCES
1-SME Issues Paper by SMEDA (policy planning & strategy department)
2-World Bank survey (Gallop)
3-Financial issues &SMEs (paper read by Dr Ishrat Hussain)
4-Small Entrepreneurs in developing countries By Dr Asghar S. Nasir
Book Recommended
Small Entrepreneurs in developing countries By Dr Asghar S. Nasir
Key Terms
ISO certification (International Standards organization certification like ISO 9000 Quality certification) R&D (Research and Development) SBP (State Bank of Pakistan)
Lesson 13
This lecture is continuation of defining the issues for making a SME policy; this lecture deals with the short and medium term issues. The vital issues of gender development and environmental protection are also discussed in detail
MARKET AND INDUSTRY INFORMATION
Access to market and industry information is one of the keys to develop successful business strategies. Frequently, business and trade associations are able to provide their members with such services. By associating with like institutions in foreign countries, they are also able to establish links and obtain information on foreign markets.
Over half of our SME belong to business and industry association. Their perceived role is limited to lobbing and negotiation with the government. Yet very few SME (12%) perceive their associations to be a source of information on new developments in their fields of business operation. How to increase the service provisions by all types of stakeholders will become a fundamental issue when SME support programs will be looking for deliver channels.
Monitoring Developments
Harmonizing Enterprise size Categories
Pakistan has no across the board legal definition of SME. This makes is extremely difficult to monitor the development of our SME economy and to establish benchmarks against other countries in order to devise areas of intervention and support.
Various government departments and public-sector agencies have adopted their own definitions. There are, of course, various reasons for them to define SME, and there may even be discussion on just how a strict and reasonable size standard could be defined.
A number of current definitions are based on capital standards since this influences the pattern of fund raising in the formal and informal market by SME.
Many stakeholders consider enterprises with 100 or more employees as large, and enterprises with less than 5 employees as micro. Yet our statistical system classifies enterprises with more than 10 employees as large, and the State Bank of Pakistan considers those with more than 250 employees as large.
The reference to international practice also suggests differentiation among industrial, wholesale, and retail10 and services related enterprises. This view also gets credence from various studies on the issue for pakistan11. Again, this consideration is only visible in the SBP definition and missing in all others. There are also rationales beyond the particular organizational motivations for defining specific size classes, and it will therefore be useful for all stakeholders to review definitions on technical grounds.
For a national policy, it is extremely important to have a harmonized definition for, as it is also important for the government to focus assistance as reasonably as possible for maximum efficiency. It is also imperative to adopt a definition to foster the coherence of vision in the SME policy development and for the better implementation of related support programs across institutions.
Measuring Our Success
Public sector resources are as scarce as private sector resources, and we need to ensure that they are being used in a most efficient way so as to be able to create and maintain sustainable support structures for SME, which are able to perform in the long run. At the same time, we, of course, seek a maximum effectiveness of our support programs12.
As things stand, we have no mechanism in place for measuring our success. In fact, we do not even have a criteria established by which we are able to determine our success as a nation in fostering SME
development. And we are not able to correctly state what the Government is spending on SME support annually.
Our present "system" of support is incoherent. While division of labor with diverse stakeholders is necessary condition for obtaining a maximum reach, it is also a perfect ground for the duplication of activities and wastage of resources. There is no current overview of activities, and the various stakeholders compel us to commission specific research if we seek information on the diverse contributions.
What is at stake is that we forego the benefits of learning from one another in order to continuously improve our support structure to meet the needs of the target group, SME.
SME as a Medium-Term Channel for Other Objectives
It is common practice in many countries to make use of SME in order to further specific development objectives as, for example, sustainable or equitable development. After all, SME constitute the overwhelming part of the economy. Currently, we are not making use of this channel for promoting the development of our country. Two issues, which also relate to our competitiveness, are flagged in the section below.
______________________________________________________________
10 -The Census for Establishments 1998 reveals that retail constitute 42.5% of total non-agriculture establishments and employs 20% of the labor force.
11 The survey of SME for ADB study on SME Constraints report observed differences for retails sector. It suggests that the sector is dominated by micro enterprises and there has been considerable organizational, management and technological differences between enterprises employing 10-49 workers and those employing 50 or more workers.
12 Reminder: "Efficiency" measures inputs vs. outputs whereas "effectiveness" measures outputs vs. objectives. Programs may be very effective and at the same time inefficient. The goal must be to seek both effectiveness and efficiency at the same time.
Gender Development
Each of the two genders of any society constitutes roughly half of the population, and Pakistan is no exception. People of both genders embody not only labor force, but also knowledge and creativity, which may be mobilized, to achieve economic ends. Discarding either of the genders, therefore, implies foregoing the potential benefits, which arise from mobilizing the respective human resources for development.
Pakistani women have been engaged in the production process for ages. Their participation in the economic activities in the modern society has also progressed beyond agriculture into the local market economy. Women are increasingly migrating to urban areas for employment in a range of cottage industries, such as carpet weaving, textiles and handicrafts. In search for wage employment, women are moving into small business and self-employment ventures thereby creating many formal and informal opportunities for work.
Women entrepreneurship in the formalized sense, however, remains a new concept. Our current strategies also tend to focus on increasing women's participation in the labor force. The business environment for women in Pakistan reflects a complex interplay of many factors made up of social, cultural, traditional and religious elements. These have taken shape over many centuries; are anchored in patriarchal system and are clearly manifested in the lower status of women. The form of constitutional structures, policy documents, regulatory arrangements and institutional mechanisms is contemporary rather than traditional, so it is cosmetically impartial.
Yet the gender bias is rigid and deep-rooted as it draws legitimacy from the perpetuation of a traditional mind-set, established rituals and a firm belief system. It has conclusively been shown that women business owners encounter more obstacles, and face more risks, financially, socially, economically, culturally and legally than male business owners face.
The Government of Pakistan is well aware of the potential of the women in our society and the contribution they can make towards economic development. Women are continuously being encouraged to enter the business stream of the country and are being provided incentives. However, there still is a strong dearth of focused initiatives that need to be taken by existing business facilitation institutions.
Environmental Issues
Environmental issues are most frequently a result of the interaction between human activities of production and the environment. Under fierce competitive pressure in the market economy and as part of the coping strategy when faced with difficulties to cover basic needs, enterprises and individuals are creating environmental issues.
While certainly one of the economic root causes for environmental damages are externalities, which require appropriate government intervention, it is frequently overlooked that there are many economic gains, which may be achieved from producing in an environmentally friendly manner. Reducing material waste can be one way of reducing cost. Saving resources such as water and energy does not only generate benefits at the national level but may translate into competitiveness and thus economic gain at the enterprise level.
There is also a direct link between the effectiveness of the technology transfer and the stabilization of the global climate change and natural resources depletion. Major constraints to effectiveness lie in the high transaction costs associated with the development of the capacities and capabilities to manage and generate technological change. Developing countries enterprises thus tend to ineffectively exploit available technology options, as well as to inefficiently utilize the transferred technologies.
Many OECD countries make use of channel of SME promotions in order to achieve improvements for the environment. For example, special credit lines may be provided in order to encourage the adoption of environmentally friendly technologies. Specific training courses are being offered to SME on waste reduction. ISO 14000 is actively being promoted in the European Union as one way of combining environmental concerns with quality and thus competitiveness. How may we best use our current and future SME support structures in order to achieve positive effects?
Reference:
1-Gender inequalities and development in Pakistan By SHAHNAZ KAZI
2-Enviroment: Some key Controversies By Shaheen Rafi Khan and Shahrukh Rafi Khan
3-Policy issues Paper (SMEDA)
Book recommended
50 years of Pakistan's' Economy edited by Shahrukh Rafi Khan (Oxford Press)
Key terms
Gender (classification based on male, female, neuter)
Externalities (A term used in environmental studies, like a drain having polluted water from one factory may be used by some other industry and suffer the bad effects of pollution)
Lesson 14
This lecture is still the continuation of the policy forming issues for SMEs. But in this section instead of short and medium term issues, we are dealing with long-term issues.
LONG TERM ISSUES
There are issues, which are beyond the scope of our current interventions. They are partially rooted in the multiple cultural structures of our society, frequently exacerbated by our geo-political situation. We, nevertheless, recognize their importance and therefore point them out here. However, it is not recommended to attempt to solve these questions by ways of an SME policy Initiative.
Literacy
The evidence reveals that SME find it extremely difficult to grow because of their inability to delegate to soundly trained staff. The day the small businessman feels comfortable to delegate, SME start progressing. The low literacy level also determines the potential of our labor force. Higher literacy rates are essential to enhance the quality of production can be enhanced by multiple factors which is what we need to be able to effectively compete in the international economy which is being extended to our local markets by the effects of opening up and WTO accession.
Law and Order
Law and order situation in Pakistan has always been regarded as worrisome. One survey reports that one in five respondents report that the business was the target of at least one crime during 2002. Another assessment suggests that the businesses in NWFP spend 4.5%, Sindh and Punjab 1-2% of their revenue on security. One in four SME consider law and order to be a severe problem.
Law and order problems weaken property rights and as a result weaken investor's decision to invest. These problems are clearly linked to the manner in which the law enforcement and criminal justice system functions. The high time cost involved in seeking legal resource together with lack of access to both effective informal and formal enforcement mechanisms, increase the costs associated with contract enforcement.
Intellectual Property Rights
Intellectual Property Rights (IPR) is a vital issue that needs to be looked into. It has been observed that many developing countries with the help of a change in their IP systems and laws are able to attract Foreign Direct Investment (FDI) in the Research and Development(R&D) especially in the industrial and the scientific field. Therefore, promotion and protection of the intellectual property spurs economic growth, creates new jobs and industries, enhancing the quality and enjoyment of life.
Another benefit for Pakistan in properly adopting IPR culture is that it will protect the indigenous products such as rice, kinno, traditional knowledge, pottery etc. the owners of the IPRs has the most valuable assets which can be utilized in commercial transactions, whether IP licenses, joint ventures, manufacturing, purchase or distribution agreements, or mergers and acquisitions. Licenses to use patents, trademarks and copyrights are often combined with transfer of know how in the form of training and are increasingly an important term in such transactions.
Infrastructure
Basic physical infrastructure is a prerequisite to growth and development. Power outages and access to the connections are considered an irritant, which significantly affects the productivity of firms in Pakistan. It is estimated that a typical business in Pakistan loses 5.6% in annual sales revenue due to just this single factor.
Differences associated with firm size recognize that smaller firms are relatively hard hit in comparison with the larger ones because of inability to arrange alternate power source such as private power generators. High rates of power, the poor quality of delivery and its reliability are the serious concerns for SME in Pakistan.
Similarly, access to the telecommunication facilities and transport also serve as a detriment to smooth growth and transition of smaller firms to larger ones. The chief problem in the provision of the telephone
services is the shortage of new fixed line connections, which currently stand at a mere 0.5-0.6 million a year for the whole country. Pakistan could also save up to 16.5% of the value of exports by improving its trade and transport logistics systems. Inefficiency in transport alone is estimated to cost the economy RS.320 Billion a year.
The concentration of power, telecommunications and transport services, except for road transport, in the public sector has been regarded as a major concern. Evidence suggests that Pakistan's state-controlled and concentrated structure of infrastructure delivery is highly inefficient.
References
1-Small Entrepreneurs in developing countries by Dr Asghar S. Nasir
2-Task force issues paper for new SME policy (SMEDA)
3-Pakistan Small Entrepreneurs Summary and Statistical Tables, January 2001,GALLUP/BRB (A world Bank survey)
Book Recommended
50 Years of Pakistan's' Economy (traditional topics and contemporary concerns) EDITED by Shahrukh Rafi Khan Published by Oxford press Pakistan.
Key Terms
WTO (World Trade Organization)
IPR (Right to protect an idea, piece of writing, design from copying)
Merger (combination of two or more organization)
Sources of Ideas for New Products
1. Necessity
It involves the identification of potential customer needs and then tailoring the product and services to meet them.
2. Hobbies/ Personal Interest
For example, an aircraft designer working for a large company developed a catamaran for his own pleasure. Later he was asked to build a similar catamaran for a friend. Gradually, it took the shape of a successful business.
3. Watching Trends in Fashions and Customs
Alert observers of the fashion scene can capitalize the opportunity thrown by the change of fashion. Demand for handcrafted jewelry, fast foods etc. have made many professionals in these fields.
4. Observing Other's Deficiencies
Lesson 15
Dealing with the start up process for obtaining a Bank loan, identification of projects and its sources.
THE START UP PROCESS OF A SMALL ENTERPRISE
The challenges of starting a new enterprise from the stage of its conception till functioning are indeed stupendous or multidimensional as indeed its contribution to the society in various forms such as employment, economic growth, balanced development, equitable distribution of wealth etc. Success is a slave to those who only correctly perceive the nature and intensity of problems that they are likely to encounter but also plan appropriate remedial actions. This lecture is devoted to studying the following
(1) The Identification of New Venture Opportunities and
(2) The Field Problems of Starting a new Enterprise.
1. Identification of New Venture Opportunities
In the search for new ventures, entrepreneurs explore both (a) external and (b) internal resources. The external resources include:-
I. Newspapers, trade journals, professional journals etc. which tell about trends in fashions, customs and other social areas.
II. Professional magazines catering to particular interests such as electronics, computers, oils and vanaspati etc.
III. Trade fairs and exhibitions displaying new products and services.
IV. Government agencies.
V. Ideas put forth by others.
Internal resources basically consist of storehouse of knowledge build up by an individual over the years. An entrepreneur draws upon it and undertakes the following exercise:-
a) Analysis of concepts in the light of existing problems and their capacity to solve them.
b) Search of memories to find similarities and elements related to the concept and its problems.
c) Recombining the elements found in new and useful ways.
Steps in Innovative Process
1. comprehension of a need
Innovation follows from clear perception of a need that should be fulfilled. A number of products or services have been developed from such a perception. These range from xerographic copying machine, credit card, instant photography etc.
2. Collection of data and definition of concept.
3. Outlining the problem.
4. Searching memory for similarities that seem related to the concept and its problem.
5. Evaluating the possibility to combine similarities and related ideas.
6. Reaching tentative solution.
7. Critical scrutiny of solution.
8. Practical implementation.
It helps improve performance or add desirable features, for instance, development of a key that would identify the person and open the door only to him. It would sound an alarm if the door is forced open or in case an improperly coded key is used.
5. Gap Filling
Business opportunities may be found to exist in reply to the question, why is not there a gadget for doing this? Several products have been developed to fill up a felt gap. For instance, the difficulty of cleaning an old paint brush has led to the discovery of a disposable paint brush with plastic handle into which a polyurethane tapered brush can be inserted and later an discarded after finishing painting.
6. Novel Use of Known Products
With ingenuity, it is possible to think of new uses of existing products e.g. Use of flyash- a common effluent in thermal plants, to make bricks and light-weight concrete etc. Similarly, rice husk (a common product in rice sheller) could be used for making hardboards.
7. Ancillarisation
An entrepreneurially oriented brain can conceive new ideas or think of improvements in products with which they are familiar: As a consequence, a unit ancillary of an existing industry could be started.
Pitfalls in Selecting New Venture Opportunities
(1) Lack of objectivity
Some entrepreneurs get so obsessed with their idea that they overlook the need to scrutinize its feasibility. No wonder such projects end up as failures.
(2) Market Myopia
A shortsighted approach of concentrating on production rather than on marketability could lead to avoidable disaster. An entrepreneur may fail to properly assess the market acceptability of his product. He may not appreciate that no product can become instantaneously profitable or could have an endurable success. Selection of the right time for introducing the product is important for its success. Action taken too soon or too late results in failure.
(3) Inadequate Understanding of Technical Aspects
Technical difficulties involved in the production of a product are a time consuming and thorough job. Inexperience in this area can prove quite costly and swamp a budding enterprise.
Improper Estimation of Financial Requirements
Sometimes in their enthusiasm to initiate an enterprise or due to pre occupation with other details, entrepreneurs overlook the financial details. Later it could be the cause of either over capitalization or under capitalization.
(4)Lack of Product Differentiation
To capture the market, the product should have distinctive characteristics in terms of design, utility and other features. Assured superior performance over the products is essential to provide it a competitive edge. Pricing is no problem in the case of such products. Product differentiation is essential so that the potential customer could recognize the product merely by looking at it.
(5)Overlooking Legal Issues
A shrewd entrepreneur should be alive to meeting the various legal requirements. For instance, workers should be provided with legitimate legal dues, consumers are provided with reliable and safe products, copyright, trade mark etc. should be observed.
Evaluation of New Venture Opportunities
A crucial task in starting a new business enterprise is the systematic analysis and evaluation of its feasibility and long term profitability. Since a number of variables enter the calculations, the exercise is quite a cumbersome one, a US study relating to the reasons for failure of new ventures has found that most of the factors underlying the failure lie within the control of entrepreneur. Following have been listed as the reasons for failure of new ventures:
I. Inadequate market knowledge regarding demand potential, the present and future size of market, the market share, appropriate methods of distribution.
II.Faulty product performance due to hastily taken shortcuts in production, development, quality control etc.
III.Ineffective marketing and sales efforts.
IV.Inadequate awareness of competitor's reactions e.g. price cuts, special discounts.
V.Rapid product obsolescence due to rapid technological advances in case of certain industries.
VI.Poor timing of starting a new venture e.g. introducing the product before the market has successfully matured.
VII.Undercapitalization, unforeseen operating expenses, excessive investments and related financial difficulties. Hence there is the need to undertake a comprehensive feasibility study in the following five areas.
Key Terms
Myopia : Short sightedness of vision
Books References
Entrepreneurship and small business By C L Bansal How to approach Banks By ITC (UNO) & SMEDA
Book Recommended
How to approach Banks By ITC (UNO) & SMEDA
Dealing with the technical and marketing feasibility of the identified project
It covers the following
1. TECHNICAL FEASIBILITY
(A) Identification of critical technical specifications comprising
a) The functional design of the product.
b) Adaptability to the new customer demand.
c) Durability
d) Reliability of performance.
e) Safety
f) Reasonable utility (i.e. acceptable level of obsolescence)
g) Standardization (i.e. elimination of unnecessary variety)
(B) Examination of product quality-cost relationship
In making this investigation, the entrepreneur must understand that there are trade offs between technical excellence and associated cost i.e. a positive relationship exists between technical quality and costs. It is possible through an increase in the technical excellence of a product to that level at which marginal product quality equals marginal cost. This level is reached where slope of product quality and product cost curves are equal.
Quality enhancement should not be carried beyond a particular point because it would cause cost increase and lead to decrease in total market demand (except where the product has a snob value). Thus entrepreneur should avoid unnecessary gold plating when market situation does not justifies it.
(C) Product testing, which includes?
a) Engineering studies relating to machines, tools, instruments work flow etc.
b) Product development through blueprint, models, prototypes.
c) Product testing through laboratory testing and field-testing.
2. Market Feasibility.
The following process may be adopted to assure the market opportunities of a product.
I. Identifying the Market Potential
It involves an estimation of both the current demand of the product and projection of future market trends. The prospective entrepreneur will do well to identify (a) specific end users, (b) major market segments, and (c) potential volume of purchases within each market segment. Some statistical yardstick may be of quite help in accomplishing this work. To illustrate, a potential manufacturer of helmets may find out the annual production of two wheelers, percentage of helmet users and proportion of demand already met.
II. Estimating Cost-volume Relationship to ascertain how various price levels may affect total sales volume
The price must reflect the value of the product. The entrepreneur may not adopt a uniform price structure to take care of the sensitivity of the buyer to price changes. The cost-volume analysis would also facilitate the determination of appropriate economies of scales i.e. optimum size of enterprise, which has lowest average per unit cost of production and distribution.
III. Sources of Market Information.
Relevant data for market analysis can be gathered from two main sources viz (a) primary sources such as interviews, mailed questionnaire, survey etc and (b) secondary sources like government agencies, trade unions, chambers of commerce etc. Whereas the former is costly, the latter may not meet the requirements of the entrepreneur.
The following kind of data matrix may be quite helpful:
(a) Data relating to general economic trends as revealed by various indicators such as new orders, house activity, inventories consumer spending.
(b) Market data relating to demand pattern, seasonal variation etc.
Lesson 16
(c) Pricing data i.e. range of prices for same, complementary and substitute products; base price; discount structure etc.
(d) Channels of distribution both wholesale and retail.
(e) Data relating to competitors.
To obtain this data, the entrepreneur may either conduct his own survey or approach a consultant.
IV. Market Testing
It is an important method of establishing the overall feasibility of a new venture, significant market testing methods include: (a) displaying the product at trade fairs, (b) test marketing to analyze the receptivity of the product, and (c) sample sales. A market test can provide following information.
(a) Likely sales volume and profitability.
(b) Sales volume at different price levels.
(c) Soundness of chosen market strategy.
(d) Unknown weakness that need attention.
The drawbacks of this technique are: delay in implementation, premature exposure to competitors and expensiveness.
Books References
Entrepreneurship and small business management by Hans and Kuriloff and Arthur H.
New product decision an analytical approach by Pessemeir, Edgah A
Book recommended
Entrepreneurship and small business BY C L Bansal
Lesson 17
Dealing with the financial feasibility, flow sheets, short term and long term loans, cash flow analysis and financial cost.
FINANCIAL FEASIBILITY
It covers the following:
Determination of total financial requirements
It can be done by preparing a financial statement in the following way:
Financial Requirement Statement:
In making the above estimation, provision must be made for cost escalation that is inevitable due to price changes. Besides, appropriate sales forecasts should also be made to have a clear picture of expenditure. The projection could be weekly or monthly.
Financial resources and other costs
Financial resources could be categorized on the basis of periodicity into:
Short term resources: (those payable in a year). Trade credit supplies, short term loans from backs or other lending institutions, sales of account receivable etc. belong to this category.
Term Loans: Intermediate term loans are those available for one to three (sometimes five) years. It includes terms loans from banks, lease finance, financial assistance from institutions etc.
Long-term loans are those from banks, equity capital and investments of earnings.
While considering different sources, it is better to consider specific costs as well as advantages and disadvantages of each. It would be appropriate to compute weighted average cost of funds as illustrated below:
On the basis of average cost of capital, it is possible to ascertain whether there is positive net present value when anticipated cash flow are discounted at average rate of cost of capital.
C) Cash Flow Analysis
If the projected sales associated financial requirements and available financial resources are known, the anticipated cash flow can easily be determined.
Cash Flow (projected)
Source of funds
Short term:
Net trade credit Commercial loans
* Intermediate loans
* Long term loans
* Equity
Total Financing
Anticipated return on investment
Financial feasibility is adjudged on the basis of satisfactory yield on investment. It can be calculated by relating the average earnings expected over a given period to either the total amount of investment or
net worth of organization (Return on equity). Both are compared with potential yield from alternative investment opportunities to ascertain the acceptability or otherwise of a new venture.
Key Terms
Feasibility study a detailed study about judging the future of a commercial project/product
This chapter deals with the teething problem that a newly established company faces.
ASSESSMENT OF PERSONAL REQUIREMENTS AND ORGANIZATIONAL CAPABILITIES
Human beings provide the motive force to an enterprise. For this purpose, it is necessary to consider the available talent and skills consonants with the organization structure. An inventory must be made of the skills needed for effective implementation of new venture. The steps in undertaking the exercise relating to determination of personal requirements and designing the initial organizational structure are described below:
A) Ascertaining the anticipated workflow and the various activities (called activity analysis). At this stage, the total range of activities and level of skills are identified.
B) Grouping the activities into set of tasks that individuals can handle effectively.
C) Categorization of various tasks to form the basis of structure of organization.
D) Determination of interrelationship between different positions and designing of organizational hierarchy.
Analysis of Competition
In order to ensure the survival and growth of enterprise, it is essential to make competition analysis. Generally, every organization to face two types of competition:
A) Direct competition from similar products.
B) Indirect competition from substitutes.
Competition analysis must seek to identify potential competitors, the strategies adopted by them and their impact on proposed enterprise, specific advantages enjoyed by the purpose venture and formalization of strategy in consonance with these advantages. The entrepreneur must guard against being content with neutralization competitors strategic advantages. The aim should be to have superior strategies at least during the initial stages.
Field Problems of Starting a New Enterprise
Identification of a venture after a thorough analysis of the five major aspects described earlier should not be regarded as the end of all problems. Rather the real problems have been summarized in the following paragraphs.
(1) Pre-operator problems
(a) Problem of selecting an appropriate form of business organization.
(b) Problems related with the acquisition of basic facilities such as sources of raw materials, power, transport etc.
(2) Problems during the construction phase.
These would be connected with:
(i) Acquisition of land;
(ii) Construction of building and other aspect of civil works;
(iii) Acquisition of machinery and its installation;
(iv) Preliminary work about the sources of supply of raw materials , labor and managerial inputs;
(v) Prospecting about marketing;
(vi) Preliminary work regarding sources of working capital;
(vii) Coordination problem connected with the acquisition of different kinds of assets or completion of jobs;
(3) Post Operative Problems of a New Enterprise
Several Problems are common to starting a y enterprise-whether small or large. They need not always arise but an awareness regarding them could enable their timely avoidance prevention. Below are given some of the post operative problems.
(i) Lack or absence of profits.
(ii) Experience Factor:
(a) Unfamiliarity of lack of experience in product or services line.
(b) Lack of experience in management. There is a vast difference between being a machinist and being able to manage a machine shop.
(c) Over concentration of experience .e.g. .focusing only on the area of interest says, sales, finance, production etc and neglecting others.
(d) Incompetence of management.
(iii) Sale Causes
(a) Weak competitive position ;
(b) Lack of proper inventory control;
(c) Low sales volume ;
(d) Poor location ;
(e) Decline in demand due to recessionary trends in the particular industry ;
(f) Inappropriate marketing strategy ;
(g) High production costs and consequent high pricing ;
(iv)
Expense Causes i.e. failure to control operating expenses that reduce profit and Pose a threat to survival of the firm. For instance, borrowing too heavily may force business to close if debts cannot be timely paid;
(v) Neglect Causes
Common Cases of neglect are; poor health, laziness, family or manage
Problems .Entrepreneurs needs to establish priorities for themselves relative
To their involvement in the firm. They must concentrate on objectives of the
Firm.
(v) Capital Causes
(a) Low a over estimation of capital needs;
(b) Fund mismanagement ;
(c) Cash losses;
(d) Poor debt collection or unfavorable credit terms.
(vi) Customer Causes .i.e. extension of credit on liberal terms.
(vii) Personnel Causes.
(a) High rate of absenteeism &/or labor turnover;
(b) Unhealthy industrial relations;
(c) Frequent strikes and lockouts;
(d) Low productivity ;
(e) Militant trade unions.
(xi) Natural calamities such as burglaries, earthquake .fire etc.
(x) Government Regulations.
(a) Difficulty of compliance due to excessive cost burden;
(b) Interference and dilatory tactics adopted by government authorities.
(xi) Unmindful expansion so that sufficient business is not generated to sustain
Expanded capacity.
(xii) Environmental Causes.
(a) Changes in government policy ;
(b) Changes in social or political conditions ;
(c) Inflationary pressures leading to increases in the input cost.
(xii) Production Causes
(a) Technological obsolescence ;
(b) Low capacity utilization ;
(c) Inability of labor to correctly understand technology ;
(d) Non availability of spares and replacement ;
(e) Poor machinery maintenance.
Reference
Corporate Collapse; the causes and symptoms byJohn wiley
Book Recommended
Entrepreneurship and small business by C L Banasal
Chapter deals with post and field this problems faced by a new concern.
1. Acquisition of machinery and its installation;
2. Preliminary work about the sources of supply of raw materials, labour and managerial inputs;
3. Prospecting about marketing;
4. Preliminary work regarding sources of working capital;
5. Coordination problem connected with the acquisition of different kinds of assets or completion of jobs;
Unless care is taken to ensure proper sequencing of different activities, the project would have cost over-run and/or time over run. Here in some kind of PERT analysis could be quite helpful.
Post Operative Problems of a New Enterprise
Several problems to starting any enterprise-whether small or large. They need not always arise but an awareness regarding them could enable their timely avoidance or prevention. Below are given some of the post-operative problems.
* Lack or absence of profits.
* Experience factor:
o Unfamiliarity or lack of experience in product or services line.
o Lack of experience in management. There is a vast difference between being a machinist and being able to manage a machine shop.
o Over-concentration of experience e.g. focusing only on the area of interest say, sales, finance, production etc and neglecting others.
o Incompetence of management.
* Sale Causes:
o Weak competitive position;
o Low sales volume;
o Lack of proper inventory control
o Poor location
o Inappropriate marketing strategy;
o Decline in demand due to recessionary trends in the particular industry;
o High production costs and consequent high pricing;
* Neglect Causes
* Expense Causes i.e. failure to control operating expenses that reduce profits and pose a threat to survival of the firm. For instance, borrowing too heavily may force business to close if debts cannot be timely paid;
Common cases of neglect are: poor health, laziness, and family or marriage problems. Entrepreneurs need to establish priorities for themselves relative to their involvement in the firm. They must concentrate on the objectives of the firm.
* Capital Causes
o Low or over estimation of capital needs;
o Cash losses;
o Fund management;
o Poor debt collection or unfavorable credit terms.
* Personal Causes
* Customer Causes: i.e. extension of credit on liberal terms.
o High rate of absenteeism &/or labour turnover;
o Frequent strikes and lockouts;
o Unhealthy industrial relations;
o Low productivity;
* Natural calamities such as burglaries, earthquakes, fire etc.
o Militant trade unions.
* Government Regulations
Lesson 19
o Difficulty of compliance due to excessive cost burden;
* Unmindful expansion so that sufficient business is not generated to sustain expanded capacity.
o Interference and dilatory tactics adopted by government authorities
* Environmental Causes:
o Changes in government policy;
o Inflationary pressures leading to increases in the input cost.
o Changes in social or political conditions;
* Production Causes
o Technological obsolescence;
o Inability of labour to correctly understand technology;
o Low capacity utilization;
o Non-availability of spares and replacements;
o Poor machinery maintenance;
l
Book recommended
Entrepreneurship and Small business By C L Bansal
Lesson 20
This lecture is dealing with the approach guide lines for approaching lenders. The lecture also explains the expectations of a lending institute from borrower.
HOW TO APPROACH LENDERS
You have explored all means to you to improve your liquidity. You believe you now need a short term credit from a bank to finance your trading activities. Your next step is to decide whom to approach.
You should take this decision on the basis of financing sources available in Pakistan, how you rate their effectiveness and your own experience and affinities with these institutions. If cannot obtain the credit you need through them, because of the lack of resources or the weakness of the financial sector, it may be possible to you to reach overseas institutions. There are also private institutions that provide trade finance.
Talk to your banker or a financial advisor before you start negotiating with your customers or suppliers. Remember the working capital serves to pay for goods and services. The type or terms of credit you obtain from a bank should be closely linked to the method of payment you use to settle your creditor's invoices, or that your customers or buyers use to pay you.
Your bank's motivations will not be the same as yours. As a lender, it is interested in obtaining a good return on money lent, and it does not want to run the risk of not being paid. It will not went to spend time and effort discussing your needs, evaluating your company, assessing your transactions and advising you without an adequate fee for such services.
Your aim is to get the best possible advice on payment mechanisms and on the most appropriate related facilities; to obtain credit on firms you afford and to ensure that you are covered for all associated risks.
You will want to look at all options. Your bank on the other hand, may want to solve your problem quickly, using techniques that are well known to its staff and that involve least effort and risk.
You will want the bank to consider your trade transactions on merit, be your partner and share the risks with you. The bank may prefer to avoid losing time and may simply ask for changes on your fixed and current assets as security.
On the other hand, your bank is in competition with other institutions. It will want to retain you as a customer if it considers you creditworthy and a good person or company to deal with, and if you offer good growth potential.
The following sections in this lecture will examine three aspects and show how the expectations of both the borrower and the lender can be reconciled.
Bank's Lending Criteria
There are no standard criteria for short-term credit. Banks tend to set their own internal rules. Nevertheless, they are bound by general regulations and guidelines established by the state bank of Pakistan. There is usually a lending limit per customer. Banks are required to report any extra exposure to a customer or a group of related customer beyond 30% of its unimpaired capital. As per prudential regulations, the bank has to make sure also that the the total accommodation availed by the borrower is not more thank 10 times of the total capital and reserves (free f looses).
Another requirement set forth in the prudential regulations is that the debt equity ratio of the borrower may not exceed 60:40 and the ration between current liabilities and current assets should not be less than 1:1.
As per prudential regulations, the bank, as a matter of rule, should obtain copy of accounts of borrower related to the business, for analysis and record purpose. The requirement of the account is related to the amount of financing required.
Banks may sometimes invoke their lending criteria or statutory regulations as a pretext for not granting a facility to a borrower. There is nothing much you can do about this and in any case, it is unwise to insist on borrowing from an unwilling lender.
Your request for a short-term credit will have greater chances of success if you can satisfy the short-term lending criteria set out below.
Good Cash Flow:
As a borrower, you must show that your performance is positive and that operations are not only profitable but also generate enough cash to cover all your commitments.
Adequate Shareholder's Funds:
In other words, you must not be already over committed to other lenders, but have a reasonable proportion of your own capital in the business.
Adequate Security:
You will not obtain credit from a bank if all of your assets are pledged to other lenders.
Expertise in Trading:
Most institutions like to know that you have a good record of successful trading. It is difficult to convince a banker to lend you money if you are a complete beginner, or if you're a starting a completely different and new trading activity with untried products and unknown customers or suppliers in countries you have never dealt before.
Good Reputation and Standing:
Your references and credentials must be acceptable to the lenders. They would no doubt find it difficult to convince their loan committee or board to approve an advance to a bankrupt company or a known crook! But, even assuming that your past is without blemish, it is helpful to have a backing of a reputable sponsor. This could be a well-known person in the business, your trade association or even your customer or supplier.
Specific Purpose:
Although some lenders will be prepared to grant overdraft facilities on the basis of the security you offer, most institutions prefer to see their loans linked to specific transactions. In these cases, the transaction must be explained in full detail and shown to be profitable and self liquidating (the money borrowed will be repaid from the proceeds of the transactions to be financed).
Presenting Your Request for a Short-Term Loan
The way you approach a bank or other lending institution is all-important. Here are a few tips. Most are simply common sense ideas, and should always be guided by the elementary rules of the courtesy openness.
KNOW WHOM YOU ARE DEALING WITH:
Unless you are already institutions customers and know it well, find out all you can about the institution beforehand. Ask those who know it about their experience with the institution. Seek advice from your trade association, chamber of commerce, or association of industry. Try to obtain a copy of the institutions annual report and see what its affiliations are, and who its shareholders and directors are. Brochures and annual reports, are normally freely available in the banks and other institutions, tell you a great deal about their structure, organization and services. Banks should also indicate their lending rates and should give you their schedule of their charge and fees for services.
Give Prior Notice of Your Intentions
Always call up beforehand for an appointment or sometimes better still write a letter or a fax setting out briefly who you are and what you do (if the lender doesn't know you well), how much need to borrow and why. Although you can conduct your transactions by correspondence, it is usually preferable to meet the person in charge of short-term commercial lending or trade finance. If the institution is far away or abroad, this will obviously be not possible, in which case you should be particularly careful about how to introduce yourself and what information you provide.
Be Well Prepared
Your banker is a busy person and you should come quickly to the point. State who you are, what you do, how much money you need and what you need it for. Be prepared to handover a copy of your annual report or your financial statements (balance sheet, profit and loss account, budget etc.) as well as a brochure on your company's activities or products. Always make a point of stating clearly of what you intend to do with the funds you want to borrow. If your intention is to finance the purchase of goods or services essential for manufacturing products for export, tell your banker the whole story; whom your are buying from, whom you are selling to, how you intend to pay and get paid. It is always wise to speak to our bank about these matters before you sign contracts or agreements with your suppliers or customers or make payment arrangements.
Seek Advice:
Experienced bankers can guide you and advise you on the risks and dangers of various payment methods, on the most suitable way to finance your transactions and on the security you should provide as a guarantee for your borrowings. You should also remember to ask about hedging possibilities to cover or reduce risks of currency and price fluctuations.
But Be Cautious:
Resist borrowing more than you need, or for too long, or at a too high interest rate. Banks sometimes propose kinds of credits or payment methods that they are most familiar with, or that are the most to themselves or that present the least risk to them. Ask about the costs. Remember there are costs, fees, and charges in addition to the interest rate. What about front-end fees? (These are payments deduced from the loan at disbursement to cover the lender's cost of evaluating your request, assessing the risk or opening the loan account). What are the back-office fees? On each disbursement, for instance? If the bank to purchase foreign exchange or to open a documentary credit applies the advance, how much will it cost?
Most institutions have standard or sliding scale rates for their services. Never hesitate to ask for a copy and seek guidance on how these rates will effect your transactions. If there are to be legal costs, such as lawyer's fees for drafting a loan contract or registering a charge on assets or a debenture, you should obtain clarification on these matters before committing yourself to any obligation.
While Avoiding "shopping around"
Bankers will not like the idea of your shopping around for the best deal, visiting several institutions and making comparisons between them. If you tell them that you have found a better deal elsewhere after they have spent hours with you, drawn up documentation and obtained clearance from their loan committee, senior management or board, they will feel that you have wasted their time.
There is in fact nothing wrong in trying to get to know the banking sector and wanting the best deal. But you should avoid giving the impression that you are also talking to others after negotiations have reached the stage where the agreement is virtually finalized and awaiting management or board approval. The success of a good borrower-lender is built largely on trust. Trust is developed over time and is a result of a positive experience. The banker will often prefer to try out a prospective customer by offering small, well secured loans on a very short-term basis to see how it works. S transactions are successfully repeated, the customer's standing rises and his or her credit improves. When you approach an institution for the first time, bear this in mind. The cheapest lender may not in the long run, rove the best.
Book Recommended
How to approach Banks By ITC/SMEDA
Lesson 21
WHAT A BANK NEEDS TO KNOW ABOUT YOU
This section discusses the information lenders may need to have before they can assess your request for finance. As stated earlier, it is good to policy to be as open and transparent with your bankers or financial advisers as you can. This will enable them to grasp the full situation and to give you appropriate advice. To withhold important information, such as your possible liabilities with other lenders or the fact that you have already pledged your assets, may cause difficulties at a later stage.
General Credentials
If the leader you have approached does not already know you well enough, it is best to have some general background information ready. This may include the following:
Letters of introduction: If you are relatively new in business and not yet known in your business community, you may find it worthwhile to seek the sponsorship of someone respected by other business people who is sufficiently acquainted with you to be able to give you a reference. A short letter, setting out your achievements and testifying to your good character and integrity, is a traditional method of introduction. Its effect will be positive if the referee is a person well regarded in the business community.
Your Profile: This is a resume or curriculum vitae, setting out your educational achievements, professional training, qualifications and experience, and your employment record and achievements. It is a helpful introduction to you and need not be longer than a page or two. If you are a newcomer to the business community, your profile will help your bank to assess your capacity for conducting trade, producing goods and services for export, and managing people.
You may also want to attach to your profile any certificate or reference from former employers if you feel this will help to show up your experience and capacities, especially if the employer is known and respected, and has written favorably about you.
Brochure on your business: Do not hesitate to hand out your company brochure. This should state what business you are in, what your products are and how long you have been trading. A list of clients or customers will be very helpful. If the list is confidential, you should say so when you give it to your banker. If you are in partnership or have directors in your company, state who they are and draw up a very brief resume on each, particularly if they have a good reputation in the business community.
Bank and other references: If you are approaching an institution that is not your current bank, it is important for you to provide bank references that will enable the person you are discussing with to check your credentials, particularly with regard to regularity of payments, past borrowing record and general standing. You may also give the names of your accountants and lawyers if this is helpful.
Proof of company ownership or registration: You may be asked to provide evidence that the company in whose name you want to borrow belongs to you or has been duly registered. You may also be required to provide a sworn list of assets and liabilities in the absence of audited or approved accounts. Always try to find out beforehand whether there are any particularly eligibility criteria for which you need to produce documents or statements.
Checklist for a Career Profile or Curriculum Vitae
Keep the profile or CV short – one to two pages at the most. Focus on significant information. Avoid too much detail. Your professional experience is most important part of the profile. Present your profile in the order suggested below.
Name: Your given and family names.
Personal Details: Address, telephone and fax numbers; marital status; date of birth; nationality, or residence or work-permit status if you are an expatriate; state whether you are a home-owner; list your other significant assets (property, land, interest in other companies, etc.)
Education and qualifications: Start with your most recent qualifications, stating where obtained and in what year. Include relevant courses and seminars. There is no need to go back to your primary schooling. If you do not have valid qualifications or little educational background, leave this section out altogether. Your professional experience will be your best qualification.
Professional experience: This is the most important part of your presentation. Start with your most recent experience. For each firm you worked with, state the starting and ending dates (year or month and year), its name (if the firm is your own, says so), your job title and your main area of responsibility. Very briefly, state your principal achievements in each job held. Examples of this would be: "exported US$ 450,000 worth of cotton garments yearly to Australia over a period of four years;" "managed the firm's assembly plant which employed 20 skilled workers and produced 850 components a month for export."
References: You should give the names of persons who can vouch for your professional capabilities as well as your integrity in business matters. Avoid naming senior government or civil service officials.
Financial Situation
A lender will most probably expect you to produce up-to-date financial information on your business. The standard financial reports you should have ready are:
Balance Sheet, Profit-and-Loss account, and Cash-Flow Statements:
According to the prudential regulations if the loan amount is less than Rs. 2 million financial accounts of the business, signed by the borrower are required. The borrower and internal auditor of the bank, or a charted accountant must sign the accounts where the loan amount exceeds Rs. 2 million, accounts signed by a practicing Chartered Accountant, or by a practicing Cost and Management Accountant in case of a borrower other than public limited company, which is a subsidiary of a public company.
The size of your balance sheet and the amount of equity in your business are significant, but by no means has the determining factored in your banker's decision to grant you short-term credit. Your banker may be far more concerned with the transactions that the facility will finance, as shall be explained later.
If your audited accounts are more than, say, three months old (that is, if the closing date of the accounts goes back three months or more), you should also have with you a recent operating statement and cash flow statement.
Budget for the Current and Coming Year
This document should show your projected sales and revenues for the current period or the coming year, as well as your operating costs and overheads. You should also have a separate paper showing your planned capital expenditure, if any. Your budgeted (or estimated) revenue should be sufficiently detailed to be creditable. In other words, the figures must not be simply wishful thinking but based on firm and tentative orders to which you may add orders anticipated on the basis of past performance.
Book recommended
How to approach Banks by ITC/SMEDA
Lesson 22
The prerequisite for approaching a lender which every small and medium scale industry owner should know.
COMMERCIAL INFORMATION
Details of orders booked: If you are requesting credit to enable you to fulfill a large or profitable new contract, it is advisable to have all the documents, correspondence, quotations from suppliers, draft contracts with buyers and suppliers, and your own costing, and calculations ready for discussion. This is all the more important if your order is for export. The credit facility you obtain from your bank will almost certainly need to tie in with the payment methods that you use with your suppliers or that are stipulated by your overseas buyers.
You are strongly advised not to sign any firm contract with suppliers or customers before you have discussed credit and payment methods with your bank. The reason is simple. Most import-export business arrangements or contracts stipulate the form of payment and the credit (delayed payment) terms the buyer or the seller offer or require. Once the contract is singed it may be too late to alter the terms and this may seriously limit the scope of the facilities your banker may be able to offer you.
Business Plan: If you have an up-to-date business plan for your company, showing intended capital investments and forecast revenue and expenditure for the coming three to five years, this is an excellent document to produce during discussions with your banker or financial adviser.
If, on the other hand, you do not have such a plan, you may find it useful to draw one up. It will be of great value to you personally, apart from anything else. It will also add to your credibility when you discuss your credit request with lenders. You should be able to prepare such a plan yourself, with the assistance of your qualified status is necessary. You may also ask an outside accountant or consultant to prepare the plan for you. The outline of a short, simple but effective business plan is shown in Box 7.
An outline of a Business Plan for a Working Capital Facility
The business
* Background and history of the company, business;
* Presentation of the sponsors, shareholders;
* Performance to date (key figures) LECTURE NO 15;
* Brief outline of the firm's objectives, strategy, and policies.
Review of past turnover and future trading prospect
* Analysis of firm orders received, prospects for further orders, customer creditworthiness and payment risks.
* Analysis of past year's turnover by country, customer highlighting credit terms offered, payment performance and bad debts;
The Market
* Survey of the market for the traded products, commodities: demand, supply, pricing, distribution, margins and profits, competition, trends.
Production or procurement
* Summary of production techniques or procurement procedures (if trading).
Inputs
* Raw materials required;
* Sources, suppliers, costs.
Organization and Management
* Internal management structure
* Ordering, invoicing, back-office procedures.
Financial data, projected results, economic justification
* Requirements for short-term credit facility and payment methods to be used;
* Planned capital and working capital expenditure;
* Cash flow of operations, transactions;
* Projected profit-and-loss, and balance sheets;
* Economic benefits of the project net foreign currency earnings.
Feasibility study: Feasibility studies are usually carried out in connection with medium- or long-term projects and are consequently prepared, among other reasons, as an aid to raising medium- to long-term project loan finance.
You may find yourself ready to start a new project or to expand an existing activity, and you need more capital to finance the additional capital goods required (e.g. machinery, tooling, spares and raw material). It will be necessary for you to produce a feasibility study for such projects for presentation to your banker during your discussions. You will also need to give your banker copies of draft or actual loan agreements with other lending institutions. These are important because the loan agreements may stipulate that you cannot borrow from another leader unless the loan is subordinated to them. This may mean that you cannot pledge fixed or current assets if the first lenders have fixed and floating charges on such assets. You may be limited to providing your bank with a second charge or some other, less secure, form of guarantee.
In many respects, the feasibility study is not dissimilar in its presentation to the business plan.
Checklist for Feasibility Study
The Business:
* Presentation of the sponsors, shareholders;
* Background and history of the company, business;
* Performance to date;
* Brief outline of the firm's objectives, strategy, and policies.
The export programme and equipment required:
* Detailed description of the proposed programme stating: buyer, goods, quantities, quality, shipment schedule, prices, shipping terms, packing conditions, inspection procedures, other formalities;
* Details of equipment required, sources and costs.
The Market
* Summary of production techniques or procurement procedures (if trading).
Production or procurement
* Summary of the market for the traded products, commodities: demand, supply, pricing, distribution, margins and profits, competition, trends.
Inputs
* Raw Material required;
* Sources, suppliers, cost.
Organization and management
* Ordering, invoicing, back-office procedures.
* Internal management structure;
Eligibility for export incentives, promotional schemes
* Benefits the business is entitled to, export premiums, concessionary loans.
Financial data, projected results, economic justification
* Planned capital and working capital expenditure (equipment and raw materials);
* Finance required to purchase equipment; credit and payment methods;
* Cash flow of operations, transactions;
* Projected profit-and-loss and balance sheets;
* Economic benefits of the project, net foreign currency earnings.
Book recommended
How to approach banks by ITC/SMEDA
Deals with the types of collaterals /guarantees/assets and pledge techniques for security.
GUARANTEES OR COLLATERAL YOU CAN OFFER
Not many lenders will consider granting you, or anyone else for that matter, a loan without security. The question will come up early in the discussion. What guarantees or collateral can you offer? The terms collateral and security really mean the same thing. They are guarantees you give to lenders by pledging assets, which they can seize and sell off, if you do not payback the loan. . There are other forms of guarantees that can secure a loan, such as an insurance policy to the benefit of the lender, or an understanding by a third party to repay the loan, should default. The point is that, whichever way you turn, you will obtain a satisfaction from a lender only if you have something to offer should you default in your repayment obligations. The most common form of security is a charge (a pledge) on fixed assets, particularly land and property. Most lenders feel that land and property are readily marketable if this means selling them off at a price below their market value. Moreover, land and property are evidenced by the title deeds and, in many countries, the authority's register these titles and any encumbrance would also be noted when an asset is encumbered, it means another party has a valid claim on it. When an asset is pledged to a lender, it is encumbered and it cannot be pledged a second time to another party unless the two parties agree to share the security.
Other fixed assets can also serve as a security: machinery, equipment, vehicles and suchlike. But it is often impractical for a lender to consider these as security because their market value is often difficult to determine, especially if they are not new. Instruments are sometimes acceptable to the lenders as collateral, particularly if they can be easily realized (sold). These are evidenced by share certificates of the companies listed on the stock exchange, bonds, debentures, treasury bills etc.
You can pledge current assets: stocks of raw materials, finished goods, and commodities for exports, even receivables. The easiest net asset to pledge is cash. This is called cash collateral. Your loan is secured by money! In practice, borrowers resort to this form of security when they have liquidity in another bank, which they do not want to touch. (It may be in another currency or tied up in investments. It may be funds owned by a third party or even by the borrower, but not part of his or her business).
When you approach an institution for short-term credit, it is useful to have a list of assets that you are prepared to pledge as a security for the loan. If these are fixed assets for which you have the land or other property titles, bring copies with you to show the bank. If you have marketable stocks of raw materials or finished products or, better still, internationally quoted stocks of commodities that are not yet sold, bring warehouse receipts or inventory lists with you. If you do not have warehouse receipts, delivered by a third party and attesting to the quantities or values of the commodities stored, you can usually obtain a certificate from an inspection company evidencing the quantity and quality, sometimes even the price or value, of the goods stocked. Your list of receivables is also useful, because your bank may say that it would be willing to discount some of them, purely and simply, rather than lend you money.
Financial institutions rarely lend the full value of the security taken. The reason is plain enough: should they need to sell the security because of default in the payment, the price they obtain may be less than the value of the loan. The amount of cover needed for loans varies from country to country and asset to asset. In some cases you may to pledge assets worth two or more times the amount of the loan.
Typical Collateral
Land and buildings: first, second mortgages, debentures on property;
Other fixed assets: charges, debentures on machinery, equipment, vehicles; Share certificates in the borrowing company;
Guarantees from banks, other institutions, export credit guarantee and insurance schemes, third parties; Cash; Receivables: invoices, bills, promissory notes; Stocks or inventories of finished goods, commodities, warehouse receipts; Raw materials; Investments, marketable securities.
Lesson 23
Negotiating Short Term Credit
Negotiating with a lender (who should be ready in principle to grant you a short-term facility) relies more on how well you are prepared than on any particular bargaining skill. A good knowledge of your business and a sound grasp of all the facts and figures on your results, current situation and prospects are the most convincing arguments you can put forward. As already stated, lenders aim to get a good rate of interest on their money at a little risk. They will probably prefer the types of facilities and payment methods that their staffs are most familiar with, and which do not present too much back office effort or time. As their time is precious, lenders will try to obtain fees for services rendered.
Negotiations should benefit both the parties and each must come away feeling satisfied with the outcome. The relationship will perhaps develop into a long-term one, with the bank growing to appreciate and trust you as transactions develop and your business expands. Bankers are also keen to keep good customers. Banks work in a competitive environment and will vie with one another to get business. If your bank likes to deal with you, because it is pleased with they way the transactions are conducted and there is a feeling of mutual satisfaction and loyalty, your negotiation position will be strengthened and concessions will be granted in your favorite in due course.
But building up such relationship will take some time. In the beginning you may have to bear higher charges and pay more fees, because you are new to the financing sector and must first demonstrate your worth. Obtaining the Most Favorable Terms
There are many ways of arranging a credit package, especially as a far as the trade finance is concerned. Always inquire into the cost of the facility offered and compare this cost with those of the alternatives. If you are able to show the bank that it would be cheaper for you to obtain the same result using another method, point this out tactfully but firmly. But know your facts. If, for some instance, the bank's interest rate is higher than the bank rate your supplier is prepared to accept for trade credit, state it clearly and be prepared to show a letter to that effect.
In foreign trading, it is virtually impossible to avoid the banking system if you are an exporter or an importer. Most payment methods require a third party to hold money or documents in trust until an obligation is satisfied. The credit you obtain from your bank may be used by the bank itself to pay your supplier (e.g. by opening a documentary credit) or to give you an advance until payment is made by the foreign buyer, with the bank reimbursing itself from the proceeds of the export transaction.
Seek the bank's advice on the different methods of payments and credit facilities available. Don't stop at the list given in the bank's brochure or leaflet. Explore all the possibilities, but remember that your banker will be more knowledgeable than you are about the risks, advantages and drawbacks of each system if you are new to the business. Tact and diplomacy are useful; avoid marring relationships that could prove invaluable later on. It is also worth remembering that the financial sector is a close-knit community despite the competition among its members. A banker will ask for and will easily obtain references on a customer from another bank.
Getting the most favorable terms is not only the matter of obtaining the lowest interest rate.
Note: fees, commissions and charges vary from bank to bank but the difference is quite significant. In the case of a documentary credit, for instance, the fees are quite high-the issuing bank charges around 0.4% on issuing the documents, around 0.25% is charged by your bank on arrival of the documents, and for each service rendered, the bank will charge a fee importers are strongly advised not to accept payment terms before being sure of the amount of the fees, charges or commission that may prove to be very expensive in the country from which they are buying. You may in this case ask your bank to enquire about the level of such costs in the country from which you are importing.
The best terms for yourself must also include what is most convenient for you. Avoid for instance, tying up fixed assets if you know you are going to need them as a security for a medium-to longer term loan in a few months to finance the purchase of the capital goods such as vehicles or machinery.
Checklist for Commission Fees and Charges
Appraisal Fee (Or Front-End Fee): Percentage of total facility paid up front, often as a deduction from principal disbursed. Amount varies from one institution to another.
Commitment Fee, Interest Rate Per annum on Un-Disbursed Portion of Facility. This is often waived. Rate usually varies from ½% and 1%.
Interest on Outstanding Principal, Overdrafts Expressed as a Per Annum Rate. Rate may reflect lender's assessment of risk. Low rates may be available through incentive schemes for exporters or for development components considered for special economic benefit to the country. (The method of calculation varies from one institution to another. You should make sure this method is thoroughly explained to you. Fro instance, interest may be calculated on day-to-day balances, or on monthly overdraft ceilings, on a 360-day year and so on)
Legal Costs and Charges. Expenses incurred in preparing the legal documentation and drawing up charges, debentures. Mortgage fee 1% of the mortgage value, insurance@ 1 % of the sum ensured, stamp duty @ 1% of the value, registration fee 2% of the mortgage value.
Revenue Office Fee: Disbursement fees. Amount charged by the lender as a flat fee at each disbursement if there is more than one.
Charges for Payment Facilities, Services. Fees and commission charged for opening and confirming L/Cs, collection and other sundry services rendered by the banks.
Discount Rates. Percentage taken by the bank for discounting receivables
Finally, always keep in mind the purpose of borrowing. To survive in the business, you have to be competitive, which means in minimizing costs and overheads. If you borrow, it must always be the better alternative to not borrowing, and this can only be so if the terms and conditions are right. If the financial charges and related costs of borrowing are not to your advantage, and risk putting you into a situation where you are no longer competitive as a manufacturer or trader, make this clear to your banker and turn down his offer to credit unless he is prepared to revise his conditions. The banks must always be your partner in competitiveness.
Improving Your Negotiating Position
Obtaining short-term credit from your bank is hardly likely to be a one-off affair. The chances are that, after the success of your initial transactions, your business will grow and you will become a regular customer for credit facilities. How can you then improve your negotiating position?
"Be a good player" is the first and foremost rule. Build up your reputation as someone who always pays on the dot. Be particularly careful to honor interest payments on time. Interest payments are the bank's revenue and affect its operating results. Banks have to apply stringent credit risk management rules, usually enforced by regulatory bodies for the banking system. If interest is paid late, banks may have to constitute provisions for risky debts and this affects their balance sheets. Late payment will give you a bad mark and you may become branded as a poor payer and a risky debtor, making it harder or more expensive for you to borrow in the future. Being punctual with your interest payments does not mean that you can be late with the payment of the installments on the principal.
They are also important but, because loans to customers are assets on a bank's balance sheet, they lose their value (through the constitution of provisions) only if the amount due is outstanding for more than two or three months after the schedule repayment date. This means that a bank will not be too worried if you are a week or so late with your payment of the installment on principal. But the golden rule is to let the bank know beforehand. Do not wait until you receive a reminder or a curt telephone call. Explain as early as you can that there may be a delay, owing to late payment, for instance, by a customer. Provide the bank with
supporting evidence of the fact that you will be getting the funds in due course (for instance, a written undertaking from your customer or an accepted bill or a promissory note). Your bank may even be able to assist you by discounting receivables to improve your liquidity or advancing your money against warehouse receipts
Book recommended
Entrepreneurship and Small business Management by CL Bansal
a
b.
Lesson 24
All businesses need sound financial management and small firms are no exception to that rule. Proper management of account s with Performa cash flows, profit and loss accounts and balance sheets are essential if a firm is to survive and prosper, as is variance analysis comparing what was planned and with what actually occurred.
Aspects of Financial Management
* Winning the Cash Flow War.
* Understanding the Nature of Profit.
* Breaking Even.
* Working Capital Management.
WINNING THE CASH FLOW WAR
Most of the business founders think their problems are over once customer starts to roll in. Unfortunately they may have only just begun. One of the common characteristic that new and small businesses have in common is a tendency to change their size and shape quickly. In early weeks and months customers are few and each customer mean a large percentage increase in sales.
A large increase in sales in turn means an increase in raw material and perhaps more wages and other expenses. Generally these expenses are to be met before your customer pays up. But until the money comes in, the business has to find cash to meet its bills. If it cannot find the cash to meet these day to day bills the business very often goes bankrupt. Bankers have a name for it. They call it over trading. It means taking on more business than you have the cash to finance. Sales growth is a natural to successful new business as physical growth is to baby. And just as baby runs out of clothes, new businesses run out of cash. The following measure will help you to minimize the need for extra cash to finance the sales growth.
Send Bills Out Promptly.
Have a list of debtors, who owe money must be chased up for payment. It is good idea to list the debtors by age of debt as this shows who owes how much and for how long. Take non-nonsense approach with them and stop suppliers to people who take too long to pay or threaten to sue.
Check Credit Ratings.
Before taking on a new or big customer have them checked out. If they are blue-chip you may be able to factor the debt and get up 80% of the cash owed immediately. Alternatively, offer discount for cash and charge interest on over due amount.
c. Keep Stock Levels Down.
The chances are that the opening stock will be out of line with customer demand. After all, before the start companies have to guess what will sell. Once a pattern develops to emerge, order accordingly. Too many new ventures spend all their cash on opening stock.
d. Take Credit.
As rule of thumb successful business men and women try to take as much credit as they are giving. So if their customers take a month to pay, they aim to take a month's credit from their suppliers.
Understanding the Nature of Profit
A significant number of small business firms operate largely on a cash basis. That is, most of their transactions and income come in either as cheques or in folding notes. While it is certainly very pleasant to; be able to conduct your business affairs in this way. Cash can often give rise to misleading signals. The whole problem arises from the difference between accounting definition of Profit and common-sense definition of cash. Cash and profits are not same thing, even in cash business, and a business need both cash and profits to survive.
To make matters even more confusing, there are at least three sorts of profit to keep track of. The fundamental difference between cash and profits can best be explained under the following heading.
a. The Realization Concept.
A particularly prudent sales manager once said that an order was not an order until the customer cheque had been cleared, had consumed the product, had not died as a result and finally, had shown every indication of wanting to buy again. In accounting, income is usually recognized as having been earned when the goods (or services) are dispatched and the invoice sent out, not when an order is receive, or on assumption of firm order, or expectation of prompt payment.
If it is possible that some of the products dispatched may be returned at some later date. This means that income and consequently profit can be achieved in one period. And have to be removed later on. Obviously, if return can be estimated accurately, then an adjustment can be made to income at the time.
b. Cost of Sale.
Obviously the goods which have not yet been dispatched must still be held in stock. A vital calculation is that of how much stock has been used up over the period. This is calculated by adding the opening stock to any purchase you have made and taking away the stock that is left to get it right.
Stock used over a period = Opening stock + purchases – Ending Stock.
The materials used in business are usually a major element of expense and as such are separated from the rest of expenses. For a manufacturing company materials are easy to define. For service business the sum is less obvious, but still necessary.
c. Matching Expenses.
Expense is a general name given to the cost incurred in selling marketing, administrating, distributing and advertising a company's products or services. Some of these expenses may be for items not yet paid for. The profit and loss account sets out to "match" income and expenditure to the period in which they were incurred.
Breaking Even
While a business has difficulty in raising start-up capital paradoxically one of the main reasons small businesses fail in the early stages is that too much start-up capital used in buying fixed assets. While some equipment is clearly essential at the start, other purchase can be postponed. This may mean "desirable" and labour saving devices have to be borrowed or hired for specific period. This is not as nice as having them to handle all the time. But if the photocopiers, minicomputers, typewriters and even delivery vans are purchased into business they may become the part of fixed cost. The higher the fixed cost the longer it usually takes to reach breakeven and then profitability. But small business has to become profitable relatively quickly or it will simply run out of money and die. Difficulties usually begin when people become confused by different characteristics of cost.
Fixed cost is a cost which remains fix in total but varies per unit of sales, e.g. rent of the shop or salaries of employees.
Variable cost is a cost varies in total but remains fixed per unit of sales, e.g. direct material, direct labour. Here is an example; if rent is $10,000.The angled line running from the top of the fixed costs line is the variable cost. In this example we plan to buy at $3 per unit. so every unit we sell adds that much to our assets. Only one element is needed to be calculated is breakeven point. We plan to sell it out at $5 per unit. So this line is calculated by multiplying the units sold by that price.
The breakeven point is the stage when a business starts to make a profit, when sales revenue begins to exceed both fixed and variable cost.
Breakeven Point formula
Fixed Costs=Selling Price–Unit Variable Cost
Breakeven Point = Fixed Costs
Selling Price – Unit Variable Cost
10,000 = 5,000 units
5 - 3
Profitable Pricing
To complete the breakeven picture we need to add one further dimension-profit.
It is a mistake to think that profit is an accident of arithmetic calculated at the end of year. It is specific and quantifiable target that you need at the outset.
Breakeven Profit Point Formula = Fixed Costs + Profit Objective
Selling Price – Unit Variable Cost
Let's go back to our previous example. If you expect a return of say $4,000 then
Breakeven Profit Point Formula = 10,000+ 4000 = 7,000units
5 – 3
Lesson 25
Working capital management or current asset management is one of the most important aspects of overall financial management in an enterprise. It is basically concerned with the management of current assets and current liabilities and inter relationship between them.
MEANING OF WORKING CAPITAL
Working capital is the amount of funds needed by an enterprise to finance its day to day operation. It is the part of capital employed in short-term operation such as raw materials, semi finished products, sundry debtors.
Because of its variable nature, the working capital is also referred to as circulating capital. It may be pointed out that the total working capital is composed of two parts.
1) Regular Capital
2) Variable Capital
Regular Working capital is required for permanent investment in any business for holing certain minimum quantity of raw material, finished product or cash. Such investment is irreducible minimum and remains permanently sunk into business.
The remaining portion of working capital is variable. The variable portion first gets tied up into raw materials which are then converted into finished goods. On the sale of goods it gets converted into account receivables or cash and circle is then completed. It is depicted in following figure.
"Different Senses of "Working Capital"
The term working capital is usually used in two different senses namely.
1) Gross Working Capital
2) Net Working Capital
Gross Working Capital
It represents total value of current assets. In other words, it is the sum total of net working capital and current liabilities. It is a quantities concept showing the total amount available for financing the current assets. It cannot reveal the true position of the company. For instance, every increase in borrowings will increase the gross working capital but net working capital will remain the same.
Net Working Capital
It represents excess of current assets over current liabilities. Current assets include cash, debtors, stock, and bills receivable, Current liabilities include bills payable, accounts payable, expenses payable. It indicates the liquidity position of an enterprise i.e. the soundness or otherwise of the current financial position.
The ratio of 2:1 between current assets and current liabilities is considered sound. The concept of net working capital is quantitative concept indicating firm's capacity to meet operating expenses and current liabilities. Net working capital is increased only when there is an increase in current assets without corresponding increase in current liabilities.
Net Working Capital = Current assets – Current liabilities.
Significance of Working Capital
* Conversion of cash into inventory.
* Conversion of inventory into receivable.
* Conversion of receivable into cash.
These events constitute operating cycle of business. If all these events could happen simultaneously, there would not arise any need for working capital. Since cash inflows and cash outflows do not match, an organization need necessary cash and liquidity to be able to meet its obligations. Thus adequate capital is required for smooth operation of any business concern.
Sound working capital management results in maximization of productivity and Profits. It requires the maintenance of proper balance between working and fixed capital, so as to maintain both profitability and solvency. Proper management synchronizes cash receipts and cash outlays.
For small concerns, efficient working capital management is still more essential to ensure purchase of inputs at competitive prices and timely payment to factors of production. It may be noted that shorter the gap between spending of money on production of goods and the recovery of money through rapid sales turnover, the better shall be the quality of working capital management.
Factors Affecting Working Capital Requirements
In case of a small enterprise, the various factors affecting its working capital requirements.
Size of Business.
Size of unit and the volume of business.
Nature of Process.
Nature of production process i.e. lengthier the duration of production, higher shall be the working capital needs and vice-versa.
Proportion of Raw Materials and Total Cost.
Proportion of raw material to total cost must be decided.
Terms of Sale & Purchase.
Terms of sale and purchase e.g. sales are on cash terms, lesser working capital will be sufficient.
Turnover of Inventories.
If inventories are large and their turnover is slow, larger working capital would be needed.
Labour Vs. Capital Intensive.
Labour vs. capital intensive, the former requiring higher amounts of working capital.
Cash Requirements.
Cash requirements will have direct impact on working capital quantum.
Banking Facilities.
Availability of goods and dependable banking facilities reduces working capital needed.
Seasonal Requirements.
Seasonal requirements may push up the amount of working capital needed.
Contingencies.
If the demand and prices for small concerns products are subject to wide fluctuation, contingency provision will have to be made for arranging higher amounts of working capital.
Determination of Working Capital Needs
Working capital requirements of a small enterprise vary from unit to unit and in accordance with the difference on the nature of the enterprise. Broadly speaking, working capital should be adequate to meet operating expenses like raw materials, labour, factory and other overheads etc. Operating expenses can be ascertained from the final accounts of the firm. But the working capital requirements needs not be equal to the level of expenses. Operating cycle is of primary significance in every case.
Working Capital Requirement Formula = Operating Exp in Previous Year
Number of operating Cycles in Year
Ingredients of Working Capital Management in Small Enterprise
Budget the Material Requirements.
Budget the material requirements and devising a proper system of control.
Production Goes on Uninterrupted.
Ensure that production goes on uninterrupted so that there id minimum blockage of working capital in the production process.
Realize Cash Fast.
Expeditious dispatch the finished goods to realize cash fast.
Follow the Bills.
Follow the bills for early realization of cash.
Identify Surplus Cash.
In the field of cash management, clearly identify the quantum of really surplus cash which could be utilized to meet financial obligations.
Working Capital Sources.
Ensure proper management of working capital sources so that there is no costly fund rising. There must be a judicious blending of different resources so that sufficient funds are raised at the cheapest cost.
Lesson 26
RECRUITMENT, SELECTION AND TRAINING
Talented employees are the key assets of the company. The problem with small business entrepreneur is that it cannot afford the luxury of a full time specialist in personnel area. The entrepreneur himself is generally a novice and tends to look after this aspect rather haphazardly. Either the owner personally takes care of the personnel function or delegates it to an employee who performs it along with his main job. The general tendency is to hire the first person who comes the way and accepts the lowest salary. Their basic thrust is on marketing, regarded as primary to existence.
DEFINING JOB REQUIREMENT
The pre-requisite to efficient selection is the systematic defining of requirements of each task. The identification process has three phases;
* Conducting job analysis,
* Developing job descriptions, and
* Preparing job specifications.
JOB ANALYSIS
It is the process of investigation and collection of pertinent information about each task in terms of skill, abilities, duties and responsibilities. It covers;
a) Job title,
b) Department to which it relates,
c) Line of supervision,
d) Description of job including major and minor duties
e) Relationship with other jobs i.e. promotional avenues. Transfer, possibilities, experience required etc.
f) Unique job characteristics (location, physical setting),
g) Type of material and equipment used,
h) Educational qualifications,
i)
Experience,
j) Mental and manual dexterity,
k) Physical requirements,
l) Working conditions.
Job Description
It consists of a written statement of the major and minor duties involved in each task along with a description of responsibilities, work conditions and task requirements e.g. hazards, time involvement etc. The job description, therefore, focuses on what, why, when and how tasks are to be performed.
Job Specification
It describes the salient features of the person expected to fit in the job. It enumerates qualities, knowledge, skills and abilities an individual should possess to perform satisfactorily along with such other characteristics as planning, leadership and decision-making abilities, experience, education etc. It provides a standard against which to measure how well an applicant matches the job.
RECRUITMENT- ENGAGING THE EMPLOYEE
It is the translation of job specifications into actual recruitment of the employee by exploring main sources of supply. The major sources of supply could be;
1. Current employees or references i.e. asking friends and acquaintances to provide a good person.
2. Newspaper advertisement specifying the requirements of the position to attract individual with appropriate qualification.
3. Drop-in applicants i.e. individuals who occasionally drop in to inquire if any job is available. It is better to take down some information relating to them.
4. Unsolicited application i.e. those who may have applied in anticipation of vacancy. Maintenance of record of them could be advantageous.
5. Technical journals to look up to candidates with specific technical qualifications and background.
6. Universities, colleges and technical institutes.
7. Employment agencies – public and private.
8. Former employees who may have voluntarily quit.
Lesson 27
SELECTION AND HIRING THE RIGHT CANDIDATE
It involves a number of activities which may be performed either by the owner-manager himself or with the assistance of specialists.
Following is the process of selection.
* Application Blank
It contains a written record of candidates qualifications, name, experience, references etc. from a perusal of the record, a broad idea can be formed about the applicant' potential.
* Personal Interview
The purpose of this interview is to ascertain technical competence of the candidate and his capacity to meet the requirements of the position. The fundamental mistakes committed in interviewing are;
1) Not spending enough time analyzing the requirements of the job to be filled.
2) Failing to ask right questions to test strengths and weaknesses of the candidate,
3) Relying too much on gut reaction instead of making an objective analysis.
* Checking References
References listed by the applicant should be cross – checked through telephone and preferably through a written letter.
* Employment Tests
Though not a sole criterion of selection, these tests are making the employee selection more efficient. These are;-
1) Aptitude test to measure mechanical, electrical, manual dexterity and other potential talent.
2) Achievement test to measure performance (skill proficiency)
3) Intelligence test to measure general mental abilities e.g. verbal ability, reasoning, comprehension etc.
4) Personality test to select managers.
* Final Interview
It is designed to final impression based on earlier assessments and particularly to ascertain interpersonal competence (capability to go along well with others), whether he has autocratic/democratic disposition, cooperativeness, rigidity flexibility. The interviewer should do well to adopt a balanced approach. He should guard against "Halo effect" i.e. forming rational judgment on the basis of first impression. What happens is that the interviewer forms a favorable or unfavorable impression of the applicant very early and searches for confirmation. To guard against it, the interviewer should withhold judgement until after the interview.
* Physical Examination
Physical examination to determine whether the prospect meets health standards demanded by the job.
Orientation
The new employee should be provided thorough orientation regarding company policies and specific nature of the job. It markedly reduces apprehension during the first few days of the employee. He should be introduced to colleagues, explained as to how the job fits into overall goals of the company, the operations and conditions of employment. Some employers have" Employee Handbooks" containing written information about salient aspects of company e.g. company's expectations of employees, pay-policies, working conditions, fringe benefits etc.
Wage and Salary Administration
Principal object of a compensation plan is to motivate employees to achieve higher levels of performance. Following are the elements of wage and salary administration.
1. Wage & Salary Level.
2. Wage & Salary Structure.
3. Individual Wage Determination.
4. Method of Payment.
5. Individual Compensation or fringe benefits.
6. Management Control.
1- Wage & Salary Levels and Structure
The wages should be established by reference to the following:-
1. Prevalent Wage Levels in Industry.
2. Compliance with Minimum Wages Laws and other enactments governing compensation.
3. Standards and Values of the entrepreneur.
4. Consent of Trade Union.
By adhering to the above, a small firm can hire and retain productive work force.
2-Wage Determinations and Method of Payment
Determination of compensation for each position is the second step in salary administration. More responsibilities and more difficult a job, higher should be the pay-packet. Also establish a range of compensation for each position. The wage structure must be such that the staff has the motivation to work for vertical movement. The incentives and fringe benefits associated with each position should also be settled. To attract qualified, hardworking and loyal staff, small firms may introduce special awards.
Benefits to be offered to managers pose special problem. The popular forms of benefits given to them include:
1. Stock Option.
2. Profit Sharing.
3. Use of Company Vehicle.
4. Club Membership.
Small firm should use its limited resources carefully and devise a productive salary administration. Broad objectives of a good salary program include; maintenance of competitiveness, capacity to attract managers of superior caliber, rewarding superior performance and motivating staff to achieve higher production levels. Two more ingredients of efficient compensation plan are:-
1. It should link reward and performance,
2. It should ensure payment of reward as soon as after achievement.
Compensation plans suitable for small businesses are:-
1. Straight salary.
2. Hourly wage-to reward employees whose work is difficult to measure or where employer has no control over output.
3. Piece rate.
4. Commission based on sales.
5. Combination of salary and commission.
TRAINGING AND DEVELOPMENT
Objectives of Training
1) To improve job performance.
2) To develop employees for new responsibilities.
3) To prepare employees for promotion.
4) To reduce accidents and wastage.
5) To instruct in the operation of new equipment.
6) To ensure management succession.
Effective management succession requires prior planning. Seemingly simple matter has special problems in the case of small business particularly when it comes to its practical implementation. The entrepreneur is moulded in thinking in a groovy fashion. Moreover, training is not a one time job. It is a rather continuous process. Training seeks to upgrade an employee's knowledge to keep abreast of changes in competitive business environment and prepare for advancement to challenging opportunities.
Before initiating a training Programme, the owner/manager should ascertain as to what training would induct change. Change herein implies the attainment of improved ability. The change should benefit both individual and organization. The change should occur in the following five areas:-
Knowledge
It refers to the storage of information by an individual for use in problem-solving and decision-making. Greater the amount of knowledge, better equipped shall be a person to accomplish a job.
Attitude
It is a state of mind which creates an urge to work for personal and organizational growth.
Ability
It is the proficiency in performance of a given task.
Job Performance
It measures how well the individual meets the requirements of a position.
Operational Results
These indicate how well the organization has been able to achieve its objectives and goals.
Conditions Facilitating Training And Development In Small Company
1. Existence of a board that insist on management succession program and its follow up.
2. Steady growth of company which stimulates the need to prepare staff for foreseeable change.
3. Recognition of need for training by the entrepreneur who devotes his time and energy towards it.
4. Freedom given by entrepreneur to young executive to new experiment with new ideas and accept risk connected with it.
5. Degree of delegation of responsibilities.
Methods of Training
1. On-the-Job training.
It is the most practical and most often used technique in small business. Depending on the complexity of task and experience level of the employee, the training may vary from few hours to several days. Training of this kind is given in three phases.
a. Demonstration
The job is demonstrated and each stage is explained. It is done slowly so that trainee can ask questions as well as provide feedback on his understanding of work procedure.
b. Performance
Performance i.e. the employee applies what he has learned in the preceding.
c. Inspection of work
Inspection of work of employee is to provide immediate reinforcement of correct method of performance.
2) Apprenticeship Training.
Apprenticeship training is the from of training that combines both formal classroom learning and on-thejob training experience particularly in technical cadres.
3) Job Rotation.
It is particularly beneficial in the case of small companies wherein each employee has through understanding of different functions. Employees are moved from job to job for few days. It helps employees combat the problem of monotony and boredom because of varied work experience.
4) Group Training Through Conference Method.
Major advantage of this technique is that participant has opportunity to express their viewpoint and share their experiences through a discussion of a common problem.
5) Heir Apparent Technique.
In it, entrepreneur identifies the person to be trained for management succession. He is encouraged to learn every facet of company's functioning. He is rotated trough various positions of the company and is gradually given increasing responsibility.
6) Off the Company Premises Training.
It includes:
a. University & Technical College.
b. Correspondence Course.
c. Training Films.
Evaluating Training Needs in Small Business
The evaluation of training needs in a small business can be done by asking the following.
1. What are the objectives of training?
2. What do employees need to learn?
3. How much will the program cost?
4. What will be the method of instruction?
5. What kind of physical facilities would be needed?
6. What shall be the duration of training?
7. Who will conduct training?
8. How will effectiveness of program be measured?
Lesson 29
CONDITIONS THAT STIMULATE LEARNING
* Behavior of Boss
Boss is the key figure in an organization. Others tend to emulate him. Every meeting between boss and subordinate presents a teaching learning situation. If the boss favors training and development, the subordinates tend to become positively inclined to learn. Therefore, the boss should exhibit a tendency towards learning and training.
* Behavior of Informal Group.
Informal groups set the behavior norms for its individual members. It may either support or resist the introduction of any change. If the informal groups support training, measure would find a motivated group inclined towards obtaining it.
* Influence of Formal Organization.
The organizational structure, policies, procedures, objectives etc. reflect and reinforce the behavior which the formal organization prizes. For instance, if the company keeps the top management within the family or has rigid control, would little opportunity for growth. Learning is stimulated when there is openness, lack of constraints and climate of exploring new ideas and the objectives of the organization support training and development.
* Economical &Technological Influence.
A rapidly growing company in an expanding field offers more opportunities through training.
* Performance Appraisal
It is a form of counseling and coaching. It is used for defecting and correcting errors. It is the process by which owner gathers information about each employee's performance, effectiveness and communicates the same to employee. It includes
a Establishment of Standards.
b Recording of Performance.
c Reviewing of Performance in accordance with Standards.
d Taking Corrective Action.
* Purpose of Performance Appraisal
a To evaluate performance over a specific time.
b To motivate employees through performance feedback.
c To evaluate individual employee's potential for growth and development.
d To collect information for decision making.
e To evaluate effectiveness of training program.
Limitations of Performance Appraisal
Limitation of Job Description
People are unique. The same job may be performed differently by different people. The same is true of conditions within the organization. While framing position description, the managers attempt to find some congruence between the job description and their knowledge of requirements. No wonder, the position description may not be totally correct.
Inadequacy of Appraisal and Problem of Reliability
Many of the items that are included in appraisal such as initiative, quality of work, cooperation, adaptability etc. are subject to personal standards of the appraiser. Bias and prejudice are common failings of every individual. Therefore no appraisal can be considered as absolute. Due to these defects, ratings tend to vary widely and raise doubts about their reliability.
Impediments in Communication
Managers insist on fair criticism, based on performance appraisal. The employees, however, regard it as censure and tend to adopt a defensive mechanism against it. Therefore, there arise conflicts which make the goal of appraisal self-defeating.
Failure to Motivate
Appraisal procedures are not designed to provide motivation impact. The urge to change must come from within the individual. There is too long a gap between the act and its consequence and hence its failure to play any significant role in motivating the employee.
Employee Morale
Morale is the attitude of the employee towards factors in the work environment such as job, pay, superiors etc. Since it is an attitude, it can not be measured as the profits. Therefore indirect techniques are used to measure the morale.
Indirect Techniques to Measure the Morale
One such technique is" survey" in it employees are asked to check how they feel in a particular factors in a company.
Another method of collecting morale data is" descriptive" survey wherein employees are asked to provide descriptive answer to question.
1) Indicators of employee morale:
2) High employee turnover ratio.
3) Higher number of accidents.
4) Lower productivity.
5) Increased number of defective output.
Discipline
Disciplinary problems arise due to lack of knowledge, Lack of interest and Carelessness. The following acts call for disciplinary action:
a) Disorderly conduct: reporting for work under the influence of liquor.
b) Dishonesty
c) Obtaining employment by using false or misleading information
d) Violation of safety procedure
e) Gambling
f) Excessive Tardiness
g) Insubordination.
Types of Discipline
Progressive Discipline
It consists of minimum disciplinary action for first offence. The degree of punishment increases for subsequent violations. It may be in the form of oral warning, reprimand, written warning stating consequences of future violation, disciplinary lay off, demotion, discharge etc. It should have following ingredients:
a) A forewarning
b) Immediate action
c) Consistent
d) Impersonal administration
Positive Discipline
1) It is the most effective type of discipline since it corrects and strengthens an individual. Guidelines in this behalf are:
2) Disciplining should be done in private and never in front of fellow employees.
3) Concentrate on mistakes than on individual.
4) Listen to the employees so as to get complete facts and clarify misunderstanding.
5) Explain not only that something is being done incorrectly but also on as to why employee should be doing it the other way.
6) There must be no favorites and privileged.
7) Provide for appeal against decision considered unfair.
QUALITY CONTROL
Breadth of Scope
* Raw Materials and Piece Parts Inspection.
* Vender Relation.
* Process Control.
* Motivation of Employees.
* Reliability
What is Quality?
Quality is Conformance to Given Requirement or Specifications on a Product or Service.
The term quality by itself does not necessarily mean high quality. It means uniformity, consistency and conformity to what user wants.
Two Aspects of Quality.
* Design Quality.
* Manufactured Quality.
Design Quality.
* Design Quality Covers (materials, form, appearance, functions )
* When Reference is made to "high cost of quality" such Reference is Almost Associated with Design Quality.
Manufactured Quality.
Manufacturing is the transformation of raw materials into finished goods for sale, or intermediate processes involving the production or finishing of semi-manufactures. It is a large branch of industry and of secondary production. Some industries, like semiconductor and steel manufacturers use the term fabrication.
* Poor Quality is the Result of Poorly Controlled Manufacturing Process.
* After Designing Product has been placed to Manufacture. Defects in Material, Parts, and Subassemblies May Arise.
What is Quality Control?
In engineering and manufacturing, quality control or quality engineering is a set of measures taken to ensure that defective products or services are not produced, and that the design meets performance requirements. Quality Control Principles and Methods have been developed and have Proved Effective in Bringing about Cost Reduction & Improved Quality.
* Quality Control has Many Aspects.
* Its Techniques are Statistical.
* Its Motivation is Responsibility of Top Management.
Statistical Quality Control
Process of Application of Statistical Principles and Techniques in Stages of Design, production, maintenance and Service.
Statistical Process Control or SPC is a method for achieving quality control in manufacturing processes. SPC relies on measuring variation in manufacturing output and setting control limits based on observations of variations arising solely from common causes. A process that is "in control" is expected to generate output that is within the control limits. If the process produces an "out of control" point, one would not necessarily assume the process had moved to an "out of control" state but would try to locate the special
Lesson 30
cause(s) for this condition. Only if special causes could not be found would an assumption be made that there might be new common causes to be identified. One aspect of process quality improvement is achieved as these common causes are found and corrected - special causes have no bearing on the overall quality improvement process.
Two Important Aspects of Quality Control.
* Control of Quality.
* Improvement in Quality.
Control of Quality Can Be Achieved.
* Control of Manufacturing Information.
* Control of Purchases & Storage of Raw Materials.
* Control of Manufacturing Process.
* Control of Finished Products.
* Control of Measuring Instruments and Test Equipments.
* Control of Corrective Action.
If Pakistani Manufacturers are to capture Greater market share, they will have to shift their Emphasis to quality control.
QUALITY CONTROL
Dealing with the quality standardization under WTO.
Quality Control Programs in Developing Countries
* Establish Strong National Leadership & Q.C Society.
* Create Govt. & Commercial Compulsion for Reasonable levels of Quality.
* Establish a Media For Exchange.
* Establish an Extensive Program for Training.
* National Standardization Efforts.
* Public Awareness.
International Quality Standards
If each country had its own set of standards, companies in selling in international markets would have difficulty in quality documentation standards in the countries where they did business.
ISO 9000
It is set of standard governing documentation quality program. Proving to a qualified external examiner that they have completed with the entire requirement certifies companies. Once certified, companies are listed in a directory so that potential customers can see which companies have been certified and to what level. Compliance with ISO 9000 standards says nothing about the actual quality of a product. Rather, it indicates to customers that companies can provide documentation to support whatever claims they make about quality.
Five Documents of ISO 9000
ISO 9000 actually consists of five documents;
* ISO 9000
* ISO 9001
* ISO 9002
* ISO 9003
* ISO 9004
ISO 9000
ISO 9000 is an overview Document, Which Provide Guideline for use and selection of other standards.
ISO 9001
ISO 9001 is a Standard that focuses on various aspects of design, produce, install and service products. It also includes management responsibility, quality System, purchasing, product design, and inspection, training & Corrective action.
ISO 9002
ISO 9002 covers same area as 9001 for companies that produce to customer's design or have their design and service activities.
ISO 9003
ISO 9003 is most limited in scope and addresses only production process.
ISO 9004
ISO 9004 contains Guidelines interpreting other standard.
Lesson 31
ISO 14000
ISO 14000 requires participating companies to keep track of their raw material use and their generation, treatment and disposal hazardous wastes.
ISO 14000 is a series of five standards that cover a number of areas, including the following.
*Environment Management System. Requires a plan to improve performance in resource use and pollutant output.
*Environment Evaluation Program. Specifies guidelines for the certification of companies.
*Life Cycle Assessment. Evaluates the lifetime environmental impact from the manufacture, use, and disposal of a product.
*Environment Labeling. Defines terms such as recyclable, energy efficient, and safe for the ozone layer.
To maintain their certification, companies must be inspected by outside, private auditors on a regular basis.
ISO 17025
The main area under WTO comes under quality control in laboratory standards and the standard that deals with it is ISO 17025. The laboratory for testing under this standard for quality control is not available in Pakistan. The need is to have a new one or up gradation of existing labs so that we can meet the requirements of WTO.
MARKETING
Role of marketing
Improved marketing is central to a small firm's industrial strategy. Unfortunately, many small firms assume that the only requirement for success is to open and wait for customers. Perhaps, it is due to severe limits on their resources. It is seldom recognized that marketing is a complex process affected by internal external factors. Internal variable includes firm's financial position, management capability personnel resources, products offered. External variable includes general economic conditions, characteristics of population, social and cultural factors, competition, government regulations etc.
Small firms success depends on the ability to plan, organize, staff and control marketing activity in relation to internal and external environment.
Marketing is the performance of business activities that direct the flow of goods and services from the producer to consumer.
Small firm's Advantage
Advantages enjoyed by small firm in the field of, marketing include realistic marketing planning, shorter lines of communication, flexibility, and ability to act quickly.
MARKETING
Concept of Marketing.
Marketing is the process of integrating and coordinating the following.
* Identifying and measuring the needs of customers for the type of products or services that the firm is equipped to provide.
* Translating the perceived needs into products or services development.
* Developing and activating a plan for availability of product or service available.
* Informing perspective customers about availability of the product/service and stimulating their demand at a price that generates satisfactory profits for the firm.
Marketing Function
The functions that must be performed in the marketing process are as follows:
1. Buying And Selling
Exchange process involves buying in anticipation of customer demand and searching for materials that will satisfy those needs. Selling function includes determination of potential customers and using a combination of sales techniques to stimulate demand for those goods or services.
2. Transportation And Storage
It involves the movement and handling of goods. Not all goods are sold at the same time they are manufactured. Storage is done so that goods are available at the time and place they are needed.
3. Risk-Taking, Standardization And Grading
Stored goods are subject to several types of risks. They may undergo spoilage, obsolescence, destruction. Consumer preferences may change leaving the business owner with a large quantity of unsold goods. Some of the risks can be shifted through insurance coverage. But the most effective means of dealing with risks is the adoption of good management practices.
Standardization and grading enable consumers to make a comparison of the products. Standardization establishes uniformity of specifications in the matter of color, weight, composition etc. grading is done in the case of products that cannot be produced uniformly e.g. fruit, egg.
MARKETING PROCESS - STEPS
Identification of Potential Changes in Firm's Market
Identification of potential changes taking place in firm's market that could materially affect the firm's business.
Identification of Customer Needs
The first step in marketing should be to identify the needs of customers the firm intends to sere. Many firms simply focus an introducing technical perfection in the product with out assessing customer reactions. The small firm is advised to proceed only on the basis of definite information collected with the help of a following exercise.
I). Sources of information about markets and customer:
There are two broad sources of market intelligence viz.,
Lesson 32
a) Primary sources which the company develops for us own specific requirements, and
b) Secondary sources i.e. the published reports of trade association, government agencies, and other. These are not geared to the requirement of an individual firm.
PRIMARY SOURCES
From a marketing perspective, the three primary sources of information are:-
* Internal Records Of The Firm: These consist of invoices, inventory audit, reports of salesmen etc.
* MAIL SURVEYS: Telephone interviews and personal interviews of actual or prospective customers.
* DIRECT OBSERVATIONS: information derived from direct observation of customers and competitors.
SECONDARY SOURCES
A number of publications provide overwhelming useful marketing information industry. Specific data are published by trade and professional associations.
II). Pinpointing the real customers
The potential customers must not only be recognized but placed into proper categories as follows:
a) Users. (who consume the product/service);
b) Buyers. (who actually purchase);
c) Deciders. (who decided what should be purchased);
d) Influencer. (who has some influence on the purchase process);
e) Informer. (who controls the flow of information to the decision groups);
A typical customer may play several of these roles. Costlier the item to be purchased, more actors playing different roles will get into the process. To illustrate, suppose the family decides to buy a TV set. All the family members would be the users. But the actual buyer could be the husband. Deciders could have been the husband and wife both. The children could be the influencers on the decision-makers. Any member could act ad informer by providing or withholding information from decision making group. Generally the role of buyer and decider could have been performed by the same individual. But in case of organizational purchases. For successful marketing, the entrepreneur will endeavor to identify the roles played by different members in the decision process.
Market Segmentation
It is the grouping of customers into segments so that each segment has similar needs, characteristics and requirements. It helps a firm to relate its products to those requirements of the target group. A small firm may focus on a segment that may not be found attractive by a large firm. Segmentation could be on demographics (i.e. age, sex, religion), geographic, psychographic or social basis. Good segmentation must meet the following criteria:
a) Needs of customs must be both identifiable and measurable.
b) Firm must have the capacity to develop products that will satisfy the customer's choice in the particular segment.
c) The segment must be economically worthwhile.
Procedure for market segmentation is described below:
I). Ascertain firm's Capabilities.
It must know what wet of needs it can satisfy. For instance, the small firm may be willing to sell its products to foreign buyers. But it must ascertain whether it has the necessary financial, promotional or distributive capabilities.
II). Ascertain the Competition.
Identify the characteristics and extent of competition in the various segments. All other conditions being equal, it should focus on the segment which has the least competition or the segment which are too small for large firms.
III). Focus on the Segment Chosen.
For a small firm, the segment chosen on the criteria of customer characteristics such as geographical region, demography has been found to be more suitable.
1. Controllable Variable.
a) Target Market Segment.
* Location
* Target customers
* Timing
b) Products offered.
* Type of product
* Range of product
* Design features
* Quality
c) Price.
* Price level
* Price variables (discount)
* Maintenance
d) Advertisement & Promotion.
* Advertising level
* Advertising media
* Sales promotion
e) Distribution.
* Channels
* Number of sales outlets
* Warehousing facility
f) Servicing
2. Marketing Uncontrollable.
a) Resource Availability.
* Availability of required materials.
* Cost and quality of required material
* Material.
b) Competition – Direct & Indirect.
c) Economic Conditions – total market size, economic trends, income situation.
d) Socio- Cultural Conditions – societal values, life style, fashion consciousness.
e) Political & Legal Conditions.
* Political risk situation
* Legal regulation
f) Technological Situation – state of technology, rate of technological change.
Decision about Product
Product decisions have quite important because the length of time for which a Product remains profitable has considerably shortened. Frequent technological innovation and entry of new products have contributed to the shortening of life of a product. Such factors pose a problem beyond the financial capabilities of a Firm. The product features amenable to manipulation by a small firm are;
a) Performance and functional features i.e. firm's ability to perform, durability, reliability and precision.
b) Use characteristics i.e. ease in handling and serviceability.
c) Aesthetic qualities e.g. style, design, color etc.
d) Extrinsic features e.g. uniqueness of product, status value etc.
Product Life Cycle
Product Life Cycle is equally helpful in deciding about appropriate marketing strategy to be adopted.
* Product Development.
* Introduction.
* Late Growth.
* Maturity.
* Decline.
MARKETING
Marketing Decision Variables
Lesson 33
Marketing Mix
It is the integration of the four elements noted below to service the needs of target market.
a) Product Mix: Correct combination of product and service. It will cover product depth (i.e. model, size, style, and color) and product breadth (i.e. number of product lines carried).
b) Promotional Strategy: Promotional Strategy to inform customer about firm, products/.service etc. through personal selling, sales promotion etc.
c) Physical Distribution: Physical Distribution i.e. the chair of distribution to be adopted. It forms the subject matter of a separate chapter.
d) Pricing.
MARKETING
Product Mix.
It refers to number of products offered by a company. It is not uncommon to find small firms selling ultiple products. Product mix is done to optimize profits.
Advantages of product mix
a) It enables the firm to serve different segments of the market.
b) It gives steady sales & profits to the firm.
c) The firm can keep all its bases covered.
Demerits of Product Mix
a) It makes greater demand on firm's resources in the form of increased investment in production facilities and inventory.
b) Marketing Problems.
The firm should weigh the pros and cons of a wider versus narrow product mix. The ultimate decision would rest on such considerations as the available resources, existing and future market opportunities and strategies of competitors. Phillips kotler has suggested the following indicators of firm's sub optional product mix;
a) Disproportionately high percentage of total profits from a few products;
b) Insufficient product breadth to exploit sales force;
c) Excessive productive capacity on a chronic or seasonal basis;
d) Steadily declining sales or profits.
Development of new product.
Small firms should consider the frequent introduction of new or improved product as part of their market strategy. The procedure for generating new product ideas and implementing them is described below:
I). Making creative Search for new product ideas.
II). Scrutiny of ideas for their worthwhileness.
III). Evaluating whether the idea is compatible with firm's objectives.
IV). Establishing technical and market feasibility.
V). Reviewing internal resources and capabilities.
VI). Product development and product testing.
VII). Test Marketing.
VIII). Commercial sales.
State Assistance in Marketing
*Export Promotion Bureau.
*Export Promotion Zone Authority.
*Small & Medium Enterprise Development Authority.
Export Promotion Bureau.
Exhibitions.
Export Promotion Zone Authority.
Small & Medium Enterprise Development
Authority.
(Marketing Services Division)
* Internal Support.
* External Support.
* Marketing Support to SME.
* Packaging Support.
* Advertisement & Media Support.
Lesson 34
* Internal support
* External support
* Marketing support to SME
* Packaging support
* Advertisement and media support
* Only 8% work in export sector
Marketing Facts
(A World Bank Survey)
* Most small enterprise work for domestic center.
* 4% work for govt. sector
* Tough bargaining on price 36%
* Credit customer 34%
* 28%are optimistic to grow in the next 2 years while the real number is 30%
*
Export Potential of SME in Developing Countries. II
Relationship between SMEs and Export Development
While in certain circumstances SMEs enjoys some advantages of flexibility, in general they suffer from structural handicaps in their operations arising from small size, particularly where exports are concerned. Even SMEs that are highly successful domestically, for a variety of reasons, do not find it easy to upgrade production to production for exports.
Problems faced by SMEs in developing countries typically include:
* Scarcity of capital.
* Limited and unequal access to institutional credit markets.
* Irregular access to domestic and imported inputs coupled with higher cost.
* Inadequate infrastructure facilities.
* Weak managerial and technical skills.
A large number of SMEs have successfully overcome these formidable difficulties, established a sound base in the domestic market, and may be potentially capable of breaking into export markets. However they may be hampered by a variety of circumstances:
* Lack of information on possible export market.
* Absence of guidance on export regulations and procedures.
* Lack of information on export credit and insurance facilities as well as for export requirements.
* Inability to identify sources of assistance for product development and product upgrading for export.
* Lack of information on operation of indirect marketing channels like merchant export houses.
* Absence of guidance on basic management issues relevant exporting firms.
*
Absence of sound steps that need to be taken to enter in export field.
SMEs are often uninterested and unprepared to enter export field owing to: Lack of market information, Lack of incentives, Lack of credit, Lack of staff and organization and Difficulties in obtaining export licenses, export guarantees and foreign exchange. Thus, while in many developing countries SMEs are now receiving greater attention and aid from both the public and the private sector in many developing countries, little attention has so far been focused on the specific help needed to increase exports from SMEs.
SMEDA
(Marketing Services Division)
Developing the export capabilities of SMEs is difficult because of their special problems. Yet it is often assumed that the needs of SMEs are adequately net by 'traditional sources' of assistance, which are usually geared to the needs of larger firms. While most developing countries have well-established SME support programmes with agencies. Yet it can be argued that many of the techniques used to stimulate and support small business growth in general can be extended to support the export activity of SMEs.
This argument is based on the fact that the development of export capability in small firms is just one more aspect of their business development. In the essence exporting means moving to improve basic organizational capabilities: such as management control, financing, costing and pricing, design and marketing management.
General support structure for SME development to be linked with export support. This structure demonstrates the linkage between the general support infrastructure for SMEs and the specific export support infrastructure and their different goals.
The former has as its objective the development of capability of SMEs for survival and growth, the latter the development of specific capability for export. Whereas in the context of the firm the development of general organizational capability and that of specific organizational capability for export are obviously closely linked, casual observation indicates that there is often no close linkage between the general support infrastructure for SMEs and the export support infrastructure.
SMEs assistance institutions can be considered in terms of a number of characteristics including: Whether they are public, private or mixed. Whether they are local, regional or national. And their degree of coverage. Whether they provide integrated forms of assistance, meeting a variety of different kinds of needs; whether they are general or concentrated upon particular industry sectors or sectors of the population; whether they are strong in terms of resources and capability; and finally whether they are long established traditional sources of small business support with a good track record.
Strategy for Development of Exports from SMEs.
Today, export promotion in general by most of the developing countries and particularly by SMEs is not easy. This is true for a variety of reasons. Some of which are listed below.
First, the products available in most developing countries are generally known in international markets and discovery new product capabilities is not likely to be as regular and frequent as before.
Second, international marketing techniques are well disseminated in most developing countries, though they are not equally well known in the interior of the countries.
Third, as more developing countries penetrate in world markets, path to other developing countries will be that much harder and competition correspondingly greater.
Finally, international markets are tending to become less open to manufactured products from developing countries.
Common Difficulties at Various Levels
A summary of some of these problems is given below.
At the national level
* It is often observed that a well-planned strategy to develop exports from SMEs does not exist. The objectives are frequently not well defined and the available policy instruments for industry and trade are frequently not aimed at developing the SME sector and its exports.
* Where support for SMEs is a stated objective, there is often inadequate follow-up in terms of specific measures and mechanisms. In many instances, the institutional infrastructure is sub-optimal with a lack of coordination among trade service institutions.
* The environment is often not conducive to the creation and growth of marketing channels for SME exports such as merchant export houses, export development companies, joint marketing arrangements, export consortia, etc.
At the level of trade organization (TPOs) and industry export institutions
* There is often an inadequate focus on issues of concern and relevance to SMEs and a lack of appreciation of the special features and difficulties of SMEs in their export efforts.
* Many service institutions do not have well-defined programmes with clear objectives for assisting SMEs in export development.
* The channels of communication between service institutions and SMEs are frequently inadequate.
At the level of Enterprise
* In many situations, special difficulties are encountered, leading to inadequate and more costly access to factor markets.
* Individual SMEs are often not in a position to identify sources of assistance for product development and product upgrading for export.
* SMEs generally have difficulty in obtaining information and guidance on export markets and are unable to undertake direct export marketing.
* Absence of indirect export marketing channels like merchant export houses, export development companies, etc. in many situations inhibit export market access for SMEs.
* Training facilities in export management are often not readily available.
Involving SME Development agencies
The trade organizations and export service agencies in many developing countries interface only with exporting SMEs, though the majority of the SMEs are usually linked with national level with SME development agencies and institution. Many governments have established a network of SME institutions which are in close touch with SMEs.
There is a need to deliver an export orientation programme to a new target audience, that is, established SMEs in the region who are currently not participating in exports.
It is important to create awareness in SME development institutions and through them among the enterprises themselves of export potential for export. To achieve this, it will be necessary to strengthen SME development institutions capacities to provide export development services.
Lesson 35
ROLE OF TECHNOLOGY
The application of industrial technology, as indeed of all technologies, is a means to an end, the end being the development goals of each country. An appropriate technology path has therefore to be derived from the development goals adopted. Industrial development is a centre piece of the development process. it cannot be viewed only as the means of producing a large variety of goods and services by modern processes and techniques; it must result in adequate employment opportunities, greater income generation and distribution to poorer sections and improvement in the conditions of life for the larger community in developing countries.
Technology is in fact not applied in isolation
Technology is in fact not applied in isolation but as part of the performance of one economic activity or another which contributes to development. in such activity, say industrial development, technology is again applied, not alone, but matching with investment, skills, resources and other related factors, in other words, the application of industrial technology cannot be divorced from the total context of industrial development. When considering industrial technology, and for that matter any technology a balance has therefore to be struck between considering it is the abstract and treating it as totally indistinguishable from the economic activity itself. To strike such a balance between these two trends, either of which by itself is likely to be misleading.
There is a close interrelationship between industry & technology in general. Perhaps no other single branch of economic activity influences or gets influenced by technology more than industry.
Within This Over-all Framework, Attention will be focused on certain major elements for purposes of national and international action. The linkage of technology to industrial development and industrial development to over all development goals will be successful only in the context of the formulation of relevant policy measure by national government. Technology policy and planning therefore becomes an important element. The second major element is the development of technological capabilities in each country which is a prerequisite for the selection, acquisition, adaptation, absorption or development of technology. This will involve among other things the building up of institutions and the training manpower.
The Development & Transfer of Technology
The Development & Transfer of Technology has several aspects – policy aspects, institutional aspects, enterprise level considerations, skills, training, investment, feasibility studies etc. Sometime activities relating to the development and transfer of technology can be carried out as distinct and separate activities e.g. assisting in the establishment of a research institute or a national office for transfer of technology.
Training programmes
Training programmes especially aimed at providing capability to acquire, evaluate and manage industrial technology.
Publications
Publication on ways and means to promote technological and industrial co-operation among developed and developing countries, identification of projects that can be implemented with the technical resources of those countries.
The intensification of courses on technological and industrial management, including industrial technological information in accordance with needs of each country.
Lesson 36
ROLE OF TECHNOLOGY Measures to Implement
Measures to implement the Programme of Action include the organization of international meetings in the field of appropriate industrial technology, the establishment of a consultative group on appropriate industrial technology and the monitoring and analysis and follow up for appropriate choice of technology presupposes the existence of alternative technologies for production and knowledge and information about them. One of the first tasks is to enlarge the flow of available information. With this in view the evaluation and comparison of alternative industrial technologies will be merged for selection. This information made available should be fed into the Industrial And Technological Information Bank.
Available Information
Available information on technologies could also be enlarged through the systematic identification of technologies including the traditional ones available in developing countries themselves. With this input projects can be initiated through national research institutes, systematic survey of indigenous technologies in selected branches. The surveys are expected to bring out material on the basis of which some of the existing technologies could be upgraded and some others could be transferred for adoption by other countries. It will also provide it methodology for systematic action by the research institutes in the elaboration of their research programs.
Methods of Integrating Science & Technology in Economic & Social Development
The rapid and fruitful application of industrial technology to industrial development could be achieved only if the attempts to promote appropriate industrial technology are part of the main stream of industrial development and not apart from it. To reach this goal by stimulating policy and decision makers, enterprises and research institutes for promoting the application of appropriate industrial technology; stimulating suppliers of technology and equipment in industrialized countries to undertake the necessary adaptation and redesign to suit the needs of developing countries; stimulating government and donor agencies in industrialized countries and in developing countries with sufficient financial resources at their disposal to allocate more funds to co-operative programs on appropriate technology; mobilizing existing research capacity in research organizations, universities, private enterprises and particularly small companies and individual investors so as to promote the adaptation of available technologies and the development of new technologies where necessary.
The appropriate technology path has to be derived from the industrial development strategy and consequently from the over-all development strategy itself. It is only by this integration nor only conceptually but in practical action that the application of industrial technology can have the most fruitful results through national institution for projects services can provide a set of specialized services to all industries in the areas such as testing, meteorology, product development and general advisory and information services.
Measure to Undertake for Promoting Framework.
1. Evaluation & Comparison of Alternative Industrial Technologies.
2. Promotion of Technological Research.
3. Collection & Dissemination of Practical Experience.
4. Application of Technology to Rural Development.
5. Technology for Alternative Sources of Energy.
6. National & International Policies Related to Appropriate Industrial Technology.
7. Institutional Infrastructure for Appropriate Technology.
The important point, apart from implementing specific programs, is the consolidation of efforts in this field and the mobilization of interest on a world-wide scale. This step will bring about a fuller use of existing resources and also place the concept of appropriate industrial technology in the main stream of existing activities and not apart from it. this goal can be achieved by stimulating policy and decision-makers, enterprises and research institutes to promote the application of appropriate industrial technology; stimulating suppliers of technology and equipment in industrialized countries to undertake the necessary adaptation and redesign to suit the needs of developing countries; stimulating governments and donor agencies in industrialized countries and in developing countries with sufficient financial resources at their disposal to allocate more funds to co-operative programs on appropriate technology; mobilizing existing research capacity in research organizations, universities, private enterprises and particularly small companies and individual investors so as to promote the adaptation of available technologies and the development of new technologies where necessary.
Industrial & Technological Information Bank
Since in its design and operation the industrial and technological information bank will rely heavily on its effective links with the suppliers and users of technological information, its operation could well mark the beginning of a new phase of international co-operation in the exchange of technological information. This will be particularly so, since the INTIB is not expected to physically store all available technological information.
One component of the INTIB which involves international co-operation in a significant manner is the system of exchange of information among the national registries of transfer of technology on the terms and conditions of technology contract. This will provide, through international co-operation, access to information not hitherto available, but of great value to developing countries in the acquisition technology.
Role of ICT
ICT means information and communication technology. ICT plays a vital role in small and medium enterprises.
Lesson 37
EXPORT POTENTIAL OF SME IN DEVELOPING COUNTRIES I
Definition and Role in Economy
The small and medium-sized sector is a varied one and plays a predominant role in the economies of most developing countries. It comprises factories, workshops, traders and other service facilities. It ranges from the most modern and up-to-date to the simple and traditional, from independent enterprises to ancillaries and subcontractors, and from units mainly catering to the domestic market to exporters.
Small and medium-sized enterprises (SMEs) are a key component in economic life, not only because of their number and variety but because of their involvement in every aspect of the economy, their contribution to regional development, the complementary role they play in support of the large sector, and their role as proving ground for innovations and adaptations. They can be seen as a kind of industrial breeding ground, a source of constant renewal of industry and commerce, and a wellspring of competition and dynamism.
There is no universally accepted definition of an SME. One study has identified more than 50 definitions in 75 countries. Frequently, criteria defining as SME in a country may be based on the purpose for which the identification is required.
Again it is possible notionally to group manufacturing SMEs in three broad categories:
* Cottage or Artisan Units.( less than 10 employees)
* Small Scale Units.( up to 50 employees)
* Medium Sized Industries.( Between 50 and 200)
These would not be watertight compartments and such a grouping would be arbitrary. SMEs play a significant role in the economies of most countries, industrialized as well as developing. Organized small and medium-scale industries in many African countries are relatively smaller in number and their contribution to GNP more limited.
Public Policy Approaches to the SME Sector
Small and medium-sized enterprises play a predominant role in the economies of most developing countries. For valid socio-economic reasons relating to employment creation, income distribution, dispersion of industries etc. many govt. and specialized SME development agencies have long been engaged in providing assistance for the establishment of SMEs and for their growth and development. The range of assistance has included training and entrepreneurial development activities, pre-investment feasibility surveys, finance arrangements, facilities for raw materials and other inputs, infrastructural facilities, product and design advice, domestic marketing assistance, etc. However, few SME development programmes have incorporated and export dimension into the assistance package until recently.
SME support programs have been in place in many developing countries for a number of years. Framework legislation and articulated government policies also exist in many countries. Observers have generally concluded that even when there is no policy bias in favor of large units, the operational systems and the well-known difficulties of SMEs in gaining access to support institutions for their inputs-finance, raw materials, approvals, etc.—render the policy framework biased in favor of large units. SMEs have an inherent handicap in dealing with institutions because of their smallness. thus, even in industrialized countries the need for special intervention in favor of SMEs has been acknowledged. Even proponents of laissez-faire policies concede these needs.
Public policy in developing economies typically includes recognition of the importance of the sector and measures to stimulate the establishment and to encourage the growth of this sector.
Commonly Seen Assistance Programme
Some commonly seen assistance programs, implemented with widely varying degrees of efficiency and success, relate to establishment of;
* Institutional Support Infrastructure (Like Small Industry Boards or Small Industry Corporation).
* Physical Infrastructure Facilities( Like Industrial Estates, Common facility centers)
* Entrepreneurship development Programme. and so on.
* Initiative in Field of Financing (Creation of Small Industry Finance Programme, Credit guarantee Scheme, Preferential financing Rates).
However, In SME Promotion Programme of Most of the Countries. Potential Markets are assumed to Exist and Thus a Marketing Dimension is not Taken into Consideration. However, Growth of SME Sector is Possible Only When the SMEs are Assisted in Entering Existing Markets or in New Market Creation. In certain situations an individual SME or a production sector can create new markets.
New market creation is generally not in the hands of the individual SME or groups of SMEs.
A Favorable Climate is Required, Which Depends on.
* a variety of Macro-Economic Factors.
* International Factors.
* Government Policy.
Conscious government policy approaches are required to assist SMEs to create markets. For this, SME groups have to organize into powerful lobbies to be in a position to create the ground swell required to influence national public policy. if new markets do not exist or cannot created nationally, encouraging the establishment of SMEs may be counterproductive.
Levels of Exports from SMEs in Developing Countries
The products of SMEs find their way to export markets through three different channels:
* Direct Export.
* Indirect Export through agencies acting as middlemen such as merchant export and trading houses.
* Physical Incorporation of SME produced components/ subassemblies in exports by larger manufacturers.
A series of workshops conducted recently by the International trade centre UNCTAD/GATT (ITC) in seven developing countries concluded.
*
Only a very small proportion of their manufacturing SMEs participate in the export trade.
* It was estimated that in India not more than 5% of all registered small units participate in export trade directly or indirectly regularly or sporadically.
Information compiled by ITC on the shares of SMEs in exports of some developing countries is given for a sample of countries:
In Pakistan over 30% exports of manufacturers are by small manufacturing units (World Bank Studies, 1982) (Figure does not include contribution of medium scale units).
In Thailand, Sri Lanka small locally-owned traders and manufacturers account for approximately 35% of total national exports.
In India number of registered small units 526,035 (1981) (only a very small proportion of these is participating in exports).and 46% of total national exports were accounted for by organized small-scale units and by the cottage industry sector.
In Republic of Korea the share of small units in total exports is39% in 1983.
In Singapore between 1973 and 1981, the average annual increase of direct exports from small firms was 48.5% as against 25% for large firms during the same period.
On the above information some general observations can be made:
* Statistical data on the role of SMEs in the economics of developing countries are generally available in many cases, and relate to numbers, production, employment etc.
* Available information suggests that only a small percentage of SMEs engage in export, but their contribution to total exports is considerable.
* Appreciation of the inpo9rtance of domestic marketing mechanisms in channeling SME production to export markets is generally inadequate.
* It would appear that there is a correlation between the successful exporting by developing countries/ areas and the role played by SMEs in their economies.
* There appears to be a need for systematic research to establish the role played by SMEs in exports from developing countries and to facilitate formulation of public policy.
As a general conclusion, it can be stated that the contribution of the SME sector to the export trade in developing countries is substantial, despite the fact that only a small minority of SME units participate in export activities. The experience of successful SMEs in some developing countries demonstrates that there is considerable untapped potential for greater participation of SMEs in export activities.
EXPORT POTENTIAL OF SME IN DEVELOPING Countries. II
Relationship between SMEs and Export Development
While in certain circumstances SMEs enjoys some advantages of flexibility, in general they suffer from structural handicaps in their operations arising from small size, particularly where exports are concerned. Even SMEs that are highly successful domestically, for a variety of reasons, do not find it easy to upgrade production to production for exports.
Problems faced by SMEs in developing countries typically include:
* Scarcity of capital.
* Limited and unequal access to institutional credit markets.
* Irregular access to domestic and imported inputs coupled with higher cost.
* Inadequate infrastructure facilities.
* Weak managerial and technical skills.
A large number of SMEs have successfully overcome these formidable difficulties, established a sound base in the domestic market, and may be potentially capable of breaking into export markets. However they may be hampered by a variety of circumstances:
* Lack of information on possible export market.
* Absence of guidance on export regulations and procedures.
* Inability to identify sources of assistance for product development and product upgrading for export.
* Lack of information on export credit and insurance facilities as well as for export requirements.
* Lack of information on operation of indirect marketing channels like merchant export houses.
* Absence of guidance on basic management issues relevant exporting firms.
* Absence of sound steps that need to be taken to enter in export field.
SMEs are often uninterested and unprepared to enter export field owing to lack of market information, Lack of incentives, Lack of credit, Lack of staff and organization and Difficulties in obtaining export licenses, export guarantees and foreign exchange. Thus, while in many developing countries SMEs are now receiving greater attention and aid from both the public and the private sector in many developing countries, little attention has so far been focused on the specific help needed to increase exports from SMEs.
Developing the export capabilities of SMEs is difficult because of their special problems. Yet it is often assumed that the needs of SMEs are adequately net by 'traditional sources' of assistance, which are usually geared to the needs of larger firms. While most developing countries have well-established SME support programs with agencies. Yet it can be argued that many of the techniques used to stimulate and support small business growth in general can be extended activity of SMEs.
This argument is based on the fact that the development of export capability in small firms is just one more aspect of their business development. In the essence, exporting means moving to improve basic organizational capabilities such as management control, financing, costing and pricing, design and marketing management. General support structure for SME development has to be linked with export support. This structure demonstrates the linkage between the general support infrastructure for SMEs and the specific export support infrastructure and their different goals.
The former has as its objective the development of capability of SMEs for survival and growth, the latter the development of specific capability for export.
Whereas in the context of the firm the development of general organizational capability and that of specific organizational capability for export are obviously closely linked, casual observation indicates that there is often no close linkage between the general support infrastructure for SMEs and the export support infrastructure.
Lesson 38
SMEs assistance institutions can be considered in terms of a number of characteristics including: Whether they are public, private or mixed. Whether they are local, regional or national. And their degree of coverage. Whether they provide integrated forms of assistance, meeting a variety of different kinds of needs; whether they are general or concentrated upon particular industry sectors or sectors of the population; whether they are strong in terms of resources and capability; and finally whether they are long established traditional sources of small business support with a good track record.
Strategy for Development of Exports from SMEs
Today, export promotion in general by most of the developing countries and particularly by SMEs is not easy. This is true for a variety of reasons. Some of which are listed below.
First, the products available in most developing countries are generally known in international markets and discovery new product capabilities is not likely to be as regular and frequent as before.
Second, international marketing techniques are well disseminated in most developing countries, though they are not equally well known in the interior of the Countries.
Third, as more developing countries penetrate in world markets, path to other developing countries will be that much harder and competition correspondingly greater.
Finally, international markets are tending to become less open to manufactured products from developing countries.
Common Difficulties at Various Levels
A summary of some of these problems is given below.
At the national level.
* It is often observed that a well-planned strategy to develop exports from SMEs does not exist. The objectives are frequently not well defined and the available policy instruments for industry and trade are frequently not aimed at developing the SME sector and its exports.
* Where support for SMEs is a stated objective, there is often inadequate follow-up in terms of specific measures and mechanisms. In many instances, the institutional infrastructure is sub-optimal with a lack of coordination among trade service institutions.
* The environment is often not conducive to the creation and growth of marketing channels for SME exports such as merchant export houses, export development companies, joint marketing arrangements, export consortia, etc.
At the level of trade organization (TPOs) and industry export institutions
* There is often an inadequate focus on issues of concern and relevance to SMEs and a lack of appreciation of the special features and difficulties of SMEs in their export efforts.
* Many service institutions do not have well-defined programs with clear objectives for assisting SMEs in export development.
* The channels of communication between service institutions and SMEs are frequently inadequate.
At the level of Enterprise
* In many situations, special difficulties are encountered, leading to inadequate and more costly access to factor markets.
* Individual SMEs are often not in a position to identify sources of assistance for product development and product upgrading for export.
* SMEs generally have difficulty in obtaining information and guidance on export markets and are unable to undertake direct export marketing.
* Absence of indirect export marketing channels like merchant export houses, export development companies, etc. in many situations inhibit export market access for SMEs.
* Training facilities in export management are often not readily available.
Involving SME Development agencies
The trade organizations and export service agencies in many developing countries interface only with exporting SMEs, though the majority of the SMEs are usually linked with national level with SME development agencies and institution. Many governments have established a network of SME institutions which are in close touch with SMEs.
There is a need to deliver an export orientation programme to a new target audience, that is, established SMEs in the region who are currently not participating in exports.
It is important to create awareness in SME development institutions and through them among the enterprises themselves of export potential for export. To achieve this, it will be necessary to strengthen SME development institutions capacities to provide export development services.
GENERAL AGREEMENT ON TRADE IN SERVICES (GATS)
Pakistan has participated in GATS negotiations, but did not undertake extensive commitments. Pakistan signed the second protocol to the GATS that pertains to financial services, which apply to insurance, banking and other financial services. Pakistan also provided offers in the negotiations on Basic Telecommunication which were completed on February 15, 1997.
Pakistan's schedule of specific commitments consists of both;
* Sector-specific commitments
* Horizontal commitments.
Sector- Specific Commitments
The Sector- Specific Commitments cover 47 activities within the business, communications, construction/engineering, health, financial and tourism/travel services.
The GATS agreement recognizes 12 main sectors for the purpose of classification of services are as follows.
1. Communication.
2. Financial.
3. Construction/Engineering.
4. Health.
5. Tourism/travel.
6. Distribution.
7. Education.
8. Environment.
9. Recreation/culture.
10. Sporting.
11. Transport.
12. Others.
Pakistan has so far made commitments in only first six of above mentioned twelve sectors which are business services, financial services, communication services, health and related services, construction and related engineering services and tourism and travel related services.
Pakistan also submitted two lists of MFN Exemptions, One relating to telecommunications on April 11, 1997 and the Second relating to banking and other financial services on February 26 1998.Under Article II of GATS, Pakistan maintains MFN exemptions for four financial services/activities with a view to presenting reciprocal requirements, for four financial services/activities with a view to presenting reciprocal requirements. Islamic financing transactions and join ventures among ECO countries.
Pakistan also maintains exemptions in two identical communication services in favours of countries/operators signatories of bilateral agreements on rtes with the PTCL. It may be mentioned that the maintenance of Article II exemption is not unusual: 79 member countries have maintained 390 MFN exemptions. However, such exemptions should not exceed a period of ten years (beginning from1995). In any event, they shall be subject to negotiation in subsequent trade liberalization.
The activity or Industry-Specific Commitments have been made under;
* Article XVI (Market Access).
* Article XVII (National Treatment).
Of the GATS, MFN exemptions on the other hand originate from Article II of the GATS.
Horizontal Commitments of Pakistan
The Horizontal Commitments of Pakistan, that is, commitments that apply to all sectors, relate to "commercial presence" or "presence of natural person". Pakistan's commitments regarding "commercial presence" are subject to incorporation in Pakistan with maximum foreign equity of 51% unless different percentage is inscribed against a particular sector or sub-sector. All expenses of representative offices have to meet by foreign remittances. A Foreign undertaking is allowed to hire up to 50% of its total executive and specialist from abroad.
Acquisition of real estate by non-Pakistani entities and/or persons is subject to authorization on a case by case basis taking into consideration the purposes and location of the undertaking.
A study on Trade in Services commissioned by Ministry of Commerce, Government of Pakistan (March 2003) brought forth following important points;
Pakistan like a large majority of countries was rather cautious in its approach to GATS commitments. This was only natural. But what was unique to Pakistan was that while it had paid a great deal of attention to inward flow of foreign investment and technology it did not view the GATS as a mean of expanding export of its services. The central lesson of this Study is that Pakistan should increase the range of its objectives from inward investment and importation of foreign technology to the expansion of its exports. In future its objective should be attraction of foreign investment, increase in importation of modern technology, and promotion of exports of services.
WORLD TRADE ORGANIZATION (WTO)
Introduction
The emergence of World Trade Organization (WTO) in 1995, as a result of Uruguay Round of negotiations of GATT, marks a watershed in the history of international trade. GATT, the predecessor of WTO, was established by 23 countries in 1948, which liberalized the trade and created an environment that enabled the evolution of WTO is much wider as compared to GATT. It encompasses areas like textile, agriculture, services and intellectual property etc. that were excluded in the GATT.
The main guiding principles of WTO are: non-discrimination among the members in stipulation of favours regarding market access and tariff reductions provision of national treatment to foreign investors, imported goods and services stability and predictability of international trade patterns to promote confidence of investors and businesses by bounding the tariffs and market access for services; and promotion of economic development by encouraging reforms in the less developed and transition economies.
To ensure that trade is as fair as possible and as free as practical WTO has a large number of agreements that are the result of negotiations among member states. The current sets of agreements are the outcome of 1986-94 Uruguay Round negotiations. Through these agreements WTO members operate a nondiscriminatory trading system that spells out their rights and obligations. Important agreements are of goods, agriculture, textile and clothing, subsidies and countervailing measures, antidumping, safeguard measures, TRIMs, customs valuation, dispute settlement, technical barriers to trade, sanitary and phytosanitary measures, GATS and TRIPs.
These agreements resulted in considerable reduction in tariffs in member countries and increased market access for developing and developed countries.
WTO Agreements: Salient Features
1. Trade in Services.
Trade in Services is regulated by the GATS, which concerns with some basic obligations that apply to all members. its second part deals with nations schedules of commitments that contain specific assurances that will be the subject matter of ongoing process of liberalization and the third part deals with the annexes addressing the special situations of individual services sectors that are not binding on all members.
2. Agreement on Textile and Clothing.
The Agreement of Textile and Clothing stipulates that the Multifibre Arrangement will be phased out and that the textiles and clothing sector will be integrated into WTO in four stages over 10years. The major portion i.e., 49% will be assimilated in the stage four (ending January 1, 2005).
3. Agreement on Subsides and Countervailing Measures.
Agreement on Subsides and Countervailing Measures lays down rules on the subsidies for industrial products and on countervailing duties to counteract the effects of subsidies. Subsidies are divided into three categories; prohibited subsidies, actionable subsidies and non-actionable subsidies. Export subsidies and those contingents on the use of domestic as opposed to imported products are categorized as prohibited subsidies.
4. Agreement on Anti-dumping.
Agreement on Anti-dumping provides the right to the contracting parties to apply anti-dumping measures, i.e. measures against imports of a product at an export price below its "normal value" if such dumped imports caused injury to a domestic industry.
5. Agreement on Safeguards.
Agreement on Safeguard provides remedies for domestic producers injured by fairly traded imports. It allows the use of temporary protective measures but sets rules to guard against the abuse of such measures.
6. TRIMs Agreement.
The TRIMs agreement identifies trade related investment measures that are against the provisions of the GATT and prohibits the use of such measures. TRIMs consist of investment incentives, such as subsidies, investment grants and allowances, priority access to credit, tax relief and exemption, tariff protection and
other forms of fiscal, financial and commercial inducements for investment and performance requirements, such as local content, trade-balancing and export requirements.
7. The Agreement on Custom Valuation.
The agreement on Customs Valuation intends to provide greater uniformity and certainty in the application of customs valuation rules and procedures. It provides for a fair, uniform and neutral system for the valuation of goods for customs purposes and precludes the use of arbitrary or fictitious customs values. Transaction value is the principal basis and method of value.
8. The TBT & SPS Agreements.
The TBT and SPS Agreements do not question the right of governments to use technical regulation, standards and sanitary and phytosanitary measures for health and safety reasons. The SPS Agreement also requires that SPS measures be based on scientific justification.
9. Agreement on TRIPs.
The Agreement on TRIPs provides for adequate intellectual property rights for copyrights, trademarks, industrial designs, layout designs of integrated circuits, patents etc. and the provision of effective enforcement measures for those rights, multilateral dispute settlement and transitional arrangements. Adequate arrangements are also proposed for the protection of Geographical Indications.
10. General Agreement on Trade in Services.
General Agreement on Trade in Services establishes rules of conduct for governments to follow in their laws and regulations relating to services. It provides for specific commitments by member countries to open up certain sectors of services to import competition.
11. The Dispute Settlement Mechanism.
The Dispute Settlement Mechanism is a keystone of multilateral trade order that encourages the members to solve mutual disputes by consultation but also have a legal framework for solving the matter if concerned parties fail to reach a consensus.
12. Trade Policy Review Body.
Trade Policy Review Body encourages greater transparency in national trade policies by conduction mid term trade policy reviews.
WTO MINISTERIAL CONFERENCES
The apex body of WTO, the Ministerial conferences has a mandate to meet at least once every two years in order to strengthen the political guidance of WTO and enhance the prominence and credibility of its rules. Four ministerial conferences have been held till now and fifth one is scheduled for September 10-14 this year.
* First Ministerial, held in Singapore 1996 declared the information technology as tariff free till the year 200. It emphasized the importance of regional trade agreements and talked about further liberalization of services. It was unable to resolve the controversies on issues like link between trade and labour standards. .
* Second Ministerial, held in Geneva on implementation issues, discussed the US and EU demand of making E-Commerce tariff free.
* Third Ministerial, held in Seattle was disrupted by violent protests by anti-globalization organizations and conference failed to follow its proposed agenda.
* Fourth Ministerial, convened at Doha in 2001 agreed to launch a new round of talks under the 'Doha Development Agenda' to take into account the areas of interest of developing countries.
Doha Development Agenda
Doha Round of negotiations include critical issues such as production subsidies to Agriculture, TRIPs/Geographical Indications, access to generic medicines in case of public health crisis, requests/offers for services sector, antidumping agreement, revision and dispute settlement negotiations, market access to nonagricultural products. Special and Differential treatment of developing countries.
Though deadlines for reaching agreement on modalities for negotiations on most of the issues have been missed but still hopes are alive and these matters would be taken up at the forthcoming Ministerial in Cancun, Mexico.
PAKISTAN AND WTO
Pakistan being the founding member of GATT, the predecessor of WTO, accepted all the Uruguay Round agreements and is in the process of implementing them. It is modifying its domestic legal and administrative rules so as to make them consistent with WTO rules. Under these agreements Pakistan has to open up its market for full blown foreign competition, must have stringent enforcement of Intellectual property laws and maintain international quality standards.
Pakistan committed to bind 33% of its tariff lines. Approximately 81% of agricultural import tariffs are bound, most at the ceiling rate of 100%. Tariffs on Tea, wheat, maize and sugar are bound at ceiling rate of 150%. For the Industrial products are bound at 25% of its tariff, most at ceiling rate of 40-50%. For these products, tariff reductions were to take place in five equal installments beginning in July 1995. For a number of products like leather items, travel goods, wood products, some textiles and certain equipment, tariffs will be bound at ceiling rates of 22 to 30 percent. Tariff reduction on textiles and clothing are scheduled in 10 equal installments.
The textile sector, which contributes 67 percent to our total exports, would in 2005 face severest competition from other major suppliers like China, Hong Kong, Thailand, India and Bangladesh.
We have made some progress in facing post quota era to take the production of textile goods upwards in the value chain. It is apprehended that the MFA phase out will start another era of non-tariff barriers (including social standards, child labour, environment and other, quality standards, anti-dumping duties etc.).
With the phasing out of quotas, textile manufacturers in industrialized and some quota free countries may decide to relocate; Government should notify policies providing incentives to ensure that they relocate in Pakistan.
The country urgently needs to build a strong network of Anti-dumping and countervailing duties to protect the local industry against the onslaught of unfair foreign competition. It is heartening to note the trade Policy 2003-04 envisages enhancement of capabilities of National Tariff Commission. It is recommended
that NTC should be restructured and converted into an autonomous body employing private sector professionals and its chairman should be from the judiciary.
To enhance the credibility of our products we need to adopt international quality standards. Pakistan still has a long way to go in obtaining certifications of ISO- 9000, ISO-14000 and other standards. We need to set up accredited testing laboratories for conformity assessment.
Pakistan is committed to fulfilling TRIPs obligations, for which five laws have been promulgated. The Government had announced, in Trade Policy 200-03, establishment of umbrella organization PIPRO for improving the administration and enforcement scenario, but necessary legislation for PIPRO to start functioning, is still pending.
Pakistan has done well by undertaking liberalization measures relating to communication and financial sectors under GATS. Pakistan in collaboration with other LDCs is pressing for further progress on the issue of movement of natural persons, which is an unfinished agenda of GATS. While Pakistan till now has paid a great deal of attention to export its own services. This needs to be rectified. We still do not possess the institutional and technical capabilities to develop, advocate and formulate the standards and legislations to meet the WTO requirements. While WTO, in principle, offers technical assistance to developing countries to develop the capabilities to implement obligations and to benefit from its membership rights, Pakistan has not tapped into these opportunities well. It is time that we take full advantage of technical assistance and capacity building programs of WTO and other multilateral agencies.
Lastly, in this era of globalization, regionalism has assumed great importance. It is high time that we make SAARC and ECO more proactive to spur up intraregional trade toward off the risk of being marginalized.
WTO GENERAL AGREEMENT ON TRADE IN SERVICES (GATS)
Pakistan has participated in GATS negotiations, but did not undertake extensive commitments. Pakistan signed the second protocol to the GATS that pertains to financial services, which apply to insurance, banking and other financial services. Pakistan also provided offers in the negotiations on Basic Telecommunication which were completed on February 15, 1997.
Pakistan's schedule of specific commitments consists of both;
* Sector-specific commitments
* Horizontal commitments.
1) Sector- Specific Commitments
The Sector- Specific Commitments cover 47 activities within the business, communications, construction/engineering, health, financial and tourism/travel services.
The GATS agreement recognizes 12 main sectors for the purpose of classification of services are as follows.
1. Communication.
2. Financial.
3. Construction/Engineering.
4. Health.
5. Tourism/travel.
6. Distribution.
7. Education.
8. Environment.
9. Recreation/culture.
10. Sporting.
11. Transport.
12. Others.
Pakistan has so far made commitments in only first six of above mentioned twelve sectors which are business services, financial services, communication services, health and related services, construction and related engineering services and tourism and travel related services.
Pakistan also submitted two lists of MFN Exemptions, One relating to telecommunications on April 11, 1997 and the Second relating to banking and other financial services on February 26 1998.Under Article II of GATS, Pakistan maintains MFN exemptions for four financial services/activities with a view to presenting reciprocal requirements, for four financial services/activities with a view to presenting reciprocal requirements. Islamic financing transactions and join ventures among ECO countries.
Pakistan also maintains exemptions in two identical communication services in favours of countries/operators signatories of bilateral agreements on rtes with the PTCL. It may be mentioned that the maintenance of Article II exemption is not unusual: 79 member countries have maintained 390 MFN exemptions. However, such exemptions should not exceed a period of ten years (beginning from1995). In any event, they shall be subject to negotiation in subsequent trade liberalization.
The activity or Industry-Specific Commitments have been made under;
* Article XVI (Market Access).
* Article XVII (National Treatment).
of the GATS, MFN exemptions on the other hand originate from Article II of the GATS.
2) Horizontal Commitments of Pakistan.
The Horizontal Commitments of Pakistan, that is, commitments that apply to all sectors, relate to "commercial presence" or "presence of natural person". Pakistan's commitments regarding "commercial presence" are subject to incorporation in Pakistan with maximum foreign equity of 51% unless different percentage is inscribed against a particular sector or sub-sector. All expenses of representative offices have to meet by foreign remittances. A Foreign undertaking is allowed to hire up to 50% of its total executive and specialist from abroad.
Acquisition of real estate by non-Pakistani entities and/or persons is subject to authorization on a case by case basis taking into consideration the purposes and location of the undertaking.
A study on Trade in Services commissioned by Ministry of Commerce, Government of Pakistan (March 2003) brought forth following important points;
Pakistan like a large majority of countries was rather cautious in its approach to GATS commitments. This was only natural. But what was unique to Pakistan was that while it had paid a great deal of attention to inward flow of foreign investment and technology it did not view the GATS as a mean of expanding export of its services. The central lesson of this Study is that Pakistan should increase the range of its objectives from inward investment and importation of foreign technology to the expansion of its exports. In future its objective should be attraction of foreign investment, increase in importation of modern technology, and promotion of exports of services.
* Pakistan has already liberalized substantially at least 16 of its major services.
* Pakistan should also extend its interest to all the four modes of supply instead of focusing on politically difficult on or two modes such as mode 4, the movement of natural persons.
* The GOP institutions concerned with the 12sub-sectors of the Services should make arrangements for preparing strategies aimed at the promotion of their exports.
* Pakistan should notify to the WTO Secretariat its own Enquiry and Contact point.
* The Ministry of education, in collaboration with the engineering Council, needs to create a specialized institution to deal with issues relating to "mutual recognition" and pursue in particular the right conferred on member countries by Article 7 of the GATS.
* This study recommends that Pakistan may undertake partial or full commitment, at least in respect of those liberalization policies that have remained in force for five to seven years after proper evaluation of their impact.
It is a matter of great concern the exports in services sectors has grown marginally in Pakistan, while it has grown four fold in India and fie fold in China during decade of 1990s. In fact, share of export and import of services in total exports and import of Pakistan fell during the decade.
Pakistan has done well by undertaking autonomous liberalization measures relating to communications and financial sector, well over and beyond its commitments under the GATS.
Policies regarding telecommunication and banking are the other two examples of 'autonomous liberalization'. This has brought technology and investment in these sectors.
Pakistan did not upgrade its commitments to the level of its higher actual liberalization partly because it was too early for it to bind its hands, partly because of lack of time-tested regularly framework for services, but mainly because the industrialized countries did not offer sufficiently attractive export opportunities for its service sector.
These measures taken for liberalization have not been translated into internationally binding commitments. The binding will provide an assured and relatively stable environment for investment for foreigners and overseas Pakistanis/ the Government can offer to commit these policies as bargaining chips and seek credit for these. Attempts are made to obtain commercial quid pro quo.
Report, Pakistan has received offer from 20 countries for talks for concluding most favored nation (MFN) treaties. It has not made any request for concessions because it has adopted a wait and sees posture to see what concessions are announced at Cancum for the developing countries.
Lesson 41
WORLD TRADE ORGANIZATION (WTO) PAKISTAN & WTO. II
TRADE RELATED ASPECTS OF INTELECTUALA PROPERTY RIGHTS (TRIPs)
As a member of the WTO, Pakistan is committed to fulfilling TRIPs obligations. Copyrights piracy is considered very high, affecting imported computer software, videos, films and textile designs. Pakistan like developing countries was given deadline of January1, 2000 (i.e. five year period) to bring into conformity with the WTO commitment. List copyrights laws etc. Pakistan is not yet fully ready to implement its commitment.
In Pakistan, five laws/amendments have been promulgated, to provide intellectual property protection under WTO standards.
1. Patents Ordinance, 2002
2. Trademarks Ordinance, 2001
3. Copyrights Amendments Ordinance, 2000.
4. Industrial Designs Ordinance, 2000.
5. Registration of Layout Designs of Integrated Circuits Ordinance, 2000.
In Industrial economies, intellectual property laws are regulated under a single umbrella organization to reduce the regulatory impediments that discouraged entrepreneurs from compliance with regulations. In Pakistan, all three areas (Copyrights, trademarks and patents) are managed separately by different federal ministries, i.e. Ministry of Education (copyrights), Ministry of commerce (trademarks) and Ministry of Industries & Production (Patents).
There is urgency for enforcement of the laws promulgated regarding infringement of IPRs for which necessary rules should be farmed and notified an a priority basis.
General enforcement obligations under trips.
Pakistan IPR legislation follows the TRIPs standards by providing for civil and criminal remedies and also for broader measures for enforcement of IPRs. For all forms of intellectual property, civil remedies are available against infringement .All decisions of lower courts i.e. the district courts are appeal able in the High Court. Due process such as the timely service of notice, right of being heard. Production of evidences etc. is available in IPR cases as in any other legal action in Pakistan. In any suit for infringement of IPR in addition to provisional and border measures the courts may order remedies that act as effective deterrents to infringements of intellectual property.
Enforcement of IPRS
The enforcement of IPRs is weak area in Pakistan and this state of affairs makes us vulnerable not only to criticism but potentially also to trade retaliatory measures from our trading partners. Our manufacturer needs to be very careful about infringement of IPRs to avoid possible trade sanctions against us. American Business Council has suggested setting up of an IPR task force.
WTO
PAKISTAN INTELLECTUAL PROPERTY RIGHTS ORGANIZATION (PIPRO)
To improve the administrative and enforcement scenario, the government of Pakistan has approved establishment of an umbrella organization called "Pakistan Intellectual Property Rights Organization" and, as per Trade Policy 2003-04, "necessary legislation will come soon so that PIPRO can start functioning". This organization is intended to fill the much-needed gaps in the areas of IPR policy articulation, legal and enforcement issues, research and development, up gradation of outdated systems and procedures, coordination, human resource development, etc.
Reportedly, United States, has offered technical assistance for the establishment of PIPRO. The importance of IPRs is further underscored by the fact that these are directly linked with signing of FTA between USA and Pakistan.
International Treaties
Among the WIPO Conventions, Pakistan has joined the Universal Copyright Convention and is in the final stage of acceding to Paris Convention for the protection of Industrial Property.
Pakistan's Viewpoint.
* Technical assistance for development and transfer of technology.
* All provisions of the TRIPs agreements must strike a balance private rights and public policy objectives.
* In Geographical indication, additional protection should be extended to products like Wine & Spirit.
* TRIPs Agreement to be made compatible with the Convention on biodiversity. There is a need to incorporate a provision that patents inconsistent with the convention must be granted.
* Harmonization of the Convention on Bio-diversity and TRIPS Agreement on protection of traditional knowledge, Folklore and Plant Breeders Rights.
* Maximum flexibility to adopt measures for pubic health and access to medicines.
* The Agreement should be reviewed to ensure how developmental objectives can be taken into account.
Trade Related Investment Measures( TRIMs).
Under the TRIMs Agreement, WTO members agreed not to apply any TRIMs inconsistent with GATT national treatment and quantitative restriction subject to the exemptions permitted under GATT 1994.
Pakistan is committed to phase out the "Deletion Programme" for automobiles, electronics, electrical products and engineering items, which were to be phased out within five years of the entry into force of the agreement. However, transition period could be extended, on the request of individual developing/LDCs if there are difficulties in elimination them. Pakistan along with six other developing countries received extension of the transition period through the end of 2001 and in November 2001 further extensions were granted for period up to end-2003. Thus, instead of the extension of seven years demanded by Pakistan, WTO Council of Trade and Goods (CTG) has granted only a two year extension up to December 2003 for the implementation of the deletion program. Reportedly consideration of one further request for extension on the transition period is pending.
Textile and Clothing ( ATC).
One of the principle objectives of Pakistan in UR was not only to achieve elimination of multifibre agreement (MFA) but full integration of textile and clothing into the GATT in order to secure greater access to international markets.
However, the results of UR Agreement on textile and clothing were disappointing is for Pakistan. Almost half (49 %) of the products of textile and clothing are left to be integrated in final year of 10 years integration period. this "back loading" suggests that meaning full integration will take place in the final stage and at that time developed countries may either impose new restrictions or impose Antidumping or other Safeguard measures to restrict market access.
In mid 1996, Pakistan presented to the WTO Goods Council a paper on behalf of WTO members arguing that developed importing countries were not living up to the liberalizing spirit of the Agreement. The exporters raised a number of concerns including the fact that most of the commercially meaningful items are being left until last stage of integration.
Developed countries were using transitional safeguard measures to protect their industries on the plea that surges of imports of specific products were causing serious damage to their industries. In the first year of ATC, two transitional Safeguard actions were taken by USA to restrict textile imports from Pakistan. The US government adopted delaying tactics for fulfillment of 3-year quota restrictions imposed in October 1999 on imports of combed cotton yarn from Pakistan.
Although Textile Monitoring Body (TMB) gave its decision in favours of Pakistan, the US government did not pay any attention. The GOP initiated proceedings with the DSB and received favorable decision, whereupon US filed an appeal with the DSB for review. Finally, Pakistan received decision in its favours but the damage was already done.
Our exports in 2005 would face severest competition from major suppliers like China, Hong Kong, Thailand and Bangladesh. Potential growth of Pakistani exports depends on ability of producers to improve the quality of their exports, and improvements in productivity and restructuring of the domestic industry.
The textile sector, which contributes 67 percent to our total exports, has made some headway in facing the post quota era after January, 2005. Under Textile Vision 2005, industry planned to invest 6 billion dollar in a phased program to take the production of textile goods upwards in the value chain. In the last four years, textile sector has invested US$ 2 billion for BMR to ring their production at par with the world quality. There has been quantum jump in the exports of value added textiles during the year 2002-03: three more value added items namely knitwear, bed wear and ready-made garments have joined the fabrics in the elite club of billion dollars in export of textile goods.
However, the pressure is mounting on textile industry from foreign buyers for compliance with social, labour, health, hygienic and environment standards. This needs to be addressed on top priority basis.
It is apprehended that the implementation of WTO and the MFA phase out will start another era of nontariff barriers by developed countries. The non-tariff barriers consist of a long list of social standards and social issues, including child labour, environment and other quality standards.
WORLD TRADE ORGANIZATION (WTO)
PAKISTAN & WTO. III
ANTI-DUMPING
In economics, "dumping" can refer to any kind of predatory pricing. However, the word is now generally used only in the context of international trade law, where dumping is defined as the act of a manufacturer in one country exporting a product to another country at an unfairly low price.
Antidumping Duty
A penalty charge on imports to protect domestic industry against disruptive pricing practices by foreign firms (see dumping). An antidumping duty is supposed to be set equal to the margin of dumping, defined as the difference between fair value and the actual sales price. GATT Article 6 permits members to levy antidumping duties, while the GATT Antidumping Code attempts to standardize and discipline importing governments' activities in this area. See also circumvention and injury test.
During recent years, Pakistan's exports especially of textile and clothing have been subjected to antidumping and safeguard measures in Japan, EU and USA. EU is presently investigating a dumping case against Pakistan bed-linen exporters.
There is prima facie evidence that cases of imposition of ANTI Dumping Duties (ADDs) against different sub-sectors of the textile industry have been registered in orde4r to protect jobs of textile industries of developed countries. This is seriously impacting on Pakistan's economy. Even in cases where investigations do not lead to eventual imposition of definitive ADDs, trade is disrupted in the interim period and valuable customers are lost.
Given the backdrop of increasing anti-dumping measures against our exports, we need to implement anti dumping measures to protect domestic industry against the onslaught of unfair competition. In this context, following ordinances have been promulgated in Pakistan;
* Anti dumping law 2000
* Countervailing Duties Ordinance 2001
* Safeguard ordinance 2002.
National Tariff Commission (NTC), with the assistance of CBR, has been assigned the task to implement these ordinances in Pakistan. Since the promulgation of Anti-dumping law, NTC has levied 27.33 % antidumping duty for a period of 54 years on Tinplates of thickness of less than 70.5 mm and width of 600mm or more imported from South Africa. It has also imposed provisional anti-dumping duty at the rate of 96.50 % on Roquette Freres of France and 91.12 % on P.T.Sornini Corporation of Indonesia, for allegedly dumping Sorbiol 70% Solution, a sweetener of pharmaceuticals etc.
Pakistan has resorted to Anti-dumping measures only twice in the eight years of WTO regime, as against on 100 occasions by India. The country urgently needs to build a strong network of ADDs and CDs to protect the local industry.
In this context, it is heartening to not that the Trade Policy 2003-04, envisages enhancement of capability of National Tariff Commission in the sphere of Anti-dumping and Countervailing duties and Safeguards measures as well assisting stakeholders in filling their applications with NTC.
Dispute Settlement Body
The developing countries including Pakistan are facing problems of hiring law firms to advise and represent them in WTO related cases. Exorbitant fees of these law firms ranging from US$ 200 to US$ 600 an hour restrict the developing countries from seeking relief. This underscores the need to train local lawyers with WTO expertise.
Lesson 42
Customs Valuation
After availing the grace period of 5 years, the finance Act 1999 -2000 amended the Section 25 of the Customs Act 1969 to accommodate the necessary changes for adoption of GATT code of valuation based on transaction value.
There is, however, a general complaint that rules and regulations are not being observed by customs officials with respect to custom valuation. Instead of observing the transactional value system, they apply various procedures including the fixation of ITP on the basis of weak evidences, loading of the declared value with or without any evidence or any other method devised by the assessing officer on case-to-case basis.
Agriculture
It is expected that under UR Agreement, market forces would result in domestic prices rising to world prices, which would stimulate domestic production. Tariffs in developed countries were reduced by 36% on fruits and vegetables, and 48% for such non-traditional products as flower, providing Pakistan improved export opportunities.
The result on rice and wheat could have mixed effects. The agreement to reduce subsidies on rice and wheat maintained by developed countries could result in increased market access. The reduction on subsidies and resulting price increase would mean that total expenses of Pakistan for wheat imports, in wheat deficit years, will rise. Pakistan is not fully availing of investment subsidies generally available to agriculture and other input subsidies admissible under AoA. besides provision on S&DO treatment permit developing countries to use subsidies to reduce cost of making exports of agricultural products including upgrading and other processing costs and the cost of internal and external transport and freight. But GOP is not extending such subsidies to the warranted level on the pretext of budgetary constraints.
It is ironic that while developed countries are slow in phasing out subsides under WTO regime, most of the reductions in farm subsidies in Pakistan so far have been made under the commitments to IMF, ADB and other international financial institutions.
According to Pakistan's WTO Representative, substantial reduction in tariffs and farm subsidies would mean greater market access to Pakistani agricultural products. Pakistan's cotton would fetch better prices for our farmers.
WORLD TRADE ORGANIZATION (WTO)
PAKISTAN & WTO. III
WTO AGREEMENTS ON TBT AND SPS
To meet the requirements of WTO Agreements on Technical Barriers of Trade (TBT) and Sanitary and Phytosanitary Standards (SPS), Pakistan has taken a number of key initiatives aimed at strengthening technical institutions capabilities in standard setting, compliance.
In Pakistan, ISO9000 – and ISO14000 certification is rising and reportedly now well over 3,000 companies are ISO 9000 certified. as for ISO 14000 certifications, out of a total of 103 countries, Pakistan ranks 56 th with only ten ISO 14001 certified firms while India is 19 th . All these companies are certified by foreign based bodies. The problem with foreign certification bodies is that notwithstanding the fact that they are accredited by reputable accreditation bodies, very few have been listed for surveillance audits in Pakistan. This greatly reflects on the performance of these certification bodies.
Against this backdrop, Pakistan National Accreditation Council (PNAC) was set up in 1998 in Ministry of Science & Technology an din 1999, under ADB-assisted Trade Export Promotion & Industry Program (TEPI). Project, it launched the accreditation services for ISO 9000/ISO 14000 certification bodies and ISO-17025 laboratory certification.
According to Pakistan Country Report on Trade and Sustainable Development, prepared by Sustainable Development Policy Institutes (SDPI), in October 2002, the TBT and SPS agreements present both an opportunity and constraints. The two agreements seek to increase market access for the exports of its member countries. However, the prerequisite is that they abide by the strict rules the WTO has formulated for the development of mandatory technical regulations, voluntary standards and conformity assessment procedures. This is where developing countries like Pakistan come up short. They do not possess the institutional and technical capacity to develop, advocate and formalize such standards in WTO for a, nor the conformity assessment and accreditation bodies to certify that domestic industries are complying with international standards. While the WTO, in principle, offers technical assistance to developing countries to develop these capabilities, the concern expressed by various stakeholders suggest that Pakistan has not tapped into these opportunities.
ROLE OF EXPORTERS IN TACKLING NON TARIFF BARRIERS
Some of non-tariff barriers can be tackled by the exporters themselves by ensuring that they adhere to quality and standards requirements of the importing countries. For this purpose they need to plan production and packaging methods especially for the export markets.
* The manufacturing techniques must be carefully selected so as to insure that the resultant products do not cause any harm to human, animal or plant life or health.
* The exporters should maintain an effective interaction with their counterpart associations etc. in the importing countries. Any difficulties due to technological or economical limitations must be adequately brought forward to the notice of the Government. Most of the WTO Agreements envisage special and preferential treatment to developing countries. Specific problems being faced and the favours required should therefore, be identified. This may help the Government to have effective bilateral consultations with the concerned countries and to seek specific dispensation.
* The exporters need to carefully study the laws and regulations of the importing countries and their likely impact on the exports. similarly they should also carefully examine the notices or notification made by the importing countries under the Agreement on Application of Sanitary and Phytosanitary measures and the Agreement on Technical Barriers to Trade.
Lesson 43
Since any dispute in the WTO can be raised by the Governments only, the exporters will do well to fully cooperate with their Government and to provide it with all the necessary information through their associations.
IMPACT OF REDUCTION OF TARIFF AND NTBs BY DEVELOPED COUNTRIES
Developed countries committed to a 40 percent reduction in the average tariff on industrial products from 6.2 percent to 3.8 percent. While these cuts will improve access, their impact has been small because tariffs on manufactures in industrial countries were already low (except apparel). Pakistan's exports to OECD will face average rates of 6.9 percent. However, textile and clothing products, which account for 57 percent of our exports to OECD received below average tariff reduction of 22 percent, meaning that developed countries will reduce tariffs from 14.6 percent to 11.3 percent. Exports of leather products and travel goods are also important to Pakistan but this again received below average 18 percent tariff reduction.
After the complete phase out of quota restriction is feared that developed countries would resort to use of NON-Tariff Barriers like imposing requirement of environment and labour standards and use of child labour etc. to protect their own interests.
WORLD TRADE ORGANIZATION (WTO)
CONCLUSIONS AND RECOMMENDATIONS
WTO is a reality, which has come to stay. We have to face the emerging challenges and grasp the opportunities. As the Governor, SBP stated that we need to develop strategy to get maximum benefit from globalization.
Foremost areas of concerns
* The textile sector, which contributes 67% of our total exports, would in 2005 face severest competition from other major suppliers like china, Hong Kong, Thailand and Bangladesh. We have made some progress in facing post quota era under Textile Vision 2005 to take the production of textile good, upwards in the value chain. it is apprehended that the MFA phase out will start another era of non-tariff barriers.
With the phasing out of quotas, textile manufacturers in industrialized and some quota free countries may decide to relocate. Government should provide incentive to ensure that they relocate in Pakistan.
* The country urgently needs to build a strong network of anti-dumping and countervailing duties to protect the local industry against the onslaught of unfair foreign competition.
It is heartening to note that Trade policy 2003-04 envisages enhancement of capabilities of NTC and it is recommended that NTC should be restructured and converted into an autonomous body employing private sector professionals.
* The developing countries face problems in hiring law firms to advice on WTO related issues, which is a constraining factor in seeking relief from Dispute Settlement Body.
There is a need to train local lawyers with WTO expertise.
* Our survival lies in enhancing credibility through adoption of international quality standards, but Pakistan has a long way to go in obtaining certifications of ISO9000, ISO14000 and other standards. We need to set up PNAC accreditation testing laboratories for conformity assessment.
* GoP must collect data in respect of standards of manufacturing, food and other agricultural produce in the countries where we are targeting out exports.
* GoP may amend the policies for manufacturing of engineering goods so that it offsets the effects on their performance due to termination of grace period of TRIMs by end 2003.
* We should take up our concern at wto for a regarding replacement of tariff barriers by some countries with SPS and TBT- which is evident from increased emphasis being placed on inspection of imported food and agricultural products.
* As a member of WTO, Pakistan is committed to fulfilling trip's obligations, for which five law amendments have been promulgated.
There is urgency for enforcement of laws regarding infringement of IPRS, a sine qua non for attracting foreign investment, for which necessary rules should be framed and notified on a priority basis. The Government had announced, in Trade Policy 2002-03, establishment of umbrella organization PIPRO for
Lesson 44
improving the administration and enforcement scenario, but necessary legislation for PIPRO to start functioning is still pending.
* Pakistan has done well by undertaking liberalization measures relating to communication and financial sectors well over and beyond its commitments under GATS. But the measures have not been translated into internationally binding commitments. We should undertake partial or full commitments, where feasible, which will provide an assured and relatively stable environment for investment for foreigners and overseas Pakistanis. Attempts may be made to obtain commercial quid pro quo from other countries.
Pakistan in collaboration with other LDC's needs to stress for further progress on the issue of movement of natural persons, which is an unfinished agenda of GATS.
* According to recent study, the major flaw in Pakistan's approach that while it paid a great deal of attention to inward flow of foreign investment and technology it did not view gats as a means of export of its services.
This needs to be rectified.
* But the Developing countries are still in a low level of economic equilibrium, which was the raison d'etre of grant of grace period. there was, however, one exception relating applicability of WTO norms on "prohibited subsidies", contingent upon export performance admissible to 20 countries including Pakistan until they attain per capita GNP of US $ 1000.
We suggest that other concessions of grace period should like wise be linked with attainment of specific level of economic progress and institutional capabilities.
* Besides, most of the provisions of WTO agreements regarding S&D treatment are declaratory. In the absence of implementation modalities, these provisions have not been of any particular use to developing countries.
Pakistan should evolve joint strategy with other developing states and press hard at Cancun ministerial for finalization of necessary modalities, as envisaged in Doha development agenda.
* In this era of globalization, regionalism has assumed great importance. It is high time that we make SAARC and ECO more proactive to spur up intra-regional trade to ward off the risk of being marginalized.
* The core WTO related issues are discussed and debated in the technical committees, where our participation is not effective, as it is not backed by background research for submission of technical papers.
This underscores the need for meaningful coordination of efforts at government level and industry level under the aegis of SAARC to ensure effective participation in the meetings.
* We still do not posses the institutional and technical capabilities to develop, advocate and formulate the standards and legislations to meet the WTO requirements, while WTO, in principle, offers technical assistance to developing countries to develop the capabilities to implement obligations and to benefit from its membership rights; Pakistan has not tapped into these opportunities well.
It is time that we take full advantage of technical assistance and capacity building programs of WTO and other multilateral agencies.
* There is urgent need for capacity building of private sector institutions for dissemination of information on WTO and provide research feedback to government for policy formulation and for their on going negotiations with WTO under Doha round.
* 1- Due to the enlargement of European Union from 15 to 20 countries.
2- Due to bilateral agreements in which countries of our interest are also
* 3-GoP should take up studies to ascertain the impact on trade of Pakistan involved. accession of china to WTO.
SUMMARY & CONCLUSIONS
The role of government as a facilitator of business and its interaction with business support institutions is imperative for the establishment of a mutually beneficial relationship for the growth of the sector. SME promotion is an important issue for many government departments and central offices.
For example, the Ministry of Labour plays an important role in shaping the labour market policy of the state. Similarly, in order to gather information on the health of the SME population the role of Federal Bureau of Statistics, the Ministry of Finance, and planning division is pivotal. Other ministries and divisions such as Ministry of Local Government and Rural Development, and the Ministry of Science & Technology also influence the situation of our SME. Provincial and local governments also take their share in responsibility.
However, there is an existing lack of coordination and regular information exchange mechanism among institutions, which constrains their collective ability to deliver in the SME development process. As a result of the Government's recent efforts, two institutions Small and Medium Enterprise Development Authority (SMEDA) and SME Bank were created.
The responsibility for facilitating SME policy development now lies with SMEDA, which is attached to the Ministry of Industry and Production (MOPI). SMEDA is responsible for creation and coordination of Government policy for the SME sector. Parliament, naturally, is responsible for monitoring policy and its implementation.
One of the major reasons for the lack of coordination is that SMEDA has not been provided with a formal mechanism to initiate, coordinate, monitor and evaluate initiatives undertaken for SME development, which fall outside of its own scope of activities.
Therefore, cross-departmental and stakeholder consultations, resulting in the preparation of our national SME policy are our key to success. Regular information exchange mechanism and networking needs to be developed amongst our public and private sector institutions. There is a strong need to devise such an information exchange mechanism and redefine the role of institutions, specifying their functions in order to avoid duplication of efforts and allowing the best possible usage of resources.
Under the SME Sector Development Program it is expected that SMEDA
* Prepares Government documents on policy regarding SME.
* Drafts relevant laws and regulations.
To form a collective view of all stakeholders, the SME task force has been established at the MOIP, SMEDA will serve as the secretariat.
A network of institutions stimulating the growth of SME is being proposed. The institutions in this network cover all stakeholders involved in SME promotion; Regional Development Agencies, Business Support Centres, Chambers of Commerce as well as other organizations, which are established as an initiative of local communities.
Pakistan has no across the board legal definition of SME. This makes it extremely difficult to monitor the development of our SME economy and to establish benchmarks against other countries in order to devise areas of intervention and support.
Various government departments and public-sector agencies have adopted their own definitions. There are, of course, various reasons for them to define SME, and there may even be discussion on just how a strict and reasonable size standard could be defined.
A number of current definitions are based on capital standards since this influences the pattern of fund raising in the formal and informal market by SME.
Many stakeholders consider enterprises with 100 or more employees as large, and enterprises with less than 5 employees as micro. Yet our statistical system classifies enterprises with more than 10 employees as large, and the State Bank of Pakistan considers those with more than 250 employees as large.
The reference to international practice also suggests differentiation among industrial, wholesale, and retail10 and services related enterprises. This view also gets credence from various studies on the issue for pakistan11. Again, this consideration is only visible in the SBP definition and missing in all others. There are also rationales beyond the particular organizational motivations for defining specific size classes, and it will therefore be useful for all stakeholders to review definitions on technical grounds.
For a national policy, it is extremely important to have a harmonized definition for, as it is also important for the government to focus assistance as reasonably as possible for maximum efficiency. It is also imperative to adopt a definition to foster the coherence of vision in the SME policy development and for the better implementation of related support programs across institutions.
Financing Tool
There should be a security tool devised be SBP to handle the security problem of SME LENDING.
Think Small First
The small industries should be given priority in purchasing from private sector and priority should be given to small industries like UK.
Approach On Site
The small industries should be approached at the it site as due to scattered locations of the small industries.
Technical and language barriers.
The training of manpower should be in line with the requirements of the industries and the main policies and plans should be published in Urdu to make it understandable for every body.
Soft Tax System
There should be customized system for the small industries as that lack documentation and can not afford costly book keeping.
Simple Labour & Other Laws
The labour and other laws should be made very simple as there are 56 laws in labour only. To make them simple should be adopted.
Book Recommended
Small Entrepreneurs in developing countries By Dr Asher S. Nair
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Natural
Heritage
Hikes
Big Chief Trail - 1.1 miles each way, moderate
Black Mountain
The story of Black Mountain features fire and ice. Born as a ball of magma that cooled deep in Earth's crust, the mountain's tough composition allowed it to outlast the rock around it and, after millions of years, surface as a prominent feature on the landscape. But even rock domes aren't immune to the punishment of the glacial ice that that scarred this landscape. Bring your sunblock on this hike: the Big Chief Trail ascends Black Mountain's warm, southern slope and emerges on each of Bald Mountain's dual summits, where you will be a giant compared to the plant community.
Getting There
To reach the southern portion of the Donnell Pond Public Lands start on US Route 1 in Sullivan. Turn onto ME Route 183 and proceed about 4.5 miles. After crossing Down East Sunrise Trail (the former Calais Branch railroad), take the first left onto gravel Schoodic Beach Road. The left turn is marked by a blue and white Donnell Pond Public Lands sign. Shortly after entering the Public Lands, bear slightly right at a fork in the road and follow the Black Mountain Road for approximately 2.2 miles to a small parking area on your right. The trail starts just slightly beyond this parking area on the left.
A Plant Community Keeping Its Cool
A sign for Big Chief Trail directs hikers into an evergreen forest.
Common broom-moss
Naturalist's Notes
White pine, red spruce, eastern hemlock, and the occasional red maple form a low canopy here. This natural community is named to contrast with Montane Spruce-Fir Forests, which are found on higher sites (though there is some overlap in range) and usually have more herbaceous species.
The cool, evergreen forest at the trailhead is a welcome relief on a hot summer day. Here, cobble-sized rocks poke through broom mosses and fallen pine needles. The heavy shade of red spruce, eastern hemlock, and white pine provides meager light for the few stems of Canada mayflower that survive here. This is a good place to listen for the ethereal song of the hermit thrush or the energetic carol of the winter wren, which sings for eight seconds or more in what sounds like a single breath.
These plants and animals are characteristic species found in a Lower-elevation Spruce - Fir Forest, a type of natural community common in Maine. A natural community is an assemblage of interacting organisms and their common environment. Ecologists classify and identify natural communities to learn about the organization and vulnerabilities of the natural world including habitat rarity, human impacts to nature, and past and present effects of climate change. Rare natural communities often support rare plant and animal species. To effectively conserve the rare species, it is often necessary to protect the natural community where they occur.
In Maine, spruce and fir are adapted to tolerate a cooler climate than their broadNaturalist's Notes
Bracken fern, wild sarsaparilla, wild oats, hairy solomon's seal, and starflower grow beneath mid-story striped maple here.
Kid's Corner
Learn to tell sugar maple from red maple! Pick up a maple leaf. Are the notches between the lobes round, or do they come to a point? Sugar maple has round notches, but red maple has pointy ones.
leaved relatives. As cold air sinks into this valley, it becomes cooler than neighboring slopes, especially in winter. Cold air combined with thin, rocky, nutrient-poor soil on a gentle slope creates ideal conditions for this Lower-elevation Spruce – Fir Forest.
Heating... Up! -68.104925, 44.578478 At 0.1 miles, the forest transitions from evergreen to broadleaved.
Sporadic dapples of sunlight widen into pools, welcoming a diversity of herbs into the understory. Large northern red oaks become prevalent in the canopy, growing beside quaking aspen and maples.
The presence of red oak and northern hardwood trees (such as birch and maple) distinguishes this Oak - Northern Hardwoods Forest from other forest communities. Red oak tends to occur on warm, dry sites here in Maine. Orient yourself using the map above. What side of the mountain are you climbing? In the northern hemisphere, south-facing slopes, because they receive more direct sunlight, are generally warmer and drier than north-facing slopes. This makes them well-suited for Oak Northern Hardwoods Forests, which are typically found on sheltered hillsides at low elevations, in warm, well-drained places. Red oak is the northernmost oak species occurring in Maine, but even it can't tolerate the colder climate of northern and western Maine, where it is rare.
At 0.25 miles, the trail ambles up a short rocky slope, consisting of boulders ranging in size from a small suitcase to a golf cart.
The Secret Lives of Plants -68.104607, 44.579466 At the top of the slope, the ground levels out and the trail slices through a glade of small, single green leaves emerging in high density from the leaf litter.
Canada mayflower plants appear to consist of a single leaf, but this plant is deceptive. Many of the single leaves here are connected by an underground stem called a rhizome, which unites them into much larger plants. Only where Canada mayflower emerges from the ground as two or three leaves will you find it flowering.
Soon the trail passes through a pool of light beneath a gap in the canopy where yellow-green hayscented ferns cover the forest floor. Like Canada mayflower, hayscented ferns are connected by a network of rhizomes. But competition for space here in the light is ruthless. Hayscented ferns release chemical toxins into the soil that inhibit the growth of other plants, including tree seedlings that might shade them out. This adaptation is called allelopathy.
At 0.4 miles, the trail swings left to snake around rocky ledges where red spruce once again dominates the canopy. On this higher, steeper, more exposed slope, fallen trees litter the understory. Small amounts of bracken fern, lowbush blueberry, and bunchberry can be found here, having inherited the light from the toppled trees.
Naturalist's Notes
This is quartz monzonite, a granite-like rock consisting of feldspar and quartz, but with considerably less quartz than granite.
Left to right: lowbush blueberry, rhodora, common juniper
Ice Beats Rock -68.106181, 44.581162
At 0.4 miles, the trail climbs a second rocky slope.
The blocky rocks that have settled here make the slope resemble a pile of massive ice cubes.
Black Mountainoriginated as a pluton, or a rising mass of magma traveling up from Earth's liquid mantle. It cooled, hardening into rock, before it reached Earth's surface. Millions of years of weathering and erosion removed the softer rock around it, relieving it of some of the pressure that was holding it together. The release of pressure allowed the rock to fracture in layers, like the layers of an onion.
What happens if you allow water to freeze in a closed container? Because water expands as it freezes, it deforms or breaks the material that confines it. When water seeps into fractures in rock and freezes, it wedges the rock apart, breaking it into smaller pieces. In this case, the rock has broken into cubic boulders that have tumbled into a talus slope.
Even the hearty spruce thins atop the talus, and the understory becomes thick with lowbush blueberry, black huckleberry, sheep laurel, rhodora, and common juniper.
The Work of Glaciers -68.107563, 44.582244 Within about 50 feet, the trail crosses the first expanse of bald bedrock.
From here forward, hikers must be careful to follow rock cairns that mark the trail. The natural community (Low Elevation Bald) is fragile enough to be damaged by footsteps. Between here and the top of the first summit, openings in the trees offer tremendous views of Tunk Lake to the south and east.
Like most of Maine's 5,000+ lakes and ponds, Tunk Lake is glacial in origin. Until approximately 16,000 years ago, what we now know as Black Mountain was beneath a thick, slowly moving sheet of ice. As the Laurentide Ice Sheet shifted through valleys, it scraped out basins, large and small. After global temperatures warmed and the glaciers retreated, these newly exposed basins filled with water, creating lakes and ponds.
Today, Tunk Lake is one of the cleanest lakes in Maine. It owes its pristine water and unspoiled scenery to the fact that its watershed is mostly contained within the Donnell Pond Public Reserve.
From here, follow the row of cairns to the western summit of Black Mountain.
Bald is Beautiful -68.107976, 44.583237 At the end of the first mile, stop on the western summit (marked by a trail sign) to admire the natural community.
Some say that stress will make a person go bald; the same is true for bald mountain summits. The forces behind these treeless summits vary with elevation and climate,
Black chokeberry (L), three-leaved cinquefoil (R)
Black huckleberry, magnified
but common stressors include drought, wind, and fire. Low Elevation Balds, like this one, often follow fire. Fire kills mountaintop vegetation, causing it to release the soil held by its roots. Without roots holding it in place, the soil is more easily washed and blown away. In more sheltered spots like lower mountain slopes and valleys, soil accumulates quickly as lichens, mosses, and small plants help build up organic matter. Though lichens and low plants also establish themselves on barren mountain summits, relentless winds and a lack of moisture make soil accumulation a very slow process.
Visitors must stoop to get a good view of the natural community (Low Elevation Bald) on this summit; it is only a few inches tall. Low Elevation Balds are a mosaic of bare rock, herbs, and lichens. In patchy, dry soils, black chokeberry, three-leaved cinquefoil, lowbush blueberry, and common juniper grow close to the ground. Please stay on the trail.
Off to See the Wizard -68.107658, 44.585098 At 0.8 miles, arrive in the forested gap between the two peaks.
You can't see Wizard Pond from the trail, but a stream flowing from its outlet ambles though a cathedral of tall red spruces and white cedars where it crosses the trail. As you approach the stream, pay close attention to the forest; its age may surprise you. Protected on all sides by steep terrain, the forest near Wizard Pond is thought to be one of a few stands of unlogged old growth forest in the state.
You may wonder why these trees, presumably untouched by humans, are not larger. Forests near mountaintops, often rooted in thin soils, are subject to brutal winds that blow down large trees. Decaying trunks litter the forest here as evidence.
From the stream, the trail winds steeply uphill, first through Lower-elevation Spruce Fir Forest and later over rocky ledges alternating with breast-high black huckleberry and mountain holly. Mountain holly is a shrub with purplish leaf stems (petioles); black huckleberry is best identified by the faint, golden sparkle of resin spots on the underside of its yellow-green leaves.
The View from the Top -68.105862, 44.587652
At 1.1 miles, arrive at the eastern summit.
The summit of the east peak shares the same natural community as the west peak, but has more spectacular views. To the southeast, a peninsula juts out into Tunk Lake. To the southwest, a radio tower perched on the top of another peak (also part of Black Mountain). And in the distance to the northwest, a wind farm generates electricity atop Caribou Mountain.
Area map
±
Naturalist's Glossary
Ecologist: A scientist who studies the relationship between organisms and their environments. Understory: The layer of vegetation that grows between the ground and the highest layer of tree branches in a forest.
Natural Heritage Hikes is a project of the Maine Natural Areas Program in partnership with the Maine Trail Finder website. For more Natural Heritage Hikes, please visit www.mainetrailfinder.com.
Funding for this project was provided by the Maine Outdoor Heritage Fund (MOHF) and the Recreational Trails Program (RTP), an assistance program of the U.S. Department of Transportation's Federal Highway Administration administered by the Maine Bureau of Parks and Lands.
Designed and written by Kelly Finan, University of Vermont Field Naturalist Program
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Chapter 1 : Personal narratives of belonging | openDemocracy
Publication details. Garbutt, R , 'Everyday peace, human rights, belonging and local activism in a 'peaceful' nation', in GB Chen, B Offord & R Garbutt (eds), Activating human rights and peace: theories, practices and contexts, Ashgate Publishing, London, pp.
We Have 30 Basic Human Rights: Do You Know Them? I spoke on behalf of my generation, in front of teachers and community leaders. My three minutes grabbed the attention of Youth for Human Rights International, a non-profit organization teaching people their human rights. They asked if I would represent their organization. So the question is what are human rights? We each own 30 basic human rights, based on the Universal Declaration of Human Rights, and in my role as National Spokesperson, I have been speaking and singing my songs at elementary and high schools across Ontario. We hope to expand to the rest of Canada. My message to everyone is not political; it focuses on education. Even in Canada, a place of freedom, we still have issues of violence in homes and on the streets. By educating each other, we can hopefully, eventually, eliminate this. I met youth delegates ages 16 to 25 from all across the globe with the same goal in mind, human rights education. International Human Rights Day is right around the corner on December 10, celebrating its 61st year of existence. So what can you do? Feel free to learn more about your human rights at www. We are all free and equal. We are all born free. We all have our own thoughts and ideas. We should all be treated in the same way. These rights belong to everybody, whatever our differences. The right to life. We all have the right to life, and to live in freedom and safety. No slavery â€" past and present. Nobody has any right to make us a slave. We cannot make anyone our slave. Nobody has any right to hurt us or to torture us. We all have the same right to use the law. I am a person just like you! We are all protected by the law. The law is the same for everyone. It must treat us all fairly. Fair treatment by fair courts. We can all ask for the law to help us when we are not treated fairly. Nobody has the right to put us in prison without a good reason and keep us there, or to send us away from our country. The right to trial. If we are put on trial this should be in public. The people who try us should not let anyone tell them what to do. Innocent until proven guilty. Nobody should be blamed for doing something until it is proven. When people say we did a bad thing we have the right to show it is not true. The right to privacy. Nobody should try to harm our good name. Nobody has the right to come into our home, open our letters or bother us or our family without a good reason. We all have the right to go where we want in our own country and to travel as we wish. The right to asylum. If we are frightened of being badly treated in our own country, we all have the right to run away to another country to be safe. The right to a nationality. We all have the right to belong to a country. Every grown-up has the right to marry and have a family if they want to. Men and women have the same rights when they are married, and when they are separated. Everyone has the right to own things or share them. Nobody should take our things from us without a good reason. We all have the right to believe in what we want to believe, to have a religion, or to change it if we want. Free to say what you want. We all have the right to make up our own minds, to think what we like, to say what we think, and to share our ideas with other people. Meet where you like. We all have the right to meet our friends and to work together in peace to defend our rights. The right to democracy. We all have the right to take part in the government of our country. Every grown-up should be allowed to choose their own leaders. The right to social security. We all have the right to affordable housing, medicine, education, and child care, enough money to live on and medical help if we are ill or old. Every grown-up has the right to do a job, to a fair wage for their work, and to join a trade union. The right to play. We all have the right to rest from work and to relax. A bed and some food. We all have the right to a good life. Mothers and children, people who are old, unemployed or disabled, and all people have the right to be cared for. The right to education. Education is a right. Primary school should be free. We should learn about the United Nations and how to get on with others. Our parents can choose what we learn. A free and fair world. There must be proper order so we can all enjoy rights and freedoms in our own country and all over the world.
We have a duty to other people, and we should protect their rights and freedoms. Nobody can take away these rights and freedoms from us.
Chapter 2 : Colombian activists face 'extermination' by criminal gangs | World news | The Guardian
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In the course of these attacks, security forces and pro-government militias killed at least 95 civilians, burned, destroyed, and looted hundreds of houses and stores, and arbitrarily detained dozens of people in these towns. At least 35 of the killed civilians were summarily executed. Human Rights Watch visited the towns of Sarmeen, Saraqeb, Taftanaz, Hazano, Kelly between April 25 to 29 and interviewed 65 victims and witnesses to the attacks. During visits to affected towns, Human Rights Watch also examined physical evidence such as destroyed and burned buildings, remnants of ammunition, and traces of bullets and shells. In all of the towns, Human Rights Watch observed and photographed numerous destroyed, damaged, and burned houses, shops, mosques, and makeshift hospitals. According to the witnesses, the attacks followed similar patterns in all the villages, starting with shelling from tanks early in the morning, sometimes together with attacks from helicopters. After a few hours, tanks and infantry advanced into the towns where they stayed for one to three days before moving on to the next town: Graffiti left by soldiers in all the towns visited indicate that the 76th Armored Brigade of the Syrian army played a key role in the military operation. It is also possible that forces from other units participated in the operation. The towns that were attacked by the Syrian security forces had been mainly controlled by opposition forces. In some cases opposition fighters tried to prevent the army from entering the towns. However, in most cases, opposition fighters said that they withdrew quickly when they realized that they were significantly outnumbered and had no means to resist tanks and artillery. In other towns opposition fighters said that they left without putting up any resistance in order to not endanger the civilian population. On April 6, prior to the ceasefire agreed with the United Nations, forces that had carried out these attacks reportedly returned to the Mastuma military camp in Ariha, seven kilometers from Idlib city. While both opposition fighters and government soldiers were killed during the operations, this report focuses on violations against the civilian population. The fighting in Idlib appeared to reach the level of an armed conflict under international law, given the intensity of the fighting and the level of organization on both sides, including the armed opposition, who ordered and conducted retreats. This would mean that international humanitarian law the law of armed conflict would apply in addition to human rights law. Serious violations of international humanitarian law are classified as war crimes. In the course of the military assault on the part of Idlib governorate visited by Human Rights Watch, government forces and pro-government militias killed at least 95 civilians, many of them by summary execution. Human Rights Watch documented that government forces executed 35 civilians who were in their custody. In cases documented by Human Rights Watch, at least three of the victims were children. In Taftanaz, government forces seem to have specifically targeted the Ghazal family, many members of which supported the opposition. We first found five bodies in a little shop next to the house. They were almost completely burned. We could only identify them by a few pieces of clothes that were left. Then we entered the house and in one of the rooms found nine bodies on the floor, next to the wall. There was a lot of blood on the floor. On the wall, there was a row of bullet marks. The nine men had bullet wounds in their backs, and some in their heads. Their hands were not tied, but still folded behind. A mother in the town of Sarmeen described how her three sons were taken from the family home early in the morning on March 23 by seven soldiers from the 4th Brigade of the Syrian army. An hour later a neighbor raised the alarm that the security forces had started a fire nearby. My daughters and I went out with buckets, and then my daughters, who were in front, ran to me, saying that my sons were there as well. After we extinguished the fire, we found their bodies. Bilal was shot in the middle of his forehead, Yousef behind his ear, and Talal was shot by two bullets, in the head and in the back. Their hands looked like they had been tied behind; the ropes burned, but the hands were still folded behind. We were only able to bury them after the army left. During the attacks in Idlib governorate documented in this report, government forces killed some
civilians when they opened fire from machine guns, tanks, or helicopters, often several hundred meters away from their targets. In several cases documented by Human Rights Watch, government forces opened fire and killed or injured civilians trying to flee the attacks. The circumstances of these cases indicate that government forces failed to distinguish between civilians and combatants and to take necessary precautionary measures to protect civilians. Government forces did not provide any warning to the civilian population about the attacks. Upon entering the towns, government forces and shabeeha pro-government militia burned and destroyed a large number of houses, stores, cars, tractors, and other property. Local activists have recorded the partial or complete burning and destruction of hundreds of houses and stores. In Sarmeen, for example, local activists have recorded the burning or destruction of houses and 87 shops, in addition to several warehouses, mosques, and pharmacies. In Taftanaz, activists said that about houses were partially or completely burned and that houses had been partially or completely destroyed by tank fire or other explosions. Because local residents often fled when the army attacked, Human Rights Watch was not always able to find and interview eyewitnesses to the actual destruction. In most cases, owners only found out that their houses had been burned or destroyed when they returned home after the government forces withdrew. In some cases, local residents said that particular houses had been targeted because they belonged to family members of opposition fighters or activists. In other cases, local residents did not know why a particular house had been targeted. Human Rights Watch examined many of the burned or destroyed houses in the affected towns. In most cases documented by Human Rights Watch, the burning and destruction appeared to be deliberate. The majority of houses that were burned had no external damage, excluding the possibility that shelling ignited the fire. In addition, many of the houses that were destroyed were completely destroyed, in contrast to those which only appeared to have been hit by tank shells. During the military operations, the security forces also arbitrarily detained dozens of people. In most cases, the fate and whereabouts of the detainees remain unknown, raising fears that they had been subjected to enforced disappearance. Those who have been released, many of them elderly or disabled, told Human Rights Watch that during their detention by various branches of the intelligence apparatus mukhabarat in Idlib city they had been subjected to torture and ill-treatment. Since the beginning of anti-government demonstrations in February , Syrian security forces have carried out widespread and grave violations, in some cases amounting to crimes against humanity. Human Rights Watch has documented these violations in several reports and numerous press releases. We have also documented and condemned serious abuses by opposition fighters in Syria, including abuses in Taftanaz. These abuses should be investigated and those responsible brought to justice. However, they by no means justify the violations committed by the government forces, including summary executions of villagers and the large-scale destruction of villages. In early February , the Syrian military started a large-scale military assault on opposition strongholds including Homs, Hama, and Idlib, carrying out further serious violations. In mid-March, joint UN and Arab League envoy Kofi Annan proposed a six-point peace plan to bring about a ceasefire and open political dialogue. Human Rights Watch calls on the UN Security Council to ensure that the UN supervision mission deployed to Syria includes a properly staffed and equipped human rights component able to safely and independently interview victims of human rights abuses documented in this report, while protecting them from retaliation. Between March 22 and April 6, government forces attacked the towns of Sarmeen, Saraqeb, Taftanaz, Hazano, Kelly, and half a dozen smaller villages in the governorate of Idlib to the north and east of the city of Idlib. The attacks followed a similar pattern, starting with shelling from tanks early in the morning, sometimes accompanied by helicopter attacks. After a couple of hours, tanks and infantry advanced into the towns where they stayed for one to three days before they withdrew. Graffiti by the soldiers in the affected towns indicate that the military operation was led by the 76th Armored Brigade. Some witnesses also mentioned seeing the same inscriptions on military vehicles that were moving through the towns. Opposition fighters were present in all of the towns prior to the attacks and in some cases tried to prevent the army from entering the towns. In most cases, opposition fighters said that they withdrew quickly when they realized that they were significantly outnumbered. In other towns opposition fighters said that they
left without putting up any resistance, allegedly in order to not endanger the civilian population. Local residents, activists, and opposition fighters were in most cases forthcoming about whether those killed were fighters or civilians. In cases of discrepancy between sources, Human Rights Watch has indicated the most conservative number of civilians killed and people executed. As set out in the legal section below, in a situation of an armed conflict, not all killings of civilians and destruction of civilian property will constitute a violation of international humanitarian law. The table below provides an overview of the main developments of the attacks, without making a determination whether the killing of civilians and destruction of civilian property were unlawful. Information about the number of civilians killed and destruction of civilian property was provided by local activists. For Sarmeen, Saraqeb, Hazano, and Taftanaz, local activists provided the names of those killed and owners of destroyed property. Diplomatic Negotiations Events on the ground in Syria March Government forces attack Idlib city. Government forces attack Sarmeen. At least 10 civilians are killed, houses and 87 shops are burned or destroyed in addition to several warehouses, mosques, and pharmacies. Government forces attack Saraqeb. At least 24 civilians are killed. The Syrian Government informs Annan that it will implement a plan for withdrawing its military from residential areas starting April 1 to April 10 and that there will be no new deployments to residential areas. Government forces attack Taftanaz. At least 49 civilians are killed. Some houses are partially or completely burned and houses are partially or completely destroyed by tank fire or other explosions. Government forces attack Hazano. At least 4 civilians are killed, 22 houses are completely destroyed, buildings are partially destroyed, and rooms in other houses are burned in addition to 16 shops. Government forces attack Kelly. At least 8 civilians are killed and houses fully or partially burned. Summary and Extrajudicial Executions As the army moved into the towns, they committed numerous summary executions, targeting the families of opposition fighters and activists as well as other civilians. Human Rights Watch documented the summary execution of 35 civilians. Most of the victims were young men, but three of the victims in cases documented by Human Rights Watch were children, and several victims were over 60 years old. Witnesses told Human Rights Watch that security forces detained the men and boys in their homes, and then shot them the head or in the back either inside their homes or in the street nearby. In three cases documented by Human Rights Watch, witnesses reported that the security forces set the bodies on fire following the executions. Human Rights Watch reviewed a video of the burning of two bodies in one of the cases. In a second case involving the execution of five people, Human Rights Watch examined the room where the bodies had been burned.
Chapter 3 : Eight ways you can be a women’s rights advocate today, and every day | UN Women â€" H
Everyday peace, human rights, belonging and local activism in a \u27peaceful\u27 nation By Robert Garbutt Topics: Arts and Humanities, Social and Behavioral Sciences.
Kelly Isola The 16th annual Gandhi-King Season for Nonviolence is a testament to the power of a collective vision that has transformed a grassroots movement into a global campaign. That visionâ€"to heal, transform, and empower communities through spiritual activismâ€"is honored each year from January 30 through April 4. The dates span the anniversaries of the deaths of Mahatma Gandhi and Dr. Martin Luther King Jr. In essence, the educational campaign is a day call-to-action spearheaded by the Association for Global New Thought AGNT , based in Santa Barbara, California, that promotes spiritually guided activism. Through its website, AGNT distributes free resources and materials to help guide nonviolent activists through the program. Arun Gandhi asked for help in commemorating the 50th memorial anniversary of his grandfather, we discovered that the year also marked the 30th memorial of Dr. Bringing the vision to the leading Unity and religious science ministers of AGNT, they adopted as our charter program a season honoring these great men, knowing we could now bring human rights, social action, and community-building to the forefront of the New Thought movement. It has grown stronger each year. Over the course of 15 campaigns, about Unity centers and individuals from cities in 67 countries have participated in Season for Nonviolence, which boasts numerous events, social media outlets, and educational campaigns. Activities range from elaborate events, such as a walk or march, to a six-week course on nonviolence, an after-school dialogue with youth, or a program of personal spiritual reflection with 64 days of affirmations and activities. A diverse collective enterprise, the movement is different for each individual. It is nonviolent communication at every level, and it is powerful. We know that people lead busy lives these days with jobs, families, and other commitments, so we aim to make involvement as simple as possible. The website also has a page anthology of the events that is so inspiring. Not only does it give people an opportunity to see what other groups have done and seek mentorship, but it also makes you proud of what coming together as one has accomplished. This partnership with the Dalai Lama Foundation is expected to grow Season for Nonviolence even further. It is the local grassroots leaders who are making this a global happening. I feel strongly that individuals can become leaders, and if anyone is interested they can get in touch with us. We will support you every step of the way.
Chapter 4 : Centre for Human Rights Education
Merry • Transnational Human Rights and Local Activism 39 claim that "Asian values" are distinct from human rights (see Bauer and Bell ).
Aparna Kolar 10 August A self-reflective essay attempting to map individual identity within the changing geographies of globalization Four questions: It strikes me that most of the recent conversations I have had with the people I meet seem to be rooted in these four core questions of identity: Whom do I belong to? Where do I belong? Each of these groupings today are struggling to provide us with the safety cushion of stable identity that we are looking for. As social animals, we make sense of the world around us by looking at others, by collectively negotiating the rules of interaction, and so forming groups in which to feel secure and protected. For instance, while I have changed my occupation from being a professional dancer, to a programme officer in an arts philanthropy organization, to a student of international business, to now aspiring towards being a researcher in human geography all in the span of twelve years, my partner who has worked with the Dutch corporation Philips for 11 years as a Product Development Engineer clearly must have a stronger sense of professional identity. And this is where the complexity lies. In a globalizing world, our differing identity groups, be they other religious, cultural, national, academic or formal organizational groups, must come into much closer contact in order to meet our wants and needs. How do we weave, negotiate, narrate and develop a certain understanding of who we are in this globalising world? A good starting point might be to map my own identity. By tracing the geography of my affiliations, perhaps a clearer answer to those four questions may emerge. Geographical boundaries of identity: Asking myself where I belong, I was faced with only more questions than answers. Do I belong to Bangalore where I was born, raised and lived for 25 years? Do I belong to Groningen where I currently live and feel at home? Do I belong to India, my nation, my country of origin? Or do I belong to the Netherlands where I have lived for five very intense years of my life? Or do I belong to all of them at once? I belong to the India that gives me the vocabulary to articulate my identity to others. I belong to the India that is in the imagination of 1. I belong to the India that is in the imagination of everyone else in this world. I belong to the history of the people in this region. And yet I do not feel like I belong to the India that my passport tells me I belong to because of the cultural overlaps I recognise between groups in and outside the formal territories of the nation. And so, my national identity is personal and operates differently according to the situation, the people I am amongst. This does make me confused at times, especially in situations when I am expected to defend my identity based on my nationality. My national identity has dramatically gained prominence ever since I moved outside the formal territory itself: Being Indian has become a stronger aspect of my identity through the process of self-definition in a geographic region that is far from it, and at the same time I identify with the region and its people less and less as an insider, and more and more as an outsider because of that very distance. I also belong to the Netherlands, a region where I have found my home. It was in this country that I came to live on my own for the first time, and smelt the sweet smell of independence and responsibility. I belong to the Netherlands: So then do I feel Dutch? But will I come to feel Dutch? Is it maybe just a matter of learning the language and living here long enough? Can value systems be learnt, or is it too far from my core geographic identity? If the latter, would I better fit in with other groups of Indian migrants in the Netherlands? The individual histories of each of us standing there varied so dramatically that I was confronted with the complexity of the search. In front of me was a couple who had left the country in the late s during the Partition riots conversing predominantly in Punjabi which I am not fluent in, while behind me was a young teenager born and brought up in the Netherlands who spoke only English and Dutch and had never even visited the country, and here I was in between. Most importantly it struck me that what brought us different individuals together in this case was not necessarily a similar affiliation to the geographic region of India but our legal obligations in retaining a formal national identity. Do I then belong more to the specificities of Bangalore and Groningen, than to India or the
Netherlands? Yes, I do very much belong to Bangalore, my birthplace and where I grew up for a large part of my life. But I also have a sense of belonging to the local community I grew up in comprising of a predominantly middle-class, Kannada-speaking neighbourhood where science and myth together weave the daily sense-making, and where people are both individualistic and collectivist depending on the need of the hour. Two languages, two geographies, but the British Cantonment, the old city, the church and the temple are tangible boundaries that become blurred, for me and in me. But I do not have a sense of belonging with the physical Bangalore anymore - the streets, the shops, the built environment, its buzzing everyday life - I do not live there anymore so the everyday proximity is missing. I have been away for too long, and the city itself is rapidly changing. I do not anymore share my dreams with those I know in the city, yet I very much carry the city with me wherever I go, manifested in my interactions with people. I find myself carrying the values, rituals and aesthetics of the groups of people I grew up with in the city. My relationship with Bangalore has become an individual sense-making process, as I become less and less part of the collective activity of belonging and sense-making directly linked to the geography of the city, occurring in the region itself. In a way I belong to my own Bangalore, a place only tangentially linked to my experiences in the larger whole of the city. Today that city, my Bangalore, is much more embedded in my now â€" in Groningen, a city in the north of the Netherlands. This brings me to Groningen where I currently live and where I have found my first home outside home if there is a term like this. I do have a sense of belonging with this home, the streets of Groningen and my friends here in the city. Though I do not have a sense of belonging with the people outside of my social network, I feel very much connected to the people in this city who are a physical part of my everyday life. This sense of belonging yet not belonging gives me the sense of being both a foreigner and a local at the same time. One who is engaged but not totally rooted, one who feels connected yet distanced. This geography of identity has become a process of negotiation. Groups and places do not sit neatly over each other, and my own geography does not square neatly according to an absolute measure of distance and proximity, be that cultural, political or physical. Rather it occurs within a web of varying distances, among people and places changing at varying speeds. The geography of my own identity spills across the political boundaries of nations, onto networks of people who themselves cross cultures. It is located in physical experiences spread spatially across extant routes, and negotiated across a wide range of diverse groups. This is the story of myself that I carry with me, the framework through which I interact and negotiate with other groups. It is uniquely mine, as for each of us. But it is also mine and yours, because the negotiation is two way: Each one of us, either directly or indirectly, is impacted by the shifting scale and structures of human interaction. This only confronts us more and more with the long-known but long-forgotten condition of human interdependency on each other, whether we like it or not. She is currently co-authoring a book on globalization meant for pedagogic and consultancy purposes with an independent consultant in the Netherlands. If you have any queries about republishing please contact us. Please check individual images for licensing details. We encourage anyone to comment, please consult the.
Chapter 5 : War Crimes in Northern Idlib during Peace Plan Negotiations | HRW
Tomas Max Martin, Scrutinizing the Embrace of Human Rights in Ugandan Prisons: An Ethnographic Analysis of the Equivocal Responses to Human Rights Watch Reporting, Journal of Human Rights Practice, 9, 2, (), ().
David Roberts 29 October Liberal peacebuilding fails because it is not liberal. Time to develop a new, more inclusive approach, argues David Roberts. International security is increasingly deemed to depend on western strategies of intervention in various failed, failing and fragile states. Such conditions are bad for the people in these states: International security strategies advance liberal peacebuilding as the means to pacify and secure such spaces. These peacebuilding interventions are predicated on a number of assumptions regarding democracy and liberalism. Second, democratic polities respect human rights, which protect the electorate from possible elite indiscretions. Third, since it is thought that democracies do not fight other democracies, local peace can be exported globally, lessening the prospect of interstate conflict in the future. All in all, local people reap the rewards of democracy and growth, and the benefits of such peaceful polities travel internationally, vindicating the idea of the liberal peace from all quarters. But, as Oliver Richmond has pointed out on openDemocracy, drawing on a broader body of critical opinion, liberal peacebuilding routinely fails to sediment democracy or peace. Even loyal supporters of liberal peacebuilding have started to agree with this verdict. The problem is that no-one has yet presented a viable alternative. Liberal peacebuilding prioritises elite liberal political institution- and value-building in metropolitan centres. After securing the local turf, it disarms combatants, resettles internal refugees, restrains and retrains the army and police and neutralises the political environment by implanting and monitoring liberal rules and institutionalising the idea of the rule of law. Metropolitan centres boast new government buildings and courts, a multiplying media and, normally, some form of political powersharing, intentionally or otherwise. It assumes with regard to such institutions that, if we build them, they will come. But increasingly, critics are claiming that the edifices and nomenclature of liberalism mask an underlying trend in which political elites continue to fight for power using traditional means that manipulate and exploit the new institutions, which are in reality mere husks. This peace is a limited peace for a limited minority. In focusing on metropolitan centres and elite institutions, the basic, everyday needs of millions of very poor and frequently vulnerable citizens are relegated to chance and charity. This emphasis condemns millions of ordinary, everyday lives to penury in the extreme conditions characteristic of postconflict spaces, which are routinely devoid of clean water, sanitation, electricity, sealed roads and jobs, all of which are foundational to development out of war. Liberal peacebuilding, tasked with political and economic liberalisation, achieves neither for a majority of the populations whose lives it is meant to address. Peace and stability rarely prevail subsequent to liberal peacebuilding interventions, contradicting the assumptions and expectations of orthodox thinking and ignoring the aspirations and needs of millions of human beings. Explanations can be divided into two groups. Uncritical liberals also suggest that there is nothing wrong with the choice of liberal processes, it just needs tinkering with. And here, critics may be onto something. And why would it be? Peacebuilding mainly happens in capital cities. It largely ignores the everyday lives of the vast majority of the rural population, whose priorities are rarely elite political institutions in distant capitals privileging a narrow and particularist agenda of human rights and liberal values. It disrupts and criminalizes institutions and practices that serve the basic needs of many people very well. Conditions in postconflict states may not be apocalyptic â€" although from the perspective of someone with no home, inadequate food, no clean water, few clothes and three children below the age of 5, it may very well and quite reasonably look that way. But they are severe. They are normally devastated by years of war, neglected or brutalized by absent, irrelevant or violent government, and undermined by weak economies. In short, peacebuilding privileges do not reflect the imminent needs of most people in postconflict spaces. This undemocratic process, whereby the will of the majority is largely ignored, is irrelevant and illegitimate to too many. Whilst elections clearly do offer some choice, the focus and emphasis on this element of democracy
masks the paucity of choices people actually have in deciding the longer-term matter of how their peace evolves. The appearance that the short term process is inclusive and democratic obscures the fact that the longer-term process is exclusionary and illiberal. Global peacebuilders cannot advance liberal priorities and expect people simply to adopt them when they are so at odds with local needs. Such is the nature of an evolving critique of liberal peacebuilding and its failure to build liberal peace. Popular peace derives from local priorities serviced through able institutions sustained, where they are lacking, through external cooperation. This popular peace is legitimate internally because forces of government and governance combine to serve the popular will, as any good democracy should, and society then respects the right of those sources of power to rule, and desists from fighting the state or simply ignoring and bypassing it. If people prioritize jobs and schools, and the state is unable to provide for or mobilize these democratically-affirmed priorities, then global governance institutions step up to help the state provide these demands, mobilizing further existing local agency and creating the grounds upon which social acquiescence to the democratic state evolves. Global governance encourages such provision whilst simultaneously financially disciplining state bodies in accordance with the liberal rights and values intrinsic to everyday lives, needs and stated, peaceful preferences. Hundreds of global governance bodies already monitor states for concordance with external values in the process of democratization. There is absolutely no good reason why such organisations, and new ones, should not attend to ensuring state institutions sustain basic liberal values like the right to life, which are so routinely compromised in the extreme conditions of postconflict spaces. In this process, the popular will is served, nurturing the other end of the social contract through provision relevant to a majority who then have more reason to legitimate and authorise the state. Popular peace is peace that is democratically-determined, from the bottom-up, relevant, apposite and legitimate to a majority of everyday lives and nourished from the top-down, at the interface of which are the people who will sanction and legitimate elite authority through judgments more meaningful, and durable than momentary electoral ballots. It is strictly specific to context and tailored to local needs, locally identified; it cannot be defined or determined by outsiders, but outsiders can act to remove at least some of the impediments to its realization. It lays the framework for the nourishment of everyday needs, engaging formal and informal actors and institutions at local and global levels, especially rendering the right to life meaningful where such rights are immediately threatened en masse. There is, in other words, no standardized blue-print for an everyday peace, since all everyday lived realities are influenced by an enormous range of social factors that differ from landscape to landscape. It is messy in make-up, rather than formulaic; reactive rather than rigid, and better suited to spontaneous contingency, circumstance and complexity than the rehearsed rhetoric and ready rubric of liberal universalism. For popular peace to be most effective, two agendas require consideration. The first is everyday need, the second is neoliberal exceptionalism. The two are not necessarily mutually exclusive, even if neoliberal determinism is considered by some to be counter-intuitive to local needs. Whilst popular peace at the local level is limited by existing capacity, it can be enhanced with moderate changes in global governance. Connecting the two requires acceptance of the utility and legitimacy of ongoing informal practices as necessary and locally legitimate. The more institutional activity, formal and informal, provides for popular peace, the greater the likelihood of a viable social contract, institutional legitimacy and political stability, all of which are in accordance with both everyday needs and liberal peace concerns. Indeed, rather than being a radical departure from existing approaches, popular peace extends the concept of institution-building beyond the present limitations. The solution is to conduct new research that identifies the popular will of the people at whom liberal peacebuilding is directed â€" and then work out how to service it. Without this change, it will continue to fail. He is also author of Global Governance and Biopolitics: Regulating Human Security London: Zed, , which examines how global governance both empowers and lethally restrains human life across the planet and presents effective and simple ways of decreasing global child mortality, based on fieldwork in Sub-Saharan Africa and Southeast Asia.
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Chapter 6 : PDHRE: Minorities
In fact, we believe that everyday religious practice often contributes to peace. Local religious institutions typically have a great positive impact on the communal life. First, they bring their believers together in social activities, such as in a gospel choir, prayer groups or youth groups.
Yirga participated by presenting a paper entitled, Beyond decoloniality: Towards the creative incorporation of diverse knowledge-traditions in Africa. He also chaired a session, and spoke at the plenary session at the conclusion of the conference on the Future of African studies in Australasia. For more information about the conference program, click here. She has successfully edited a number of leading international journals and has three forthcoming international edited volumes with Routledge and Springer Her research work builds upon her extensive policy experience working inside government on national disability policy priorities, undertaking major state programmatic reforms involving research, public consultation and program implementation â€" Thus, she is internationally renowned for her to commitment to capacity building strategies that support long term sustainable institutional change for greater impact. Across OECD Organisation for Economic Co-operation and Development countries, including Australia, disability income support policy has become central to national economic policy. Australian regional centres are experiencing growth in their Indigenous disability populations at a time of significant policy change. We do not know how regional communities respond to these policy changes, nor do we understand how national disability income support policy affects the socio-economic wellbeing of Indigenous persons with disability. This project aims to address this knowledge gap and potentially inform regional and national disability policy for Indigenous Australians. After refreshments in the foyer and an introduction to the evening by Professor Baden Offord, Director of the CHRE, he then introduced the Professor who spoke about the transformative power of nonviolence that has been evidenced in so many contexts and by so many â€" most notably in the work by Mahatma Gandhi and Martin Luther King. In his lecture, Professor Haavelsrud focused on the question of what is the pedagogic foundation for acquiring a nonviolent identity, and searching for answers as to how nonviolence can be learned and practiced in education in all spheres of life. The floor was then opened for questions from the audience, which provided a lively and in depth discussion. Please use earphones for optimal sound quality. Settled regions, in the southeast and southwest of the nation are contrasted with unsettled spaces â€" wilderness, desert and, sometimes, Aboriginal lands. These representations provide a spatial context for embodied senses of self and belonging that pattern the everyday politics. That is, through the signage project, the landscape was retold as layered, as a place of multiplicities, of multicultural encounters. In Lismore, rural NSW, western industrial agriculture dominates a hinterland that appears cleared of Aboriginal presence. A rural Australian subjectivity has installed itself and made itself at home. However, through the reflexive, practice-led methodology that developed during the project participants experienced an embodied cultural encounter in the landscape. This encounter between local Aboriginal and non-Aboriginal team members produced interpretive signs that use direct language to transform a settled gathering place into a place of ongoing multiplicity and encounter over millennia to the present. By avoiding reductive representations, the signs produce their own encounter with people and stories in a decolonising landscape. Garbutt, a bricoleur in the academy, has published in a range of journals and edited books. The presentation is best heard with earphones. The event was attended by 30 people at Curtin University. For the activist, concerned mainly with the content of the film, this means that films produce an emotional effect that lingers beyond the film, and may engender action for social change in their audiences. This has ethical and political implications, they would say, particularly to do with representation. In here talk, Sonia engaged with this tension as two different sets of demands are made of films for activism, and considered how we can navigate them productively, particularly the murky terrain of representation. Engaging young people in social change through participatory social research and activism. Fostering cross-cultural understandings in schools. The aim
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of the project is to investigate the current attitudes and perceptions towards asylum seekers and refugees amongst students, and how to engage young people in crafting creative responses to the issues facing asylum seekers and refugees in Australia and globally. There was a short break for morning tea. Learning about social change and activism in local communities. The floor was opened for questions from the audience after each presentation. Due to technical faults on the day, the presentations on screen were not recorded. Please close the viewing box with the green screen and enlarge the screen with the video for optimal viewing. Thank you to all presenters for their time in sharing their research at the symposium.
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Chapter 7 : Better World Quotes - Human Rights
Taking the movement for the rights of indigenous people in Bangladesh as an example, this article elucidates how recent attempts to institutionalise the concept of indigenous people at the global level relate to local claims.
The Declaration codifies the international standards that protect the activity of human rights defenders around the world. It recognises the legitimacy of human rights activity and the need for this activity and those who carry it out to be protected. Under the Declaration, a human rights defender is anyone working alone, as part of group or an institution, working for the promotion and protection of human rights. This broad definition encompasses professional as well as non-professional human rights workers, volunteers , journalists , lawyers and anyone else carrying out, even on an occasional basis, a human rights activity. The Declaration articulates existing rights in a way that makes it easier to apply them to the situation of human rights defenders. It specifies how the rights contained in the major human rights instruments, including the right of free expression , association and assembly, apply to defenders. The rights protected under the Declaration include, among others, the right to develop and discuss new human rights ideas and to advocate their acceptance; the right to criticise government bodies and agencies and to make proposals to improve their functioning; the right to provide legal assistance or other advice and assistance in defence of human rights; the right to observe fair trials ; the right to unhindered access to and communication with non-governmental and intergovernmental organisations ; the right to access resources for the purpose of protecting human rights, including the receipt of funds from abroad. States have a responsibility to implement and respect all the provisions of the Declaration. In particular, states have the duty to protect human rights defenders against any violence, retaliation and intimidation as a consequence of their human rights work. Protection instruments[ edit ] Following the adoption of the Declaration on human rights defenders in , a number of initiatives were taken, both at the international and regional level, to increase the protection of defenders and contribute to the implementation of the Declaration. In this context, the following mechanisms and guidelines were established: It aims to increase the visibility of the documentation produced by the mechanisms press releases, studies, reports, statements , as well as of their actions country visits, institutional events, trials observed. It was developed in collaboration with hundreds of defenders and endorsed by leading human rights experts and jurists. Several countries have introduced national legislation or policies to protect human rights defenders, such as Colombia Brazil, Mexico, Guatemala, but key challenges in implementation remain. Kurbedinov has been an avid defender of civil society militants, mistreated Crimean Tartars, and members of the media. In January , the Crimean Center for Counteracting Extremism [6] arrested and detained the lawyer. He was taken to a local facility of the Russian Federal Security Service [7] for questioning. A district tribunal ruled that Kurbedinov was guilty of doing propaganda work for terrorist groups and organizations. He was sentenced to 10 days of imprisonment. Those murdered criticized corruption and other forms of injustice, protect their lands from governments and multinational corporations, and upheld the rights of lesbians, gays and transgender individuals. The figures included suspected murders and hundreds of incidents that involved assault, bullying, and threats. There were attacks in compared to only in The same study identified human rights defenders connected to agribusiness, mining, and renewable energy sectors as those in greatest danger. Lawyers and members of environmental groups were also at risk. Martin Ennals was a renowned human rights defender and secretary general of Amnesty International.
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Chapter 8 : A World of Activism: How You Can Get Involved | Cultures of Resistance
EVERYDAY ACTIVISM 3 Concern, like so many organisations began as an 'activist' group - we became active for specific change, against hunger and famine (originally in Biafra) and.
Is peace activism serving occupation? The "peace industry" is gradually pushing Palestinians further away from any real peace, analysts say. The new initiative, however, is being held against the background of tensions that have boiled over into violence since October in Israel and the occupied Palestinian territories of the West Bank, including East Jerusalem, and the blockaded Gaza Strip. During this period, the Israeli army has killed at least Palestinians, including protesters, bystanders and alleged attackers, while 33 Israelis were killed in stabbing and shooting incidents. Detached from the reality of hostility are dozens of joint Israeli-Palestinian peace-building NGOs - and other highly creative ventures - who are working "to overcome challenges and foster tolerance in the absence of political reconciliation". Focusing on dialogue, social change and cooperation, activists say they are working to humanise "the other" and to construct peace on the personal level. This type of peace activism is known as grassroots, or bottom-up, peace-building. Sophie Rose Schor, an Israeli-American peace activist, says that as an Israeli, she is implicated in the reality that exists in the country and the future that will play out. This basically maintains the power relations within the group itself. Amany Khalifa, a Palestinian activist and organiser at Grassroots Jerusalem As part of the several programmes she participates in, Schor is the Israel-Palestine project manager of Extend Tours, an organisation that gives tours of the West Bank to young Jewish American students interested in face-to-face dialogue with Palestinians. Although Amany Khalifa, a Palestinian activist and organiser at Grassroots Jerusalem , an umbrella NGO that supports Palestinian communities in occupied East Jerusalem, has previously participated in dialogue and collaborative efforts, she is critical of their tangible impact. This basically maintains the power relations within the group itself," she said. And by the end of it everyone hugs everyone and we go back home to our own realities and nothing has been changed. In fact, those who do participate risk being touted by both Palestinians and Israelis as traitors or collaborators. Running largely on European Union and Western funds through packages such as the EU Partnership for Peace Programme, many civil society organisations are additionally often obliged to comply with the rules set by the donors - a sticking point for some ventures. Such restrictions include, among other things, bringing both Israelis and Palestinians together in order to receive funding. They [donors] provide aid which helps Palestinians "survive under occupation", not end the occupation. Today, the NGO is working to become financially independent - a strategy that the group organisers view as being more sustainable. The anti-normalisation movement stands in strong opposition to any joint Palestinian-Israeli activism that says peace can be achieved through dialogue and increased cooperation. The movement also refuses to accept any projects that dilute Palestinian oppression, right of return or right to self-determination. Alaa Tartir, programme director of Al-Shabaka Palestinian Policy Network, says in the past 20 years a "peace industry" has been created, with the number of organisations that claim to build peace proliferating. The Israeli Left stepped in to protest over the occupation side-by-side with Palestinians. The s came to symbolise the heyday of the Israeli peace movement. Civil society organisations and protest groups such as Peace Now , an Israeli group that campaigns against settlements, proliferated, working to foster dialogue and cooperation between Palestinians and Israelis and opposing policies such as the Israeli invasion of Lebanon in Another set of similar peace-building organisations emerged after the Oslo agreements. They developed under a markedly different "co-existence" tone in contrast to the "co-resistance" one of the earlier movement. Coming to be known as people-to-people projects, they evolved under the pretext that the Oslo agreements had resolved the political aspect of the conflict, and all that was left was to break down the psychological barriers of "us" against "them". Salim Tamari, a Palestinian sociologist and former director of the Institute of Palestine Studies, says that yet again, the failure of politics to institute real change led to the collapse of those efforts in the modern day. They involved collaborative gestures that created a
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social psychology of reconciliation without the political process of Palestinian independence," said Tamari. The ones that continue to exist today, says Tamari, are peripheral and have no real effect. The current uprising, which erupted in October, has been spearheaded by post-Oslo Palestinian youth. For many, it signals a serious loss of hope and pent-up repression among the new generations who have turned to violence in the absence of other means to an end. The price of Oslo Schor believes that for any change to take place, the politics at the top need to change. Al Jazeera World - Jerusalem: They know Palestinians will welcome them. Barghouti is an advocate of the Boycott, Divestment and Sanctions BDS campaign, which he believes is key to moving forward. They are normalisation projects used by Israel and certain foreign countries to normalise the situation.
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Chapter 9 : Everyday peace, human rights, belonging and local activism in a \u27peaceful\u27 nation - CO
We each own 30 basic human rights, based on the Universal Declaration of Human Rights, and in my role as National Spokesperson, I have been speaking and singing my songs at elementary and high schools across Ontario.
Contact Us A World of Activism: How You Can Get Involved The challenges of conflict and injustice in the world can often seem overwhelming. Although many of us would like to take a greater part in promoting positive change, it can be difficult to find good information and know how we can effectively contribute. That is why the Cultures of Resistance Network decided to literally search the planet to find inspiring forms of creative resistance. In doing so, we have forged bonds with a broad array of cutting-edge organizers who have recommended meaningful ways that you can join in campaigns for peace and justice. To learn about our most recent campaigns, check out our Urgent Action page. Many of the posts in that area profile groups that are involved in current crises around the world. In our many years working with dozens of groups around the globe, these are some of the most creative, lasting global justice campaigns we have come across. These groups are working day in, day out to combat injustice and demand human rights around the world. Many of them channel their activism through arts, providing opportunities for international activists to contribute diverse talents. We can help put you in touch with any of these groups and can help brainstorm the best ways for you to contribute. If you would like to get involved with a group we support that is not listed below, we can help connect you with someone at that organization. Email us at campaigns [at] culturesofresistance. The decades-old conflict in the Democratic Republic of the Congo DRC continues today, largely fueled by our consumption of luxury electronic devices. With the ascent of the M23 rebel militia in , and ongoing battles over resource-rich areas in the northeastern DRC, international attention to the issue has grown in recent years. Their annual Congo Week campaign aims to raise international awareness by organizing coordinated demonstrations around the world. The Cultures of Resistance Network and Friends of the Congo can help you organize an event on your campus or in your community as part of the Breaking the Silence tour , an outgrowth of Congo Week. We can provide program materials, offer access to engaging speakers, and lend expert advice based on past experience. Click here to visit our issue page about the conflict in the Congo which, at the bottom of the page, features more information on how to get involved. If you are moved by the struggle against militarization and for democracy in Latin America, there are a number of serious ways to get involved. Those willing to travel and to make an intensive six-month commitment can join in another vital volunteer initiative: If you are particularly concerned about increasing violence against journalists and human rights defenders in post-coup Honduras, the Friendship Office of the Americas offers similar accompaniment opportunities in that country. Those who have made a commitment to serve in Latin America as accompaniers to human rights activists have found it to be a life-changing experience. Donate to Expand Educational Opportunities for the Excluded: Do you believe in the power of education to spur positive social change? The Cultures of Resistance Network has identified some top-notch scholarship programs that are putting donations to good use. Sima Samar founded the Gawharshad Institute of Higher Education , which provides affordable, top-quality education to young women who are otherwise shut out of institutions of higher learning. Click here to visit the CoR Network scholarships page and learn more about these outstanding programs. Use the Power of Laughter in Areas of Conflict: If you are an entertainer who wants to use your powers of laughter to improve the lives of those living in crisis situations, you can join with Clowns Without Borders in countries around the world, including Haiti, Colombia, and Palestine. You can volunteer with other performers in helping to address the psychosocial needs of people caught in conflict. Clowns Without Borders tours usually involve groups of volunteers who perform comedy shows, magic tricks, and acrobatics, and who also teach children how to perform some tricks of their own. Entertainers can get involved by traveling as part of a performance group or can take part in planning awareness-raising events that educate people about the various crises occurring daily around the world. Educate using History From Below: Whether you are a classroom
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teacher, a student concerned about how your history class is being taught, a parent with children in the school system, or anyone else interested in affecting how young people learn US history, you can join in the effort to promote "history from below. Those in the Washington D. Click here to learn more. Building on a landmark victory in the Wiwa v. Shell case, EarthRights International is pursuing numerous international lawsuits to challenge corporate abuses around the world. CCR continues its work with initiatives ranging from lawsuits against private military contractors in Iraq to defending free speech worldwide. At CCR, current law students can get first-hand experience in the international legal process through the Ella Baker Summer Internship Program , providing direct assistance to attorneys working on these historic cases. High school and undergraduate students can also apply for internships throughout the year. EarthRights International offers internships for law students, as well as for graduate and undergraduate students at its US and Thailand offices. Fight for Indigenous Rights in Brazil: Often cited as one of the most rapidly-developing nations on earth, Brazil is also a focal point for battles over indigenous rights to land and water. These rights are consistently threatened by major infrastructure and agriculture projects, as well as heavy industry carried out by large national firms. CoR Network ally Amazon Watch also offers a number of resources for those wishing to take action around indigenous rights in Brazil and other parts of the Amazon basin. Click here to learn more about the battle for the Xingu. Use the Power of Poetry to Promote Peace: If you are a poet or an artist looking for ways to join creative movements against armed conflict and oppression, there is no shortage of opportunities for you to share your work and spead messages of peace. First founded in , this publication continues to accept submissions from poets around the world. Additionally, there exist a number of major international forums where socially and politically conscious poets can meet to read their work and draw inspiration from one another. Raise Awareness about Contemporary Slavery: Although we think of slavery as a thing of the past, the truth is that millions of men, women, and children remain enslaved throughout the world. Today, campus activists are playing a key role in working to stop modern-day slavery, with recent campaigns focusing on efforts in Uzbekistan, the Ivory Coast, Vietnam, and Sudan. If you are a student and would like to take a stand on this issue, Anti-Slavery International provides step-by-step guidance on how to start an anti-slavery group at your school or university. They can help you become a campus leader on this issue and assist you by organizing speaking events featuring international activists or former victims of slavery. They can also plug you into the national effort to lobby against slavery and link you with other campus groups that are a part of a broader movement. If you are not a student, other opportunities exist. Anti-Slavery International offers teachers a variety of materials, including lesson plans, classroom activities, and informational resources, to assist you in accurately teaching the historical importance of slavery and why it is still relevant today. If you are not in the classroom, Anti-Slavery International offers the tools to establish your own anti-slavery group and can help you organize awareness-raising events in your local community. Spread Messages of Resistance Through Art: Art can be an incredible tool for resistance. Whether through graffiti, handmade protest signs, street theater, or political cartoons, art provides a creative means of publicly expressing discontent and campaigning for change! Help Sustain the Rehabilitation of Child Soldiers: In many regions of the world, but particularly in Africa, children as young as nine years of age are being forcefully recruited and made to fight in armed conflicts, robbing them of their adolescence and leaving deep emotional scars even after the conflicts have ended. You can make a personal impact by sponsoring the rescue and rehabilitation of a former child soldier. Child Soldiers International has several recommendations of programs that help child soldiers recover from their wounds. Beyond supporting an individual child, you can join Child Soldiers International on Facebook and connect with others creating political pressure to end the use of child soldiers. Click here to learn more about the campaign to end the use of child soldiers. Teach Capoeira in Refugee Camps: It is believed that, in an attempt to remain ready for possible rebellions, slaves disguised African fighting techniques as dance rituals. If you are a teacher, advanced student, or have other capoeira experience, please contact us here or send us an email to discuss how you can get involved in reviving the artform as an active expression of cultural resistance. Ultimately, while there are many ways for you to engage in international
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solidarity across borders with groups doing great work for peace and justice, it is equally important to be an engaged and positive force in your own community. Options for local action can be as diverse as planting a garden , assisting the elderly, or getting in touch with local officialsâ€"by petitioning for bike lanes in your neighborhood, for example. The folks at Nelson Mandela International Day have compiled a list of ways that you can become an educator, help the poor, look after the environment, and otherwise enrich your relationship with your community. Click here for more ideas.
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A Study on Early Reading Intervention To Enhance Reading Ages of Primary 2 and Primary 3 Pupils
Mr Abdul Manaf, Mohamad Noor Mrs Oliveiro, Fiona Miss Ong, Guck Toh
Chongzheng Primary School, Singapore
Abstract: There is a small group of pupils who enter the primary education system without sufficient reading skills. Without intervention, these pupils' reading deficit will accumulate over the years. As reading is the key to academic success, in January 2006, a one-year reading intervention programme was designed to enhance these pupils' reading ages. 17 Primary 2 pupils, who were about 8 years old and 15 Primary 3 pupils, who were about 9 years old, were selected to undergo an intervention programme. Using Schonell Graded Word Reading Test, the reading ages of these pupils were determined before the commencement of the intervention programme. In order to be admitted into this programme, the pupils' reading ages must be below their chronological ages, unless their teachers strongly appeal for an exception to be made. The other determining factors were their school-based oral and written examination results and teachers' recommendations. The class sizes for the intervention programme are smaller compared to the mainstream. For Primary 2, the class size for the intervention programme is 17 compared to 30 for the mainstream. For Primary 3, there are 15 pupils who are participating in this programme, as compared to 40 per class for the mainstream. The selected pupils are taken out from their mainstream classrooms during English periods; 17 periods per week for Primary 2 and 13 periods per week for Primary 3. During these periods, the intervention programme focuses on decoding skills. This paper examines the effects of teaching phonics, building up pupils' phonological awareness and lexical store and repeated readings on the pupils' reading ages. The mid-year results of the intervention programme show that all pupils have benefited from this programme as all reading ages have increased. For Primary 2, 13 pupils registered a double-digit increase in their reading ages, while only 6 Primary 3 pupils were able to do so. The paper also shares other findings and the implications of these findings.
Keywords: reading intervention, weak readers, phonics, onsets and rimes, repeated reading.
INTRODUCTION
School Profile
Chongzheng Primary School is a neighbourhood school, situated at Tampines Street 21.. As a neighbourhood school, its pupils come from the nearby residential public housing.
Presently, it enjoys an enrolment of 1900 pupils. There are about 330 pupils in the 11 Primary 2 classes and 342 pupils in the 9 Primary 3 classes. The strength of its teaching staff is 86.
The English Department is being assisted by two Learning Support Co-ordinators (LSC), running a Learning Support Programme (LSP). One LSC dedicates her time fully to the programme, while the other LSC dedicates only 10 periods per week to the LSP. The other periods are spent teaching the mainstream students. The LSP is aimed to assist P1 and P2 pupils who are very weak in reading. In February each year, all Primary 1 pupils undergo a test called Singapore Word Reading Test (SWRT). The very weak readers, who are categorized under Levels 0 and 1, are shortlisted to undergo the Learning Support Pogramme. On average, about 30 pupils are admitted into this programme each year. The pupils are discharged from the LSP if they meet 2 criteria – reading ages are above their chronological ages and they score 50% or more for semestral examinations, school-based examinations, which are held in May and November. The LSP is not offered beyond Primary 2.
Area of Concern
Reading is the key to academic success. Hence, the introduction of LSP to enhance the reading ability of very weak readers. However, the reality is, there are weak readers in Primary 1 and 2 but they are not in the LSP. Their needs and reading deficit are not being addressed as Primary 1 and Primary 2 teachers are not providing the necessary literacy support to enhance their reading ages. The mainstream teachers are not equipped with the necessary skills to enhance our pupils' decoding skills. Teachers are not confident in teaching phonics as they have not been trained in that area. Even if teachers have the skills, the teachers are not applying the skills as not everyone in the class needs phonics instruction. Teachers could practise differentiated teaching then. However, they are not equipped to do so and this is aggravated by their lack of confidence.
Hence, classroom teaching is pitched for teaching average readers, not weak readers. Then, there is an issue of teaching other components in the English syllabus. Reading is not the only components. The situation is aggravated as reading is tested only twice per year, during the semestral examinations in May and November.
As the LSP is offered at Primary 1 and 2 levels only, Primary 3 results and teachers' feedback indicate that there are few pupils who need continued support when they enter Primary 3. These are the pupils who failed to be discharged from the LSP at the end of Primary 2 and some who have been discharged but due to no or lack of literacy support, their reading deficit starts to accumulate again. Due to these reasons, they would be struggling in Primary 3 and Primary 4. When they reach Primary 5, they would be emplaced in a stream called EM3, a stream for academically weak pupils where they study subjects such as Foundation English (instead of English Language) and Foundation Math (instead of Math), academically less demanding subjects.
Profile of weak readers
Most of the weak readers do not speak English at home. Neither do they use English during their interactions with their friends of the same race. They speak English only when they have to communicate with their teachers or friends from other races. However, during these occasions, they tend to use Singapore Colloquial English (SCE) or what is locally termed as 'Singlish' instead of Singapore Standard English (SSE). Generally, they come from lower income families, where the parents are not proficient in English due to their low academic achievements. Due to the lack of a print rich environment at home, they have not acquired the habit of reading for pleasure. All these are consistent with the general profile of weak readers mentioned by Lonigan (2003) and Snow (1998).
Enhancing the reading ability of weak readers provides the key to their academic success. Therefore, in order to assist them to experience success, a reading intervention programme was introduced in January 2006.
LITERATURE REVIEW
In 'Principles of Best Practice: Finding the Common Ground', Mazzoni & Gambrell (2003) highlight that 'best practices involve a "custom fit" – not a simple "one size fits all" – approach.' This is more so in our effort to assist weak readers. Most of our teachers conform to the standard syllabus provided by the school, failing to cater the needs of the weak readers. The standard syllabus certainly does not address the literacy needs of weak readers as it is designed for pupils who already have at least a basic foundation on reading skills. The reading deficit seen in these pupils is further aggravated by the fact that most teachers are not equipped to handle differentiated teaching that is needed in these classrooms. Hence, the deficit of the weaker readers is not being addressed.
Customizing a programme to suit the specific needs of these weak readers is a better option in enhancing their reading ability. A study by Shippen, Houchins, Steventon & Sartor (2005) highlights the effectiveness of a highly structured, explicit, teacherdirected instruction for weak readers. These highly structured instructions that incorporate the explicit teaching of phonics through decoding skills and onsets and rimes are reliable strategies in enhancing pupils' retention, which would have a positive impact on their reading ability (Gunn, et, al. 2000 & Levy and Lysynchuk 1997).
The explicit instruction on phonics is supported by onsets and rimes. This strategy enables pupils to predict the pronunciation of words which they have not learnt based on their knowledge of words similar in spelling patterns (Goswami, 1991). This phonological prediction depends on the orthographic analogies. The more analogies are found in the spelling patterns, the easier the prediction would be. The argument for onsets and rimes is compelling if one agrees that there are 38 common rime patterns which enable a reader to decode 654 one-syllable words and these rimes are also useful to partially decode words that are longer, more difficult and multisyllabic (Fry, 1999).
In order to ensure the efficacy of the explicit instruction on phonics, weak readers must be provided with the opportunities to practise the skills through reading. August and Hakuta (1997) find that the phonological awareness of weak readers can be sharpened if they are exposed to reading and opportunities to converse about the text that they have read. Regular practice is given an emphasis to transfer the knowledge in the short-term memory to the long-term memory. This is further supported by studies where it is reiterated that students have to use the "new words that they encounter so they can eventually 'own' them as part of their speaking, reading and writing."(Savage, 1989) Therefore, hearing a teacher reading a book is vital but that is not sufficient. Teachers must provide ample opportunities for weak readers to speak the new words that they just learnt to read, read a text where that words appear frequently and write using the words.
The two platforms identified to enhance pupils' fluency are repeated reading and paired reading. Samuels (1999) defines repeated reading as a strategy for building fluency in which a student rereads a passage until meeting a criterion level. This strategy supports the research findings by August and Hakuta (1997) and Savage (1989). Paired reading on the other hand is based on the constructivist approach. Meisinger, et, al. (2004) find that partner reading facilitates the development of fluent reading. This can be achieved as the amount of time students spend on reading connected text is increased.
In 'A Comparative Study of Small Group Fluency Instruction' (2005), Kuhn discovers that repeated reading is effective in enhancing pupils' automaticity. However, in the same study, Kuhn finds that pupils' word recognition was enhanced at the expense of comprehension. This is so as classroom teachers hold an unsubstantiated assumption that once readers achieved a given level of fluency, they are able to automatically shift their attention to comprehension of text. However, this is not an area that concern this study as the main focus of this project is to enhance the reading ages of identified weak readers.
THE INTERVENTION
Based on the literature review, the school embarks on a reading intervention programme. As the mainstream teachers do not have the luxury of time to carry out explicit instructions to enhance the reading ability of their weak readers, a customized curriculum is developed to cater the needs of the weak readers. The objective of the reading intervention programme is to enhance the reading ages of participants so that the gap between their reading ages and chronological ages could be narrowed.
Selection of Pupils
An exercise to select a small group of Primary 2 and Primary 3 pupils to undergo the reading intervention programme was done in January. The first phase of identifying suitable pupils was through a referral system. All P2 and P3 English Language teachers were asked to refer weak readers who were not in the Learning Support Programme (LSP), a programme initiated by the Ministry of Education. Pupils in the LSP are excluded as they are already receiving reading intervention treatment on a daily basis. Teachers referred their pupils based on pupils' reading ability reflected during reading activities in class, pupils' performances during 2005's oral examinations and they must be in the lowest percentile for school-based end of year English Language examinations.
For the second phase of selection, the reading ages of pupils were determined. This was done by using Schonell Graded Word Reading Test. Pupils were selected to be in this programme only if their reading ages were below their chronological ages, unless their teachers strongly appealed for an exception to be made. At the end of this phase, 17 Primary 2 pupils and 15 Primary 3 pupils were selected to undergo a one year intervention programme.
Class Size
Herbert & Taylor (2000) emphasise the effectiveness of small class size for an intervention programme. In their study, it was found that '... intervention in smallgroup formats has been shown to help at-risk monolingual English readers ...'. This is parallel with the profile of the school's weak readers. The usage of mother tongue languages is very high due to their low socio-economic status (SES). Generally, they do not use English language at home and rich-literacy resources are not available at home, which is consistent with their parents' educational background. The infrequent use of English language also occurs in school.
Number of Intervention Periods Per Week
The weak readers undergo the intervention reading programme during curriculum time. When the mainstream pupils are having their daily English lessons, the selected weak readers are taken away to undergo the reading intervention programme. They are taken out from their classes during English periods; 17 and 13 periods per week for Primary 2 and Primary 3 respectively.
The Reading Intervention Programme
The absence of early reading experiences causes reading deficit. In order to counteract this, the reading intervention programme revolves around literacy rich activities and environment. The strategies adopted for the intervention programme are based on a combination of strategies highlighted in the literature review.
Phonics Instruction
Pupils are exposed only to the basic phonics instruction such as the phonemes of short and long vowels and consonants. The 15 Primary 3 pupils had been exposed to phonics instruction when they were in the LSP in 2005. On the other hand, the 17 Primary 2 pupils had been exposed to a more limited phonics instruction when they were in Primary 1. It is also noticed that basic phonics instruction needs to be incorporated as this group of pupils have low retention of the decoding skills that had been taught to them earlier. Besides the structured phonics instruction, pupils are also exposed to ad hoc phonics instruction. As and when a pupil is having difficulty in pronouncing a word, the teacher would scaffold the pupil through phonics instruction, though the focus of the lesson might not be on phonics.
Onsets and Rimes
The other essential component of this intervention programme is onsets and rimes. This aspect of instruction focuses on similarity of word beginnings (Example: br, bl, cl and ch) and similarity of word endings (Example: _at, _it and _en). The awareness of rhymes is an important skill that assists pupils in their subsequent reading experiences. When the teacher teaches pupils the pronunciation of word 'pen', pupils are also exposed to words such as ten, den and hen. After emphasizing the ending sound of the first word, by analogy, pupils are scaffolded to pronounce the other words. This isolated teaching of analogy is followed by providing opportunities for pupils to apply this phonological awareness to actual reading. Books focusing on the targeted onsets and rimes are used to achieve this. The other platform used to showcase pupils' skill in using onset and rimes is Readers' Theatre. Pupils are exposed to scripts that embody the concept of onsets and rimes. The highlight of this was when they were selected to perform Readers' Theatre during a Ministerial visit in May 2006. In order to inject some elements of fun, the onsets and rimes instruction is sometimes concluded by having a Bingo game. Each pupil is given a bingo card, consisting of a few words. The teacher will pick and read a card. If the word reads by the teacher rhymes with one of the words reflected on pupils' bingo card, they are to cover it. The winner is the one who manages to cover four words, either straight or diagonally.
Repeated Reading
After the explicit phonics instruction and onsets and rimes, pupils need to practise what they have learnt. This opportunity is provided through repeated reading sessions. Pupils need to constantly apply the knowledge that they have gained. What is being taught in phonics and onsets and rimes must not be isolated from actual reading process. In order to provide the availability of wide range of resources for the reading activities, the school prescribes an online resource and purchase graded books and books of different genres. These resources contain high frequency words, pitched at the right level of difficulty for this group of pupils.
The first phase of repeated reading process starts when the teacher models the reading of a book. This is done after the targeted phonics and onsets and rimes instructions have completed. For the second phase, echo reading is conducted, where pupils echo after the teacher reads a sentence. The echo reading provides a non-threatening reading process, where pupils read together, hence no one would notice their mistakes. After the echo reading, choral reading takes place. The teacher does not provide scaffolding at this stage. All pupils read together, while the teacher monitors and observes pupils' performances. Thereafter, pupils graduate to paired reading, where one reader is of higher reading age than the other. While paired reading is in process, the weakest pupils join the teacher for a reading circle. These pupils are seated in a circle, together with the teacher. Each of them takes turn to read. The teacher and other pupils will provide the necessary assistance if a pupil is unable to pronounce any words. During this process, the teacher takes a back seat role, unless no one else could render the assistance. This form of peer instruction helps to build pupil's confidence.
For some pupils who need more practices, the reading process continues at home. As the online resources are photocopiable, they bring home the reading booklets and colour their personalized booklets. At each stage of the repeated reading process, the teacher or pupils would give immediate corrective feedback to a reader.
Blending
The last stage of the reading intervention programme focuses on blending activities. The blending activities are conducted through group work or games. The teacher might place a stack of cards. Pupils are required to blend as many words as possible from this stack of cards. In order to excite the pupils, a competition among groups or pairs is held. Another blending game that is conducted is by using a clock face. Instead of numbers, the border of the clock face is pasted with segments of words such as 'bl', 'cl', 'ock', 'd', etc. Pupils are to move the clock's two hands. When the two hands are separately pointing at 'bl' and 'ock', they have successfully formed a word and they are to write it on a card. At the end of the game, the teacher checks the accuracy of the words formed by the pupils. This activity is in line with some of the activities recommended by Rasinski (1999).
RESULTS
Data Analysis
The effectiveness of the reading intervention programme is measured by using the reading ages of the pupils. The objective of the programme is to increase the reading ages of the pupils so that the gap between their reading ages and their chronological ages could be narrowed or closed. Before the intervention programme, most of their reading ages were below the chronological ages, with the exception of those who were appealed by their teachers to be included in the intervention programme even though their reading ages were above their chronological ages. The target is to increase their reading ages to their chronological ages, if not higher than their chronological ages. Therefore, the pupils' reading ages taken in the beginning of the year are used as the baseline. In October, pupils' reading ages were taken again, using the same instrument. This marks the end of a year long intervention programme. Table 1a reflects the increase in reading ages made by Primary 2 pupils. While Table 1b illustrates their reading deficit before the intervention and at the end of the intervention.
Table 1a: Increase in Reading Ages Made by P2 Pupils from Jan to Oct 2006
Table 1b: Reading Deficits of Primary 2 Pupils in Jan and Oct 2006
C. Age – Chronological Age
R. Age – Reading Age
Based on Table 1a, all P2 pupils registered an increase in their reading ages. From January to October, their chronological ages increased by 10 months. However, their reading ages increased more than that, except for 1 pupil. The highest increase in reading ages was 50 months, while the lowest was 8 months. On average, the P2 pupils improved their reading ages by 24 months. Before the intervention, their average reading age was 85 months. At the end of the intervention, their average reading age increased to 109 months. The post test results also indicate that 16 out of 17 pupils registered a double digit increase for their reading ages, ranging from as low as 17 months to as high as 50 months.
Due to the significant improvement made by these pupils, they managed to close the gap of their reading deficit. Before the intervention, 76% of them had a reading deficit between 17 months and 3 months and 24% of them had no reading deficit. At the end of the intervention, only 12% (2 pupils) had reading deficit. For these 2 pupils, even though they had reading deficit, they had nevertheless narrowed their reading deficit.
Generally, the intervention programme managed to close the reading deficit of Primary 2 pupils.
Table 2a: Increase in Reading Ages Made by P3 Pupils from Jan to Oct 2006
Table 2b: Reading Deficits of Primary 3 Pupils in Jan and Oct 2006
C. Age – Chronological Age
R. Age – Reading Age
Table 2a shows that from January to October, all Primary 3 pupils registered an increase in their reading ages, ranging from 9 months to 58 months. On average, the P3 pupils improved their reading ages by 24 months. 14 out of 15 pupils registered a double digit increase.
In January, their average reading age was 82 months. By October, their average reading age increased to 106 months. During the 10 month period, 2 pupils registered an increase of 10 months to their reading ages. 1 pupil's reading age increased by 9 months only; indicating that his reading deficit widen. While the rest, 12 of them, registered an increase of more than 10 months to their reading ages.
In January, all P3 pupils had reading deficit, as reflected in Table 2b. At the end of the intervention, 53% of them still had the deficit and 47% managed to eliminate the deficit.
Discussion
The post test results show that the reading intervention programme has successfully increased the reading ages of all participants. It seems that both groups did equally well. On average, both groups gained 24 months in their reading ages. However, other data indicates that Primary 2 results are better than Primary 3's. At the end of the intervention period, more P2 pupils had eliminated their reading deficit. This illustrates that the intervention programme had more impact on Primary 2 pupils then Primary 3 pupils. Hence, we can conclude that the earlier the intervention, the better the results would be.
There were 3 Primary 2 pupils who joined the intervention programme despite the fact that their reading ages were above their chronological ages. The impact of the intervention on their reading ages seems to be inconclusive. At the end of the intervention, 2 of them benefitted from the programme. The gap between their reading ages and chronological ages widen. For 1 pupil, it seems that the intervention was quite detrimental. Although her reading age was still above her chronological age, the gap was narrowed.
CONCLUSION
As reading is the key to academic success, our weak readers need to be assisted at the earliest stage possible. The chances of reducing the reading deficit are higher if we start the intervention programme early. An early intervention programme is crucial so that the weak readers could cope with the academic demand.
References
Fry, E. (1999). The most common phonograms. Reading Teacher, 51, 620-622.
Goswami, U. (1991). Learning About Spelling Sequences: The Roles of Onsets and Rimes in Analogies in Reading. Child Development, 62, 1110-1123.
Gunn, B., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. Journal of Special Education, v34, 90-103.
Herbert, F.H., & Taylor, B.M. (2000). Beginning reading instruction: Research on early interventions. In M.L. Kamil, P.B. Mosenthal, P. D. Pearson, & R. Barr (Eds). Handbook of reading research. v3, pp. 455-482. Mahwah, NJ: Erlbaum.
Kuhn, M.R. (2005). A Comparative Study of Small Group Fluency Instruction. Reading Psychology, 26, 127-146.
Levy, B.A. & Lysynchuk, L. (1997). Beginning Word Recognition: Benefits of Training by Segmentation and Whole Word Methods. Scientific Studies of Reading, I (4), 359-387.
Lonigan, C.J. (2003). Development and promotion of emergent literacy skills in children at risk of reading difficulties. In B.R. Foorman (Ed). Preventing and remediating reading difficulties: Bringing science to scale (pp.23-50). Baltimore: York Press.
Mazzoni, S. A. & Gambrell, L.B. (2003). In Morrow, Lesley, M. Grambrell, L.B., Pressley. M. (Eds). Best Practices in Literacy Instruction. NY: The Guiford Press.
Meisinger, E.B., Schwanenflugel, P.J., Bradley, B.A., & Stahl, S.A. (2004). Interaction Quality During Paired Reading. Journal of Literacy Research, v36, n2. 3546.
Moats, L.C. (1999). Teaching reading is rocket science. Washington DC: American Federation of Teachers.
Rasinski, T. (1999). Making and Writing Words Using Letter Patterns. http://www.readingonline.org/articles/rasinski/index.html
Samuels, S.J. (1979). The method of repeated readings. The Reading Teacher, 41, 756-760.
Savage, J.F. (1989). A Shift in Theory in Reading Research. The Education Digest, 54 (8), 49-53.
Shippen, M.E., Houchins, D.E., Steventon, C. & Sartor, D. (2005). A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students. Remedial and Special Education, v26, n3, 175-182.
Snow , C., Burns, S., & Griffin, P. (Eds). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press . | <urn:uuid:95ada825-416f-46c0-b453-cdcb3e7bb98a> | CC-MAIN-2019-22 | https://chongzhengpri.moe.edu.sg/qql/slot/u555/Departments/English/Early%20Intervention_For%20Publication.pdf | 2019-05-22T13:33:28Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00272.warc.gz | 432,823,853 | 5,665 | eng_Latn | eng_Latn | 0.947193 | eng_Latn | 0.99855 | [
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Quick Writes
"First write from the heart and the senses, then write from the brain."
Shawn Urban
A quick write is a sponge or filler exercise designed to engage students in creative, improvised writing exercises. Usually these unannounced quick writes are seeded by various emotio-sensory prompts: sounds, videos, pictures, props, mysterious props veiled in bags, comics, texts, poems, dictionary words, dictations, provided or random beginnings or ends, other prompts the teacher finds relevant and appropriate, or combinations of these.
The quick write gets students writing. It is a fun activity that reintroduces students to joy in writing. There are only two rules: 1) the student must keep his or her pencil moving on the paper even if he or she just draws squiggles, and 2) the student must study the prompt. With practice, in the five minutes the student works on the quick write, eventually squiggles turn to writing. By design, this writing is creative, rather than rationalized. The teacher can introduce rationalization as a mechanism of revision.
I use the sample, "Picture Prose Poem", to introduce quick writes and demonstrate what can be done with them.
The following quick write tasks, with some student responses, have been successful in my classes. Usually, I have the students keep a quick write portfolio where they can keep their creations. My hope of course is that some students keep these portfolios.
Quick Reads
Complementary to Quick Writes are Quick Reads.
Fundamental to writing is reading; fundamental to both is story – the intelligent communication of ideas. Together, writing and reading form the dialogue of asynchronous communication and are arguably more important than speaking and listening because they realize 1) mass, 2) spatially sundered and 3) asynchronous distribution of a message.
In anthropology, technology is any physical and intellectual knowledge, skill and craft that is passed from person to person, generation to generation. Communication is at the heart of technology. Without it civilization is not possible and can not adapt to continuous change.
Students are highly inventive, intelligent, curious and communicative beings. They need to learn how to communicate in all forms using multiple means. This includes social media and ink-and-paper communication.
Quick writes get students playing with their story and language. Quick reads get them experiencing the story and language of others. Played off of each other, quick writes and quick reads engage students in practice in communication. | <urn:uuid:1223805a-3dc0-4ba3-b641-e94331a13ccb> | CC-MAIN-2019-22 | https://mrtylerslessons.files.wordpress.com/2016/09/what-are-quick-writes.pdf | 2019-05-22T13:41:26Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00271.warc.gz | 556,783,852 | 498 | eng_Latn | eng_Latn | 0.999227 | eng_Latn | 0.999227 | [
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Calculator Paper Questions
1. Write what the numbers in the boxes could be.
6. Write in the missing numbers.
2. Two whole numbers are each between 50 and 70
They multiply to make 4095
Write in the missing numbers.
×
= 4095
3. Write in the missing numbers.
35 ×
= 140
633 –
= 34
4. Here is a number sentence.
? + 27 > 85
Circle all the numbers below that make the number sentence correct.
30
40 50 60 70
5. Write in the missing numbers.
3 × 4 ×
= 96
+
62 – 46 = 96
÷ 21.7 = 37.5
100 – (22.75 + 19.08) =
7. Write the largest whole number to make this statement true.
50 +
< 73
8. Write in the missing numbers.
37 ×
= 111 225 –
=150
÷ 4
=
21
9. Write in the missing numbers.
22 ×
= 660
– 75 = 109
10. Write in the missing number.
32.45 × = 253.11
11. Write in the missing number.
8 ×
= 400
12. Write in what the missing numbers could be.
170 +
= 220 –
13. Write in what the missing numbers could be.
+ 90 = 100
÷
14. Write in the missing number.
404.09 ÷
= 8.5
15. Write in the missing number.
60 + 99 +
= 340
16. Write in what the missing numbers could be.
100 –
= 38
×
= 65
160 ÷
= 40
17. Write in the missing number.
950.4 ÷
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Summary of Revisions to the 2014 NJCCCS for Comprehensive Health and Physical Education
There were minor changes made to the 20014 standards. Additions to the standards included the following defining terms in the glossary: over load principle, progressive principle, principle of specificity, health, wellness, rhythm and health data. Newly passed legislation, N.J.S.A. 18A: 35-4.23a describing Dating Violence education grades 7-12, was added to the legislation section. One additional revision of the Introduction of the document was the addition to the existing definition of 21 st Century Skills by the Partnership of 21 st Century Skills; the phrase "Understanding national and international public health and safety issues" was added to the existing definition.
New Jersey Core Curriculum Content Standards
for Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21 st Century
Health literacy is an integral component of 21 st century education. Healthy students are learners who are "knowledgeable, productive, and also emotionally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders" (ASCD, 2004). As part of the state's initiative to prepare students to function optimally as global citizens and workers, the contemporary view of health and physical education focuses on taking personal responsibility for one's health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a population that:
- Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting.
- Engages in a physically active lifestyle.
- Recognizes the influence of media, technology, and culture in making informed health-related decisions as a consumer of health products and services.
- Is knowledgeable about health and wellness and how to access health resources.
- Practices effective cross-cultural communication, problem solving, negotiation, and conflict resolution skills.
- Advocates for personal, family, community, and global wellness and is knowledgeable about national and international public health and safety issues.
- Is accepting and respectful of individual and cultural differences.
Intent and Spirit of the Comprehensive Health and Physical Education Standards
All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and health and physical education. The standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest research-based platform for effective health and physical education programs. The primary focus of the standards is on the development of knowledge and skills that influence healthy behaviors within the context of self, family, school, and the local and global community. The 2014 revised standards incorporate the current thinking and best practices found in health and physical education documents published by national content-specific organizations as well as public health and other education organizations and agencies.
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation for creating local curricula and meaningful assessments. Revisions to the standards include cumulative progress indicators that reflect:
o Recently enacted legislation outlined in the section below
o An emphasis on health literacy, a 21 st century theme
o Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries
o Inclusion of additional skills related to traffic safety, fire safety, and accident and poison prevention
o Increased awareness of and sensitivity to the challenges related to individuals with disabilities
The 2014 standards continue to incorporate New Jersey Legislative Statutes related to the health and well-being of students in New Jersey public schools, including those enacted from 2009-2014:
- Dating Violence Prevention Bill: N.J.S.A. 18A:35-4.23 a (2010) requires instruction in dating violence prevention.
-
Health Literacy
includes:
- Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that are health enhancing.
- Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction.
- Using available information to make appropriate health-related decisions.
- Establishing and monitoring personal and family health goals.
- Understanding national and international public health and safety issues.
New Jersey Legislative Statutes Summary
- Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire prevention. Regular courses of instruction in accident prevention and fire prevention shall be given in every public and private school in this state. Instruction shall be adapted to the understanding of students at different grade levels.
- Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
Each board of education which operates an educational program for students in grades 7 through 12 shall offer instruction in breast selfexamination. The instruction shall take place as part of the district's implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample activities that may be used to support implementation of the instructional requirement.
- Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying prevention programs. Schools and school districts are encouraged to establish bullying prevention programs and other initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and community members. To the extent funds are appropriated for these purposes, a school district shall: (1) provide training on the school district's harassment, intimidation, or bullying policies to school employees and volunteers who have significant contact with students; and (2) develop a process for discussing the district's harassment, intimidation, or bullying policy with students. Information regarding the school district policy against harassment, intimidation, or bullying shall be incorporated into a school's employee training program.
- Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on cancer awareness. The Commissioner of Education, in consultation with the State school boards, shall develop a cancer awareness program appropriate for
school-aged children.
- Dating Violence Education (N.J.S.A. 18A: 35-4.23a) requires instruction regarding dating violence in grades 7-12. Each school district shall incorporate dating violence education that is age appropriate into the health education curriculum as part of the district's implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education for students in grades 7 through 12. The dating violence education shall include, but not be limited to, information on the definition of dating violence, recognizing dating violence warning signs, and the characteristics of healthy relationships.
- Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to domestic violence and child abuse. A board of education may include instruction on the problems of domestic violence and child abuse in an appropriate place in the curriculum of elementary school, middle school, and high school pupils. The instruction shall enable pupils to understand the psychology and dynamics of family violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods of nonviolent problem-solving.
- Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for elementary school students. Each board of education that operates an educational program for elementary school students shall offer instruction in gang violence prevention and in ways to avoid membership in gangs. The instruction shall take place as part of the district's implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample materials that may be used to support implementation of the instructional requirement.
- Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two
and one-half hours of health, safety, and physical education in each school week. Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as determined by the medical inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection therewith shall form a part of the requirements for promotion or graduation. The time devoted to such courses shall aggregate at least two and one-half hours in each school week, or proportionately less when holidays fall within the week.
- Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances and the development of curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological, psychological, sociological, and legal effects on the individual, the family, and society shall be taught in each public school and in each grade from kindergarten through 12 in a manner adapted to the age and understanding of the pupils. The programs shall be based upon the curriculum guidelines established by the Commissioner of Education and shall be included in the curriculum for each grade in such a manner as to provide a thorough and comprehensive treatment of the subject.
- Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease curriculum guidelines. The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The Commissioner of Education shall periodically review and update the guidelines to insure that the curriculum reflects the most current information available.
- Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be given to students in grades 9 through 12.
The goals of the instruction shall be to:
o Emphasize the benefits of organ and tissue donation to the health and well-being of society generally and to individuals whose lives are saved by organ and tissue donations, so that students will be motivated to make an affirmative decision to register as donors when they become adults.
o Fully address myths and misunderstandings regarding organ and tissue donation.
o Explain the options available to adults, including the option of designating a decision-maker to make the donation decision on one's behalf.
o Instill an understanding of the consequences when an individual does not make a decision to become an organ donor and does not register or otherwise record a designated decision-maker.
The instruction shall inform students that, beginning five years from the date of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle Commission will not issue or renew a New Jersey driver's license or personal identification card unless a prospective or renewing licensee or card holder makes an acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public school liaison in the Department of Education, shall make any related instructional materials available to private schools educating students in grades 9 through 12, or any combination thereof. Such schools are encouraged to use the instructional materials at the school; however, nothing in this subsection shall be construed to require such schools to use the materials.
- Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault prevention education program. The Department of Education in consultation with the advisory committee shall develop and establish guidelines for the teaching of sexual assault prevention techniques for utilization by local school districts in the establishment of a sexual assault prevention education program. Such program shall be adapted to the age and understanding of the pupils and shall be emphasized in appropriate places of the curriculum sufficiently for a full and adequate treatment of the subject.
- Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the "AIDS Prevention Act of 1999," requires sex education programs to stress abstinence.
Any sex education that is given as part of any planned course, curriculum, or other instructional program and that is intended to impart information or promote discussion or understanding in regard to human sexual behavior, sexual feelings and sexual values, human sexuality and reproduction, pregnancy avoidance or termination, HIV infection or sexually transmitted diseases, regardless of whether such instruction is described as, or incorporated into, a description of "sex education," "family life education," "family health education," "health education," "family living," "health," "self esteem," or any other course, curriculum program, or goal of education, and any materials including, but not limited, to handouts, speakers, notes, or audiovisuals presented on school property concerning methods for the prevention of acquired immune deficiency syndrome (HIV/AIDS), other sexually transmitted diseases, and of avoiding pregnancy, shall stress that abstinence from sexual activity is the only completely reliable means of eliminating the sexual transmission of HIV/AIDS and other sexually transmitted diseases and of avoiding pregnancy.
- Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public schools. Instruction in suicide prevention shall be provided as part of any continuing education that public school teaching staff members must complete to maintain their certification; and inclusion of suicide prevention awareness shall be included in the Core Curriculum Content Standards in Comprehensive Health and Physical Education.
Resources
Association for Supervision and Curriculum Development. (2014). The whole child. Online: http://www.wholechildeducation.org/
Centers for Disease Control and Prevention. (2009). Health Education curriculum analysis tool. Atlanta, GA: Author.
Centers for Disease Control and Prevention. (2006). Physical Education curriculum analysis tool. Atlanta, GA: Author.
Centers for Disease Control and Prevention. National Health Education Standards. National Health Education Standards: Atlanta, GA: American Cancer Society. Online: http://www.cdc.gov/healthyyouth/sher/standards/
Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for Supervision and Curriculum Development.
National Association for Sport and Physical Education. (2014). The Road to a lifetime of Physical Activity: National standards for Physical Education. Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance.
National Association of State Boards of Education. (2014). Center for Safe and Healthy Schools. Online: http://www.nasbe.org/project/center-for-safe-and-healthy-schools/
New Jersey State Department of Education. (2009). Core curriculum content standards in comprehensive health and physical education. Online: http://www.state.nj.us/education/cccs/standards/2/index.html
Partnership for 21 st Century Skills. (2014). Framework for 21 st century learning. Online: http://www.p21.org/
Hyperlinks: http://www.choosemyplate.gov/
Content Area
Comprehensive Health and Physical Education
Content Area
Standard
Comprehensive Health and Physical Education
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
B. Decision-Making and Goal Setting
Content Area
Comprehensive Health and Physical Education
Glossary
Comprehensive Health and Physical Education
Core Curriculum Content Standards
Character refers to the mental and moral qualities distinctive to an individual. Oxford Dictionary-Oxford University Press 2014
Different kinds of families refers to the many family structures represented in classrooms and in society today, including, but not limited to: traditional two-parent (i.e., mother and father) families, blended families, single-parent families, multi-racial families, multi-generational families, and same-sex-parent families.
Essential elements of movement means the knowledge and demonstration of mechanically correct technique when executing a movement skill.
FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program.
The FITT acronym represents:
1. Frequency – How often a person exercises
2. Intensity – How hard a person exercises
3. Time – How long a person exercises
4. Type – What type of activity a person does when exercising
Additional Training Principles:
Overload principle Is a training method designed of greater intensity (weight, time) than the participant is accustomed to.
Progressive principle Is a training method that uses an optimal level of overload for an optimal amount of time. A gradual increase in overload over time will lead to increased wellness benefits.
Specificity principle Is a training method used to produce a desired adaptation or training outcome for a specific body part or component of the body.
Definitions adapted from The Essentials of Strength Training & Conditioning: National Strength and Conditioning Association, Human Kinetics (2010): Baechle, Thomas R., Earle, Robert W.
Health Is the overall condition of one being free from disease, illness, and injury.
Health Data is data that may be comprised of height/weight, BMI, diet, nutrition, health conditions, and physical activity that may be used to help improve a student's mental, physical and social wellness.
Health-related fitness incorporates the five major components of fitness related to improved health:
1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and utilize oxygen. This is a critically important component of fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases.
2. Muscular strength is the maximum amount of force a muscle or muscle group can exert.
3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue.
4. Flexibility refers to the range of motion in the joints.
5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is essential for insulation and providing energy, too much fat can cause serious health problems.
Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about 100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse). Around 12 types – called "low-risk" types of HPV – can cause genital warts. In addition, there are approximately 15 "high-risk" types of HPV that can cause cervical cancer. Infection with the common types of "genital" HPV can be prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not protect against all types of HPV that can cause cervical cancer.
Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires).
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
1. Locomotor movement occurs when an individual moves from one place to another or projects the body upward (e.g., walking, jumping, skipping, galloping, hopping, leaping, jumping, sliding, running).
2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement from place to place (e.g., twisting, bending, stretching, curling).
3. Manipulative movement occurs when an individual controls a variety of objects with different body parts (e.g., throwing, catching, kicking, striking, dribbling, volleying).
Personal assets refer to individual strengths and weaknesses regarding personal growth.
Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with stressful situations.
Resiliency is the ability to overcome the negative effects of risk exposure.
Rhythm is a strong, regular, and repeated pattern of movement or sound. Oxford Dictionary- Oxford University Press-2014
Service projects are initiatives that represent relevant social and civic needs.
Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), is an illness that has a significant probability of transmission between humans or animals by means of sexual contact, including vaginal intercourse, oral sex, and anal sex.
Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully participate in sports:
1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in space.
2. Balance is the ability to maintain equilibrium while stationary or moving.
3. Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and accurately.
4. Power is the amount of force a muscle can exert over time.
5.
Reaction time is the ability to respond quickly to stimuli.
6. Speed is the amount of time it takes the body to perform specific tasks while moving.
Wellness is a positive state of well being in which a person makes decisions that lead to a healthy and physically active lifestyle. This includes an understanding of the healthy mind, body, and spirit.
Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific components of the traffic safety system (e.g., laws, safety, signs, travel modes, routes, and responsibilities), and the people who are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train operators). | <urn:uuid:7e663c0e-6c57-407d-8667-37eb2cf4ec39> | CC-MAIN-2019-22 | https://lowertwpschools.com/curriculum/pe/2014-pe-standards.pdf | 2019-05-22T13:47:51Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00271.warc.gz | 539,286,850 | 4,491 | eng_Latn | eng_Latn | 0.873262 | eng_Latn | 0.991729 | [
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40
0
9
1.2
COASTAL FISH & WILDLIFE HABITAT RATING FORM
Name of Area: Grenadier Island
Designated: August 15, 1993
County(ies): Jefferson
Town(s): Cape Vincent
7½' Quadrangle(s): Cape Vincent South, NY
Score Criterion
25
Ecosystem Rarity (ER)
A very large, isolated, and undisturbed island; rare in the Great Lakes Plain ecological region.
Species Vulnerability (SV)
Northern harrier (T), short-eared owl (SC), upland sandpiper (SC), vesper sparrow (SC), and grasshopper sparrow (SC) nesting area.
Additive division: 25 + 16/2 + 16/4 + 16/8 + 16/16 = 40.
Human Use (HU)
No significant wildlife related human uses of the area.
Population Level (PL)
An important area for wintering raptors in the Great Lakes Plain ecological region.
Replaceability (R)
Irreplaceable
=
89
DESIGNATED HABITAT: GRENADIER ISLAND
HABITAT DESCRIPTION:
Grenadier Island is located in the northeastern corner of Lake Ontario, in the Town of Cape Vincent, Jefferson County (7.5' Quadrangle: Cape Vincent South, NY). The fish and wildlife habitat is large, isolated and relatively undeveloped island of approximately 1,700 acres in size. Vegetation on the island consists of abandoned fields, shrubs and grasslands with little or no trees. The island had been previously used as pastureland.
FISH AND WILDLIFE VALUES:
Grenadier Island is one of only five similar islands based on underlying geology, exposure to prevailing westerly winds, and lack of human disturbance. These large, isolated, relatively undisturbed islands are rare in the Great Lake Plain ecological region. The combination of extensive open grasslands and limited human disturbance on the island provide favorable habitat conditions for ground nesting birds.
Grenadier Island is an important passerine and raptor breeding area. Since 1987, several pairs of northern harriers (T) have been documented nesting on Grenadier Island. In 1990, a pair of short-eared owls (SC) were documented nesting on Grenadier Island. Lack of human disturbance, extensive grasslands, and abundant food sources combine to provide a high quality habitat for these raptors. Both of these raptors depend on the abundant meadow vole populations present on the island. In addition, upland sandpiper (SC), grasshopper sparrow (SC), and vesper sparrow (SC) are confirmed nesters on Grenadier Island. Other probable or confirmed nesting species on Grenadier Island include gray catbird, killdeer, red-winged blackbird, common grackle, song sparrow, bobolink, and eastern meadowlark. Grenadier Island is also a significant raptor wintering area, with documented use by rough-legged hawk, long-eared owl, and snowy owl. High meadow vole populations and lack of human disturbance combine to provide favorable winter habitat conditions for these birds. The island is probably visited by gulls and used by waterfowl as a refuge during storms, but the extent of this use is not well documented. There are no significant fish or wildlife related human uses of the area.
IMPACT ASSESSMENT:
A habitat impairment test must be applied to any activity that is subject to consistency review under federal and State laws, or under applicable local laws contained in an approved local waterfront revitalization program. If the proposed action is subject to consistency review, then the habitat protection policy applies, whether the proposed action is to occur within or outside the designated area.
The specific habitat impairment test is as follows.
In order to protect and preserve a significant habitat, land and water uses or development shall not be undertaken if such actions would:
! destroy the habitat; or,
! significantly impair the viability of a habitat.
Habitat destruction is defined as the loss of fish or wildlife use through direct physical alteration, disturbance, or pollution of a designated area or through the indirect effects of these actions on a designated area. Habitat destruction may be indicated by changes in vegetation, substrate, or hydrology, or increases in runoff, erosion, sedimentation, or pollutants.
Significant impairment is defined as reduction in vital resources (e.g., food, shelter, living space) or change in environmental conditions (e.g., temperature, substrate, salinity) beyond the tolerance range of an organism. Indicators of a significantly impaired habitat focus on ecological alterations and may include but are not limited to reduced carrying capacity, changes in community structure (food chain relationships, species diversity), reduced productivity and/or increased incidence of disease and mortality.
The tolerance range of an organism is not defined as the physiological range of conditions beyond which a species will not survive at all, but as the ecological range of conditions that supports the species population or has the potential to support a restored population, where practical. Either the loss of individuals through an increase in emigration or an increase in death rate indicates that the tolerance range of an organism has been exceeded. An abrupt increase in death rate may occur as an environmental factor falls beyond a tolerance limit (a range has both upper and lower limits). Many environmental factors, however, do not have a sharply defined tolerance limit, but produce increasing emigration or death rates with increasing departure from conditions that are optimal for the species.
The range of parameters which should be considered in appplying the habitat impairment test include but are not limited to the following:
1. physical parameters such as living space, circulation, flushing rates, tidal amplitude, turbidity, water temperature, depth (including loss of littoral zone), morphology, substrate type, vegetation, structure, erosion and sedimentation rates;
2. biological parameters such as community structure, food chain relationships, species diversity, predator/prey relationships, population size, mortality rates, reproductive rates, meristic features, behavioral patterns and migratory patterns; and,
3. chemical parameters such as dissolved oxygen, carbon dioxide, acidity, dissolved solids, nutrients, organics, salinity, and pollutants (heavy metals, toxics and hazardous materials).
Although not comprehensive, examples of generic activities and impacts which could destroy or significantly impair the habitat are listed below to assist in applying the habitat impairment test to a proposed activity.
Any activity that would disturb nesting raptors at Grenadier Island during the nesting period (April - August) could adversely affect this population of ground nesting birds. Human activities in the nesting areas should be minimized during this period. Introduction or attraction of mammalian predators, including pet animals, could also be detrimental to the bird populations. All species of wildlife may be adversely affected by waste disposal, and discharges of sewage or stormwater runoff containing sediments or chemical pollutants (including fertilizers, herbicides, or insecticides). The use of chemical pesticides or herbicides could adversely affect the birds nesting on Grenadier Island. Conversion of open fields to residential development would directly reduce the amount of available nesting and wintering habitat, especially if development introduced year-round residents to the island. Succession of the island's vegetation to forest would eliminate much of the habitat value for these groundnesting birds. Therefore, habitat management activities, such as manipulation of vegetative cover, may be necessary in the future to ensure the survival of the ground nesting birds at Grenadier Island. Suitable vegetative manipulation may be achieved through particular agricultural activities. | <urn:uuid:9637f6f5-da81-4b67-9144-f404a0232e24> | CC-MAIN-2019-22 | https://www.dos.ny.gov/opd/programs/consistency/Habitats/GreatLakes/Grenadier_Island.pdf | 2019-05-22T12:42:13Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00274.warc.gz | 775,032,700 | 1,572 | eng_Latn | eng_Latn | 0.831396 | eng_Latn | 0.988286 | [
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Warren Township Schools Warren Township, NJ
Songwriting Curriculum Grade 7
Dr. Tami R. Crader Superintendent of Schools
Adopted: November 28, 2011
William Kimmick Curriculum Coordinator
Stacey Hann-Modugno Curriculum Supervisor
WARREN TOWNSHIP SCHOOLS Songwriting
Grade 7
Purpose/Philosophy
The New Jersey Core Curriculum Content Standards for Visual and Performing Arts identifies arts education as essential to the development of original ideas, problem solving skills and overall human, social and economic growth. The implementation of Songwriting will benefit students by:
1. Developing skills significant to the future of the music industry
2. Enabling students to create, perform and critique original musical compositions
3. Providing tools to recognize and create these compositions
4. Fostering a universal understanding of musical concepts, methods and styles
Rationale
This curriculum has been developed based on the New Jersey Core Curriculum Content Standards for Visual and Performing Arts.
This program encompasses the styles of composition in American music and segues into the Roots of Rock, the course of study currently being taught at the eighth grade level. This course gives the student a working knowledge of the components of song writing and the components of specific musical styles.
The goal of Songwriting is to teach students to create original compositions through instruction and use of appropriate computer programs. This class provides instruction on both real and virtual guitars. Further, Songwriting encourages students to investigate new methods of creating music and serves as a springboard to future guitar instruction, both as a hobby or an avenue of future career possibilities.
WARREN TOWNSHIP SCHOOLS
Songwriting
Grade 7
Unit 1: The Blues
Essential Question: How are stories told through song?
WARREN TOWNSHIP SCHOOLS Songwriting
Grade 7
Unit 2: Playing the Blues on the Guitar
Essential Question: What is a blues progression?
Unit 3: Original Rock Songs
Essential Question: How is a rock song created?
WARREN TOWNSHIP SCHOOLS
Songwriting
Grade 7
WARREN TOWNSHIP SCHOOLS Songwriting
Grade 7
Unit 4: Playing a Rock Song on the Guitar
Essential Question: What is a rock chord progression?
WARREN TOWNSHIP SCHOOLS
Songwriting
Grade 7
Resources
1. The Billboard Book of Songwriting. Pickow and Appleby, Blue Giff Editions Book, Billboard Publications Inc/NY. Copyright 1988.
2. The Midi Connection, Teaching Guide, Grades 7 and 8. Silver Burdett Ginn, Parsippany, NJ. Copyright 1998.
3. Band in a Box, Version 13, User's Guide. PG Music, Inc.
4. Alfred's Essentials of Music Theory, 2.0. Windows 98 Version.
5. Teaching Music Technology. Rudolph, GIA Publications, Inc., Chicago. Copyright 1996.
6. Sibelius 2. Finn. Sibelius Software Ltd., Cambridge UK. | <urn:uuid:7ff37069-c1d5-4d8e-a2b7-326140a27cfe> | CC-MAIN-2019-22 | https://www.warrentboe.org/_files/TeacherPages/363/Curriculum.Songwriting.Gr_7.with_cover.pdf | 2019-05-22T13:29:27Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00275.warc.gz | 995,326,040 | 659 | eng_Latn | eng_Latn | 0.872662 | eng_Latn | 0.986087 | [
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NEW HORIZONS COUNTRY DAY SCHOOL
HALF DAY VOLUNTARY PRE K CLASS NOVEMBER NEWSLETTER
FINE MOTOR: During the month of November the students will be practicing writing their names, addresses & phone numbers. As part of their homework for the week of 11/9 your child will be bringing home a paper for you to help them make a family portrait. This is an important part of our Homes & Family Unit which the students will be sharing with the class during morning circle time. The homework sheet will be sent home 11/6.
LANGUAGE: As a pre reading skill we will be observing your child's ability to predict story-beginning, middle and ending. We will continue using more expanded vocabulary such as plurals, adjectives and adverbs. We will also be doing activities to emphasize left and right orientation.
MATHEMATICS: In combination with our fine motor skills we will emphasize number recognition while practicing our home phone numbers and addresses. We will be reviewing our geometric shapes, sphere, cylinder, rectangular prism, square based prism, triangle based prism and cone. There will be many activities for the students to work on, such as identifying first, middle, last, comparing sets, and counting sets. The students will be doing lessons to help them understand ordinal numbers 1-5. The students will be reviewing the terms: how many, equal, fewer & more than, and how to apply them. The class will also be learning "What a Year is".
SOCIAL/SCIENCE: As part of our sharing and caring month we will be talking about families and how we celebrate Thanksgiving and how the First Thanksgiving was celebrated. The students will be practicing table setting in anticipation of Thanksgiving. We hope you will allow your child to help with this tradition at home. In Science we will be reviewing the proper use of farm tools, life on the farm and pond life.
PLEASE CHECK YOUR CHILD'S CLASSROOM FOR SIGN UP SHEETS FOR OUR THANKSGIVING FEAST.
PLEASE HELP WITH OUR FOOD DRIVE. FAMILIES ARE IN NEED OF OUR HELP MORE THAN EVER THIS YEAR. PLEASE SEE THE BACK OF THE NEWSLETTER FOR SUGGESTIONS.
HALF DAY PRE-KINDERGARTEN NOVEMBER 2015
Farm | <urn:uuid:88ced743-2e26-42ec-af6e-3919d69a119b> | CC-MAIN-2019-22 | https://www.newhorizonsprivateschool.com/wp-content/uploads/2015/11/2015-November-VPK-3Hour-Newsletter.pdf | 2019-05-22T13:52:18Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00274.warc.gz | 887,175,835 | 463 | eng_Latn | eng_Latn | 0.99783 | eng_Latn | 0.99783 | [
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An information literacy practical approach in a secondary school
Josep García Ferrer
IES El Quint, Riba-Roja de Turia 46185, SPAIN
firstname.lastname@example.org
Abstract.
It is not clear which is the proper age for a student to start learning knowledge and skill in the information literacy field. In our high school, with young learners from 11 to 18 years old, the target of our efforts is the second grade, with ages between 13 and 14.
The students are improving their information skill while learning another subject: spanish language and literature. Extra material has been added to the curriculum and the different learning tasks of the main subject are flavoured with requirements related to information literacy.
We have developed a competency rank to measure the competence of the students when dealing with information. This rank can be used to the first four years of high school and, more precisely, to the students of our second grade. They learn, firstly, to understand the library. After that, are introduced to the architectonical aspects of the Internet, including search engines, protocols and web structure. With that in mind, the main aspects of the bibliographical references are explained and they start working in the selection of sources. By the end of the year, students begin to check how some information are provided from different actors and its differences.
Keywords.
Young students, Information literacy, Media literacy, Secondary school, High school
Background.
We are a state secondary school located in Spain. We deal with young people from 11 to 18 years old. Most of our students are at secondary (compulsory) school (11 to 15) and some of them are at pre-university years (16-17).
Being aware that our schools are poorly developed in the IL field, we have made efforts and invested school funding to improve our library facilities. After several years, a complete school library was ready to be used (IFLA, 2015). It has more than 4000 books, including reference materials, research articles and multimedia references. Due to limitations of space and budget, there are only eight personal computers connected to two servers. Although it might look unimpressive, few school libraries in state secondary schools with these traits in the region of Valencia exits.
Situation.
We realised our students showed a significant lack of knowledge of how to deal with it. The youngest ones were certainly unskilled, but surprisingly, those who were at higher levels showed similar results.
Thus, despite our organised and well-equipped school library, our young learners could not take full advantage of it: they were not able to identify their information needs properly, locate sources, find access to them or manage information.
Aim.
In a long-term, we want to improve the information literacy skills of all our students but particularly focusing on the 11-15 years old.
We have developed a guideline including what aspects every student should know about information literacy depending on their school year.
It includes:
* Common activities in each level. Coordinated by the school librarian.
* Common activities in each group. Coordinated by the tutor, that is a teacher that accompany a particular group as an advisor and controller through a school year
* Special activities in each subject or field. Coordinated by the teacher of each subject.
* Ellective practical activities for pre-university students. Coordinated by the school librarian.
First year, a first approach to an information literacy program was implemented in a selection of four groups of 12/13-year-old students. A fifth group of the same level and age which was not included in the program. This selection is based upon:
* The size of the group, with less than 25 students per class.
* The number of groups, five groups from which four will participate in the program.
* The impact of the possibly acquired skills on its future studies (that can be compared with data from previous years and with those obtained from the fifth group).
The methodology includes the development of information literacy skills based on the teaching of one particular subject: Spanish language and literature. This subject was chosen due to certain advantages:
* The teacher skills, who is also responsible for the school library and has information literacy training.
* Common aspects between the goals, contents and activities of the curricula of the subject and those of the program.
What we don't need.
As a state school we have some drawbacks to take into account, most of them related to the number of lessons per week and the curriculum of each subject, which are regulated by law. Furthermore, as it has been stated, information literacy is treated as a competence in the curriculum and is integrated in different subjects in a general way.
Due to the facts above, we don't need:
* A survey and/or questionnaire to check the students' information literacy skills.
* An activity which is not included in the subject syllabus/curriculum (Spanish language and literature, in this case).
* An investment in time that would prevent a normal development of the subject.
What we do need.
Spanish and language literacy is taught on a three hours per week basis. It includes: speaking, reading, listening, grammar and literature. With that in mind, we need:
* A description of the level of IL competence required for a student in their second year of secondary school.
* An accurate method for an integrated measurement of the information literacy skills of each student while learning an specific subject.
* A way to improve information literacy skills while teaching another subject as an interdisciplinary field.
Development.
A student finishing his or her first year in our school should basically know:
* How a library is organized. How to access to books and journals in the library.
* How to use a computer, digital storage, what the Internet is, how a search engine works.
* How to name the information sources they used.
In their second year, per term, students should achieve (American Library Association,2000):
First term.
Correct use of the reference section: internal structure of documents, differences among them, .
Advanced knowledge of search engines: operators and basic inner algorithms. Make a short document explaining the differences in scope, functioning and utility.
Accurate definition of their information need through a conversation with the teacher.
How to make a basic reference of a written or digital information source.
Second term.
UDC, Dewey and other classifications: functioning and logic.
Basic evaluation of the subject information sources (1-5 scale).
Usage of a minimum of infomration sources.
Make a reference of an information source according to ISO standards.
Third term.
Research of Spanish language and literature articles in journal databases.
Preparation of a repository of information sources in Spanish language and literature.
Tips about storage/disposition of the retrieved information. Licenses.
The library training should be developed with "ad hoc" time but the rest of the goals will be achieved through monographic researches (generally, in three sessions of one hour), both individual and in groups, with an oral presentation. (Baró, Mañà, 1994; Calderón, 2005,Peters, Matthews, 2007). This kind of work alllows to evaluate both the content and the procedure.
That is the key: the evaluation of both aspects from a IL point of view allows to define the knowledge of the student in that skill. For instance, some of the evaluated indicators are:
* The number of cited references, its correctness and the value granted by them.
* The draft with the retrieved ideas and information.
* The part of the oral presentation where they defend the method used.
* The oral meetings to share information in the groups during the research.
* The final document, as a structured document without paraphrasing.
* A final test inquiring about the knowledge of the topic researched.
Taking all this into account, a measurement system based on a rubric could be successfully implemented.
References
1. AMERICAN LIBRARY ASSOCIATION (2000). Information Literacy Competency Standards for Higher Education. Retrieved, December 2018 at https://alair.ala.org/handle/11213/7668
2. BARÓ, M., MAÑÀ, T. (1994). Formar-se per informar-se: propostes per a la integració de la biblioteca a l'escola. Barcelona. Rosa Sensat. Edicions 62.
3. BERNAL A.I., MACÍAS, C. and Novoa, C., coord. (2011). Marco de referencia para las bibliotecas escolares. Madrid: Ministerio de Educación, Secretaria de Estado de Educación y Formación Profesional, Dirección General de Evaluación y Cooperación Territorial Subdirección General de Cooperación Territorial.
4. BUNDI, A., ed., 2004. Australian and New Zealand information literacy framework: principles, standards and practice. Adelaide: Australian and New Zealand Institute for Information Literacy. Retrieved, December 2018 at http://archive.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf.
5. CALDERÓN, M. (2005). Àgora: la biblioteca a l'ensenyament secundaria. Una proposta pràctica. Retrieved, December 2018, http://www.xtec.cat/sgfp/llicencies/200405/memories/892m.pdf
6. CATTS, R. (2012). Indicators of adult information literacy. Journal of Information Literacy, 6(2), pp. 4-18.
7. EE LOH, C.I., ELLIS, M., ALCÁNTARA, A., AND HAO, Z. (2017). Building a successful reading culture through the school library: A case study of a Singapore secondary school. IFLA Journal, 42(4), 335-347.
8. HAYES, M. (2016). Introduction to information literacy. Retrieved, December 2018 at https://itu.edu/sites/default/files/2018-02/IIntro%20to%20nfo-Literacy-Workshop-Oct%207%202016.pdf
9. INTERNATIONAL FEDERATION OF LIBRARY ASSOCIATIONS AND INSTITUTIONS (2015). IFLA School Library Guidelines. Retrieved, December 2018 at https://www.ifla.org/files/assets/school-libraries-resourcecenters/publications/ifla-school-library-guidelines.pdf
10. KENNAN, M.A. (2018). School libraries in Australia: Reflections on ALIA ́ S Role Over the Past 50 years. Journal of the Australian library and Information Associate, 67(2), 155-163.
11. KUHLTAU, C. Information skills for an information society: a review of the research. Syracuse, NY ERIC Clearinghouse of information resources.
12. PETERS, K., MATTHEWS, D. (2007). InfoSkills: Training for Independent Learning. Learning and Teaching in Action 6 (1). Retrieved, December 2018, https://www.celt.mmu.ac.uk/ltia/issue12/peters.php
13. RODRÍGUEZ PALCHEVICH, D.R. Alfabetización informational en bibliotecas escolares. III Congreso online Observatorio para la cibersociedad. 8 octubre 2006. Retrieved, December 2018 at http://eprints.rclis.org/11580/1/Rodr %C3%ADguezPDiana-ALFIN.pdf
14. ROJTAS-MILLINER, M.C. (2006). Hey, this school library isn't what it used to be: The change process and the sociopolitical realities of implementing a curricularly integrated information literacy program. Doctoral Dissertation, University of Pittsburgh. Retrieved, December 2018 at http://d-scholarship.pitt.edu/6848/1/main-file-etd-04072006142901.pdf
15. Towards Information Literacy Indicators (2008). Paris: UNESCO. Retrieved May 07, 2008 at http://unesdoc.unesco.org/images/0015/001587/158723e.pdf | <urn:uuid:973dd587-f871-437d-8793-230c604a121e> | CC-MAIN-2019-22 | https://informationliteracy.eu/conference/assets/papers/LILG-2019_Garcia_IL-secondary-school.pdf | 2019-05-22T13:26:20Z | crawl-data/CC-MAIN-2019-22/segments/1558232256812.65/warc/CC-MAIN-20190522123236-20190522145236-00274.warc.gz | 513,110,784 | 2,508 | eng_Latn | eng_Latn | 0.650709 | eng_Latn | 0.99177 | [
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CITY OF HOQUIAM– DRINKINGWATER QUALITY REPORT—2017
SOURCE OF HOQUIAM'S WATER
The City of Hoquiam's raw water source is a blend of surface waters from Davis Creek and the West Fork of the Hoquiam River, located north of town in the Hoquiam Watershed. Protecting groundwater and preventing pollution is the top priority in our watershed, which is also managed for timber production. To ensure these goals, human entry is restricted & no industrial uses occur within its boundaries. The City carefully monitors water quality and quantity in the water shed and reports testing as required by the Washington State Department of Health and EPA guidelines.
The water then goes to a flocculation mixing basin. The addition of these substances causes small particles to adhere to one another (called "floc") making the water condition easier to filter. The water is then filtered through layers of fine coal and silicate sand. As smaller, suspended particles are removed, turbidity disappears and clear water emerges. Chlorine is added again as a precaution against any bacteria that may still be present. (We carefully monitor the amount of chlorine, adding the lowest quantity necessary to protect the safety of your water without compromising
TREATMENT OF HOQUIAM'S WATER
taste.) Sodium hydroxide is added for pH adjustment of the filtered water to slightly increase the pH of the water. The entire treatment process is continuously and closely monitored. State Certified water
Water is diverted out of Davis Creek and the West Fork of the Hoquiam River to the direct filtration water treatment plant located at 881 U.S. Highway 101 where we treat it to remove contaminants. Chlorine is added for disinfection and aluminum sulfate is added as the main coagulant.
treatment plant operators staff the plant 365 days per year. Filtered water is pumped 6-miles via a transmission pipeline to the storage reservoirs located on Beacon and College Hills. From the two reservoirs, the filtered water is transferred into the distribution system for delivery to you, the customer.
A MESSAGE FROM THE ENVIRONMENTAL PROTECTION AGENCY (EPA)
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Hoquiam is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours you can minimize the potential for lead exposure by flushing your tap for thirty (30) seconds to two (2) minutes before using water for drinking or cooking. If you are concerned about lead in your water you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (1-800-426-4791).
Some people may be more vulnerable to contaminants that exist in drinking water supplies than the general population. Immuno compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care provider. EPA/CDC guidelines on appropriate means to lessen the risk of infection by cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (1-800-426-4791).
WHAT AFFECTS OUR WATER QUALITY
The sources of drinking water (both tap and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include:
- Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agriculture livestock operations, and wild life.
- Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses.
- Inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming.
- Organic chemical contaminants, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff, and septic systems.
- Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities.
In order to ensure tap water is safe to drink, the Washington State Department of Health and EPA prescribe regu-
lations that limit the amount of certain contaminants in water provided by public water systems. The Food and Drug Administration (FDA) and the Washington State Department of Agriculture regulations establish limits for contaminants in bottled water that must provide the same protection for public health.
CROSS CONNECTION CONTROL
The City is working to eliminate the threat of accidental contamination to the water system through residential and commercial "cross-connections". A cross-connection is a point in a plumbing system where the City's drinking water supply is connected to a non-potable source, such as an in ground irrigation system. This interconnection becomes a hazard when reduced water pressure causes a "backflow" condition. Water pressure can drop, for example, when there is a water main break, a fire that requires large quantities of water, a system pump failure, or very high demand for water.
The Washington State Department of Health regulations (WAC 246-290-490) require the City of Hoquiam to protect our drinking water system from contamination. The City's goal is to maintain a strong crossconnection control program to protect the purity of our drinking water. To achieve this, the City routinely conducts surveys of all water system connections throughout the City's service area. Through these surveys, the Water Department determines which type of backflow protection, if any, is necessary to protect the water system.
HOW DO I GET INVOLVED
Except for dates that conflict on national holidays, the Hoquiam City Council meets the second and fourth Mondays of each month. The meetings are held in the Council Chambers, Room 201, Hoquiam City Hall, 609 8 th Street, at 7:00 p.m. The Council meetings are open to the public and all citizens are encouraged to attend and comment. Citizens may also visit or contact the Public Works Department at Hoquiam City Hall for assistance or call 360-538-3983 or email at email@example.com
WATER CONSERVATION
With the warm summer months on the way, conserving water is vital to ensuring there is enough water for everyone who depends on it during the high demand season. Here are some tips to help you reduce your consumption around the house:
- Replace your "water guzzling" toilet (3.5 to 7 gallons per flush) with a water-efficient model that uses 1.6 gallons of water or less per flush;
- Turn off the faucet while shaving, brushing teeth, shampooing hair or lathering face and hands;
- Take shorter showers and save up to 2.5 gallons per minute;
- Periodically check for leaks and fix them promptly. A leaky faucet can waste 3,280 gallons of water per year, most commonly due to worn washers;
- Capture water from the faucet while it is heating up and use the leftover water for pets or watering plants; chill drinking water with ice or by storing in the refrigerator instead of running the tap;
- Replace your worn-out toilet flapper valve with a waterefficient model. Check for toilet leaks by placing food coloring in the toilet tank. Wait 15 minutes and if dye appears on toilet bowl, you have a leak! Toilet tank leaks can waste more than 50 gallons of water per day;
- Wash full loads in your dishwasher and washing machines;
- Install a water-efficient washing machine. Uses up to 40% less water than standard models.
- Install water-saving aerators in your kitchen and bathroom sinks and save up to 1.5 gallons of water per minute!
For information on the water-efficient machines and equipment listed above and for other water savings tips and ideas, visit www.epa.gov/watersense
WATER QUALITY MONITORING TEST RESULTS
The samples collected for these contaminants were found to meet all applicable EPA and Department of Health standards. The water quality information presented in the table are the most commonly inquired on and are from the most recent rounds of testing done in accordance with the regulations. All data shown were collected during the last calendar year unless otherwise noted in the table.
ORGANISMS
Cryptosporidium (KRIP-toe-spo-RID-ee-um) is a microscopic organism commonly found in open surface water sources. Swallowing cryptosporidium can cause diarrhea, fever and other stomach and abdominal symptoms. We tested Davis Creek and West Fork Hoquiam River for cryptosporidium on a monthly basis from October 2016 to December 2016. Samples were collected and analyzed using the best available method approved by the EPA. We did detect cryptosporidium in the untreated surface water one time during this 3 month period. We have had no reported instances of cryptosporidium-related health problems in our water system.
INORGANIC CHEMICALS
Note: All samples collected at the Water Treatment Plant.
* The EPA recommends less than 20mg of sodium per liter of water for people whose daily sodium intake is restricted.
LEAD AND COPPER MONITORING
Note: All samples were collected for lead and copper analysis from 30 homes through out the distribution system. Zero samples exceeded the Action Level.
DISINFECTION BYPRODUCTS
(ppm)
Note: All samples collected in the distribution system.
WATER QUALITY TABLE DEFINITIONS
AL (Action Level): The concentration of a contaminant which, if exceeded, triggers treatment or other requirements that a water system must follow.
MCL
(Maximum Contaminant Level): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasi- ble using the best available treatment technology.
MCLG (Maximum Contaminant Level Goal): The level of a contaminant in drinking water below which there is known or expected risk to health. MCLGs allow for a margin of safety.
MRDL (Maximum Residual Disinfectant Level): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for the control of microbial contaminants. (e.g. chlorine, chloramines, chlorine dioxide).
MRDLG (Maximum Residual Disinfectant Level Goal): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
N/A (Not Applicable) EPA has not established MCLGs for these substances.
PPB
(Parts per Billion) Parts per billion is equivalent to micrograms per liter (µg/L).
PPM
(Parts per Million) Parts per million is equivalent to milligrams per liter (mg/L).
WATER SYSTEM FLUSHING
The Hoquiam Public Works Maintenance Department has established a preventative maintenance program to annually clean waterlines and check the operation of fire hydrants throughout the distribution system. Public Works crews operate fire hydrants and blow-offs to create high velocity flows that scour and clean the inside of waterlines. This activity, often called "flushing", is a common utility practice used to improve water quality and maintain the distribution system. Minerals and other materials that accumulate in the lines are removed by flushing. This material is not harmful to your health but it can temporarily cause discolored water.
You may notice discolored water or a change in water pressure when flushing is conducted in your area. When flushing is taking place, we recommend that customers check to ensure tap water is running clear before using it for drinking, cooking or clothes washing. Customers who experience some coloring or sediment in their water should let the water flow from their faucets for a short time. (5 minutes). Flushing your household or business faucet after Public Works crews have completed their work should clear up any "stirred up" water. Flushing activities begin each spring and because the distribution system contains about 60 miles of pipe, it takes one month to complete the flushing. The flushing schedule notice is posted in the Daily World a week prior to the start date of the flushing program. The flushing schedule will also be posted on the City website and Facebook site.
HISTORY & FUTURE OF HOQUIAM'S DRINKING WATER SYSTEM
Hoquaim's residents first received drinking water from the Hoquiam Water Company back in 1895 when Harry Heermans obtained water rights on the Little Hoquiam River. The City of Hoquiam acquired the water company in the 1920's and began charging utility rates in 1930. Owning a water system that is over 100 years old brings many challenges. A majority of the water mains that distribute water to our homes are original piping installed under ground 80 to 100 years ago. Over the last year our crews have repaired 30 water main breaks on 2" to 12" diameter pipes, many times working through the night so that our customers would have water for a shower in the morning.
In 2016, the City installed a new river crossing water main to the Woodlawn neighborhood which improved fire flow and water service redundancy. In the next several years, the City will be replacing water mains which are experiencing the most interruptions in water service. The first water main scheduled for replacement is the Simpson Avenue water main in the down town area and on the east side area. The project is to start in 2017.
CITY AND STATE CONTACT INFORMATION
City of Hoquiam Public Water System (PWS) Identification Number: 343501
Hoquiam Public Works Maintenance Department: Operates the water system, conducts water quality testing, and protects the city's water supply. Contact Al Telecky at 360-538-3966 . After Hour Emergencies/ Weekends/ Holidays 360-533-8935. Email: firstname.lastname@example.org
Hoquiam Utility Billing (Finance) Department: To arrange a change of water service billing, or for general billing questions call 360-532-5700 ext. 233 or 248. Email: email@example.com
Washington State Department of Health: Enforces national and state health standards. Visit the State drinking water web site, www.doh.wa.gov/ehp/dw/ or call the Southwest Regional Drinking Water Office at 360-236-3030.
U.S. Environmental Protection Agency (EPA): Sets national standards for more than 100 potential drinking water contaminants under the Safe Drinking Water Act. Visit the EPA'S drinking water web site, www.epa.gov/safewater or call the EPA's Safe Drinking Water Hotline at 800-426-4791.
Este informe contiene informacion muy importante. Tradduscolo o hable con alguien que lo entienda bien.
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Mathematics Policy
Hurst Park Primary School
Respect, Resilience, Positivity
Oct 2018
1. Introduction
'Mathematics is a creative and highly interconnected discipline……a high quality mathematics education should provide a foundation for understanding the world, the ability to reason mathematically and develop a sense of enjoyment and curiosity.' (National Curriculum for Mathematics 2014)
At Hurst Park Primary School all of our children are given the opportunity to develop their mathematical potential through a rich, engaging curriculum. We want our children to feel confident in using and applying mathematics in a wide range of situations.
We believe that mathematics is uniquely powerful in helping us to make sense of, and describe, our world and in enabling us to solve problems. It is a fascinating subject, dealing with the nature of number, space, pattern and relationships. Useful and creative, it requires not only facts and skills, but also understanding gained through exploration, application and discussion.
In mathematics, we aim to develop lively, enquiring minds encouraging pupils to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future.
2. Aims At Hurst Park, we aim to:
- Promote a positive attitude and to view maths as an interesting and attractive subject in which children have an expectation of success.
- Develop in children the ability to think clearly and reason logically in maths, with confidence and independence of thought.
- Ensure that our children become fluent in the fundamentals of mathematics by learning number facts by heart.
- Develop an awareness of maths in the world beyond the classroom.
- Apply their skills to problems taken from their everyday lives.
- Encourage the children to develop an increasing ability to communicate their maths
Inspiring a community of successful learners
to others in a variety of ways (written, pictorial, graphic, verbal).
- Provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full.
- Provide tasks which develop their understanding and use of mathematical language.
3. Mastery Maths Curriculum – Programme of Study
The school mathematics curriculum is based on the Programmes of Study from the National Curriculum 2014 and links with the identified areas of learning:
a) Number and Place Value
b) Addition and Subtraction
c) Multiplication and Division
d) Fractions
e) Measurement
f) Geometry
g) Statistics
Agreed common strategies are used to teach particular operations and processes as outlined in the Calculation policy. Learners are taught
Respect, Resilience, Positivity technical and specific subject based vocabulary and encouraged to ask questions and develop reasoning.
4. Foundation Stage
The programme of study for the Foundation stage is set out in the EYFS Framework. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.
5. Key Stage 1 and 2
The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the new National Curriculum (2014). The programmes of study are organised in a distinct sequence and structured into separate domains.
Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected
Inspiring a community of successful learners to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
6. Key Stage 1
The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and
Respect, Resilience, Positivity understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.
7. Lower Key Stage 2
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value.
Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse
shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
8. Upper Key Stage 2
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and
division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems.
Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Inspiring a community of successful learners
Times Tables End of Year Expectation
9. Teaching and Learning
At Hurst Park, we use a variety of teaching and learning styles in Mathematics lessons. Lessons have a flexible approach to ensure the pitch and
Respect, Resilience, Positivity pace suits the children. Teachers use their own judgement in how to approach teaching a concept and will incorporate group, paired or individual work as appropriate.
Children have the opportunity to use a wide range of resources such as models and images to support their work. They use ICT in Mathematics lessons where it will support teaching and motivate children's learning. They will be used when it is the most efficient and effective way of meeting the lesson objective.
10. Planning
Planning is based upon the new National Curriculum (2014). Programmes of Study should inform medium term plans and subsequently weekly planning. Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning objectives and appropriate differentiated activities. Although planned in advance they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils. Planning
Inspiring a community of successful learners
Planning is undertaken at three levels:
Long term planning is based on the programmes of study in the new curriculum.
Medium term planning is carried out half-termly. Teachers select their focused key objectives from the white rose hub new curriculum planning. At Hurst Park, we are building on the development of mastery in maths.
Short term planning is carried out weekly. These plans include key learning objectives, any differentiation, vocabulary and questions.
11. Cross-curricular links
Mathematics is taught mainly as a separate subject but every effort is made to link maths with other areas of the curriculum. We try and identify the mathematical possibilities across the curriculum at the planning stage. We also draw children's attention to the links between maths and other curricular work so children see that maths is not an isolated subject.
Respect, Resilience, Positivity
12. Assessment
We aim to provide feedback to children through marking so that they have specific advice about improvements to their work. Children are given time to read and review their work following marking.
Teachers assess learners through both formative and summative assessments. Ongoing observations of individual or group discussions and assessments from pieces of work support this. All teachers use the School Target Tracker to monitor achieved objectives of each individual child and regularly track progress, and to inform their planning and teaching. It enables teachers to evaluate the stage of a particular child's learning and what steps will be required next in order for the child to make progress.
Statutory Tests are taken in Year 2 and 6 and non-statutory tests in Years 3-5. This is a continuous process and informs all planning and teaching.
Inspiring a community of successful learners
Parents are informed of children's progress in mathematics through informal discussions, parent consultation evenings and annual reports.
13. Home Learning
Homework is used to provide opportunities for the children to practice and consolidate their skills and knowledge, to develop and extend their techniques and strategies and to prepare for future learning. Mathletics (a mathematical internet based learning programme) Home Learning is set at Key Stage 1 and Key Stage 2. Children are expected to practise number bonds and times tables at home throughout the year. Parents are encouraged and offered support and guidance to support their children's learning of mathematics.
14. Equal Opportunities
As a school we endeavour to maintain an awareness of, and to provide for equal opportunities for all our pupils in mathematics. We aim to take into account cultural background, gender and Special Needs, both in our teaching
Respect, Resilience, Positivity attitudes and in the published materials we use with our pupils.
15. Inclusion
All children receive high quality inclusive teaching. Where possible, we aim to fully include SEN pupils in the daily mathematics lessons so that they benefit from the emphasis on oral and mental work and by listening and participating with other children in demonstrating and explaining their methods. There are high expectations for all pupils. Resources are provided to encourage children to learn independently and support their learning. Specialist resources, such as numicon are also used, where appropriate.
When planning, teachers will try to address the child's needs through simplified or modified tasks. Support staff are deployed effectively.
16. Health and Safety
All learning activities need to be taught within the guidelines of the schools Health and Safety Policy.
17. Monitoring and Review
The Senior Leadership Team and Governors are responsible for monitoring the standards of the children's work and the Mathematics, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school.
This policy should be considered alongside other relevant policies:
h) Teaching for Learning
i) Calculation
j) Assessment for Learning
k) Curriculum
l) SEN and Inclusion
m) Child Protection
n) EYFS
o) Equal Opportunities
Reviewed: Autumn 2018
Respect, Resilience, Positivity
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Today your child learned that Jesus is our Lord. Children learned how Jesus served his disciples by washing their feet. They talked about the importance of serving others as Jesus served.
Verse to Learn
"And every tongue confess that Jesus Christ is Lord, to the glory of God the Father" (Philippians 2:11).
Ask Me...
l Why did Jesus wash his disciples' feet?
l What's one way you can serve others?
Jesus is our Lord.
Family Fun
l Have a servant supper one night. Let your child help prepare a simple meal for the family. Before eating, wash and dry one another's hands. Share a family prayer asking God to help each family member look for ways to serve one person every day that week. Finally, let your child serve food to each family member at the table.
l How can we serve each other in our family?
l Let your child use fabric paints to decorate a plain hand towel. Use the towel in your kitchen as a reminder to serve as Jesus served. | <urn:uuid:cfa5ca49-d128-45b9-b33b-d6915a3aad35> | CC-MAIN-2019-13 | https://s3.amazonaws.com/media.cloversites.com/a6/a6044260-65a6-42af-82a3-4784fbc311d7/documents/hobc_sp19_pkk_lg_lesson-1.pdf | 2019-03-26T20:25:48Z | crawl-data/CC-MAIN-2019-13/segments/1552912206016.98/warc/CC-MAIN-20190326200359-20190326222359-00208.warc.gz | 582,198,044 | 205 | eng_Latn | eng_Latn | 0.997406 | eng_Latn | 0.997406 | [
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CPSC 101 201 14W: TA Final Exam Pr Package ractice
*The difficulty/length of this pa yo ackage may not be representative of the real exa our questions/concerns on Piazza. am. Please post
Section A: Multiple Choice
1. Which best describes how w an image is sent over the internet?
a. The image is sto destination. red in a packet and sent through the fastest r route to reach its
b. The image is stor reach its destinatio red in a packet and sent through a number of p on. possible routes to
c. The image is bro possible routes to oken down into packets which are sent throu reach their destination, where the image is reco ugh a number of nstructed.
d. The image is bro route to reach its d oken down into packets which are sent through destination, where the image is reconstructed. h the most direct
2. Which of the following is s non-permanent?
a. Registers
b. RAM
c. Hard drive/SSD (S Solid State Drive)
d. A and B
e. All of the above
3. What is BABE (hexadeci imal) in binary?
a. 1011 1010 1011 1 1110
b. 1011 1010 1100 1 1110
c. 1110 1011 1010 1 1011
d. 1111 1010 1100 1 1110
4. Which of the following tr ruth tables correctly depicts 'A NAND B'?
a.
b.
c.
d.
5. If 2014 is in the program counter, what will the program counter be after the next Fetch/Decode/Execute/Update cycle assuming the 2014 instruction has no 'branch' or 'jmp' command?
a. 2013
b. 2010
c. 2015
d. 2018
6. Which of the following most accurately describes the purpose of the Turing Test?
a. To determine if a machine is intelligent based on its ability to convince people it is human.
b. To determine if a machine is intelligent based on its ability to communicate with humans.
c. To determine if a machine is intelligent based on its ability to calculate all possible moves in the imitation game.
d. To determine if a machine is intelligent based on its ability to be self-aware.
Use the below image to answer questions 7 and 8:
7. The use of this icon to represent the recycling bin (where deleted files go) in the Windows OS is an example of:
a. Familiarity and consistency
b. Managing complexity
c. Well-chosen mapping and metaphors
d. Providing useful feedback
8. When the recycling bin is emptied, a sound similar to that of paper being thrown away is played. This is an example of:
a. Familiarity and consistency
b. Managing complexity
c. Well-chosen mapping and metaphors
d. Providing useful feedback
Section B: A Blast from the Past
Below is the HTML code and its result (Image 1) from Midterm 1. Alter the code so that the output looks like Image 2. You may use arrows to indicate where you want to insert code- no need to rewrite the entire thing!
Section C: Colour Me Purple
1. What colour would be described by 30AC30 (Hexadecimal)? Hint: Don't need to be too specific.
2. Match the following:
A. 255, 255, 255
___White
B. 255, 0, 0
___ Red
C. 0, 0, 0
___ Blue
D. 0, 0, 255
___ Black
3. For the values you chose that represent Blue above, how would you alter these values to make the shade lighter and lighter? Hint: No need to write a function, just describe what you would do to each or all of the values.
4. Answer each of the following: Why is 255 the maximum decimal value we use to describe intensities? Why not 256 or an even larger number like 1024?
5. What is a difference between vector and bitmap representation of images? Provide one example of each and explain why your given example is a vector/bitmap.
Section D: A Day in the Life of a TA
A student was asked to create a function that takes a number 'n' and returns the product of the numbers from 1 to n. For example, if 4 is used as input, the function will return 24 (which is 1*2*3*4).
Below is the student's (dysfunctional) code. Fix it up for him/her so that it works as described above.
In the corrected function, what will be the value of i when the return statement is reached if n = 5?
Is the n in function productN(n)
a parameter, variable or argument?
Section E: The Amazing Function
Below is a function, Inform which takes two numerical inputs. Once run, it will print the relationship between the two numbers using a second function, TellMe.
```
For example: Inform(5,3) will print 'My analysis reveals that 5 is greater than 3.' to the screen. Inform(2,2) will print 'My analysis reveals that 2 is the same as 2.' to the screen. Inform(1,99) will print 'My analysis reveals that 1 is less than 99.' to the screen.
```
And so forth. Write the TellMe function which functions as described above. The first line of code has been provided:
```
function TellMe(x,y) {
```
What is the difference between a return statement and a document.write statement in Javascript? Which one should be used by the TellMe function and why?
Section F: You are the chosen o one, Neo
Below is the state of memory pri ior to the execution of any instructions.
Based on this initial state, describ Update cycle of the final instruct be the state of the memory after the Fetch, Deco tion (instruction memory 1024). ode, Execute and
Section G: Hold the gates
Given the following gating schemes and inputs A and B, determine the output at the end. Show your work.
1. If A = 1 and B = 1, what is X?
2. If A = 0 and B = 1, what is Y?
3. If both A and B = 0, what is Z?
Section H: Gaga for TSP
Construct the TSP input corresponding to the FAP input below:
AGAGT, TAGA, GAGA and CGCG
Perform the TSP procedure to determine the most efficient solution and list its order of assembly. What is the cost of your solution? Show all your work.
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Long division, with remainders
Division Practice Worksheet
Find the quotients, including any remainders.
21 25,696
18 77,031
24 12,987
Reading & Math for K-5
18 93,805
14 78,169
20 11,229
© www.k5learning.com
Long division, with remainders
Division Practice Worksheet
Find the quotients, including any remainders.
1,223 R13
4,279 R9
21 25,696
541 R3
24 12,987
Reading & Math for K-5
18 77,031
5,211 R
18 93,805
7
5,583 R
14 78,169
561 R9
20 11,229
© www.k5learning.com
7 | <urn:uuid:db640a6d-4288-41ce-ae7b-b2c81301ba22> | CC-MAIN-2023-23 | https://www.k5learning.com/worksheets/math-drills/division/long-division-remainder-5x2-digit-a.pdf | 2023-06-10T03:33:16+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00285.warc.gz | 957,704,907 | 179 | eng_Latn | eng_Latn | 0.642508 | eng_Latn | 0.609716 | [
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Susmita Dey
ISSN: 2320 – 7051
ISSN: 2320 – 7051
Int. J. Pure App. Biosci. 6 (6): 1326-1329 (2018)
Review Article
Innovative Water Saving Technologies to Improve Rice Production "Let's count every drop of water"
Susmita Dey *
Department of Genetics & Plant Breeding,
Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana (125004), India *Corresponding Author E-mail: email@example.com
Received: 7.10.2018 | Revised: 13.11.2018 | Accepted: 20.11.2018
ABSTRACT
Rice is one of the three leading food crops in the world. It is semi-aquatic crop, requires ample water to grow. For producing one kg rice, it requires 3000 to 5000 liters of water, which is much higher than requirement of wheat and maize. Climate change and water scarcity threatens the sustainability of irrigated rice cultivation. Increasing global population actuate scientists to explore various techniques for increasing crop productivity. In this situation, rice scientists are focused on different water saving technologies to get more yields with less water.
Key words: Rice, Water scarcity, Aerobic Rice, SRI, Hydrogel.
INTRODUCTION
Rice is one of the three leading food crops in the world. It contributes 21% of global human per capita energy and 15% of per capita protein 1 . It is semi-aquatic crop in nature and requires ample water to grow. For producing one kg of rice, it requires 3000 to 5000 liters of water, which is much higher than requirement of wheat and maize 2 . Generally rice fields are kept flooded for long period of time which enhances seepage, percolation, transpiration and evaporation. Climate change has adverse affects on crop production. It is expected that nearly half of global population may face water scarcity by 2030 due to climate change and unpredictable rainfall. Increasing fresh water crisis threatens the sustainability of irrigated rice cultivation in most of the rice producing countries. It is expected that 15
million ha irrigated rice areas of Asia may experience „Physical water scarcity" and 22 million ha may face "Economic water scarcity" 3 . Around 15–20 million hectares of irrigated rice area are projected to suffer some degree of water scarcity in the next 25 years, particularly the wet-season irrigated rice regions of China, India and Pakistan 4 . To meet increasing global food demand, there is need to improve rice production and productivity. Different strategies to enhance rice production in water scarcity conditions are discussed in the present study.
WATER SAVING TECHNOLOGIES
I. Aerobic Rice Cultivation
It is a water saving technology developed by International Rice Research Institute (IRRI) to produce more yield using less water.
Cite this article: Dey, S., Innovative Water Saving Technologies to Improve Rice Production "Let's count every drop of water", Int. J. Pure App. Biosci. 6(6): 1326-1329 (2018). doi: http://dx.doi.org/10.18782/2320-7051.7238
In this method, rice used to cultivate in nonpuddled, non-flooded fields like upland crop with sufficient inputs and supplementary irrigation when rainfall is scarce 5 . Cultivars suitable for aerobic rice cultivation should be responsive to high inputs and tolerate occasional flooding 6,7 .
Features-
Grow in non-puddled and non-flooded fields like upland crop
Have longer roots than conventional varieties which help better water absorption and facilitates better air circulation
Water requirement is only 50-70% of the water required for irrigated rice production
Responsive to high inputs
Benefits -
Saves Water: No standing water
Saves labour : Puddling, leveling, raising nursery & transplanting are not required
Eco-friendly: Low methane emission
Cost effective: Less incidence of diseases and pests
Saves seeds: Well ventilated plants in wider spaced rows
Improves soil health: Inter or mixed cropping with pulses, vegetables, oilseeds are possible
II. System of Rice Intensification (SRI):
It is an innovation in rice production systems which increase productivity of the land, labor, water and capital. The system of rice intensification (SRI) started in Madagascar in the 1980‟s through participatory on small farms research by practitioners 8 .
Features:
Transplant very young seedlings, at the 2 leaf- stage (preferably 8-12 days old)
Careful transplanting of single seedlings; One plant per hill transplanting helps to avoid root competition
Transplant at wider spacing to promote better root and canopy growth
Follow square grid pattern (at least 25 x 25 cm distances between rows and hills)
Less use of chemicals (fertilizer, pesticide, insecticide and herbicide)
Use less water by following wet-dry cycle of soil moisture
Use organic manures: for improving soil structure, nutrient and water holding capacity
Impacts:
- Increase paddy yield usually by 20-50%
- Reduce required seeds for transplanting by 60-80%; require less amount of seeds (5–7 kg ha -1 )
- Reduce use of chemical fertilizers and agrichemicals; sustains soil health
- Reduce irrigation water by 25-50%
- Reduce production costs usually by 1020%
Now this concept is also applying to other crops like wheat, maize, sugarcane, rapeseed mustard, sesame, pulses etc.
III. Alternate Wetting and Drying (AWD)
AWD is another water saving and methane mitigation technology developed by International Rice Research Institute 4 . In this technology, fields are alternately flooded and dried. The number of days of drying the soil can vary from 1 day to more than 10 days, depending on the type of soil and the cultivar.
In this method a „field water tube‟ („pani pipe‟) is used to monitor the water depth on the field. After irrigation, the water depth will gradually decrease. When the water level has dropped to about 15 cm below the soil surface, irrigation should be applied to reflood the field to a depth of about 5 cm. The field should be kept submerged, topping up to a depth of 5 cm from one week before to a week after flowering as needed. After flowering during grain filling and ripening, the water level can be allowed to drop again to 15 cm below the soil surface before re-irrigation 9 .
Benefits
Save water about 38% without affecting rice production 10
Increase water productivity by 16.9% compared with continuously flood irrigation 11
Eco-friendly; reduces methane (CH4) emissions
increase grain yield by enhancing grainfilling rate, root growth and remobilization of carbon reserves from vegetative tissues to grains 12,13,14 .
(1. Field water tube made up of PVC; 2. A field tube in flooded field; 3.Water at 15 cm below the soil surface: Time to irrigate the field again)
IV. Natural Hydrogel Technology:
REFERENCES
Hydrogels can absorb water by osmosis and store significant amounts of water in the soil. They can improve the water holding properties of soils, reduce the need for irrigation, and improve soil permeability, reduce erosion and leaching, and also improve seed germination and plant growth. Natural gums like tragacanth (Goond Katira), sterculia (Goond Karaya) and xantham have water absorption capacity about 100 times of their dry weight. They are locally available, derived from plants, nontoxic and even edible. Most important aspect is that they are also cost-effective. Seed coated with Goond Katira hydrogel can allow farmers to delay the first irrigation by two weeks in summer crops. Using this technology, around 40% irrigation, nitrogen fertilizers and cultivation costs can be save without any yield penalty 15 .
CONCLUSION
Rice is one of the most important staple food crops in the world. It is semi-aquatic in nature and single biggest user of fresh water. Increasing water scarcity becomes a big challenge for lowland rice cultivation. To improve rice production and productivity there is need to adopt the above mentioned innovative strategies at commercial scale. Technologies like SRI and Aerobic rice cultivation are already in practice in different parts of the world. For getting more benefits from these techniques, Breeders need to develop suitable high yielding varieties.
1. IRRI, Standard evaluation system for rice. International Rice Research Institute, Los Banos, Manila, Philippines (2002).
2. Dey, S., Ram, K., Chhabra, A. K., Reddy, A. L. and Janghel, D. K., Aerobic Rice: Smart Technology of Rice Cultivation. Int. J. Curr. Microbiol. App. Sci. 7(8): 17991804 (2018).
3. Tuong, T. P. and Bouman, B. A., M., Rice Production in Water Scarce Environment; International Rice Research Institute: Manilla, Philippines (2003).
4. IRRI, Every drop counts. Rice Today. 8(3):16-18 (2009).
5. Bouman, B. A. M., Peng, S., Castaneda, A. R. and Visperas, R. M., Yield and water use of irrigated tropical aerobic rice systems. Agricultural Water Management.74: 87–105 (2005).
6. Bouman, B. A. M. and Tuong, T. P., Field water management to save water and increase its productivity in irrigated rice. Agricultural Water Management. 49(1): 11–30 (2001).
7. Maclean, J. L., Dawe, D. C., Hardy, B. and Hettel, G. P., Rice Almanac. IRRI, Los Banos, Philippines (2002).
8. Stoop, W. A., Uphoff, N., Kassam, A. H., Research issues raised for the agricultural sciences by the System of Rice Intensification (SRI) from Madagascar: Opportunities for improving farming systems for resource-limited farmers. Agricultural Systems. 71: 249-274 (2002).
9. Rice Knowledge bank, IRRI. http://www.knowledgebank.irri.org/trainin g/fact-sheets/water-management/savingwater-alternate-wetting-drying-awd.
10. Rejesus, R. M., Palis, F. G., Rodriguez, D. G. P., Lampayan, R. M., Bouman, B. A., Impact of the alternate wetting and drying (AWD) water-saving irrigation technique: evidence from rice producers in the Philippines. Food Policy. 36: 280-288 (2011).
11. Tan, X., Shao, D., Liu, H., Yang, F., Xiao, C., Yang, H., Effects of alternate wetting and drying irrigation on percolation and nitrogen leaching in paddy fields. Paddy and Water Environment 11: 381-395 (2013).
12. Tuong, T., Bouman, B., Mortimer, M., More rice, less water-integrated
approaches for increasing water productivity in irrigated rice-based systems in Asia. Plant Prod. Sci. 8: 231241 (2005).
13. Yang, J., Liu, K., Wang, Z., Du, Y., Zhang, J., Water‐saving and high‐yielding irrigation for lowland rice by controlling limiting values of soil water potential. Journal of Integrative Plant Biology 49: 1445-1454 (2007).
14. Zhang, H., Zhang, S., Yang, J., Zhang, J., Wang, Z., Postanthesis moderate wetting drying improves both quality and quantity of rice yield. Agronomy Journal. 100: 726-734 (2008).
15. Lather, V., Natural hydrogel technology boosts dry seeding of rice in northwestern India. Rice today (2019). | <urn:uuid:165966d1-69fb-4bec-a448-22d5369e3658> | CC-MAIN-2019-13 | http://ijpab.com/form/2018%20Volume%206,%20issue%206/IJPAB-2018-6-6-1326-1329.pdf | 2019-03-26T20:49:35Z | crawl-data/CC-MAIN-2019-13/segments/1552912206016.98/warc/CC-MAIN-20190326200359-20190326222359-00210.warc.gz | 99,011,706 | 2,603 | eng_Latn | eng_Latn | 0.872043 | eng_Latn | 0.978443 | [
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Exploring Your Environment
Teacher's Guide
Introduction
Exploring Your Environment shows students the links among energy, environment, and energy efficiency. This booklet illustrates some basic environmental principles and actions that can change the impact of our energy use on the environment. If they spend 30 minutes a day, students can work through Exploring Your Environment in 8 to 10 days. This teacher's guide gives you information you will need to help your students.
Opening Questions
1. What is the environment? Where is it?
2. Does the environment change? How?
3. How does using energy affect the environment?
4. How is the environment different now than it used to be?
Lesson Plan 1: Pages 2, 3
Objectives
Students will be able to:
1. Define the word "environment."
2. Use their senses to make observations about the environment.
Background
The environment is varied and pervasive. Students may think that the word "environment" refers only to the natural world, but it refers to anything that surrounds or affects an organism. Environments change constantly. There are natural changes, like the seasons, and changes made by organisms in order to survive.
Lesson Development
1. Explore Your Environment - page 2:
Send students to their observation sites in cooperative work teams. When they return, have each team meet for 10 minutes to share their findings. Then write a group poem from the words they used to answer the questions on page 2. Each group should present their poem to the class.
2. What If? - page 3:
Help students think about what elements of the environment have been added or made by human beings; list on the board. Then ask them to speculate what their school grounds and the surrounding community was like before modern times; before any human civilization in the area. You may have to supply some of this information, but answers can be imaginative—then, they can make their drawings.
Questions and Answers:
1. Why did people make these changes?
To accommodate many people in a small space, to accommodate automotive travel, to give themselves shelter/food/clothing or to fill other basic needs.
2. How have these changes been helpful?
Provide comfortable places for people to live, easier ways to travel, etc.
3. How have they been harmful? Less land for farms and forests, pollution of air and water, disruptive of habitats, overcrowding, traffic
jams, litter, etc.
Lesson Plan 2: Pages 4, 5
Objectives
Students will be able to:
1. Explain why plants, people, and other animals have to adapt to their changing environment.
2. Give examples of several species that change the environment to suit their own needs.
Background
Habitats change over time. Survival depends on an organism's ability to adapt to change. An example of adaptation would be the markings of deer fawns that make them almost perfectly invisible even at close range.
Organisms also alter the environment in order to survive; the beaver is a good example. Beavers are adapted to the water, and they build dams in order to make a habitat most suitable to their bodies. Human beings alter the environment, too, in many ways, but it is important for students to understand that many species change the environment.
Lesson Development
1. Explore - page 4:
Before students begin reading, ask how many know what a beaver is or if anyone has seen a beaver. Talk about their impressions. Then answer the questions.
Questions and Answers:
* In what ways is a beaver's body adapted to fit the environment?
Fur for warmth, webbed hind feet for swimming, tail for balance and as a rudder when swimming, front teeth for cutting trees.
* How do these features help the beaver survive? Physical adaptations let them change the environment in order to live in safety.
2. Hydroelectric Dam - page 5:
Ask students to identify the differences between beaver dams and hydroelectric dams; list on the board, then answer the questions on the left side of the page as a class.
Questions and Answers:
* How does a dam change the river it is built on?
Decreases the flow of water downstream. Creates a reservoir upstream. Floods land that was dry. Can cause silting and threaten the survival of fish downstream.
* What is necessary to get the electricity from the dam to you?
From the generator, electricity flows through wires to a transformer outside the turbine building. This step-up transformer raises the push behind the current (called voltage). Electricity leaves the transformer and travels long distances over large transmission lines. When electricity reaches its destination, it passes through step-down transformers in a substation to lower the voltage. The electricity flows through small distribution lines to all the places we use it.
* How does that change the environment?
Land is needed for the equipment at the dam site, for transmission and distribution lines. The presence of electric lines can pose a danger to people that come in contact with them, etc.
3. Who Can Build the Best Dam?
Small teams will work best for this activity. You will need one plastic tub or a window box planter for each team. Before the activity, have students collect materials for building their dams. Be sure they bring in lots of material. Have on hand scrap wood, plastic bags, and soil. Remind students that dams control the flow of water; they do not stop it. Have each team demonstrate their dam to the class. Assign one student to time the holding power of each dam.
* To conclude, ask: What have you learned about dams?
Answers might include that dams are hard to build, that a dam does not hold back all the water. Students may note the environmental effects or the differences between beaver dams and hydroelectric dams.
Lesson Plan 3: Page 6
Objectives
Students will be able to:
1. Identify the things they need in order to survive.
2. Describe two ways nature adjusts to change.
Background
Nature is balanced, but not static—it is always changing. Any change can affect the survival of any plant or animal species, which will cause reactions in other parts of the environment. These reactions will work toward restoring the balance of nature.
Motivation
Read this story to the class and ask the questions below: "Once upon a time, there was a pond that had a lot of fish. Along the banks of the water, there were a lot of plants that attracted insects. When the insects fell from the plants into the water, the fish ate them. One day a forest fire destroyed the plants." After the forest fire...what do you think happened to the fish? Could any fish survive? If you went there a year later, what would it look like?
*Note to teacher: If there were no plants, no insects would fall into the water. Most fish would die because there was not enough to eat: but a few would probably live. The plants would grow back; insects would fall into the water; and as more food was available, the fish population would grow again.
Lesson Development
1. What Do You Need to Survive?
Have students answer the questions in cooperative groups and report to the class. Check to be sure they have included food, water, and shelter on their lists. Point out the ways energy is involved in survival.
Lesson Plan 4: Page 7
Objectives
Students should be able to:
1. Give examples of the ways we use energy every day.
2. Interpret the information they collected on the chart.
Background
Using energy affects the environment, but before students can look at the effects, they need to be aware of all the ways they use energy. We use energy to breathe and to think, as well as to run cars and computers. Energy comes from fuels—coal, oil, natural gas, water, nuclear, wood, and solar, to name a few. Electricity is made by burning fossil fuels (coal, oil, natural gas), from falling water (hydroelectric), nuclear reactions, solar, wind, wood, and biomass (wood or crop wastes that are used to generate heat or electricity). We get bodily energy from food.
Energy is manifested in the forms of heat, light, and motion. Sound is considered motion because it travels in waves. The energy stored in fuels and in food is potential energy. When that energy is released as heat, light, or motion, it has been changed into kinetic energy.
Lesson Development
1. Daily Energy Use:
Have students keep a diary of their energy use for one day. Include food for physical energy as well as those forms of energy listed on page 7. They could log their activities from the time they get up, to the time they go to bed. Or, you could track energy use during the school day. Set aside time after lunch and/or at the end of the day for students to write down the ways they used energy. Have students compare their charts. Ask, "Is your energy use the same every day?" Students may need help identifying the forms of energy they used.
Lesson Plan 5: Page 8
Objectives
Students will be able to:
1. Explain how acid rain is formed.
2. List at least three sources of sulfur and nitrogen.
Background
Clouds form when water vapor condenses around pieces of dust in the atmosphere. Any pollution in the atmosphere will mix with the condensing water vapor as a cloud forms. When some pollutants, called sulfur dioxide and nitrogen oxides, combine with the water vapor, a weak acid forms. The acid falls to Earth with the rain or snow. It also can be carried in a dry form in dust and smoke. In places where the composition of the soil cannot neutralize the acid, there is concern that acid deposition is damaging forests, lakes, fish, and crops, and man-made structures such as buildings, bridges, and monuments.
Where do the sulfur dioxide and nitrogen oxides come from? Most of the energy we use comes from fossil fuels—coal, oil, and natural gas. We use fossil fuels for transportation, home heating, to make electricity, and other industrial uses. The fossil fuels contain sulfur. When they are burned, the sulfur combines with oxygen and is released. Nitrogen oxides are a product of any high-temperature combustion.
Lesson Development
1. Water Samples - Page 8:
Divide the class into groups. Have each student bring in one small jar in which they have collected water. You may decide to assign a different collection location (as noted on page 8) to each student. Provide coffee filters or strong paper towels for students to strain the samples. Be sure students use only part of each sample so that there is water for the next activity.
Have groups report to the class. At the end, ask students to name types of pollution with which they are familiar, and classify them as visible or invisible.
2. Litmus Paper - Page 8:
Acid itself is invisible, and this activity helps students identify its presence. Tell students that litmus paper is very sensitive, and the mere presence of acid does not mean that the water is polluted. It is unlikely that any of the samples will be as acidic as vinegar. Vinegar and orange juice are useful for comparison because students know their taste. Help students correlate the acidity of the water with the place it was collected. After it falls, the pH of water may change depending on the soil or rock on which it lands.
Lesson Plan 6: Page 9
Objectives
Students should be able to:
1. Explain the greenhouse effect and why it is important on Earth.
2. Identify at least three reasons for the increase in atmospheric carbon dioxide.
Background
As you know, most of the energy we use comes from fossil fuels—coal, oil, and natural gas. Fossil fuels were formed from the remains of plants and animals that lived millions of years ago; those remains contain carbon. Plants get carbon from carbon dioxide which they use in photosynthesis. Animals get carbon from their food. When the fossil fuels are burned, all that carbon combines with oxygen, which release enormous amounts of energy and tons of carbon dioxide.
The gases in the atmosphere let in sunlight and keep in heat. This function is called the greenhouse effect—it makes life on Earth possible. Carbon dioxide is one of the primary greenhouse gases. Natural sources of greenhouse gases—like volcanoes and animals—used to be in balance with natural absorbers of those gases; especially trees and oceans. But we burn so much fossil fuel now, that we release more carbon dioxide than the natural absorbers can handle. In addition, the great forests that used to be a major carbon sink, are now decreasing rapidly in size.
Lesson Development
1. How Much Carbon Dioxide Does Your Use of Energy Add to the Atmosphere? - Page 9: It takes about 300 pounds of coal to make 900 kilowatt-hours of electricity.
Note to teacher: The factor given to find the amount of carbon dioxide released by 900 kilowatt-hours has been updated. Question 3 should say: Multiply kilowatt-hours by 1.5. This figure is closer to the current national average for the mix of fuels used to generate electricity. Answer to Question 3: 900 kWh x 1.5 = 1350 lbs. of carbon dioxide.
Students may report to the class their ideas about how to use electricity more wisely. Remind them that for every kilowatt-hour they save, they will save 1.5 pounds of carbon dioxide.
Lesson Plan 7: Pages 10, 11
Objectives
Students will be able to:
1. Use the word "reclaim" accurately in a sentence.
2. Explain the role of trees in absorbing carbon dioxide.
Background
RECLAMATION: A significant amount of the electricity we use in the US is generated from coal. Most of that coal is mined from surface mines. When surface mining first began, no attempt was made to restore the land back to usefulness. One of those areas is shown in Picture A. The Surface Mining Control and Reclamation Act of 1977 requires all operators of surface mines to reclaim the land. Reclaimed land is show in Picture B. In order to be able to reclaim the land, mining companies must study the composition of the soil before mining, and preserve the layers of soil that are removed so that they can be replaced in exactly the same order. Reclaimed areas are used for farming, recreation, wildlife management, and real estate development.
TREES: Trees and other green plants are natural absorbers of carbon dioxide. Trees use carbon dioxide in the process of photosynthesis. Part of that carbon dioxide along with water in the presence of sunlight is converted to oxygen and sugar. Sugar contains carbon. A mature tree takes about 48 pounds of carbon dioxide per year out of the atmosphere on average.
Lesson Development
1. Think! - Page 10:
Students compare a coal surface mine before and after reclamation.
Questions and Answers:
* How is Picture A different from Picture B?
There is not much growing in Picture A. The bank is eroding, making it hard for anything to grow there. The land in Picture B is supporting grass and trees and probably the animals that live in that environment, etc.
* Look at Picture B. Is the environment in balance? How can you tell?
* Look at Picture A. Is the environment in balance? How can you tell? No. By how little is growing there and by the erosion marks in the bank.
Yes. By the color and amount of vegetation, and by the slope of the land.
* How would you reclaim the land in Picture A to make it useful again?
Answers will vary. The environment should look like it did before. The slope should be graded into a hill rather than a cliff. The soil should be enriched. Trees and other vegetation should be planted.
2. Word Search - Page 11: Answers on page 15. To develop this lesson more fully, see Extension Activities below.
Extension Activities
1. Obtain permission to plant or adopt a tree on the school grounds. Draw a picture of the leaf and find out what type of tree it is. Learn how to care for the tree by loosening the soil near its base, making sure it gets enough water, and protecting it from diseases. A tree doctor or an environmentalist from your local utility might speak to the class about trees. Take photos of the project from start to finish, and take pictures of the tree once a month to see how it grows.
Lesson Plan 8: Page 12
Objectives
Students should be able to:
1. Explain why it is important to use energy wisely.
2. List at least four ways to use energy more efficiently.
Background
When we use energy efficiently we help the environment in the following ways. We conserve natural resources; we reduce environmental impacts on land, air, and water (e.g., delaying the need for new power plants, new coal mines); we reduce emissions of sulfur and nitrogen oxides, which are components of acid rain; and we reduce carbon dioxide emissions, which contribute to global warming.
Motivation
Have students look back at the list of energy uses they made on page 7. Where do they use the most energy? Why do they think so? Have them write down their predictions to compare with the chart on page 12.
Lesson Development
1. Divide students into four cooperative groups and assign an area of the graph on page 12 to each one. Have the groups brainstorm ways they can use energy more wisely in each area. Share with the class and add any other student ideas.
Suggestions:
* Heating and Cooling: First, find and seal leaks around windows and doors. Then, be sure insulation is sufficient in the attic, basement, and/or crawl space. Finally, adjust the thermostat to use less energy.
* Lighting: Turn off lights when not in use. Install timers for outdoor lights. Use energy efficient-light bulbs.
* Hot Water: Set water heater temperature on the lowest setting. Install a water heater insulation blanket on older water heaters. Wash only full loads in your dishwasher. Use cold or warm water to wash all but the most heavily soiled clothes. Use an efficient low-flow showerhead.
* Appliances: Don't use your oven to heat the kitchen. Clean clothes dryer lint filter after each load, or better yet, hang dry your clothes. Don't let the refrigerator door stand open while you decide what to eat. Buy energy-efficient appliances.
2. Help students to see that the picture on page 12 is a pie graph. Ask each group to find ways to estimate the size of each section. Compare answers. You may have math manipulatives they could use for this purpose or, you may provide other units of measure, for example, grains of popcorn. Percentages are: Heating/Cooling, 53%; Appliances & Devices, 28%; Hot Water Use, 15%; and Lighting, 4%.
Lesson Plan 9: Page 13
Objectives
Students should be able to:
1. Explain that less energy is used to make recycled products than to make new products.
2. Identify at least three materials that easily can be recycled.
Background
To recycle means using materials over again. The waste and trash we generate is mostly treated as useless garbage. But in nature, everything is recycled. for example, as carbon dioxide is released from the fossil fuels in which it is stored, it is reabsorbed by the trees and oceans of the Earth.
As you can see from the pictograph on page 13, recycling saves a lot of energy. Recycled aluminum is made with 1/10 of the energy needed to manufacture new aluminum. Recycled glass needs only 2/3 as much energy as new glass, and recycled paper needs 45% to 70% of the energy needed to make new paper.
Recycling also lightens other environmental impacts. When paper is recycled, we save the trees that would be cut to make new paper. When glass and aluminum are recycled, the land that would have been mined to get the raw materials for new glass and aluminum is spared. Recycling also saves space in landfills because less garbage is generated.
Lesson Development
1. Ask students to identify the reason we recycle:
Because it saves energy and helps the environment.
Then have students look at the chart and answer the questions.
Questions and Answers:
* Which kind of aluminum, glass, and paper is easier on the environment? The recycled product.
* Which kind of aluminum uses less energy? Which kind of glass? Which kind of paper? In each case, the answer is the recycled product.
* How do you know?
Any time energy is saved, environmental impacts are lessened.
* What can you tell about recycling from this pictograph? It takes a lot more energy to make new products than recycled ones. Aluminum shows the greatest difference between new and recycled.
2. Vocabulary exercise: Look at each of the four "R" words. (Note that in this case, the word refuse means to say no.) Have students fill in the blanks. Discuss their answers. Brainstorm with the class all the ways we reuse things. Ideas will range from bailing a boat with a cutout plastic gallon jug to having a yard sale.
Lesson Plan 10: Pages 14-16
Objectives
Students should be able to:
1. List at least three ways to reuse paper.
2. Identify alternatives to using paper and other consumer products.
Motivation
Before this lesson begins, save all the paper that would have been thrown out for at least one day. Saving paper trash for a week is even better. Have students predict how much paper there will be. Record their predictions.
Lesson Development
1. Save All the Paper - Page 14:
Divide students into cooperative groups and ask them to answer all the questions on the paper airplane on page 14. Encourage them to create ways to measure the trash; they may use many different kinds of units and weigh it as well as measure its surface area. When groups report to the class, ask them to find ways to compare their units of measure. Also go back to the predictions and see which individual was closest and which group average was closest.
Questions and Answers:
(Note: Answers to first five questions will vary.)
* How does reusing paper use energy wisely?
It requires less energy to reuse paper than to either make new paper or to recycle it.
* How does it help the environment?
Any time energy is saved, impacts on the environment are decreased.
2. Alternative - Page 14:
Have cooperative groups brainstorm ideas and share with the class. Possible answers are given below:
Instead of Using
Paper towels Plastic trash bags Disposable diapers Toothpaste pumps Incandescent light bulbs Spray deodorants Cleansers in plastic packaging
Use
Sponges, cloth towels/napkins Paper bags or recycled plastic bags Cloth diapers Tubes of toothpaste LEDs or CFLs Stick or roll-on deodorant Cleansers in paperboard packaging
3. Take the Energy Pledge! - Page 15:
* Post the energy pledges on a bulletin board. Use the display to help students remember to change their behavior. After two months, redistribute the pledges and ask students to report. Were they successful? How did they know?
* Help students think of ways to save energy at home and school. They may use the tables given on page 15, or refer to their work on energy waste in their home from page 12. Help them remember that the most energy is used for heating/cooling and appliances, so energy savings in those areas will be most visible.
* We suggest using gas and/or electric bills to see what effect the energy pledge had. Energy consumption is given each month along with cost. Students need to compare kilowatt-hours or therms used/month with the same months from the previous year to see if the effect of their savings shows up. If not, it could be that the weather was more severe, that sealing and insulation are inadequate or that the heating/cooling equipment is inefficient. These things will have to be improved in order to see energy savings.
4. Environmental Crossword Challenge! - Page 16:
* Ask students, "What did you learn?" As each answer is given, have students fill in the word in the puzzle that summarizes that answer. The crossword puzzle also can be used as a pre-unit activity to introduce concepts and definitions to the class. Answers are given on page 15. | <urn:uuid:ec182ebd-abf7-4033-b178-4e1486c32279> | CC-MAIN-2023-23 | https://portland.e-smartkids.com/pdfs_sitewide/69110_materials/74165_Portland_ExploringYrEnvironment_TG_0922.pdf | 2023-06-10T03:52:44+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00287.warc.gz | 524,294,884 | 5,173 | eng_Latn | eng_Latn | 0.998779 | eng_Latn | 0.998902 | [
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A Space Voyage: Part 1
Objectives
In this program you will model the motion of a spacecraft moving near the Earth. You will use your working program to explore the effect of the spacecraft's initial velocity on its trajectory. Before doing this activity you should have read Section 3.6 of the Matter & Interactions 4e textbook, which discusses the structure of a computational model that includes the gravitational force. This activity will require you to bring together ideas from previous activities in which you (1) wrote a program to calculate the gravitational force between two objects, and (2) used an arrow object and a scale factor to visualize a gravitational force.
After completing this activity you should be able to:
* Identify what quantities must be calculated inside a computational loop
* Write a program to model the motion of two gravitationally interacting objects
* Explain why the initial velocity of an object affects its trajectory as it moves near a more massive object
* Draw a diagram showing the directions of momentum and net force at different locations along an elliptical orbit
1 Explain and Predict
Study the following VPython program carefully. Make sure you understand the whole program, but don't run the program yet. Reading and explaining program code is an important part of learning to create and modify computational models.
```
from __future__ import division, print_function from visual import * scene.width = scene.height = 800 G = 6.7e-11 mEarth = 6e24 mcraft = 15e3 deltat = 60 Earth = sphere(pos=vector(0,0,0), radius=6.4e6, color=color.cyan) craft = sphere(pos=vector(-10*Earth.radius, 0,0), radius=1e6, color=color.yellow, make_trail=True) vcraft = vector(0,2e3,0) pcraft = mcraft*vcraft t = 0 scene.autoscale = False ##turn off automatic camera zoom while t < 10*365*24*60*60: rate(100) craft.pos = craft.pos + (pcraft/mcraft)*deltat t = t+deltat
```
Without running the program, answer the following questions:
⇒ What is the physical system being modeled?
⇒ In the real world, how should this system behave? On the left side of your whiteboard or paper, draw a sketch showing how you think the objects should move in the real world.
⇒ Will the program as it is now written accurately model the real system?
⇒ On the right side of the whiteboard or paper, draw a sketch of how the objects created in the program will move on the screen, based on your interpretation of the code.
1
2 Modify and Extend the Model
⇒ Run the program.
⇒ How did your prediction compare to what you saw? Did something happen that you didn't expect to happen?
⇒ How should the program be changed so that it is a physically reasonable model of the system?
⇒ Modify the program. Run it and compare its behavior to the behavior you expect from the real system.
Check your work before continuing.
3 Visualize Momentum
In a previous activity, you used arrows to visualize gravitational force vectors. In this program, you will use an arrow to visualize the momentum of the spacecraft. Note that you want one arrow that moves with the spacecraft–you don't want to create many arrows. Therefore you will create the arrow before the loop, and change its pos and axis inside the loop, just after updating the pos of the spacecraft. You may review the video on scale factors if necessary: VPython Instructional Videos: 5. Scale Factors http://vpython.org/video05.html
⇒ Print the initial momentum of the spacecraft.
⇒ Use this value to decide on a value for a scale factor that will make the arrow representing momentum a reasonable length in the display.
⇒ Before the computational loop:
⇒ Add a line of code that assigns the symbolic name sf to the scale factor.
⇒ Create an arrow named parr to represent the craft's momentum.
⇒ Inside the loop, add two lines of code (after the position update) like this:
⇒ Once you have seen the entire orbit, you may have to adjust the scale factor.
```
parr.pos = craft.pos parr.axis = pcraft * sf
```
4 Testing a Value of a Variable
An if statement can be used to instruct VPython to do something only in a particular situation. The action to take is indented after the if statement. For example, consider the following code fragment:
```
a = 3 if a < 4: sphere(color=color.green) box(pos=vector(3,3,0), color=color.cyan)
```
⇒ Try the code above in a new program window. What does it do?
⇒ What happens when you replace a = 3 with a = 8?
4.1 Detecting a Collision
If your spacecraft collides with the Earth, the program should stop.
⇒ Add code similar to the following inside your loop (using the name you defined for the relative position vector between the spacecraft and the center of the Earth):
```
if mag(r) < Earth.radius: break ## exit from the loop
```
The break instruction tells VPython to get out of the loop and go to the first instruction after the loop (if there is one.) Because the break instruction is indented after the if statement, it will be executed only if the if test returns a value of True.
2
5 Direction of Momentum
Record your answers to the following questions:
⇒ For this elliptical orbit, what is the direction of the spacecraft's momentum vector? Tangential? Radial? Something else?
⇒ What happens to the momentum as the spacecraft moves away from the Earth?
⇒ As it moves toward the Earth?
⇒ Why? Explain these changes in momentum in terms of the Momentum Principle.
6 Effect of the Initial Velocity
⇒ Approximately, what minimum initial speed is required so that the spacecraft "escapes" and never comes back? You may have to zoom out to see whether the spacecraft shows signs of coming back. You may also have to extend the time in the while statement.
⇒ What initial speed is required to make a nearly circular orbit around the Earth? You may wish to zoom out to examine the orbit more closely.
⇒ How does increasing the initial speed affect the orbit? Explain this by considering the first few time steps.
⇒ How does decreasing the initial speed affect the orbit? Explain this by considering the first few time steps.
7 Adding an Arrow to Represent Force
⇒ Choose an initial speed that produces an elliptical orbit.
⇒ Add a second, different colored arrow representing the net force on the spacecraft. This arrow should also move with the craft. You'll need a different scale factor for this arrow.
⇒ Are the net force on the craft and the momentum of the craft in the same direction?
⇒ What is the relative direction of these arrows when the craft is slowing down?
⇒ Speeding up?
⇒ Draw a diagram showing the directions of the craft's momentum and the net force on the craft at 6 different locations along an elliptical orbit. At each location note whether the speed of the craft is increasing, decreasing, or momentarily not changing.
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Personal shield
Outward Bound Romania
Nº of pax 2-15 individual | pairs | group
30 mins
art expression – drawing
PURPOSE
MATERIALS
* be aware of your resources
* self-expression
* One A3 papers sheet per participant
* improve the relationship with yourself
* acknowledge strengths and weaknesses
* markers
PREPARATION
This activity allows you to explore your strengths, daily challenges, goals and expectations in a creative way, using artistic channels.
intro
By rethinking your strengths, challenges, expectations and goals for a
The shield protected and helped progress during difficult situations.
certain training, it can help you on your path of development.
secure and peaceful environment to allow participants to open up.
It is preferable that this activity takes place indoors or at least in a
* Colored pencils, chalks
Each participant will receive an A3 paper and can choose colors, markers and pencils to work with. They have the task to draw their personal shield on the paper using symbols and not words. The shield will have 4 different sections or symbols for the following 4 themes:
* your strengths, how you are already flexible and resilient
* your learning goals, the arias in which you want to develop
* your expectations for this training
* your day-to-day challenges/needs at home and at the workplace, that are difficult to deal with
Participants can be asked to be creative: draw, paint or take a walk in nature and use the materials collected there to create the shield, but not spending more time than 20 minutes for the activity.
When everyone has finished, participants are invited to share their images and the feelings they had when drawing, one at a time.
Each shield created during the activity can be posted on the wall for the rest of the training, to allow everyone to observe the drawings and connect with them.
REFLECTION
* How did you feel during the activity?
* Did you find any similarity between your shield and that of another participant?
* How do you think this activity can lead to your resilience building?
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Units of length (centimeters and meters)
Grade 2 Measurement Worksheet
Fill in the proper units (cm or m) for each measurement.
Reading and Math for K-5
© www.k5learning.com
Answers
Length of a carrot:
32 cm
Height of a shaker:
8 cm
Length of a dump truck: 11 m
Length of a swimming pool: 40m
Length of a shovel:
1 m
Width of a house:
15m
Reading and Math for K-5
© www.k5learning.com | <urn:uuid:7a74fafa-2ef7-45c3-ba37-629fd474fa44> | CC-MAIN-2023-23 | https://www.k5learning.com/worksheets/math/grade-2-measurement-units-of-length-metric-b.pdf | 2023-06-10T03:35:36+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00292.warc.gz | 950,795,905 | 114 | eng_Latn | eng_Latn | 0.839478 | eng_Latn | 0.888997 | [
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United States Constitution — Outline
Preamble
We the People of the United States, in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the blessings of Liberty to ourselves and our Posterity, do ordain and establish this constitution for the United States of America.
Article 1: The Legislative Branch
Section 1: The Congress
Section 2: The House of Representatives
Section 3: The Senate
Section 4: Elections and Meetings of Congress
Section 5: Rules of Procedure for Congress
Section 6: Privileges and Restrictions of Members of Congress
Section 7: How Laws are Made
Section 8: Powers Granted to Congress
Section 9: Powers Denied to Congress
Section 10: Powers Denied to the States
Article 2: The Executive Branch
Section 1: Office of the President and Vice President
Section 2: Powers Granted to the President
Section 3: Duties of the President
Section 4: Removal from Office
Article 3: The Judicial Branch
Section 1: Federal Courts
Section 2: Powers of the Federal Courts
Section 3: The Crime of Treason
Article 4: Relations among the States
Section 1: Recognition by Each State of Acts of Other States
Section 2: Rights of Citizens in Other States
Section 3: Treatment of New States and Territories
Section 4: Guarantees of the States
Article 5: Amending the Constitution
Article 6: Debts, Federal Supremacy, Oaths of Office
Section 1: Prior Debts to the United States
Section 2: The Supreme Law of the Land
Section 3: Oaths of Office
Article 7: Ratification of the Constitution
Amendments to the Constitution
1. Freedom of Religion, Speech, Press, Assembly, and Petition (1791)
2. Right to Keep Weapons (1791)
3. Protection against Quartering Soldiers (1791)
4. Freedom from Unreasonable Search and Seizure (1791)
5. Rights of Persons Accused of a Crime (1791)
6. Right to a Jury Trial in a Criminal Case (1791)
7. Right to a Jury Trial in Civil Cases (1791)
8. Protection from Unfair Fines and Punishment (1791)
9. Other Rights of the People (1791)
10. Powers of the States and the People (1791)
11. Limiting Law Cases against States (1798)
12. Election of the President and Vice President (1804)
13. Slavery Outlawed (1865)
Section 1: Abolition of Slavery
Section 2: Enforcement
14. Rights of Citizens (1868)
Section 1: Citizenship
Section 2: Representation in Congress
Section 3: Penalties for Confederate Leaders
Section 4: Responsibility of Public Debt
Section 5: Enforcement
15. Voting Rights (1870)
Section 1: Black Suffrage
Section 2: Enforcement
16. Income Tax (1913)
17. Direct Election of Senators (1913)
Section 1: Method of Election
Section 2: Vacancies
Section 3: Those Elected Under Previous Rules
18. Prohibition of Alcoholic Drinks (1919)
Section 1: Prohibition
Section 2: Enforcement
Section 3: Time Limit on Ratification
19. Women's Right to Vote (1920)
Section 1: Women can Vote
Section 2: Enforcement
20. Terms of Office (1933)
Section 1: Start Terms of Office
Section 2: Meeting Time of Congress
Section 3: Providing for a Successor of the President-Elect
Section 4: Election Decided by Congress
Section 5: Effective Date
Section 6: Time Limit on Ratification
21. Repeal of Prohibition (1933)
Section 1: Prohibition Ends
Section 2: Protection of the State and Local Prohibition Laws
Section 3: Time Limit on Ratification
22. President Limited to Two Terms (1951)
Section 1: Limit on Number of Terms
Section 2: Time Limited on Ratification
23. Presidential Elections for the District of Columbia (1961)
Section 1: Presidential Electors in the District of Columbia
Section 2: Enforcement
24. Poll Tax Ended (1964)
Section 1: Poll Taxes Not Allowed in Federal Elections
Section 2: Enforcement
25. Presidential Succession (1967)
Section 1: Filling the Vacant Office of President
Section 2: Filling the Vacant Office of Vice President
Section 3: Disability of the President
Section 4: When Congress Designates an Acting President
26. Vote for Eighteen-Year-Olds (1971)
Section 1: Voting Age
Section 2: Enforcement
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Script for ESOcast Light 253: Largest Molecule yet Spotted in a Planet-forming Disc
| ESOcast Light 253 | |
|---|---|
| [Visual starts] New ESOcast intro | New ESOcast introduction |
| Title: Largest Molecule yet Spotted in a Planet-Forming Disc | |
| 1. Using ALMA, astronomers have detected dimethyl ether in a planet-forming disc around the star IRS 48. With nine atoms, it is the largest molecule ever discovered in such an environment. | |
| 2. The disc contains a “dust trap”... …that is also an ice reservoir, in which large molecules can be frozen. | |
| 3. Heating from IRS 48 turns this ice into gas, freeing the trapped molecules and making them detectable by ALMA. | |
| 4. Such large molecules are the precursors of prebiotic molecules like amino acids and sugars, the ingredients for life. | |
| 5. The finding helps us better understand how prebiotic molecules end up on planets, including our own. | |
| [Outro] | Produced by ESO, the European Southern Observatory. Reaching new heights in Astronomy. |
| | Also interesting: https://www.youtube.com/watch?v=qSNPZ0X M-aI https://www.youtube.com/watch?v=egw61-Ed 0EM | | <urn:uuid:a0ca7ed1-dbb4-4784-a15b-1556777773ab> | CC-MAIN-2023-23 | https://eso.org/public/archives/videos/script/eso2205a_en.pdf | 2023-06-10T03:38:01+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00292.warc.gz | 283,022,648 | 311 | eng_Latn | eng_Latn | 0.696851 | eng_Latn | 0.696851 | [
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CAPE-Centre for Academic and Personal Excellence Administrative Procedures Manual
AP 9.11
Category: Safety and Wellness
Sexual Orientation, Gender Identities and Gender Expressions
BACKGROUND & RATIONALE
The CAPE Charter Board is committed to the maintenance of a safe and caring school environment for all students, parents, employees, volunteers, and contract operators. The CAPE Charter Board believes in an equitable and inclusive educational environment that supports every child and youth's achievement of their full potential and the creation of a positive future for themselves, their families and their communities. The CAPE Charter Board requires that all programs, activities, and employment practices be free from discrimination, including discrimination based on sex, sexual orientation, or gender identity.
PURPOSE
To support the establishment and maintenance of a safe and caring learning and teaching environment for all students as well as parents, employees, volunteers, and contract operators i.e all members of the school community:
* that fosters diversity and nurtures a sense of belonging and a positive sense of self;
*
in which every student has equitable access to all school programs and activities;
* that support the creation and maintenance of a comprehensive whole-school approach to promoting healthy relationships;
* within which each member of the school community:
* has the right to be open about who they are, including expressing their sexual orientation, gender identity or gender expression without fear of unwanted consequences;
* has the right to privacy and confidentiality;
* is actively included in the collaborative decision-making process;
* that is committed to respecting the rights and needs of students with diverse sexual orientation, gender identities and/or gender expressions and that these rights and needs inform decision-making.
* To support self-identification as the sole measure of an individual 's sexual orientation, gender identity and gender expression.
* To supports= the establishment of groups and/or student activities intended to promote a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, if requested.
CAPE-Centre for Academic and Personal Excellence Administrative Procedures Manual
AP 9.11
Category: Safety and Wellness
DEFINITIONS
1. Inclusive educational environment - a school or classroom where students of every ability level, nationality, religious belief, gender, colour, etc. receive teaching in the same place are accepted, valued, and respected.
2. Equitable educational environment - every student has access to the educational resources and rigor they need at the right moment in their education.
3. Diversity - having a range of people with various racial, ethnic, socioeconomic, and cultural backgrounds and various lifestyles, experience, and interests; having a variety of individuals and points of view represented in the department; a group of people who are different in the same place.
4. Collaborative decision-making - combining the input from all stakeholders and therefore at making the best choice from the standpoint of the objectivity. It is typical that decisions made by groups differ from those made by individuals.
5. Self-identification - the identification of oneself with another person or thing.
6. Sexual orientation - a person's affection and sexual attraction to other persons.
7. Gender identity - a person's internal sense or feeling of being male or female, which may or may not be the same as one's biological sex.
8. Gender expression - Gender expression is the manner in which individuals express their gender identity to others. A person's gender expression is often based on the binary model of gender, which is either stereotypically male or female. However, some individuals choose to express themselves in terms of a multiple model of gender, mixing both male and female expressions since they do not see themselves as being either stereo typically male or female, but possibly some combination of both or neither genders.
PROCEDURE
9. The Superintendent shall monitor the implementation of these procedures in accordance with board policy.
10, The Superintendent will ensure that these procedures are shared with the community at large via the CAPE website.
11. The Principal or designate is charged with the implementation of these procedures.
12. The Principal will ensure that all members of the school community such as parents, staff and students are aware of and understand these procedures, have the opportunity to ask questions and voice concerns about these procedures.
CAPE-Centre for Academic and Personal Excellence Administrative Procedures Manual
AP 9.11
Category: Safety and Wellness
13. The Principal will ensure that the physical environment is respectful of each student and school community member, including those with non-traditional sexual orientation, gender identities and gender expressions, by providing:
13.1 privacy for such activities as changing clothes for classes and/or activities,
13.2 privacy for meetings,
13.3 adequate space for student supports,
13.4 alternate physical accommodations in response to student needs,
13.5 private bathrooms,
13.6 and any other as needed.
14. The Principal shall ensure that the social environment is respectful of each student and school community member by structuring and supporting a respectful environment that recognizes and respects diversity in all its forms such as religious, political, sexual, cultural, including those with non-traditional sexual orientation, gender identification, and/or gender expressions.
15. The Principal will ensure that the emotional environment is respectful of each student and school community member by structuring and supporting a respectful environment that recognizes and respects the emotional needs of students, staff and all community members, in consideration of diversity: religious, political, sexual, cultural, including those with non-traditional sexual orientation, gender identification, and/or gender expressions.
16. The Principal will ensure that the academic environment s respectful of each student and school community member by providing supports appropriate to the needs of each student and community member, in consideration of diversity: religious, political, sexual, cultural, including those with non-traditional sexual orientation, gender identification, and/or gender expressions.
17. The Principal shall ensure that each student has full, safe and equitable participation to all school curricular, co-curricular and extra-curricular activities.
18. The Principal shall ensure that the school's official student record and other school records are maintained and shared in compliance with the School Act, Section 23 in a way that respects the wishes, privacy and confidentiality of the student, as applicable.
19. In the event that a staff member employed by the board or a student within the school requests support to establish a voluntary student organization, or to lead an activity intended to promote a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, the Principal shall permit the establishment of the student organization or the holding of the activity at the school.
CAPE-Centre for Academic and Personal Excellence Administrative Procedures Manual
AP 9.11
Category: Safety and Wellness
20. The Principal shall facilitate such an organization, designate a staff member to serve as the staff liaison to facilitate the establishment and the ongoing operation of the student organization or to assist in organizing the activity, provide a space within the facility, and offer guidance as required for such things as selecting an appropriate name or an appropriate activity. An organization or activity includes those that promote equality and non-discrimination with respect to, without limitation, race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, including but not limited to organizations such as gay-straight alliances, diversity clubs, anti-racism clubs and anti-bullying clubs.
21. The Principal shall facilitate initiatives that promote staff, students and family understanding, skills and opportunities to contribute to decision-making and that promote healthy relationships and prevent unwanted and inappropriate behaviours.
22. Staff shall ensure that students have the understanding, skills and opportunities to contribute to welcoming, caring, respectful and safe learning environments that respect diversity and nurture a sense of belonging and a positive sense of self.
23. The CAPE school community shall be ambassadors of good will, demonstrate and promote respectful and caring attitudes towards all members of society, and support global citizenry.
References:
CAPE Policy Manual, Section 9
Education Act
CanadianHuman Rights Act
Alberta Human Rights Act
Canadian Charter of Rights and Freedoms
Teachers' Code of Professional Conduct
CAPE Code of Conduct for Certificated Staff
CAPE Code of Conduct for Non-Certificated Staff
CAPE Student Code of Conduct
Alberta's Plan for Promoting Healthy Relationships and Preventing Bullying
Safe and Caring Schools LGBTQ Students: A Guide for Counsellors
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Worship
PRAISE AND PRAYER
Supplies: Activity E, "Talk about..." Cards, descending doves made earlier, string, scissors
Photocopy and cut out "Talk About Jesus Is Baptized" for each child. Make one copy of “Child-of-God Certificate” (Activity E) for each child.
* Fill out a certificate for each child, filling in the child's name.
* Cut a piece of string long enough to hold all of the children's doves.
* Play familiar music, and encourage the children to sing and move along with the music.
* Have the children find their doves and stand in a circle.
SAY: As our song says, "God chose Jesus." God chooses us too! SAY: As our song says, "God chose Jesus." God chooses us too!
* Invite each child to put his or her dove on the string. • Invite each child to put his or her dove on the string.
* As each child puts a dove on the string, say to her or him, "God loves you, (child's name)" and give the child the certificate you have prepared. • As each child puts a dove on the string, say to her or him, "God loves you, (child's name)" and give the child the certificate you have prepared.
* When all of the children have put their doves on the string, tie the ends of the • When all of the children have put their doves on the string, tie the ends of the string together.
SAY: Now all of our doves are connected to one another by this piece of string. Just like the string is connecting our doves, being children of God connects us all.
* Hang the string of doves up in your classroom to have a visual reminder of today's lesson.
PrAY: God, thank you for loving us and choosing us to be your children. We choose to follow you. Amen.
* Send home "Talk About Jesus Is Baptized" with each child. Encourage parents to talk about today's story with their children.
Permission is granted to duplicate this page for local church use only. © 2015 Abingdon Press.
Deep Blue
TIP
The lyrics are printed on pages 23–24 of the
Resource Pak, are on the CD-ROM, and are
shown on the DVD.
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Long-Term Stormwater Plans: Community Solutions for Clean Water and A Greener Future
Water is a community's most essential resource. Communities need clean water for drinking. Local businesses and industries need clean water to operate. And people need safe water to enjoy outdoor activities such as swimming, fishing and boating. Water helps create places where people can live, thrive and build a good quality of life for themselves and their family and friends.
Local communities across the nation strive to keep their water clean and safe. As their communities see more development and rising infrastructure costs, public works departments face many challenges to protecting their local waterbodies. One of those challenges, stormwater runoff, is the fastest growing source of water pollution.
While stormwater can be a hazard, cities today are finding that it can be a resource too. But to manage stormwater runoff and to find ways to take advantage of its benefits takes long-term planning. Just like we make plans for retirement and save over many years to reach our goals for the future, communities are finding that long-term planning is the way to match stormwater management goals with the planning goals for other areas of city services such as new roads and economic development.
It can lead to a marriage of two interests: community and safety. Rainwater can be harvested for household needs such as watering while reducing demand on drinking water supplies. Rain gardens beautify neighborhoods while reducing higher urban temperatures from heat island effects. Parks and green spaces provide natural outdoor spaces for people to enjoy with their family and friends when it's sunny while soaking up stormwater when its rainy.
Stormwater projects work best when communities think about stormwater early in the design phase rather than later after homes and businesses are built. And the most successful plans start with a vision for the community forged by a collaborative process.
What is stormwater runoff?
What are the community benefits of a long-term stormwater plan?
Water from rain storms or snowmelt travels through a city's curb and gutter routes like a bus picking up dirt, debris, chemicals and bacteria. This payload of pollutants passes through the city storm sewer system and is dumped, untreated, into local streams, rivers and lakes. The polluted runoff can harm drinking water sources, increase flooding and trigger health advisories.
By syncing stormwater upgrades with other infrastructure and development projects, communities save money. Reliable infrastructure reduces flooding and pollution, while attracting businesses and residents to the community. Cleaner waterways promote fishing and canoeing for citizens right in their backyard. Longterm plans provide surety to developers and financers and promote environmental and economic success hand in hand.
$
Save money
Improve public health
Reduce flooding
Clean waterways
Safeguard and upgrade
storm sewer infrastructure
Make open spaces useful come rain or shine
What does long-term stormwater planning look like?
A community's long-term stormwater plan is a proactive strategy to address flooding and water pollution from trash, oil, dirt, pet waste, pesticides, fertilizers and sometimes sewage from stormwater piped directly to local streams, lakes and ocean fronts.
It's a tailored approach to efficiently synchronize innovative stormwater infrastructure solutions with a community's priority projects.
This big picture strategy looks at the community's long-term vision and plans and integrates stormwater projects to bring green spaces to residents and businesses, revitalize waterfronts and connect people to their precious water resources.
It's about looking for opportunities to add stormwater into projects happening every day like:
Build it Communicate it Refine it
Green Mixed With Gray
Green infrastructure works effectively when accompanied by "gray" infrastructure such as pumps, pipes, plant upgrades or other enhancements. Many communities are finding that green infrastructure in combination with gray infrastructure is useful to achieving water quality improvements, increasing resiliency, and the other community benefits described previously.
Are there examples?
Stay tuned in 2018. EPA has launched an initiative to expand the use of long-term stormwater planning. To pilot the process, EPA, states, and the five cities below are working together to develop individual long-term stormwater plans.
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Growing Musicianship with MLT
Heather Nelson Shouldice, PhD (she/her) Eastern Michigan University firstname.lastname@example.org www.everydaymusicality.com
I. Introduction
What enables us to create an ending that makes musical sense?
II. Audiation…
- means the hearing and comprehension of music in the mind.
- is the ability to think in music.
- involves a sense of tonal/rhythm syntax.
- involves prediction.
The primary goal of Music Learning Theory is to enhance musical skills and understanding through the development of audiation.
III.How can we help our STUDENTS develop audiation?
A. Help them develop a sense of tonal/rhythmic CONTEXT
1. Resting Tone
- Exposure: singing directions, adding V-I
- Singing: gesture, ball toss, bean bag drop, bubbles, games…
- Benefits = better intonation, readiness for harmony and improv!
- Expand to tonic/dominant accompaniments (e.g., chord roots).
2. Macrobeat/microbeat
- Chanting/moving to each separately, then simultaneously
- Ideas: Patting/swaying, trains, moving body parts, playing on unpitched percussion (rhythm sticks, etc.)
- Benefits = better sense of rhythm/meter, readiness for improv!
B. Help them develop a vocabulary of musical "building building blocks"
1. Rhythm Patterns
- four macrobeats long (initially)
- chanting, playing, recognizing in songs/chants
- neutral syllables first ("bah"); LATER chanting on rhythm syllables, labeling meter
2. Tonal Patterns
- arpeggiations of tonic/dominant functions (initially)
- singing, playing, recognizing in songs
- neutral syllables first ("bum"); LATER singing on solfege, labeling tonality, categorizing function
- Ideas for pattern singing/chanting: gesture for echo in between repetitions of a song/chant, echo a puppet (group/individual), pausing song to toss toy to individual to echo, games, pepper in anywhere!
IV. Audiation informs IMPROVISATION
The better/more we audiate, the better/more we are equipped to improvise!
A. Rhythm Pattern Improvisation
- Example: Rhythm conversation (neutral syllables, later w/rhythm syll.)
B. Tonal Pattern Improvisation
- Example: Create tonal patterns (neutral syllables, later w/solfege)
C. Melodic Improvisation
- Examples: Creating an ending to a song, Q&A phrases, Improvising over a harmonic progression
V. MLT Resources
- Gordon Institute for Music Learning (www.giml.org)
- "Everyday Musicality Podcast" — available on podcast streaming platforms and on the web (www.everydaymusicality.com) or follow on Facebook.
- Weaving It All Together: A Practical Guide to Applying Gordon's Music Learning Theory in the Elementary General Music Program by Heather N. Shouldice—available in ebook and spiral-bound format (GIA Publications).
- Videos on my YouTube channel (search "Heather Shouldice")
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Not My Fault: The earth's inner core may be changing its rotation – Does it matter?
Lori Dengler for the Times-Standard Posted February 4, 2023
https://www.times-standard.com/2023/02/04/lori-dengler-the-earths-inner-core-may-bechanging-its-rotation-does-it-matter/
Earth structure – the crust is the top of the lithosphere, the relatively rigid outermost part of the earth overlaying the more ductile aesthenosphere, stiffer mantle, liquid outer core, and solid inner core.
Time to take a seismic pause. A recent paper in Nature Geoscience focused on the rotation of the earth's inner core. Authors Yang and Song from Peking University in Beijing argued that rotation of the innermost part of the earth, the inner core, has slowed.
I am fascinated when there is a new reveal about this mysterious part of the planet. We know more about interplanetary space than we do about the inner core. Probes have ventured throughout the solar system but the deepest we've penetrated into our own planet is less than eight miles. Everything we know about 99.9 % of the planet has to be learned indirectly.
The earth has four distinct regions, based on chemistry and physical properties. The crust is the smallest by volume, but it's what we live on and most affects human activities. About four miles thick in the ocean and up to 25 miles beneath continents, it's a marvelously diverse layer just look at your children's rock collections.
The base of the crust is the Moho, named for Croatian seismologist Andrija Mohorovičić who used seismic waves to detect an abrupt compositional change. His paper was published nearly 123 years ago, and while we've learned far more about the crust since then, no drill hole has ever reached the Moho.
The mantle lies beneath the Moho, making up 67% of the earth's mass and 84% of its volume. We have some direct evidence of its makeup based on mantle rocks brought to the earth's surface by tectonic processes, but most of our knowledge comes from geophysical techniques.
Four years before Mohorovičić found the base of the crust, Richard Oldham published evidence that the mantle stopped abruptly about 1,800 miles beneath the surface. It was the early days of seismology but by 1906 there were seismic stations in many parts of the world and the San Francisco earthquake provided a treasure trove of data.
Oldham and others noted that seismic wave arrivals abruptly changed at a distance of about 7000 miles from the epicenter. Seismologists could track the seismic signals as they examined seismograms taken further and further from the epicenter. For large earthquakes like 1906, they were still loud and clear at stations 6000 miles distant and then abruptly vanished.
Occam's razor, attributed to the 14th-century English theologian William of Ockham, states the simplest solution to a problem is the best. In the case of the missing seismic waves, the simplest solution was a discontinuity. Oldham proposed the earth had a core and the core was fluid. P-waves and S-waves both travel through solid rock. You may have experienced these separate pulses in our recent quakes, the initial P-wave followed a few seconds later by the much stronger S-waves. S-waves only travel in solid materials. Oldham was able to find the Pwaves further away from the epicenter, but the S-waves had vanished entirely.
For the next thirty years, earth scientists believed the liquid core extended to the earth's center. From gravity data they determined it was more than twice as dense as the mantle and likely composed mainly of iron. Liquid iron made sense from a magnetic perspective as well. Variations in the magnetic field were well documented and the easiest way to explain them was by movements of a fluid conductor.
In 1936 Danish seismologist Inge Lehman found the final interface. Her 1936 paper showed very weak seismic arrivals at epicentral distances beyond 7,000 miles. Lehman was a meticulous reader of seismograms, and for eight years she documented these odd arrivals. Her explanation was an interface 3,250 miles beneath the surface.
Much has been learned about the inner core since Lehman first unveiled its existence. We think it is made up of solid crystalline iron and is the result of the very slow cooling of the once entirely fluid core region. The boundary between the completely solid inner core and the fluid outer core is complex. There is no consensus on when it began to form, but published studies concur it is a relative newcomer in the planet's history, somewhere between .5 and 2 billion years old.
The new study looks at the rotation of the inner core. Our lives are controlled by the rotation of the mantle. The crust is firmly stuck to the mantle and how the mantle moves, so do we.
Contrary to our perception, the length of the day is not a constant. It varies in predictable and unpredictable ways that can be directly measured by astronomical observations.
Seasonal movement of the atmosphere causes minute annual perturbations. There are decadal and century fluctuations believed linked to coupling between the liquid outer core and the mantle. Great earthquakes can produce a small wobble. There's even a long-term gradual slowing believed to be caused by tidal friction. We've gained about two hours a day since Devonian times roughly 400 million years ago.
It's much hard to measure the rotation of the inner core. The recent study examined seismic waves that traveled directly through the center of the earth – the source is on one side of the planet and the seismic stations are on the opposite side. By tracking the travel times of seismic waves over decades, small changes can be measured.
In 1996, Song first used this method to compare the inner core rotation to that of the mantle and suggested that it was rotating more quickly than the planet as a whole. The new analysis suggests the speed has slowed, and relative to the mantle, it now lags behind us. Contrary to some media headlines, it hasn't reversed.
Yang and Song aren't the first to document variable rotation of the inner core. Last year a paper in Science Advances (Wang and Vidale) examined the seismic records from nuclear testing and found changes in the inner core rotation speeds.
The inner core is not going to affect you. Slowing doesn't mean that the planet is suddenly applying the breaks and we will all be spun off into space. The changes are part of a natural cycle of relative slowing and speeding up that reveals a little more about the delicate interconnectivity of different parts of planet earth.
-----------------------
Lori Dengler is an emeritus professor of geology at Cal Poly Humboldt and an expert in tsunami and earthquake hazards. The opinions expressed are hers and not the Times-Standard's. All Not My Fault columns are archived online at https://kamome.humboldt.edu/resources and may be reused for educational purposes. Leave a message at (707) 826-6019 or email firstname.lastname@example.org for questions and comments about this column, or to request a free copy of the North Coast preparedness magazine "Living on Shaky Ground." | <urn:uuid:32e8b0b7-a33b-467c-9a89-9e2b9b57f088> | CC-MAIN-2023-23 | https://kamome.humboldt.edu/sites/default/files/dengler_2_4_23_inner%20core%20rotation.pdf | 2023-06-10T04:24:40+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00294.warc.gz | 385,739,163 | 1,537 | eng_Latn | eng_Latn | 0.99848 | eng_Latn | 0.998925 | [
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Why I want to be a Teacher
When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.
Introduction
Teachers are one of the most important pillars of our society. There are different professions like doctors who treat their patients, engineers build buildings, and similarly, teachers play a very important role in building a mannerly society. They not only teach us manners but also show the path of success. Really a society is incomplete without gentle people.
My Favourite Teacher
My favourite teacher is Ashwani ma'am, she teaches us Maths. I like her and want to become like her. She is unique in her own way; she never gets hesitated of my questions and tells me even 10 times. Actually, I do not like Maths but her patience and way of teaching really inspires me. I would like to say that, all teachers work very hard so that we can get good marks. I love my teachers and want to really thank them for their efforts.
Why I want to Become a Teacher
All of us want to become something in our future and we server our nation in different ways. Similarly, I want to become a teacher and want to make studies easier for students. I want to make a school where I can educate the poor free of cost. I have seen some children on the street; they beg and do dirty jobs. Children are the future of any nation, so we should handle them with care.
We learn different things from different places and one of the most common places in our school. Teachers are not only those who teach us at school, they can be anyone who teaches you. They can either give you bookish knowledge or some moral and social knowledge. Some life coaches and motivational speakers are also teachers. People who take you out from darkness are teachers and I really want to become one of them.
Conclusion
All teachers do a great job and the teaching profession is a kind of social work. I wish all of us should spare some time in teaching students of their locality so that they can make sure that no child left without education. Teachers are not only those who teach us at school, it can be anyone who wants to educate society. My teachers always teach me to become a good human first that's why they teach us good manners first because a gentleman can only make a better society.
I want to teach others about the importance of education so they too can prosper. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children's education in my hands, I always get back on track. | <urn:uuid:d46f4dff-e569-4dbd-938d-1eec30b06dbe> | CC-MAIN-2023-23 | https://www.essaywriter.college/blog/word-essay/500-word-essay-on-why-i-want-to-be-a-teacher.pdf | 2023-06-10T05:08:53+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00294.warc.gz | 841,247,829 | 592 | eng_Latn | eng_Latn | 0.998907 | eng_Latn | 0.998907 | [
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Consider size, color, and location for house numbers
Emergency responders have maps and GPS devices to help them find your home but it's also helpful if they can readily find your address on your home. Make sure the size and style (font) of the numbers you select are easy to read from the street. Numeric digits are always easier to read than words (1901 vs. Nineteen hundred one). Lighting in the area increases visibility too. Purchase your address numbers when you know where you will hang them so you can choose a color that contrasts with the surface behind them. | <urn:uuid:35e4b601-8538-4451-94dd-701a6ef2262b> | CC-MAIN-2023-23 | https://wtwp.com/make-your-address-visible/?print=pdf | 2023-06-10T04:02:29+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00298.warc.gz | 684,458,228 | 137 | eng_Latn | eng_Latn | 0.999258 | eng_Latn | 0.999258 | [
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Please forward this email to every teacher in your school
International Compost Awareness Week
Has your school claimed your two free compost bins?
The theme of this year's International Compost Awareness Week is 'Recipe for Regeneration: Compost'. The aim is to raise awareness of the crucial role recycling our garden waste plays by creating compost, which when added to soil results in a recipe that makes our food more nutritious, the air we breathe cleaner and our climate healthier overall.
Each school in the borough is entitled to claim two free compost bins. These composters are a fantastic educational tool linking to the science curriculum and to the Eco-Schools award scheme.
For more information about claiming school composters, please email email@example.com.
On Sunday 15 May Dacorum Borough Council are hosting a Compost Giveaway at Cupid Green Depot from 8.30am - 11.30am. The compost will be pre-bagged and given out on a first-come, first-served basis. This is a great opportunity to get some compost for your school garden!
More Information about School Recycling
Walk to School Week: 17-21 May 2022
Encourage your pupils to travel sustainably to school
This five-day walking (or cycling or skating!) challenge is important to encourage children to understand the physical and environmental benefits of walking to school.
Are your pupils ready to #PowerUp? This year, Living Streets have designed video-game inspired packs to engage pupils in the challenge. Each day will see a level unlocked and a new mission to complete, through which pupils will discover the incredible benefits of walking for individuals, communities and the planet.
Inside each pack you'll find:
- Teacher guidance and parent information
- One double-sided classroom wallchart / pledge poster
- Daily stickers for pupils
- 30 pupil activity diaries
- 30 end of week pupil rewards
Buy your own Walk to School Week pack
Recycle with Michael
An opportunity to raise money for your school
Recycle with Michael is a textile recycling scheme run by the Salvation Army that can raise money for your school and for charity whilst raising awareness about recycling.
When you sign up to Recycle with Michael, there is no big commitment or contract to sign – it is up to you how little or often you want to make a donation.
When you organise a donation day, the Salvation Army will send you collection bags for pupils to fill with their unwanted clothing and shoes and bring back to school. They also provide downloadable support materials, including posters. One of the authorised collectors will then pick up the donations.
Find out more about Michael
The Big Battery Hunt
11 million batteries recycled (and counting!)
The Big Battery Hunt is a nationwide battery recycling programme for schools, funded by Duracell. The programme challenges pupils across the country to energise their schools and communities, uniting together to collect and recycle as many batteries as they can.
You can register your school and download free learning resources, including lesson plans, activity sheets, delivery slides and homework packs, helping to embed the Big Battery Hunt programme across a variety of curriculum topics.
These activities can be used as evidence on your Eco-Schools Green Flag application.
Get hunting!
Litter Picks
Encourage your pupils and colleagues to become litter heroes!
Would you like to organise a litter-picking event for your school? We can support your school litter picks by lending out litter-picking sticks and provide refuse and recycling bags for your event. We can also arrange for your bags of litter to be collected after the event. If you are interested in organising a litter-pick, get in touch with us using the link below.
Alternatively, you can encourage your pupils and their families to become Dacorum Street Champions which involves receiving your own litter-picking equipment (litter picking stick, high visibility vest, gloves and bags) to keep. You can find out more about this scheme here.
Email to request equipment
Toy and Book Exchange
Would you like to organise your own toy exchange?
Running a toy and book exchange in your school is a fantastic way to promote and educate your students about reuse. Our Toy and Book Exchange advice sheet has all the information you will need to run an event in your school.
This is a great activity to have alongside a School Fete!
Download our Toy Exchange guide
Share your eco-work with us!
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© 2021 Dacorum Borough Council Environmental Services Team
Cupid Green Depot, Hemel Hempstead, Hertfordshire, HP2 7BA
Email: firstname.lastname@example.org| Telephone: 01442 228000
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Purim: A Study Guide on Hunger Fasting to Lead Us to Action
www.rac.org/holidayguides
Purim is traditionally a time in which Jews partake in frivolity and excessive eating and drinking. We celebrate the triumph of Mordecai and the Jews over Haman and his attempted genocide. However, underneath the light-hearted nature of the holiday are more serious themes. Right before Purim, we observe the Fast of Esther in remembrance of the fast she observed before confronting the King about Haman's evil decree. Just as we fast before Purim, so do we consider those who have to live with hunger throughout the year.
We encourage you to use these Jewish texts and study questions to consider our Jewish values that speak to the issue of hunger in this country and worldwide. May our Fast of Esther inspire us to work to combat the issue of hunger.
Texts 1 & 2: Esther and Mordecai's Fast
Now when Mordecai knew all that was done, Mordecai rent his clothes, and put on sackcloth with ashes, and went out into the midst of the city, and cried with a loud and a bitter cry...And in every province, whithersoever the king's commandment and his decree came, there was great mourning among the Jews, and fasting, and weeping, and wailing; and many lay in sackcloth and ashes. -Esther 4:1,3
וּמָרְדֳּכַי, יָדַע אֶת-כָּל-אֲשֶׁ ר נַעֲשָׂ ה, וַיִּקְרַ ע מָרְדֳּכַי אֶת-בְּגָדָיו, וַיִּלְבַּשׁ שַׂ ק וָאֵפֶר; ֵצֵאוַיּ בְּתוְֹך הָעִיר, וַיִּזְעַק זְעָקָה גְדוֹלָה וּמָרָ ה... וּבְכָל-מְדִינָה וּמְדִינָה, מְקוֹם ! "#$% דְּבַר-הַמֶּלְֶך וְדָתוֹ ַמַגִּיע--אֵבֶל גָּדוֹל לַיְּהוּדִים, וְצוֹם !"#$%& !"#$%&'( ; שַׂ ק וָאֵפֶר, !"#$% לָרַבִּים
Then Esther bade them return answer unto Mordecai: 'Go, gather together all the Jews that are present in Shushan, and fast ye for me, and neither eat nor drink three days, night or day; I also and my maidens will fast in like manner; and so will I go in unto the king, which is not according to the law; and if I perish, I perish.' Esther 4:15-16
וַתּ ֹאמֶר אֶסְתֵּר, לְהָשִׁ יב אֶל-מָרְדֳּכָי. לְֵך כְּנוֹס אֶת-כָּל-הַיְּהוּדִים הַנִּמְצְאִים בְּשׁוּשָׁ ן, וְצוּמוּ עָלַי וְאַל-תּ ֹאכְלוּ וְאַלתִּשְׁתּוּ שְׁ ֹלשֶׁ ת יָמִים לַיְלָה וָיוֹם--גַּם-אֲנִי וְנַעֲר ֹתַי, אָצוּם כֵּן; וּבְכֵן אָבוֹא אֶלהַמֶּלְֶך, אֲשֶׁ ר ֹלא-כַדָּת, וְכַאֲשֶׁ ר אָבַדְתִּי, אָבָדְתִּי
1. Why are these fasts being observed? What is the connection between them? What do they look like?
2. What do they hope to accomplish with this fast? What might our fast days, like Yom Kippur, accomplish?
Text 3: The Fast I Desire
Is such the fast that I have chosen? the day for a man to afflict his soul? Is it to bow down his head as a bulrush, and to spread sackcloth and ashes under him? Wilt thou call this a fast, and an acceptable day to the LORD? Is not this the fast that I have chosen? to loose the fetters of wickedness, to undo the bands of the yoke, and to let the oppressed go free, and that ye break every yoke? -Isaiah 58:5-6
אָדָם, נַפְשׁוֹ; הֲלָכ ֹף כְּאַגְמ ֹן ר ֹאשׁוֹ, וְשַׂ ק וָאֵפֶר ַיַצִּיע--הֲלָזֶה תִּקְרָ א-צוֹם, וְיוֹם רָ צוֹן לַיהוָה. לוֹא זֶה, צוֹם אֶבְחָרֵ הוּ-ַפַּתֵּח חַרְ צֻבּוֹת רֶשַׁ ע, הַתֵּר אֲגֻדּוֹת מוֹטָה; וְשַׁלַּח רְ צוּצִים חָפְשִׁ ים, וְכָל-מוֹטָה תְּנַתֵּקו ּ◌
1. How does Isaiah view fasts? What does he hope that they accomplish? What is the problem with fasting without it inspiring action?
2. How does this text speak to the first two texts? Did the fasts of Esther and Mordecai inspire action? How might our fasts inspire us to action? What kind of action?
Text 4: Turning Our Fast Outward
As we gather this Yom Kippur, we remember the 12 million people in the Horn of Africa—in Somalia, Kenya, Ethiopia and Djibouti—who are suffering from acute food shortages and malnutrition. Although drought is the immediate cause of the famine, it is exacerbated by decades of conflict, poor governance and inequality. Let us take a moment to pray for the well-being of the people of the region and for the wisdom and strength to help respond effectively to both the short-term and long-term challenges they face. -A Yom Kippur Prayer for Those Impacted by the Famine in East Africa
1. How does the fast of Yom Kippur inspire us to turn our attention outside of our immediate community?
2. How does this sentiment relate to the Fast of Esther? What does the Fast of Esther inspire us to do? If our community is safe, what obligation do we have to others? | <urn:uuid:93b95de7-72ff-4279-9764-18ed2565982c> | CC-MAIN-2014-41 | http://rac.org/_kd/CustomFields/actions.cfm?action=DownloadFile&file=item.pdf.23417.1076.pdf&name=Purim%20Text%20Study%20-%20Fasting%20To%20Lead%20To%20Action.pdf | 2014-09-16T23:29:48Z | crawl-data/CC-MAIN-2014-41/segments/1410657120057.96/warc/CC-MAIN-20140914011200-00100-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | 226,683,275 | 2,099 | eng_Latn | eng_Latn | 0.987922 | eng_Latn | 0.989223 | [
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Why does the Aero-Space Club have a hyphen in its name?
The Aero-Space Club was formed in 1976.
The founders of the club wanted it to include vehicles that travel through air, "aerospace", and vehicles that travel through outer space where there is no air.
Why?
What was happening in 1976 when the club was forming.
* In 1976, the Concorde, a supersonic passenger jet, began scheduled service for British Airways and Air France, marking the first time a supersonic aircraft was used for commercial passenger transportation:
o May 24, 1976: The Concorde's first commercial flight to the United States took off from London and landed at Dulles International Airport outside Washington, D.C.
* In 1976, NASA's Viking Project sent two identical spacecraft, Viking 1 and Viking 2, to Mars to orbit and land on the planet:
o Viking 1
- Launched on August 20, 1975, Viking 1 arrived at Mars on June 19, 1976, and landed on the Chryse Planitia region on July 20, 1976. It was the first US spacecraft to land on another planet and returned the first close-up images of Mars's surface.
o Viking 2
- Launched on September 9, 1975, Viking 2 landed on Mars on September 3, 1976
* On Sept. 17, 1976, NASA rolled out its first space shuttle, named Enterprise, from its manufacturing plant in Palmdale, California.
The above are examples of the exciting times for both aerospace and outer space and the AeroSpace Club wanted to ensure that its topics and speakers were not limited to just what flies through the air.
Hence the use of the hyphen between aero and space.
The Aero-Space Club of Laguna Woods Village, through the air and beyond! | <urn:uuid:a4f68031-63b1-44fb-9a80-8bbf08353c92> | CC-MAIN-2024-46 | https://lagunawoodsvillage.com/clubs/documents/view/Why%20the%20Hyphen%20in%20Aero-Space%20Club.pdf?v=1718080742 | 2024-11-07T05:51:55+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00344.warc.gz | 323,489,399 | 396 | eng_Latn | eng_Latn | 0.995456 | eng_Latn | 0.995456 | [
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Maths Syllabus
Class – 7
7 th Class Maths Syllabus – An Overview
Mathematics is a subject that needs to be practised extensively in order to get the best results. The preparation for students aiming for higher studies in Mathematics starts from a very young age. In addition, CBSE Class 7 Mathematics is considered an important step for all students studying in schools affiliated with CBSE. The CBSE Class 7 Mathematics Syllabus has been designed in a way that it can provide students with much-needed insights into Mathematics and its different applications. There may be much more difficulty in the Syllabus of CBSE Class 7 Math as compared to the preceding Class.
Chapter – 1 ( Integers )
Introduction, Recall, Properties of addition and subtraction of integers, multiplication of integers, properties of multiplication of integers, division of integers, properties of division of integers.
1.1) Division of Integers.
1.2) Multiplication of Integers.
1.3) Properties of Addition and Subtraction of Integers.
1.4) Properties of Multiplication of Integers.
Chapter – 2 (Fractions and Decimals )
- Revision of fractions, Proper fractions and Improper fractions, addition and subtraction of fractions.
- Multiplication of fractions.
- Division of fractions
- Multiplication of Decimal numbers
- Division of decimal numbers
Chapter – 3 (Data Handling )
- Collecting data
- Organization of data
- Representative values, mean, mode, median
- Use of bar graphs with a different purpose, chance and probability.
Chapter – 4 ( Simple Equations )
- Generating an equation.
- Solving Simple Equations.
- From solution to Simple equation.
- Application of simple equation to practical situation.
Chapter – 5 ( Lines and Angles )
Introduction, related angles, pair of lines, checking of parallel lines.
- Related angles: Complementary angles, Supplementary angles, vertically opposite angles.
- Pairs of Angles.
- Pairs of Lines.
- Relation Between Angles.
Chapter – 6 ( The Triangle and its Properties )
Angle sum property (with notions of proof & verification through paper folding, proofs using property of parallel lines, difference between proof and verification.)
* Exterior angle property
* Sum of two sides of a it's third side.
. Lengths of the Sides of a Triangle.
. Medians and Altitudes of Triangles.
. Properties of a Triangle.
* Pythagoras Theorem (Verification only).
Chapter – 7 ( Comparing Quantities )
1.1) Application of Percentage.
1.2) Equivalent Ratios and Comparison.
1.3) Introduction to Percentage.
1.4) Profit and Loss Percent
1.5) Simple Interest
Chapter - 8 ( Power and Exponents )
Exponents only natural numbers.
* Laws of exponents (through observing patterns to arrive at generalisation.)
(i) a m . a n = a m+n
(ii) (a m ) n = a mn
(iii) a m / a n = a m-n
. Exponents and Their Uses.
. Large Numbers in Standard Form.
Chapter – 9 ( Ratio and Proportion )
* Ratio and proportion (revision)
* Unitary method continued, consolidation, general expression.
* Percentage- an introduction.
* Understanding percentage as a fraction with denominator 100
* Converting fractions and decimals into percentage and vice-versa.
* Application to profit and loss (single transaction only)
* Application to simple interest (time period in complete years).
Chapter – 10 ( Mensuration )
- Area of Squares and rectangles.
- Triangles as part of rectangles.
- Generalizing for other congruent parts of rectangles.
- Area of a parallelogram.
- Area of a triangle.
- Circles: circumference of a circle.
- Area of circle.
- Conversion of units, Applications. | <urn:uuid:ab2a2d94-099b-4996-88db-50b645228d78> | CC-MAIN-2024-46 | https://itse.org.in/wp-content/uploads/2024/08/Class-7-math-syllabus.pdf | 2024-11-07T06:06:46+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00347.warc.gz | 295,961,704 | 796 | eng_Latn | eng_Latn | 0.8321 | eng_Latn | 0.949597 | [
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NAME
_______________________________________________________________
DATE
________________________
PARTITIONING CIRCLES AND RECTANGLES
Describe a whole by the number of equal parts including 2 halves 3 thirds and 4 fourths.
__sixths = __whole.
edubuzzkids.com c 2015. All Rights Reserved.
__fifths=
__eighths
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__whole.
=
ninths
__
=
___
tenths whole.
__
=
whole.
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Modern Foreign Languages - French and Spanish
Examination Board: AQA
What is the course like?
Through a range of interactive activities, French and Spanish pupils learn to express themselves across a variety of new and exciting topics including travel, equality, and gaming.
Pupils have already covered a large portion of the content of the GCSE course in Key Stage 3, and many of the pupils will already be working at a basic GCSE level in terms of grammar and vocabulary. Pupils do not need to be fluent in French or Spanish to do a GCSE. First and foremost, it is expected that pupils will enjoy being able to communicate in another language. The GCSE course will enable them to respond to French or Spanish with a degree of spontaneity, using a variety of different problem-solving strategies.
Pupils will be taught primarily using French/Spanish and should not expect to hear much English in lessons. This is the most effective way of learning a language, through immersion. Pupils will also need to learn vocabulary on a regular basis to be able to produce language from memory using apps like Quizlet, Blooket, and Duolingo.
We are excited to announce that we are also exploring the option of a French and Spanish KS4 trip, with more details to follow soon.
What is studied during the course?
The themes and topics covered in both French and Spanish are:
* My personal world including friends and family.
* Lifestyle and wellbeing including equality.
* My neighbourhood.
* Media and technology including social media and gaming.
* Studying and my future.
* Travel and tourism including where to visit in countries abroad speaking French and Spanish.
How is the course assessed?
While dictionaries are not allowed during any of the exams, the questions all use words from a specific list of vocabulary known as 'high frequency' words, which is a new improvement to the GCSE and potentially very helpful to pupils.
1: LISTENING exam - 25% of the final grade
Pupils will be assessed on their ability to: understand specific details and key points, recognise attitudes, opinions, and emotions, write phrases, and draw conclusions. Pupils will hear the clips 3 times.
2: SPEAKING exam - 25% of the final grade – carried out by their Hardenhuish teacher, but marked externally.
Pupils will be assessed on their ability to: seek and give information, carry out transactions, participate in conversations, narrate, and discuss past, present and future events, express ideas and points of view, use French/Spanish phonics with accuracy.
3: READING exam - 25% of the final grade.
Pupils will be assessed on their ability to: understand specific details and key points, recognise attitudes, opinions, and emotions, and draw conclusions, translate from French/Spanish into English. | <urn:uuid:5bbab7b0-e081-4ff8-9266-2e23bbd72d36> | CC-MAIN-2024-46 | https://www.hardenhuish.wilts.sch.uk/wp-content/uploads/2024/08/KS4-MFL.pdf | 2024-11-07T07:32:48+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00349.warc.gz | 722,231,545 | 583 | eng_Latn | eng_Latn | 0.998915 | eng_Latn | 0.998915 | [
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Pre-Requisites for Camp Turrell Merit Badges 2016 Program Year
OUTDOOR SKILLS
Pioneering:
2a. Successfully complete Tenderfoot requirements 4a and 4b and First Class requirements 7a, 7b, and 8a.
Wood Working:
1b. Earn the Totin' Chip prior to camp
7. Talk with a cabinetmaker or carpenter. Find out about the training, apprenticeship, Career opportunities, work conditions, pay rates and union organization for woodworking experts in your area.
Wilderness Survival:
5. Put together a personal survival kit and explain how each item in it could be useful
Camping:
5e. Present yourself to your Scoutmaster with your pack for inspection. Be correctly clothed and equipped for an overnight campout.
8d. Cook at least one breakfast, one lunch, and one dinner for your patrol from the meals you have planned for requirement 8c. At least one of those meals must be a trail meal requiring the use of a lightweight stove.
9a. Camp a total of at least 20 days and 20 nights.* Sleep each night under the sky or in a tent you have pitched. The 20 days and 20 nights must be at a designated Scouting activity or event. You may use a week of long-term camp toward this requirement. If the camp provides a tent that has already been pitched, you need not pitch your own tent.
Engineering:
1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information.
4. Visit with an engineer (who may be your counselor or parent) and do the following:
a. Discuss the work this engineer does and the tools the engineer uses.
b. Discuss with the engineer a current project and the engineer's particular role in it.
c. Find out how the engineer's work is done and how results are achieved.
d. Ask to see the reports that the engineer writes concerning the project.
e. Discuss with your counselor what you learned about engineering from this visit.
9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
Orienteering:
7. Do the following:
a. Take part in three orienteering events. One of these must be a cross-country course.
b. After each event, write a report with (1) a copy of the master map and control description sheet, (2) a copy of the route you took on the course, (3) a discussion of how you could improve your time between control points, and (4) a list of your major weaknesses on this course . Describe what you could do to improve.
AQUATICS
Lifesaving:
1. Before doing requirements 2 through 17:
a. Complete Second Class rank requirements 5a through 5d and First Class rank requirements 6a, 6b, and 6e.
FIELD SPORTS
Personal Fitness:
1b. Have a dental examination. Get a statement saying that your teeth have been checked and cared for.
6. Before doing requirements 7 and 8, complete the aerobic fitness, flexibility, and muscular strength tests along with the body composition evaluation as described in the Personal Fitness merit badge pamphlet. Record your results and identify those areas where you feel you need to improve.
7. Outline a comprehensive 12-week physical fitness program using the results of your fitness tests. Be sure your program incorporates the endurance, intensity, and warm-up guidelines discussed in the Personal Fitness merit badge pamphlet. Before beginning your exercises, have the program approved by your counselor and parents.
8. Complete the physical fitness program you outlined in requirement 7. Keep a log of your fitness program activity (how long you exercised; how far you ran, swam, or biked; how many exercise repetitions you completed; your
exercise heart rate; etc.). Repeat the aerobic fitness, muscular strength, and flexibility tests every two weeks and record your results. After the 12th week, repeat all of the required activities in each of the three test categories, record your results, and show improvement in each one. For the body composition evaluation, compare and analyze your preprogram and postprogram body composition measurements. Discuss the meaning and benefit of your experience, and describe your long-term plans regarding your personal fitness.
9. Find out about three career opportunities in personal fitness. Pick one and find out the education, training, and experience required for these professions. Discuss what you learned with your counselor, and explain why this profession might interest you.
Sports:
4. Take part for one season (or four months) as a competitive individual or as a member of an organized team in TWO of the following sports: baseball, basketball, bowling, cross-country, field hockey, football, ice hockey, lacrosse, soccer, softball, table tennis, tennis, volleyball, water polo.
5. With guidance from your counselor, establish a personal training program suited to the activities you chose for requirement 4. Then do the following:
a. Organize a chart to track your training, practice, and development in these sports for one season (or four months).
Athletics:
5. Complete the activities in FOUR of the groups listed in Req. 5 & show improvement over a 3-month period.
6. Do the following
a. Prepare plans for conducting a sports meet or field day that includes 10activities, at least five of which must come from the groups mentioned in requirement 5. Outline the duties of each official needed and list the equipment the meet will require.
b. With your parent's and counselor's approval, serve as an official or volunteer at a sports meet to observe officials in action.
RELATED ARTS
Citizenship in the World:
3. Do the following:
a. Pick a current world event. In relation to this current event, discuss with your counselor how a country's national interest and its relationship with other countries might affect areas such as its security, its economy, its values, and the health of its citizens.
b. Select a foreign country and discuss with your counselor how its geography, natural resources, and climate influence its economy and its global partnerships with other countries.
7. Do TWO of the following and share with your counselor what you have learned:
a. Visit the Web site (With your parent/guardian's permission) of the U.S. State Department. Learn more about an issue you find interesting that is discussed on this Web site.
b. Visit the Web site (With your parent/guardian's permission) of an international news organization or foreign government, OR examine a foreign newspaper available at your local library, bookstore, or newsstand. Find a news story about a human right realized in the United States that is not recognized in another country.
c. Visit with a student or Scout from another country and discuss the typical values, holidays, ethnic foods, and traditions practiced or enjoyed there.
d. Attend a world Scout jamboree.
e. Participate in or attend an international event in your area, such as an ethnic festival, concert, or play.
Public Speaking:
(Suggested to be done prior to camp)
4. Select a topic of interest to your audience. Collect and organize information about this topic and prepare an outline. Write an eight- to 10-minute speech, practice it, then deliver it in the conversational way.
Theater:
1. See or read three full-length plays or scripts. These can be from the stage, movies, television, or video. Write a review of each. Comment on the story, acting, and staging.
2. Write a one-act play that will take at least eight minutes to perform. The play must have a main character, conflict, and a climax.
Music:
3. Do TWO of the following:
a. Attend a live performance, or listen to three hours of recordings from any two of the following
musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
b. Interview an adult member of your family about music. Find out what the most popular music was when he or she was your age. Find out what his or her favorite music is now, and listen to three favorite tunes with him or her. How do those favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for your relative, and explain why you like these songs. Ask what he or she thinks of your favorite music.
c. Serve for six months as a member of a school band, choir, or other local musical group; or perform as a soloist in public six times.
d. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
NATURE
Sustainability:
2. Do the following:
Water. Do A AND either B OR C.
A. Develop and implement a plan that attempts to reduce your family's water usage. As a family, discuss water usage. To aid in your discussion, if past water bills are available, you may choose to examine a few. As a family, choose three ways to help reduce water consumption. Implement those ideas for one month. share what you learn with your counselor, and tell how you think your plan affected your family's water usage
Food. Do A AND either B OR C.
A. Develop and implement a plan that attempts to reduce your household food waste. Establish a baseline and then track and record your results for two weeks. Report your results to your family and counselor.
Energy. Do A AND either B OR C.
B. Develop and implement a plan that attempts to reduce consumption for one of your family's household utilities. Examine your family's bills for that utility reflecting usage for three months (past or current). As a family, choose three ways to help reduce consumption and be a better steward of this resource. Implement those ideas for one month. Share what you learn with your counselor, and tell how your plan affected your family's usage.
C. Evaluate your family's fuel and transportation usage. Review your family's transportation-related bills (gasoline, diesel, electric, public transportation, etc.) reflecting usage for three months (past or current). As a family, choose three ways to help reduce consumption and be a better steward of this resource. Implement those ideas for one month. Share what you learn with your counselor, and tell how your plan affected your family's transportation habits.
Stuff. Do A AND either B OR C.
A. Keep a log of the "stuff" your family purchases (excluding food items) for two weeks. In your log, categorize each purchase as an essential need (such as soap) or a desirable want (such as a DVD). Share what you learn with your counselor.
5a. After completing requirements 1 through 4, have a family meeting. Discuss what your family has learned about what it means to be a sustainable citizen. Talk about the behavioral changes and life choices your family can make to live more sustainably. Share what you learn with your counselor.
6. Learn about career opportunities in the sustainability field. Pick one and find out the education, training, and experience required. Discuss what you have learned with your counselor and explain why this career might interest you.
Mining in Society:
8. Do one of the following:
a. With your parent's and counselor's approval, meet with a worker in the mining industry. Discuss the work, equipment, and technology used in this individual's position, and learn about a current project. Ask to see reports, drawings, and/or maps made for the project. Find out about the educational and professional requirements for this individual's position. Ask how the individual's mining career began. Discuss with your counselor what you have learned.
b. Find out about three career opportunities in the mining industry. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
c. With your parent's permission and counselor's approval, visit a career academy or community college to learn about educational and training requirements for a position in the mining industry that interests you. Find out why this position is critical to the
Energy:
4. Conduct an energy audit of your home. Keep a 14 day log that records what you and your family did to reduce energy use. Include the following in your report and, after the 14 day period, discuss what you have learned with your counselor.
a. List the types of energy used in your home such as electricity, wood, oil, liquid petroleum, and natural gas, and tell how each is delivered and measured, and the current cost; OR record the transportation fuel used, miles driven, miles per gallon, and trips using your family car or another vehicle.
b. Describe ways you and your family can use energy resources more wisely. In preparing your discussion, consider the energy required for the things you do and use on a daily basis (cooking, showering, using lights, driving, watching TV, using the computer). Explain what is meant by sustainable energy sources. Explain how you can change your energy use through reuse and recycling.
8. Find out what opportunities are available for a career in energy. Choose one position that interests you and describe the education and training required.
Environmental Science:
(Suggested to be done prior to camp)
1. Make a timeline of the history of environmental science in America. Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or organizations, and important events.
(Suggested to be done prior to camp)
2. Define the following terms: population, community, ecosystem, biosphere, symbiosis, niche, habitat, conservation, threatened species, endangered species, extinction, pollution prevention, brownfield, ozone, watershed, airshed, nonpoint source, hybrid vehicle, fuel cell.
6. Find out about three career opportunities in environmental science. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
Weather:
(Suggested to be done prior to camp)
9a. Make one of the following instruments: wind vane, anemometer, rain gauge, hygrometer. Keep a daily weather log for one week using information from this instrument as well as from other sources such as local radio and television stations, NOAA Weather Radio All Hazards, and Internet sources (with your parent's permission). Record the following information at the same time every day: wind direction and speed, temperature, precipitation, and types of clouds. Be sure to make a note of any morning dew or frost. In the log, also list the weather forecasts from radio or television at the same time each day and show how the weather really turned out.
(Suggested to be done prior to camp)
11. Find out about a weather-related career opportunity that interests you. Discuss with and explain to your counselor what training and education are required for such a position, and the responsibilities required of such a position.
Forestry:
7. Visit one or more local foresters and write a brief report about the person (or persons). Or, write about a forester's occupation including the education, qualifications, career opportunities, and duties related to forestry.
Mammal Study:
3. Do ONE of the following:
a. Spend three hours in each of two different kinds of natural habitats or at different elevations. List the different mammal species and individual members that you identified by sight or sign. Tell why all mammals do not live in the same kind of habitat.
b. Spend three hours on each of five days on at least a 25-acre area (about the size of 3 1/2 football fields). List the mammal species you identified by sight or sign.
c. From study and reading, write a simple life history of one nongame mammal that lives in your area. Tell how this mammal lived before its habitat was affected in any way by man. Tell how it reproduces, what it eats, what eats it, and its natural habitat. Describe its dependency upon plants, upon other animals (including man), and how they depend upon it. Tell how it is helpful or harmful to man.
WELLNESS
First Aid:
1. Knowledge of all first aid requirements for Tenderfoot rank, Second Class rank, and First Class rank.
2d. Prepare a first aid kit for your home. Display and discuss its contents with your counselor.
Search & Rescue:
10. Find out about three career or volunteer opportunities in search and rescue. Pick one and find out the education, training, and experience required for this professional or volunteer position. Discuss this with your counselor, and explain why this position might interest you.
Emergency Preparedness:
1. Earn the First Aid merit badge.
2c.Meet with and teach your family how to get or build a kit, make a plan, and be informed for the situations on the chart you created for requirement 2b. Complete a family plan. Then meet with your counselor and report on your family meeting, discuss their responses, and share your family plan.
6c.Find out who is your community's emergency management director and learn what this person does to prepare for, respond to, recover from, prevent, and mitigate emergency situations in your community. Discuss this information with your counselor and apply what you discover to the chart you created for requirement 2b.
8b. Prepare a personal emergency service pack for a mobilization call. Prepare a family kit (suitcase or waterproof box) for use by your family in case an emergency evacuation is needed.
Public Health:
7. With your parent's and counselor's approval, visit your city, county or state public health agency. Discuss how the agency addresses the concerns raised in requirements 1 through 6 and how the services provided by this agency affect your family. Then do the following:
a. Compare the four leading causes of mortality (death) in your community for any of the past five years with the four leading causes of disease in your community. Explain how the public health agency you visited is trying to reduce the mortality and morbidity rates of these leading causes of illness and death.
b. Explain the role of the health agency you visited related to the outbreak of diseases.
c. Discuss the kinds of public assistance the agency is able to provide in case of disasters such as floods, storms, tornadoes, earthquakes, and other acts of destruction. Your discussion can include the cleanup necessary after a disaster occurs.
8. Pick a profession in the public health sector that interests you. Find out the education, training, and experience required to work in this profession. Discuss what you learn with your counselor.
Safety:
8. Learn about three career opportunities in the field of safety. Pick one career and find out the education, training, and experience required for this profession. Discuss this choice with your counselor, and explain why this profession might interest you.
Traffic Safety:
5. Do ONE of the following:
b. Using the Internet (with your parent's permission), visit five Web sites that cover safe driving for teenagers. As a group, discuss what you learn with your counselor and at least three other teenagers.
TECHNOLOGY
Photography:
** Must bring own camera or phone for taking pictures and charging device**
8. Identify three career opportunities in photography. Pick one and explain to your counselor how to prepare for such a career. Discuss what education and training are required, and why this profession might interest you.
9
Digital Technology:
1. Have current, up-to-date Cyber Chip. (Must have card to show counselor)
(Suggested to be done prior to camp)
6. Do THREE of the following. For each project you complete, copy the files to a backup device and share the finished projects with your counselor.
a. Using a spreadsheet or database program, develop a food budget for a patrol weekend campout OR create a troop roster that includes the name, rank, patrol, and telephone number of each Scout. Show your counselor that you can sort the roster by each of the following categories: rank, patrol, and alphabetically by name.
b. Using a word processor, write a draft letter to the parents of your troop's Scouts, inviting them to a troop event.
c. Using a graphics program, design and draw a campsite plan for your troop OR create a flier for an upcoming troop event, incorporating text and some type of visual such as a photograph or an illustration.
d. Using a presentation software program, develop a report about a topic approved by your counselor. For your presentation, create at least five slides, with each one incorporating text and some type of visual such as a photograph or an illustration.
e. Using a digital device, take a picture of a troop activity. Send or transfer this image to a device where it can be shared with your counselor.
f. Make a digital recording of your voice, transfer the file to a different device, and have your counselor play back the recording.
g. Create a blog and use it as an online journal of your Scouting activities, including group discussions and meetings, campouts, and other events. Include at least five entries and two photographs or illustrations. Share your blog with your counselor. You need not post the blog to the Internet; however, if you choose to go live with your blog, you must first share it with your parents AND counselor AND get their approval.
h. Create a Web page for your troop, patrol, school, or place of worship. Include at least three articles and two photographs or illustrations. Include at least one link to a website of interest to your audience. You need not post the page to the Internet; however, if you decide to do so, you must first share the Web page with your parents AND counselor AND get their approval.
9. Do ONE of the following:
a. Investigate three career opportunities that involve digital technology. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
b. Visit a business or an industrial facility that uses digital technology. Describe four ways digital technology is being used there. Share what you learned with your counselor.
Geo-Caching:
** The following requirements are POST-REQUIREMENTS to be done after the first six requirements are completed at home. **
7. With your parent's permission*, go to www.geocaching.com. Type in your zip code to locate public geocaches in
your area. Share the posted information about three of those geocaches with your counselor. Then, pick one of the three and find the cache.
*To fulfill this requirement, you will need to set up a free user account with www.geocaching.com. Ask your parent for permission and help before you do so.
8. Do ONE of the following:
a. If a Cache to Eagle® series exists in your council, visit at least three of the 12 locations in the series. Describe the projects that each cache you visit highlights, and explain how the Cache to Eagle® program helps share our Scouting service with the public.
b. Create a Scouting-related Travel Bug® that promotes one of the values of Scouting. "Release" your Travel Buginto a public geocache and, with your parent's permission, monitor its progress at www.geocaching.com for 30 days. Keep a log, and share this with your counselor at the end of the 30-day period.
c. Set up and hide a public geocache, following the guidelines in the Geocaching merit badge pamphlet. Before doing so, share with your counselor a six-month maintenance plan for the geocache where you are personally responsible for the first three months. After setting up the geocache, with your parent's permission, follow the logs online for 30 days and share them with your counselor.
d. Explain what Cache In Trash Out (CITO) means, and describe how you have practiced CITO at public geocaches or at a CITO event. Then, either create CITO containers to leave at public caches, or host a CITO event for your unit or for the public.
9. Plan a geohunt for a youth group such as your troop or a neighboring pack, at school, or your place of worship. Choose a theme, set up a course with at least four waypoints, teach the players how to use a GPS unit, and play the game. Tell your counselor about your experience, and share the materials you used and developed for this event.
Personal Management:
2. Do the following:
a. Prepare a budget reflecting your expected income (allowance, gifts, wages), expenses, and savings. Track and record your actual income, expenses, and savings for 13 consecutive weeks.
(You may use the forms provided in this pamphlet, devise your own, or use a computer generated version.)
8. Demonstrate to your merit badge counselor your understanding of time management by doing the following:
a. Write a "to do" list of tasks or activities, such as homework assignments, chores, and personal projects, that must be done in the coming week. List these in order of importance to you.
b. Make a seven-day calendar or schedule. Put in your set activities, such as school classes, sports practices or games, jobs or chores, and/or Scout or church or club meetings, then plan when you will do all the tasks from your "to do" list between your set activities.
c. Follow the one-week schedule you planned. Keep a daily diary or journal during each of the seven days of this week's activities, writing down when you completed each of the tasks on your "to do" list compared to when you scheduled them.
d. Review your "to do" list, one-week schedule, and diary/journal to understand when your schedule worked and when it did not work. With your merit badge counselor, discuss and understand what you learned from this requirement and what you might do differently the next time.
10. Do the following:
a. Choose a career you might want to enter after high school or college graduation.
b. Research the limitations of your anticipated career and discuss with your merit badge counselor what you have learned about qualifications such as education, skills, and experience.
Game Design:
8. Do ONE of the following:
a. With your parent's permission and your counselor's approval, visit with a professional in the game development industry and ask him or her about his or her job and how it fits into the overall development process. Alternately, meet with a professional in game development education and discuss the skills he or she emphasizes in the classroom.
b. List three career opportunities in game development. Pick one and find out about the education, training, and experience required for the profession. Discuss this with your counselor. Explain why this profession might interest you. | <urn:uuid:a6fbeb5d-1046-472d-b47e-9dfa8036a23a> | CC-MAIN-2024-46 | https://www.troop23clifton.com/_files/ugd/20b330_265ef68325e24d26b49fef1f96aa0436.pdf | 2024-11-07T07:48:46+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00350.warc.gz | 983,223,871 | 5,644 | eng_Latn | eng_Latn | 0.997805 | eng_Latn | 0.998089 | [
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Around the school
Name:
'Around the school' words
Fill in the spaces with 'around the school' words.
classroom playground sandpit canteen bin desk
chair
whiteboard carpet sink
We wrote carefully on the ____________________ .
We went to the ______________________ and bought some sandwiches.
We had our science projects on the walls of the _____________________.
The teacher told us to wash the brushes in the ______________________.
Our _____________________ is a great place to run and play.
We're lucky to have _____________________ on the floor of our classroom.
My little brother lost his small toy truck in the ______________________.
The _____________________ I sit on is at the front of the classroom.
My _____________________ is full of papers and is always messy.
I picked up 20 pieces of paper and put them in the _______________________.
Write words that rhyme with these ‘around the school’ words.
canteen ________________________ bin ____________________________ chair ___________________________ ground _________________________ sink ____________________________
Write the 'around the school' words in alphabetical order.
1. ______________ 2. ______________ 3. ______________ 4. _____________ 5. _____________
6. ______________ 7. ______________ 8. ______________ 9. _____________ 10. ____________
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Daily Lesson Schedule
Year 2
Date: 01/07/2020
Good Morning,
Below is the work for today including any website links you will need as well as any PowerPoint resources. You may be asked to upload work to Purple Mash after completion.
We know that families have got a range of different demands on them over this difficult period. In school, the children will be completing all the work on the schedule. We would like the children at home completing as much as possible. If however, on particular days, you feel the schedule is overwhelming please complete what you can, remembering that Maths and English are of particular importance.
You can choose to do these lessons in any order that suits you. For your daily exercise you could follow Joe Wicks or make up your own routine. The timings are for guidance only and an activity can be stopped if it is taking longer than the recommended time. Doodle maths can also be used to support learning at home.
| Lesson | Lesson Notes |
|---|---|
| Maths (1 hour) | Recap on 3D shapes. Create a 3D model. |
| Topic (30 mins) | Aboriginal culture. |
| English (1 hour) | What is a riddle? | | <urn:uuid:cc3d19db-9634-4178-9a92-15ddea534fa2> | CC-MAIN-2024-46 | https://www.stpaulsschool-dorking.co.uk/attachments/download.asp?file=920&type=pdf | 2024-11-07T06:57:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00356.warc.gz | 931,680,249 | 263 | eng_Latn | eng_Latn | 0.999398 | eng_Latn | 0.999398 | [
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Be, serve and smile
"The leader in these times knows that the ministry to which he has to respond is in the heart of each person. The leader is directing the mission towards communion."
(Marist Voices, chap.12 - Br Hipólito Pérez)
Marisa Temporão Teacher at the Marist School in Lisbon Province of Compostela, Portugal
I think I've been Marist without knowing it since I decided I wanted to be a teacher. At least, that's what I felt when, during the interviews to start work at the school, the pillars of Marist education were explained to me: example, love of work, solidarity, the pedagogy of presence, educating with love... I thought: "This is what it means to me to be a teacher". I felt at home. And that's how I feel to this day.
My academic background is in biology and geology. I chose to become a teacher because I dreamed of changing the world and I realised that the best (if not the only) way to do this is through education. I love learning, I have several postgraduate qualifications and I'm a fan of technology. I've held various managerial positions, from Solidarity to the MarCha Youth Movement, as well as in pastoral work and as a member of the school board. Currently, I continue to be a teacher and catechist and conduct sessions on Marist life for young people and adults. I am also responsible for communications.
I fell asleep and dreamt that life was joy;
I woke up and realised that life was about service;
I served and saw that the service was joy.
(Rabindranath Tagore)
In a world where values such as the pursuit of power, prestige, competition and arrogance are often valued, servant, prophetic, leadership emerges as a beacon of hope, leading us down a path of humility, compassion, empathy and dedication to our neighbours, the prime example of these for us Christians being Jesus.
Based on my personal experience, inspired by the above quote by R. Tagore (which I like very
much!), I have looked for clues to attitudes that I consider fundamental in servant leadership, draw ing a parallel, suggested by Brother Hipólito Pérez in chapter 12 of Marist Voices, between the episode of the multiplication of the loaves (Mark 8), and that of the Last Supper and institution of the Eucharist (Luke 22:14-20).
BEING... with an attentive and compassionate gaze
In the multiplication of the loaves, Jesus responds to a physical need, the hunger of the crowd that follows him. At the Last Supper, Jesus offers himself as eternal food to sustain the spiritual life of his disciples and, consequently, of humanity.
A servant leader attempts to rouse him/her self, reach out to the needy and vulnerable and become aware of the needs of the people. He/she doesn't stand apart. He/she is supportive and generous.
To be like this, we need to have a willing heart that is moved by our neighbour's weaknesses and needs, in order to accept them and experience them as our own, in a true attitude of compassion.
This is only possible from within, with an attentive and empathetic gaze, active and meaningful listening promoting inclusion.
As educators, by exemplifying this way of being and acting, we help children and young people live from within and we create spaces where everyone feels accepted, listened to and loved for who they are.
SERVING... walking together, building synodal communities
In both episodes, Jesus is in the midst of his disciples. In the desert, he involves them in sharing bread with the crowd, and in the Upper Room, Jesus breaks bread, distributes it to the disciples and instructs them to continue celebrating the Eucharist.
Here we can see the importance of teamwork, of delegating and accompanying. A servant, pro
phetic, leader must be able to dialogue and reach communal decisions, so that everyone has a voice and all contributions are valued in the building of real communities. He/ she understands the diversity and originali ty of each person as a source of richness and strength, creates spaces for everyone to devel op their full potential and puts him/her self in the background.
Synodality, or walking together, reflects collective wisdom and experience. This mod el of leadership strengthens community ties and fosters a sense of belonging and shared mission, in which everyone is involved and is at the service of all.
For us Marist educators who live and work with young people, the mission is clear: help them believe in themselves; help them to be open to sharing with each other, in a true family spirit, so that they can affect others and be a light in the world.
SMILE... gratitude as a path to joy and hope
"He took bread, and when he had giv en thanks, he broke it" (Luke 22:19). Jesus' words and gestures are repeated on both occasions, making clear to the disciples the need for gratitude.
By cultivating a sense of gratitude, ser vant leaders create welcoming environ ments, with authentic, solid relationships, fa vouring humility, motivating and inspiring everyone. They promote a culture of care which is contagious and growing. Gratitude is a path of trust and optimism that has great transformative power, both for the leader and for the team's dynamic.
Communication becomes more fluid and open, relationships become more gen uine and real "homes of light" (Br Ernesto Sánchez) are created in an atmosphere of joy and hope, safe harbours and spaces for growth for everyone, especially our children and young people.
BE, SERVE AND SMILE...
Inspired by Jesus and Marcellin Champagnat, we move from doing to being, guided by prin ciples of empathy, active listening, dialogue and openness to the transcendent. We are available to serve, always with joy and hope, living as leaders who bring about real change in the world. We are challenged to lead with heart and soul - with passion and full of compassion - putting service to others at the centre of our lives and where each person is valued and loved for who they are.
As Marist educators who believe in the power of example and witness, servant leadership is a transformative approach that empowers young people and ourselves to be agents of change in the world. By facing challenges with fraternity, compassion and a commitment to serving others, young people can navigate the complexities of their own lives and inspire and lead others, cre ating a community that is more fraternal, compassionate... and full of smiles!
The opinions expressed in this document are those of the author and do not necessarily reflect the views of the Marist Institute.
If you would like to share your ideas, reflections, or experiences about servant and prophetic leadership with the Commission as a result of these reflections, write to firstname.lastname@example.org | <urn:uuid:d7e45b92-6913-4cce-8d71-4427dd60931e> | CC-MAIN-2024-46 | https://champagnat.org/wp-content/uploads/2024/08/N88_05_08_2024_EN.pdf | 2024-11-07T06:42:14+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00352.warc.gz | 148,797,269 | 1,421 | eng_Latn | eng_Latn | 0.997525 | eng_Latn | 0.997939 | [
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Early Childhood Toolbox
The Importance of Teaching Friendship Skills
Welcome to the Early Childhood Pyramid Toolbox, a monthly e-newsletter for early childhood professionals focusing on young children's social and emotional development. Each issue is filled with descriptions of and handy hyperlinks to a teacher-friendly collection of resources including articles, lesson-plan ideas, videos, classroom activities, parent materials, children's book recommendations, and more.
Teaching Friendships Skills
Learning to make friends is an important part of children's social skill development, including the development of positive social relationships. Preschool classrooms providemany opportunities to learn and practice these skills. Teachers, can and should set the stage for children to develop relationships and friendships with others. Teaching these skills can include: direct instruction, modeling appropriate behaviors, facilitating exchanges, and providing opportunities for children to practice. Several behaviors young children use during play are directly related to making friends.
Children who do more of the following are more likely to have friends; organizing play with others using "Let's"
statements, "Let's make cookies"; sharing requests from one child to another, "Can I have some cars too?"; assisting others such as when a child tells or shows a friend how to do something”, “See how to put the wheels on the bus”; and
using statements to compliment, praise or show affection to another, "You did a great job".
Facilitating friendships between children can occur throughout the day when you focus on the opportunities provided by the class schedule and class activities .
Examples include:
Circle time - Teachers provide an opportunity for children to "pick a buddy" to dance in music and movement or read books about friends; discuss what friendship skills the characters in the book have.
Small Group - Teachers plan activities that provide small group opportunities for children to work together on a single project, e.g. painting a classroom mailbox
Center time - Teachers observe their children to facilitate conversations between children, promote and compliment positive behaviors demonstrating friendship.
Transitions - Teachers ask a child to select a friend to
"go clean up" or "line up"
Outdoor play – Teachers provide a opportunity to pick a buddy for play outside.
FEATURED ARTICLES
Recommended Practices Identifying and Monitoring Outcomes Related to Children's Social-Emotional Development
Helping Children Play and Learn Together
You Got to Have Friends https://challengingbehavior.cbcs.u sf.edu/docs/Youve-got-to-have- friends_article.pdf
Using Classroom Activities & Routines as Opportunities to Support Peer Interaction
CHILDREN'S BOOKS
Making Friends By Fred Rogers
Chrysanthemum By Kevin Henkes
TRICKS OF IMPLEMENTATION
- Inclusion of Young Children with Autism with their Typically Developing Peers
FriendshipArt
How to be Super Friends
EFFECTIVE TEACHING
Encourage children to work together
Make positive and specific comments about children who are working together, helping each other, etc.
Use a variety of strategies to specifically teach friendship skills (e.g., sharing, turn taking, helping others)
Encourage peer partners/buddies (e.g. hold hands during transition, play partner, clean up buddy, etc.)
Provide children with planned opportunities to practice friendship skills
Model appropriate friendship skills in interactions with children and other adults
Make a kindness paper chain that children can add links to when they demonstrate friendship skills
PARENT RESOURCES
- How to Help Your Child Learn to Share
- Supporting All Children Using the Connecticut Early Learning and Development Standards: A Guide for Families (English and Spanish)
- Taking a break: Using a calm down area at home (English) (Spanish)
University of Connecticut Center for Excellence in Developmental Disabilities Education, Research and Service
263 Farmington Avenue,Farmington, CT 06030-6222
Telephone: 860-679-1500 / Toll-Free: 866-623-1315
TTY: 860-679-1502 / Fax: 860-679-1571
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Food Preparation and Nutrition
Examination Board: Eduqas
What is the course like?
The Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition, and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge to be able to feed themselves and others affordably and nutritiously, now, and later in life.
What is studied during the course?
By studying Food Preparation and Nutrition learners will:
* Be able to demonstrate effective and safe cooking skills by planning, preparing, and cooking a variety of food commodities whilst using different cooking techniques and equipment.
* Develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
* Understand the relationship between diet, nutrition, and health, including the physiological and psychological effects of poor diet and health.
* Understand the economic, environmental, ethical, and socio‐cultural influences on food availability, production processes, diet and health choices.
* Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking, and serving food.
* Understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.
How is the course assessed?
Component 1: Principles of Food Preparation and Nutrition
Written examination: 1 hour 45 minutes: 50% of qualification.
This component will consist of two sections both containing compulsory questions and will assess the six areas of content: food commodities, principles of nutrition, diet and good health, the science of food, where food comes from and cooking and food preparation.
Component 2: Food Preparation and Nutrition in Action.
Non‐examination assessment: 50% of qualification internally assessed, externally moderated.
Assessment 1: The Food Investigation Assessment (8 hours)
A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food.
Assessment 2: The Food Preparation Assessment (12 hours)
Prepare, cook and present a menu which assesses the learner's knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. These assessments will be based on a choice of tasks released by Eduqas annually.
Additional Information:
You must be organised and well prepared for practical lessons each week.
For further information, please contact Mrs Penrose. | <urn:uuid:af0588a1-b913-4656-adbf-e92e8c216f06> | CC-MAIN-2024-46 | https://www.hardenhuish.wilts.sch.uk/wp-content/uploads/2024/08/GCSE-Food-Preparation-and-Nutrition.pdf | 2024-11-07T06:45:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00359.warc.gz | 753,121,047 | 526 | eng_Latn | eng_Latn | 0.988333 | eng_Latn | 0.988333 | [
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Holly Abeels, Florida Sea Grant
Fish Kills in Florida's Marine Waters: How Do They Occur
Fish kills often occur in Florida because of our warm, and often hot, weather, and because of changes in the biological and chemical environment of the water and fish. Fish kills occur for a variety of reasons, and are often connected to either a decline in dissolved oxygen in the water, the presence of algae or a bloom of algae, or some pathogen that may be affecting the fish. In March 2016, a large fish kill was reported in the Indian River Lagoon. This was the first large fish kill to occur since 2010, when a prolonged cold snap caused a fish kill of many tropical and subtropical species of fish.
In the March 2016 fish kill, there were many reports of fish gulping for air at the surface, indicating low dissolved oxygen in the water. Warm water fish generally need dissolved oxygen levels of at least 5 parts per million, also expressed as 5 milligrams per liter or 5 mg/L. When dissolved oxygen levels drop between 4 mg/L and 2 mg/L, most fish become stressed and try to leave the area. If dissolved oxygen levels drop below 2 mg/L fish begin to die. If the low levels of dissolved oxygen cover a vast area, fish may not be able to escape before they succumb. Fish kills caused by low dissolved oxygen affect fish of all different sizes and species. Some fish species are more sensitive to low oxygen levels than others. Also, large fish tend to be affected first, and more severely, than smaller fish. In the March 2016 fish kill, species reported included pufferfish, mullet, sheepshead, flounder, catfish, spotted sea trout, croaker, red drum, stingray, ladyfish, and pinfish.
What causes dissolved oxygen to drop?
Fish washed up on shore during a fish kill. Photo credit: Cris Wagner
Basically, when consumption of oxygen exceeds production of oxygen in the water, then dissolved oxygen becomes depleted. An increase in consumption can occur because of too many plants or algae in the water (e.g., the brown and green algae blooms in the Indian River Lagoon). This is because plants and algae are photosynthesizing during the day and releasing
oxygen into the water, but at night they are respiring and taking up oxygen from the water. In addition, fish are respiring and consuming oxygen during both the day and night. If the amount of algae or plants in the water is too great (i.e., algae bloom), then they will consume more oxygen through respiring than they create through photosynthesis. Low oxygen can also occur because of decomposition of organic matter, such as when plants, algae, or animals die. When animals or plants die, the bacteria that feed on the decomposing matter uses up oxygen in the process. With more food available (because of more plants or animals dying), the bacteria increase in number and
continue to use oxygen in the water. Less oxygen means more fish will die, the oxygen will continue to be consumed by the bacteria, and the cycle continues. In March 2016, the Brevard County government organized cleanup and removal of the dead fish found along the shoreline, which is an important step in stopping the cycle.
What are the agencies involved when a fish kill occurs?
The Florida Fish and Wildlife Conservation Commission (FWC) is the first agency informed when large fish kills occur. They have a Fish Kill Hotline and online reporting system where anyone can report a fish kill. You can report a fish kill in your area by calling FWC's Fish Kill Hotline at 800-636-0511 or by submitting a report online at: http://myfwc.com/fishkill. This website also has the Fish Kill Database Directory where you can look at where fish kills are occurring in your area and the species that is affected. Scientists with FWC and the Fish and
Wildlife Research Institute (FWRI) will often come out to a large fish kill, like the one that occurred in March 2016, to take samples of the fish and water in order to determine the cause of the fish kill.
Dissolved oxygen concentration fluctuates on a 24-hour basis. This fluctuation is called the diurnal oxygen cycle. Dissolved oxygen increases during daylight hours when photosynthesis is occurring and decreases at night when respiration continues but photosynthesis does not. Source: https://edis.ifas.ufl.edu/fa002
Low dissolved oxygen will be one of the first things that scientists will measure and look for when determining the cause of a fish kill. Dissolved oxygen in the water can change over time so the levels in the water say at 10:00am on Tuesday won't be the same as at 3:00pm on Wednesday. In general, oxygen levels are greatest later in the day because the plants and algae have been photosynthesizing all day and adding oxygen to the water. In contrast, oxygen levels are lowest before sunrise because the plants and algae have been respiring and taking up oxygen during the night. This is called the diurnal oxygen cycle.
Local governments are also involved when a fish kill occurs, especially if there's any type of cleanup that might occur because of the fish kill. Generally, during a fish kill, the fish are left in the water to decompose naturally. But often times local governments will try to remove the fish from the water, especially if the fish kill covers a large area.
Was the fish kill in March 2016 caused by low dissolved oxygen?
There are several remote water quality monitoring stations in the Indian River Lagoon. One of these is ORCA Kilroy (http://www.teamorca.org/cfiles/kilroy.cfm), which monitors and measures physical, chemical, and biological indicators in the waters. There is a Kilroy located in Sykes Creek, Merritt Island. Historical data shows that dissolved oxygen levels fell below 2 mg/L starting late in the day on March 17 th and continued to be below this level until the morning of March 21 st . You
can look at this historical data and current water quality data yourself at their public Kilroy data website: http://api.kilroydata.org/public. This evidence suggests that low dissolved oxygen for an extended period of time was the most likely cause of the fish kill. Additional data collected by FWC and other agencies will need to be looked at in order to say this is the definite cause.
References and Additional Reading
1. Here is a great article that further explains fish kills: http://flseagrant.ifas.ufl.edu/newsletter/2012/08/summertime-fish-kills
2. Fish Kills in Florida: http://myfwc.com/research/saltwater/health/reported-fish-killsabnormalities/common-causes
3. Fish kills in Florida freshwater systems, the concepts are the same for marine systems: http://lakewatch.ifas.ufl.edu/circpdffolder/fish_kill_LR.pdf
4. Dissolved Oxygen for Fish Production: https://edis.ifas.ufl.edu/pdffiles/FA/FA00200.pdf
5. Information on dissolved oxygen in marine environments: http://oceanservice.noaa.gov/education/kits/estuaries/media/supp_estuar10d_disolvedox.ht ml and
http://web.vims.edu/bio/shallowwater/physical_characteristics/dissolved_oxygen.html
6. ORCA Kilroy http://www.teamorca.org/cfiles/kilroy.cfm and public historical data website
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Music Learning Journey
Unit 2: Professional Practise in the Music Industry Unit 6: Solo Performance/ Unit 5: Music Session Styles
Unit 2: Professional Practise in the Music Industry Unit 6: Solo Performance/Unit 5: Music Session Styles
| Course s | Eduqas GCSE Music Lev el 3 BTEC National Extended Certif icate in Music (Perf orming) |
|---|---|
| Careers | |
| Skills | . |
| Real World | |
Unit 2: Professional Practise in
Unit 6: Solo Performance/Unit the Music Industry
5: Music Session Styles
Unit 1: Practical Music Theory and Harmony Unit 3: Ensemble Music Performance
13 Year
Revision
12 Year
Component 3 - Appraising
Performance Exams Composition Brief composition set / study Appraising MADTSHIRT Elements
TBC
Your Choice
10 Year music related projects
Independent / Small group
Contemporary Composition III
Unit 1: Practical Music Theory and Harmony Unit 3: Ensemble Music Performance
11 Year
Ensemble Prep
Performing
Appraising
MADTSHIRT Elements
Africa by Toto
Composition
Performing
Composition techniques
Ensemble performance
Ensemble Performance
9 Year
Writing music to a brief
Use of 7 th chords in composition Music for Purpose II
Ternary Form Building Chords, Understanding Major/Minor Contemporary Composition Accompaniment styles
RMT
Music Technology
Rhythm, Metre, Tempo
Realising a piece using a
DAW
MCB
Melody, Chords, and Bass The Musical Canon Baroque, Classical, Romantic
Key Stage 4 Key Stage 3
Busi
ness Key Stage 4
skills Music for Purpose Writing music to a brief
Instrument roles and musical texture Loops/Layers Using DAW/MIDI to compose ostinatos
8 Year
Unit 1: Practical Music Theory and Harmony Unit 3: Ensemble Music Performance
Composition 1 st Draft of free composition Appraising Introduction to MADTSHIRT Elements
MOBO Music of Black Origin, backline performance
Gaming Music Understanding chord progressions Contemporary Composition II Developing/writing chord sequences
7 Year
Often varied from no prior music learning to whole group singing, violin, percussion or ukelele
6 Year
Key Stage 5 Business Key Stage 5
Composition Finalise free/brief comp Appraising MADTSHIRT Elements Set Work study
BCR
Baroque, Classical, Romantic Electronic Music Using arpeggiators to improve textural development | <urn:uuid:b10cf347-b7ec-4d62-aefe-dabfdc248acc> | CC-MAIN-2024-46 | https://na-college.co.uk/wp-content/uploads/2024/02/Music-LJ.pdf | 2024-11-07T07:19:06+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00359.warc.gz | 396,421,683 | 548 | eng_Latn | eng_Latn | 0.645567 | eng_Latn | 0.645567 | [
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Learn 2.0 Curriculum
Week 1
Learn how to out-rally your opponent
Week 2
Learn how to out-rally your opponent when receiving higher, deeper balls
Week 3
Learn how to transition to the net when receiving lower, shorter balls
Week 4
Learn how to volley consistently
Week 5
Learn how to start the point with a
consistent serve
Week 6
Learn how to start the point with a
consistent return
Week 7 (if applicable)
Learn how to keep the ball in play in doubles
Week 8 (if applicable)
Learn how to work as team to effectively cover the court in doubles
A player has finished 2.0 and can move to 2.5 when they can:
Rally 10 balls in a row with a coach, using a mix of forehands and backhands, from the baseline
̶
Volley 10 balls in a row with a coach, using a mix of forehands and backhands, from the net to the baseline
Serve 3/5, on both deuce and ad side
̶ | <urn:uuid:e29c2945-e469-499b-8486-6923f86f134b> | CC-MAIN-2017-26 | http://surreytenniscentre.com/other/adult-curriculum/Learn-2.0-Curriculum.pdf | 2017-06-27T08:51:47Z | crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00340.warc.gz | 376,324,294 | 233 | eng_Latn | eng_Latn | 0.99479 | eng_Latn | 0.99479 | [
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Materials Needed
Playdough
Different colors are fun, but not necessary. You can use store bought, or make it yourself. Anything will work.
List of Words
Create a list of words that relate to Christmas. (Our suggested list is below) Add any other words that you think would be good for your family.
Print off one copy of the words (included at the bottom of the post) for each team. Cut the words into strips and put them in a bowl or baggie. One set for each team.
How to Play
1. Divide your group into teams. If there are only two or three of you, check out the variations below.
2. Give each team playdough. Two or more colors per team is really fun.
3. When it is time to "Start", have one person from each team choose a word out of the bowl. They will look at the word and "Sculpt" that word for their team using the playdough. No talking, noise making, actions, or any other hints or gestures. As they sculpt, the rest of the team tries to guess what they are making.
4. Once the team has guessed the word correctly, the next team member pulls another word out of the bowl and begins to sculpt for the team.
5. Continue taking turns sculpting until all the words in your team's bowl have been guessed. The team to do that first, WINS!
Variations
- Set a timer for a certain amount of time. When the time is up, the team with the most words guessed correctly wins.
- If you are playing with two or three people, don't worry about splitting into teams. Have each person take turns sculpting for the whole group. Keep score as individuals. The person with the most points at the end of the game WINS!
- If you are playing with small children who can't read, draw pictures instead of putting words on the clue papers.
- This game works great with big groups of people. Divide into teams and choose a host to handle the words. Send one person from each team up to see the word. Have both teams sculpt the same word at the same time.
Playdough Pictionary
Christmas Words for Playdough Pictionary
Candy Cane
Manger
Star
Present
Christmas Tree
Wreath
Sheep
Poinsettia
Holly
Cookies
Christmas Lights
Camel
Stable
The Inn
Donkey | <urn:uuid:0c929148-0e6c-49a4-8b92-dfa95bf540df> | CC-MAIN-2017-26 | http://www.plcc.org/uploads/Playdough_Pictionary.pdf | 2017-06-27T08:38:23Z | crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00344.warc.gz | 645,381,682 | 510 | eng_Latn | eng_Latn | 0.835617 | eng_Latn | 0.999539 | [
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Name _________________________________________ Period ______ Date _____________________
IBPhysics Practice on Topic 2: Kinematics in One Dimension.
1. In Physics, Mechanics is known as the study of
a. mechanisms b. how things move c. why things move d. motion e. machines
2. The subdivision of Mechanics that is called Kinematics studies a. mechanisms b. how things move c. why things move d. motion e. machines
3.
The subdivision of Mechanics that is called Dynamics studies a.
mechanisms b.
how things move c.
why things move d.
motion
4. The founder of Kinematics was
a. Newton b. Einstein c. Galileo d. Copernicus e. Kepler
5. The founder of Dynamics was a. Newton b. Einstein c. Galileo d. Copernicus e. Kepler
6. Who derived the 5 Motion Equations by doing such things as rolling metal spheres down ramps, and dropping objects out of the Learning Tower?
a. Newton b. Einstein c. Galileo d. Copernicus e. Kepler
7. Who derived the 3 Laws of Motion and ultimately determined that the cause of motion or lack of it was force?
a. Newton b. Einstein c. Galileo d. Copernicus e. Kepler
8. The slope of a displacement versus time graph indicates the ___ of an object. a. velocity b. acceleration c. distance d. change e. reference frame
9. The slope of a velocity versus time graph indicates the ___ of an object.
a. velocity b. acceleration c. distance d. change e. reference frame
10. An automobile moving along a straight track changes its velocity from 40.0 m/s to 80.0 m/s in a distance of 2.0x10 2 m. What is the acceleration of the vehicle during this time?
Show work to get credit.
a. 8.0 m/s
2
b. 9.6 m/s
2
c. 12 m/s 2
d. 6.9 m/s 2
e. 0.20 m/s 2
11. In 2.0 s, a particle moving with constant acceleration along the x axis goes from x = 10 m to x = 50 m. The velocity at the end of this time interval is 10 m/s. What is the acceleration of the particle? Show work to get credit.
a. +15 m/s
2
b. +20 m/s
2
c. –20 m/s
2
d. –10 m/s
2
e. –15 m/s
2
12. A go-cart traveling along a straight road increases its speed from 30.0 m/s to 50.0 m/s in a distance of 180.0 m. If the acceleration is constant, how much time elapses while the cart moves this distance?
Show work to get credit.
```
a. 6.00 s b. 4.50 s c. 3.60 s d. 4.00 s e. 9.00 s
```
e. machines
13. A stone is thrown from the top of a building with an initial velocity of 20.0 m/s straight downward. The stone strikes the ground in 2.0 s. About how high is the top of the building above the ground? Show work to get credit.
a. 30 m b. 60 m c. 35 m d. 16 m e. 50 m
14. A ball thrown vertically upward from ground level is caught 3.0 s later by a person on a balcony at 14 m above the ground. Approximately, what was the initial speed of the ball?
Show work to get credit.
a. 19 m/s b. 4.7 m/s c. 10 m/s d. 34 m/s e. 17 m/s
The graph below shows the position of an object as a function of time. Use it for #15 and #16.
15. What is the velocity of the object from t = 5.0 s to t = 6.0 s ? Show work to get credit.
a. 20 m/s b. -20 m/s c. 40 m/s d. -40 m/s e. 17 m/s
16. How far did the object move from t = 1.0 s to t = 5.0 s ? Show work to get credit.
a. 20 m b. 30 m c. 40 m d. -40 m e. 50 m
17. A motorist travels due North at 30 mi/h for 2 hours. She then reverses her direction and travels due South at 60 mi/h for 1 hour. What is the average velocity of the motorist for the entire trip?
Show work to get credit.
a. zero mi/h
b. 40 mi/h, South
c. 45 mi/h, South
d.
40 mi/h, North e.
45 mi/h, North | <urn:uuid:c39658ab-66a2-4e8e-9314-e3f5bb47f8a4> | CC-MAIN-2017-26 | http://www.lnk2lrn.com/ibphys_top2_exer.pdf | 2017-06-27T08:54:18Z | crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00343.warc.gz | 567,584,457 | 1,070 | eng_Latn | eng_Latn | 0.970166 | eng_Latn | 0.968888 | [
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www.FairfaxCounty.gov/CEAN
Flood Safety Information
Do Not Drive Through Flood Waters
- Six inches of water may cause a driver to lose control of a vehicle
- Many vehicles, including pickup trucks and SUVs, will float in as little as six inches of water
- Once a vehicle starts floating, it may flip over and trap the occupants inside
Do Not Walk Through Flood Waters
- Six inches of moving water may knock over an adult
- Sanitary and storm sewer manhole covers may have been removed by flood waters, resulting in open manholes in the street
- Stay away from flood waters; people who enter flooded areas may be electrocuted by downed power lines
- Flood waters may carry disease-causing bacteria
To stay safe before, during and after a flood, see www.ready.gov/floods
For weather-related alerts, subscribe to the Community Emergency Alert Network at www.fairfaxcounty.gov/CEAN. Residents also may receive email alerts by subscribing to the emergency blog at www.fairfaxcounty.gov/emergency/blog.
Always pay special attention to local weather reports at www.fairfaxcounty.gov/oem/weather.htm
For more information or to request this document in an alternate format call 703-324-5800, TTY 711, or email firstname.lastname@example.org A Fairfax County, Virginia publication, August 2013
Department of Public Works and Environmental Services www.fairfaxcounty.gov/dpwes 12000 Government Center Parkway, Fairfax, VA 22035 703-324-5800, TTY 711 | <urn:uuid:73ac9bb9-71eb-4406-adeb-1efb66e5cf2d> | CC-MAIN-2017-26 | http://huntingtononline.org/flood/FloodingForDummies.pdf | 2017-06-27T08:46:54Z | crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00343.warc.gz | 165,318,361 | 344 | eng_Latn | eng_Latn | 0.991199 | eng_Latn | 0.991199 | [
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TEACHING PHILOSOPHY
The joy of movement is at first curious self-exploration. The child moves from desire, impulse, interest, and with the honest engagement of the whole being. I find that for many students, the joy of creative play and self-expression is stamped out early on with rigid training inside a production oriented society. Authenticity, physical alignment and creativity are compromised while students become disconnected from their own nature. Whether working with children, college students or mature adults, my primary aim as a teacher is to engage the student in a process of selfdevelopment and in alignment with their true nature.
Focusing on the breath and stillness, I teach individuals to develop an internal awareness in order to establish a rooted base or neutral that the body can move from and return to. Somatic exercises hone the individual's physical awareness and mental focus while establishing an ensemble sensibility amongst a company of performers. I use developmental movement patterns to return to early movement building blocks. Accessing the floor, rolling, crawling and finding comfort on all levels builds awareness and strength as well as confidence to engage with others. Early partnering practices such as rooting develop comfort and spatial awareness as the class recognizes each other through touch. Students learn to support and be supported by continually exchanging partners and roles, avoiding cliques and isolation inside the class, while identifying personal strengths and weaknesses. Meeting in a circle and eliciting feedback from each other promotes an egalitarian atmosphere while giving a space to intellectually process movement material, as well as voice concerns and realizations.
I believe the two greatest challenges of our time are the degraded relationship with the natural world and the severe historical and present inequities along race, gender, class and cultural lines. As students in my class become in tune with their personal potential and comfortable with each other, they develop the strength to address these challenges. I believe a valuable education awakens the consciousness of the student and plants the seeds to address these imminent threats to our collective existence.
I encourage students to distinguish between and value both subjective feelings and objective and critical thought. Students are encouraged to think independently while finding their own voice within a community of peers. Performance response papers are assigned to engage with contemporary performance of various forms, and students must express their personal feelings and develop a critical perspective, often in relationship to the aesthetics of the form being studied.
Capoeira, Contact Improvisation and Devising processes are methods to employ contemporary multicultural theory and inclusivity. In my teaching I focus on form while encouraging adaptability, creative responsiveness, and the students' unique ability to express themselves amongst and with their peers. The primary forms I teach with college students utilize improvisation, require engagement with others, and allow each voice to be expressed while refining a communal experience.
I have developed a keen awareness of the benefits and challenges of collaboration, both for performance and participation in community and society. My role is to develop a stronger individual with awareness of themselves and the space around them; one who knows how to effectively move on their own, is responsive and capable of a physical conversation with a partner, and can be an adaptable, creative and contributing member of a larger group. An effective collaborator is one who knows when to claim the lead, yet is also able to yield and follow with equal enthusiasm, invested while maintaining a healthy critical perspective. In addition, I encourage my students to embody a technique that has personal meaning to their own lives, and one that is useful both on and off the stage, both in and out of the studio. Out of class self-study and practice with the material is essential for success, and students can realize themselves as the center of their education.
I believe the process of growing and learning is a constant conversation between the refined and the raw, the established and the revolutionary. It requires a commitment on the part of the student to find themselves between these poles, of knowing and not-knowing. Joseph Chaikin, in The Presence of The Actor, calls this "a dialectic between restraint and abandon; between the impulse and the form which expresses it." I am constantly exploring this relationship in order to establish meaningful expression, and I present exercises that incorporate technical form balanced by improvisational responsiveness, and concrete approaches while nurturing intuition.
My work as a movement artist and teacher is rooted in a somatic approach that recognizes there is an intimate relationship between the mind, body and spirit. I place a high value on improvisation as a creative tool of adaptability and individual expression, and co-creation (collaboration) as the shared space of enlightened communal experience. I desire to nurture a conscious, aware and responsive student, one who has the tools to develop a greater understanding of themselves and in relationship to others and their environment. | <urn:uuid:34d10456-edff-4e44-99b0-09399af7fcb1> | CC-MAIN-2022-40 | https://matthewpaulthornton.files.wordpress.com/2020/01/teaching-philosophy.pdf | 2022-09-27T07:33:50+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334992.20/warc/CC-MAIN-20220927064738-20220927094738-00716.warc.gz | 428,217,414 | 968 | eng_Latn | eng_Latn | 0.997728 | eng_Latn | 0.997736 | [
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Circumference of a Circle
Find the circumference of each circle. Round your answer to the nearest tenth. (use π = 3.14)
Teaching Resources @www.tutoringhour.com
Circumference of a Circle
Answer Key
Find the circumference of each circle. Round your answer to the nearest tenth. (use π = 3.14)
1)
2)
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SOWN Project: Design your own antenna
Fall Semester, 2016
1 Introduction
In this project you are given the task of designing and building a 2.4GHz wireless network antenna. The antenna will be compatible with some of the 802.11 standards (however, not all), and should improve your signal reception and transmission. The goal of this project is that you become familiar with the design and implementation requirements of such an antenna. Your final report will reflect the design, implementation steps, measurements as well as the questions posed in this document.
2 Guidelines
The antenna design you choose to implement needs to be i) directional and ii) high-gain. Other than these two requirements, we give you the freedom of choosing which kind of antenna you build, as there are many designs for the 2.4GHz band (cantenna, parabolic, yagi, woktenna, etc.). By searching the Internet, you will find a multitude of different antenna designs, as well as instructions on how to build them. As an important remark, do not choose more difficult antenna designs unless you are confident that your group can build it in the specified time frame. The goal of this project is not to force students to embark into the domain of electrical engineering, but rather for students to see how easy it is to build cheap antennas.
The simplest directional antenna design is the cantenna, which students predominantly choose to implement.
3 Material
Each group is given the following material:
* 1 × USB Alfa wireless adapter
* 1 × TP-Link wireless adapter
* 1 × Cable
* 1 × N-connector
At the end of the project you will return all material, except the N-connector. Furthermore, you will keep the antennas that you build.
We provide you with two wireless adapters. Always use the TP-Link adapter as your access point, and always use the Alfa adapter as your measurement interface, i.e., TP-Link is setup as access point and Alfa adapter is the client station that should be associated (connected) with the access point. Don't use your mobile phones or some other, public access points to perform your signal measurements. Do not change the antenna on the TP-Link adapter – always use the default omni-directional one that comes with the adapter. The reason for using the same measurement hardware is to have consistent, comparable measurements across all groups.
4 Measurements
Perform any and all measurements in wide, open spaces (e.g. fields) where no multi-path is present.
The strength of wireless signals are usually measured in Decibel-milliwatts (dBm). In what follows, you are to perform the measurements and report the observed dBm values. In order to measure the signal strength, you can use freely available software such as wavemon. We recommend you use your favorite Linux distribution (if you don't have Linux installed on your laptops, you can do so inside a virtual machine). For setting up the access point we recommend using hostapd, which you are already familiar with from earlier lab session.
Gain measurements. The goal is to convince yourself (and us) that your antenna design is high-gain. To do that, you will perform the following measurements. Measure how the signal strength changes when you increase the distance between the access point and the client. Start with 1 meter and increase to 10m, 20m, 40m, 60m, 80m and finally 100 meters.
Perform the above measurements by using the omni-directional antenna that comes with the Alfa adapter. Then do the same measurements with your own antenna. At the very end, you will also perform the measurements with the cantennas that we provide. In the end, for each distance, you will have 3 data points (omni-directional antenna, your antenna, our cantenna). To produce each point average the measurement over a sane amount of individual measurements.
The final plot will tell you where your antenna design lies when compared to an omni-directional antenna and a professionally-built cantenna.
Directionality measurements. You also have to show that your antenna is directional. Measure how the signal strength changes when you rotate the antenna. Perform all measurements at a distance of 20m. First, position your antennas so they point directly to the access point (the TP-Link). This first measurement constitutes the signal strength at 0 degrees. You will then keep your antenna distance fixed, and start rotating your antenna in 20 ◦ intervals. The final plot will show which gains your antenna provides when facing (and not facing) the access point directly.
As before, perform the above experiment with all three antennas (omni-directional, your antenna, our cantenna). For each antenna you will derive its radiation pattern based on the results of your measurements. Figure 1 shows two example radiation patterns. The radiation
pattern plots will show how your antenna fares, in terms of directionality, when compared to an omni-directional antenna and a professional cantenna.
5 Report Structure
Your report should be around 5 pages and should contain two major parts. In the first part you will outline in detail the theory behind your parameter choices for designing and building your antenna. Write down any description as well as equations which support your antenna parameters (e.g. dimensions).
The second part of the report will constitute measurements as well as measurement discussion.
6 Time-frame and Grading
Consider this project as a special, out-of-band lab. Starting from the day you receive the materials from us, you will have four weeks to build your antenna. At the end of these four weeks, we will ask you to come to our lab room and demonstrate you've built your antenna. We will then provide you with our own antenna and you will be able to finish the measurements and writing up the report during an additional two weeks.
The grade of this project will count as much as the grade of 3 lab reports.
Keep in mind that the goal (or rather, requirement!) is not to produce a design that beats our own cantenna design in directionality nor gain. The goal of the lab is primarily to have fun, and to see how easy it is to build such high-gain antennas. After completing this lab, never again shall you look at an empty can of beans as something to be thrown away but rather as a potentially powerful wireless antenna!
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_________
Tips for Keeping Your Dog's Teeth Clean & Healthy
Believe it or not, taking care of your dog's teeth is as important as taking care of your own. Research has shown that nearly two-thirds of dog owners do not provide the veterinarian-recommended guidelines for dog dental care. Periodontal disease is the most common clinical condition in adult dogs, and most dogs have some form of the disease by the time they turn 3 years old.
− When you're almost finished, brush vertically toward the inside of the mouth to clear any plaque you've dislodged.
− Use a brush designed especially for dogs; it's smaller than a human toothbrush and has softer bristles. Toothbrushes that you can wear over your finger are also available.
Start early with your dog as a puppy!
Grown dogs can learn to become comfortable with dog teeth cleaning, but make things easier for yourself by working with your dog as a puppy.
Your dog might not go for the tooth brushing at first, but hopefully, you can make it a reasonably pleasant experience for both of you. Try and choose a time when your dog has had a decent amount of exercise, so he's more inclined to sit still for the procedure. Don't overdo it the first few times. Start slowly and quit if your dog gets agitated, even if you don't brush the whole mouth. You can increase the time every day as he gets used to it. Also, make sure to speak soothingly and pleasantly during the brushing and reward your dog with a treat afterwards. Before too long, your dog should start looking forward to the event.
How to Brush a Dog's Teeth at Home
The gold standard for dog oral care at home is brushing.
− Get your dog used to the idea of having his teeth brushed. Keep the sessions short and positive. Dip your finger in beef stock or similar treat and massage his lips in a circular motion for 30 to 60 seconds once or twice a day for a few weeks, and then move on to the teeth and gums for a few weeks. Patience is key.
− Wrap your finger in gauze or place a toothbrush at a 45-degree angle to the teeth and clean in small, circular motions, lifting your dog's lip if necessary. Because the side of the tooth that touches the cheek contains the most tartar, concentrate there.
878 A Gordonton Road
Gordonton
− Use toothpaste designed for dogs such as Virbac's Enzymatic toothpaste. Using human toothpaste can cause distress and upset your dog's stomach.
− Chew toys - There are lots of toys on the market designed to encourage your dog to chew. Dental chew toys with lots of variety in texture can help scrape the plaque off your dog's teeth as they relax and enjoy their primal instinct to chew. Your dog should always be supervised when playing with chew toys to make sure they don't swallow any large pieces.
− Dental wipes – a good alternative to toothbrushes if your pet does not tolerate brushing.
_________
− Water additives – such as Oxyfresh dental care or Healthy mouth.
Develop a Regular Cleaning Routine
Consistency is key. Brush your dog's teeth at least 2 to 3 times a week. Once a day brushing is ideal. The better you are at keeping a regular routine, the easier it will be on your dog and the more likely he or she will start to respond positively to you brushing their teeth. | <urn:uuid:fe44b81b-b72b-47a4-b2db-77eef84310a4> | CC-MAIN-2022-40 | https://www.gvs.nz/site_files/23785/upload_files/DogDentalTips.pdf?dl=1 | 2022-09-27T07:52:44+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334992.20/warc/CC-MAIN-20220927064738-20220927094738-00717.warc.gz | 836,937,596 | 703 | eng_Latn | eng_Latn | 0.999166 | eng_Latn | 0.99938 | [
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BASE PHASE:
Emphasis on improving aerobic/muscular endurance, target specific fitness needs, and intensity awareness.
Warm-ups: Move in six directions, use variable foot positions, include build-up drills.
Variable:
*Drills for Skills: Target skill related components of fitness for independence and performance.
Agility drill: Exercises that change from two-and-one footed (i.e.) 5-dot drill with variable jump patterns
Balance drill: Use turbulence (i.e.) run and stop on command (2 or 1 footed); single leg balance with variable arm/suspended leg moves
Speed drill: Build up drills (i.e.) uncomfortably slow, slow, medium, fast
Power drill: Exercises that combine speed and force (i.e.) jump squats, grounded unilataral moves
Reaction time drill: Unpredictable changes on command
Coordination drill: Simply introducing new exercises; new patterns of arm/leg/combo | <urn:uuid:2cd42dbb-1f64-4c24-bd59-e180697af61c> | CC-MAIN-2022-40 | https://education.waterexercisecoach.com/wp-content/uploads/2021/12/Lauries-2022-Workout-Planner.xlsx-Base-Templates-1.pdf | 2022-09-27T07:21:52+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334992.20/warc/CC-MAIN-20220927064738-20220927094738-00718.warc.gz | 270,999,605 | 191 | eng_Latn | eng_Latn | 0.994296 | eng_Latn | 0.994296 | [
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Essential Words: LTAB Online 2020 Lesson plans and writing prompts for teens
Odes These Days
by Brittany Rogers
DURATION:
1.5 hours
GRADE LEVEL:
Middle School
WRITING LEVEL:
Developing Writers
FOCUS: odes EXAMPLE POEM
Ode to Gossips by Safia Elhillo
Check in | 15 minutes
What is the person or thing you have missed the most during the quarantine? Describe this thing or person using 5 similes or metaphors.
EXAMPLE | I wish I could have a brownie ice cream sundae right now. Sundaes make me as happy as a candy drunk toddler; after I eat this prized treat, I become a stuffed teddy bear.
Resource Building | 15 minutes
Create a list:
* 5 of your favorite things
* 5 small things you're grateful for
* 5 people you wouldn't be yourself without
Close Reading | 20 minutes
READ | Ode to Gossips by Safia Elhillo
* Is gossip a positive or negative word in this poem?
* How does this poem show reverence to the speaker's mother and aunts?
* What details does this poem use to give context to time/ place/ and culture?
WATCH | Ode to Dj Khaled by Amir Safi (YouTube)
* What does the speaker admire about DJ Khaled?
* How does the speaker use repetition and music to enhance this ode?
DEFINITION | ODE: a poem written in praise of a person, place, or thing. Although many modern odes are less formal, they nonetheless count as a show of reverence and celebration.
Essential Words: LTAB Online 2020
Essential Words: LTAB Online 2020 Lesson plans and writing prompts for teens
Writing Prompt | 20 minutes
Write an ode to an ordinary thing that you love or appreciate.
What makes this item so important to you? In what ways do you honor or cherish it? How would you describe this item to a person who had never seen or used it before? Consider using a metaphor or simile from your introduction, or come up with new descriptors for this item.
OR
Write an ode that honors a person or lineage that is central to who you are as a person.
What similarities do you have with this person? What differences exist? What attributes of theirs can you choose to celebrate? Try to avoid obvious or cliche aspects of this person. In what ways can you honor them that others might not consider?
Essential Words: LTAB Online 2020
Ode to Gossips
by Safia Elhilo i was mothered by lonely women some of them wives some of them with
plumes of smoke for husbands all lonely smelling of onions & milk all mothers some of them to children some to old names phantom girls acting out a life only half
a life away instead copper kitchenware bangles pushed up the arm fingernails rusted with henna kneading raw meat with salt with coriander sweating upper lip
in the steam weak tea hair unwound against the nape my deities each one sandal slapping against stone heel sandalwood & oud bright chiffon spun
about each head coffee in the dowry china butter biscuits on a painted plate crumbs suspended in eggshell demitasse & they begin i heard people are saying
i saw it with my own eyes [ ]'s daughter a scandal she was wearing [ ]
& not wearing [ ] can you imagine a shame a shame
Ode to Gossips by Safia Elhilo, The Poetry Foundation
Essential Words: LTAB Online 2020 Lesson plans and writing prompts for teens
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Name:
Class:
Catching Division
Write the answer of the division in the circle
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Northside Charter High School Urban Ecology Class: Composting in the Curriculum
Prepared by La Casita Verde: May 2015
Composting is the process of combining organic materials such as grass clippings and food scraps under conditions that enhance the rate at which they decompose. In the United States, organic wastes make up a large percentage of what is thrown away. Composting provides an opportunity to keep organic materials out of landfills and to create a useful end product instead. A compost pile also provides opportunities for direct observation of succession.
Having access to a three bin-Aerated Static Pile on your school grounds will enable you to observe and analyze what is happening in the process.
Here are some guidelines, activities and resources:
MONITORING THE COMPOSTING PROCESS
As decomposition proceeds, a number of changes occur in the physical, chemical, and biological characteristics of the compost mix. Monitoring these changes allows you to assess the progress of your compost, identify potential problems, and compare systems with different initial conditions or ingredients.
Simple observation of the physical changes that occur during com- posting is one form of monitoring. It is useful to keep a log book, not only to record data but also to note daily observations about the appearance of the compost. Does it appear soggy or dry? Is it shrinking in volume? Is there any odor? Any leachate? At what point do the various types of ingredients become unrecognizable? Have flies or other pests become a problem? If problems do develop during the course of composting, steps can be taken to correct them - see the table below.
Another form of monitoring is to take periodic measurements of variables such as the temperature, moisture content, pH, and biological activity. This chapter presents techniques for monitoring these physical, chemical, and biological characteristics of compost. Students can design and conduct a wide array of experiments using these monitoring techniques.
TEMPERATURE
Temperature is one of the key indicators of changes occurring during thermophilic composting. If the compost does not heat up, it may be deficient in moisture or nitrogen. Once the compost does heat up, temperature provides the best indicator of when mixing is desirable
To take temperature readings, use a probe that reaches deep into the compost. There is one onsite. Leave the probe in place long enough for the reading to stabilize, then move it to a new location. Take readings in several locations, including various distances from the top and sides. Compost may have hotter and colder pockets depending on spatial variability in the moisture content and chemical composition of the ingredients. Can you find temperature gradients with depth? Where do you find the hottest readings? For systems in which air enters at the bottom, the hottest location tends to be in the core, about two-thirds of the way up.
You might expect it to be in the exact center, where insulation by surrounding compost is the greatest, but the core temperatures are affected by the relatively cool air entering at the bottom and warming as it rises through the compost.
Your students might decide to design compost experiments to look for variables or combinations of variables that produce the highest temperatures in the shortest amount of time, or perhaps those variables that maintain hot temperatures for the longest period. One useful way to pre- sent your data is to plot the maximum temperature and the time to reach maximum temperature for each compost system as a function of the experimental variable. For example, you could plot the maximum temperature versus the initial moisture content of the compost ingredients. A second graph could show the time to reach maximum temperature versus the initial moisture content.
MOISTURE
Composting proceeds best at moisture contents of 50–60% by weight. During composting, heating and aeration cause moisture loss. That's OK—you want finished compost to be drier than the initial ingredients. Sometimes, however, adding water may be necessary to keep the compost from drying out before decomposition is complete. If the compost appears to be dry, water or leachate can be added during turning or mixing. Below a moisture content of 35–40%, decomposition rates are greatly reduced; below 30% they virtually stop. Too much moisture, on the other hand, is one of the most common factors leading to anaerobic conditions and resulting odor problems.
After composting is underway, you probably don't need to repeat this measurement because you can observe whether appropriate moisture levels are being maintained. For example, if your compost appears wetter than a wrung-out sponge and starts to smell bad, mix in absorbent material such as brown leaves, dry wood chips, cardboard pieces, or newspaper strips to alleviate the problem.
Since your system blows air through your compost system, you will need to be careful not to create conditions that are too dry for microbial growth. If the temperature drops sooner than expected and the compost feels dry to the touch, moisture may have become the limiting factor. Try mixing in some water and see if the temperature rises again.
ODOR
A well-constructed compost system should not produce offensive odors, although it will not always be odor-free. You can use your nose to detect potential problems as your composting progresses. For example, if you notice an ammonia odor, your mix is probably too rich in nitrogen (the C:N ratio is too low), and you should mix in a carbon source such as leaves or wood shavings.
If compost is too wet or compacted, it will become anaerobic and produce hydrogen sulfide, methane, and other odorous compounds that are hard to ignore. If this occurs in indoor bioreactors, you may wish to take them outside or vent them to the outside, then mix in additional absorbent material such as wood chips or pieces of paper egg cartons. Make sure that you do not pack down the mixture; you want it to remain loose and fluffy to allow air infiltration. In an outdoor compost pile, turning the pile and mixing in additional high-carbon materials such as wood chips should correct the anaerobic condition, although initially the mixing may make the odor even more pronounced.
pH
Why is compost pH worth measuring? Primarily because you can use it to follow the process of decomposition. As composting proceeds, the pH typically drops initially, then rises to 8 or 9 during the thermophilic phase, and then levels off near neutral.
At any point during composting, you can measure the pH of the mixture. While doing this, keep in mind that your compost is unlikely to be homogeneous. You may have found that the temperature varied from location to location within your compost, and the pH is likely to vary as well. Therefore, you should plan to take samples from a variety of spots. You can mix these together and do a combined pH test, or you can test each of the samples individually. In either case, make several replicate tests and report all of your answers. (Since pH is measured on a logarithmic scale, it does not make sense mathematically to take a simple average of your replicates. Instead, either report all of your pH values individually, or summarize them in terms of ranges rather than averages.)
pH can be measured using any of the following methods. Whichever method you choose, make sure to measure the pH as soon as possible after sampling so that continuing chemical changes will not affect your results. Also, be consistent in the method that you use when comparing different compost mixtures.
pH PAPER
The least expensive option for measuring compost pH is to use indicator paper. If the compost is moist but not muddy, you can insert a pH indicator strip into the mixture, let it sit for a few minutes to become moist, and then read the pH using color comparison. If the compost is too wet, this technique will not work because the indicator colors will be masked by the color of the mud.
Test kits for analysis of soil pH can be used without modification for compost samples. Simply follow the manufacturer's instructions. These kits also rely on color comparison, but the color develops in a compost- water mixture rather than on indicator paper. Soil pH kits are available from garden stores or biological supply catalogs for $5 or more, depend- ing on the number and accuracy range of the tests.
COMPOST CHEMISTRY
Many chemical changes occur during composting, either relatively rapidly in thermophilic systems or more slowly in worm bins or other systems that do not heat up (Figure 1–3). In all of these compost systems, chemical breakdown is triggered by the action of enzymes produced by microorganisms. Bacteria and fungi secrete enzymes that break down complex organic compounds, and then they absorb the simpler com- pounds into their cells. The enzymes catalyze reactions in which sugars, starches, proteins, and other organic compounds are oxidized, ultimately producing carbon dioxide, water, energy, and compounds resistant to further decomposition. The enzymes are specialized, such as cellulase to break down cellulose, amylase for starches, and protease for proteins. The more complex the original molecule, the more extensive the enzyme sys- tem required to break it down. Lignins, large polymers that cement cellulose fibers together in wood, are among the slowest compounds to decompose because their complex structure is highly resistant to enzyme attack.
As organic matter decomposes, nutrients such as nitrogen, phosphorus, and potassium are released and recycled in various chemical forms through the microorganisms and invertebrates that make up the compost food web. Proteins decompose into amino acids such as glycine or cysteine. These nitrogen- and sulfur-containing compounds then further decompose, yielding simple inorganic ions such as ammonium (NH4 + ), nitrate (NO3 ) and sulfate (SO4 2 - ) that become available for uptake by plants or microorganisms.
Not all compounds get fully broken down into simple ions. Microbes also link some of the chemical breakdown products together into long, intricate chains called polymers. These resist further decomposition and become part of the complex organic mixture called humus, the end product of composting.
In thermophilic composting, any soluble sugars in the original mixture are almost immediately taken up by bacteria and other microorganisms. The resulting explosive microbial growth causes the temperature to rise. During the thermophilic phase, more complex compounds such as proteins, fats, and cellulose get broken down by heat-tolerant microbes. Eventually, these compounds become depleted, the temperature drops, and the long process of maturation begins. During this final phase, com- plex polymers continue slowly to break down. Those most resistant to decay become incorporated into humus.
Reference tables
Trouble Shooting Compost Problems
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STEM FOR ALL
Data Science for Social Good in the Elementary Classroom
Attendees will experience a presentation on data science (DS) for social good, identifying measurable social impact at an elementary level. This session will introduce the DS workflow, standards and best practices from littles to upper elementary. It will introduce a lesson outline that will get students engaged and excited to solve problems while relating to students' daily lives and their communities and raising awareness of issues in their society, all while addressing diversity, inclusion and equity. Finally, let's experience a DS lesson (two choices for lower/upper) collecting data, storing it, exploring it and asking questions, modeling it using data visualization, and communicating the results.
Presentation Target:
Elementary School
Presenter(s):
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"I Hear America Singing"
Walt Whitman heard them. For him it was mechanics and carpenters and mothers, all "singing with open mouths their strong melodious songs." Well, songs and poetry have forever been a means for Americans to let the world know how they feel and what they think. The First Amendment protects our speech, we add a touch of a tune, and end up with something powerful. Whether it's singing in the shower, whistling while we work, or giving birth to Rock & Roll, we Americans have been singing since the beginning.
So, let's celebrate that heritage.
1). Pick a song written & performed by an American artist
3). Analyze the lyrics in writing from a poetry perspective as covered in class
2). Put the printed lyrics on an 8 ½ x 11 sheet of paper
4). Interpret the lyrics in a live, creative exhibition
Your typed analysis portion should include:
* Your interpretation & support of the song's TONE & THEME
- define the element
* A discussion of at least three (3) poetic elements from The Poet's Palette
- identify where/how it occurs in the song
- explain why it fits the above definition
- explain how it feeds/supports the overall tone/theme
Your creative exhibition portion should include:
* A 1-minute rationale: explaining the interpretation behind your exhibition
- a creative reading of the work
* Your exhibition, which could include something like…
- dancing to, or acting out, the lyrics (played aloud)
- reciting the lyrics from memory & combining with sounds, visuals
- playing & singing the song live
- an original music video
- or any other variation or creation
- creating visual art while we listen to the son
**Do not simply plug in a tune & play it. There's nothing creative about that!
You will be evaluated on:
Written Analysis: Thinking, support, and clarity of writing (50 points)
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Occasional
Occasional
Paper
Paper
Series
Series
Volume 2014 Number 31 Art & Early Childhood: Personal Narratives & Social Practices
Article 4
May 2014
Seeing meaning
Barry Goldberg
Follow this and additional works at: https://educate.bankstreet.edu/occasional-paper-series
Part of theArt Education Commons, and theEducational Methods Commons
Recommended Citation
Goldberg, B. (2014). Seeing meaning. Occasional Paper Series, 2014 (31). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2014/iss31/4
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Seeing Meaning
by Barry Goldberg
During a recent classroom painting session, six children were sitting on the floor, working independently on the various shapes of paper they had chosen. There was the usual mix of impromptu experimentation, welcome aesthetic accidents, and occasional minor mishaps (distinctions which are not always easy to discern.) One of the four-year-old painters, who had been working on a rectangular piece of paper, announced to no one in particular, "I have a good idea." Without another word, the child proceeded to carefully tear his painting roughly in half. He tried various ways of recombining the two pieces and then finally crumpled one half of the painting into a ball and stuck it in the center of the remaining half, which still lay flat on the floor. Pleased with the result, he happily announced he was finished and trotted off.
One could write a good many paragraphs and not begin to convey what this child's actions expressed so simply and forcefully: The activity of making art is a unique form of wordless thinking.
Thinking and idea are bound up with one another. This child's project, left on the floor and almost lost in the sea of marks from previous paintings, was filled with ideas. It might be useful to regard the physical project—in this case, an object made of paper and paint—as the material evidence of visual thought, of visual idea. When we look at this child's painting, what we see is the tangible result of each of the child's actions. This child's final few actions alone embodied a number of striking ideas. The first was the idea of tearing the painting in half. The child, of course, did not reason this out with words and then act. Rather, he was responding to materials that were changing right in his hands and right before his eyes. Within that evolving process, he decided to tear the paper—a very different idea than, say, cutting or folding it. Although the result was still a rectangle, changing the paper in this particular way significantly altered the smooth regularity of the original shape. The one rough, torn edge gave the new rectangle a particular energy and liveliness that the original shape did not possess. Had the child used scissors, the changed shape would feel very different to us.
Then came the idea of crumpling one half of the already painted paper into a ball. Watching this take place, it was easy to imagine that half of the painting was about to be discarded—in fact, that may well have been the child's initial impulse. There was certainly a degree of happy destruction, or at least aesthetic mischief, in crumpling up one half of a painting. But there was also the idea of taking a flat, square-cornered, straight-edged shape and transforming it into an irregular, rough, round, threedimensional object. One result of this action was that the physical paper now played two very different roles. On the one hand, it played a quiet, background role, existing—quite literally—behind the paint. On the other, it forcefully declared its independence—a paper ball free to move in space. Moreover, it was a ball formed by the child's own hands, unlike the original rectangle. What became clear was that two different intentions were now at work. The first was positive and constructive—applying paint to paper to make a painting. The second was seemingly negative and destructive—tearing the paper in two and crumpling up one half of it. That's when the child arrived at the final surprising idea—to join these two opposing intentions together in his project. By reuniting the balled-up paper with the half from which it was separated, the child found a way to make something new and whole out of two contradictory impulses: the positive and constructive entwined with the negative and destructive. We see the child's original painting now torn in two. And we see the removed half, crumpled into a ball, then suprisingly returned to the painting as a new element—a veritable pre-K yin-yang. As humorous as this may sound, it is in no way meant to make light of the extraordinary level of visual thinking that had taken place in this project. Again, it goes without saying that the young painter did not intellectualize those ideas and then act upon them. He neither could have nor did he need to. And that is what is so important to recognize. The child was thinking directly through seeing.
Making Sense When There Are No Things to Name
For many adults, the phrase "to make sense" is almost synonymous with being able to put an idea into words. If we see, for example, a child's drawing in which there is a figure, a yellow sun, green grass, and a flower, it makes sense to us because the things which we see, and which we readily name, go together in a way that we accept. But when we try and apply this notion of sense to a painting that has no things to name, it simply doesn't work. For example, there is not much to name in the painting I have been describing, except perhaps for the ball of paper. This inability to affix names or identifying labels is difficult for many adults. The lines, swirls, pools, and smears of color do not collect themselves into anything we recognize. Drips, spatters, and spills can all seem like just a lot of accidents resulting from a lack of facility. The problem is that the sense we are looking for, rooted as it is in words, has little to do with the sense and meaningfulness of the child's project, which is rooted in the visual and material. Until we recognize this, we may find that a child's project pleases our eyes but, unfortunately, its sense and meaningfulness eludes us. We remain outside the painting, while the child has lived the painting's making from the inside—where its meaning lies. The young child has no need to translate the experience into words in order to make it meaningful. The child is, in every sense, seeing meaning.
The Vocabulary of a Visual Language
When we talk about language skills in early childhood education, we are usually referring to skills involving words—reading, writing, and the ability to use words to express our feelings and our thoughts. Thinking is often regarded as almost inseparable from the use of words. Visual thinking, however, is a way to make sense of experience that does not involve these word-based skills. Children, before they acquire spoken language, are natural visual thinkers. Seeing provides one of the primary means by which they begin to make sense of the world around them. For most of us, visual thinking eventually gives way to thinking in words. The acquisition of word-based skills, however, need not be at the expense of visual-language skills. When reinforced at an early age, visual thinking accompanies thinking in words and often offers a way to find meaning in experience where words fail to provide one. On the other hand, when words provide the only "means to meaning"—to borrow a phrase from the poet Archibald MacLeish (1961; p.1) —a child's ability to think, and the world of experiences to which they are open and receptive, has been effectively and significantly diminished.
A visual language is one in which ideas are found in the innumerable decisions made during the creative process. Evidence of those decisions is what constitutes the work of art. Placing one cardboard tube inside another is an idea very different from placing those tubes side by side, just as tearing the edge of a piece of paper is a different idea than cutting it with scissors. Often we can feel these differences more easily than we can articulate them. These differences are the vocabulary of a visual language. They embody meaning even when we are unable to affix a name to them as we might name, for example, an object in the world. Unfortunately, the more our ability to make sense of experience is dependent on words and the more we feel the need to name what we are looking at, the more uncomfortable (if not threatened) we feel by elements we cannot easily name. This uneasiness with what cannot be named speaks directly to the value of art in education: Visual thinking enables us to not feel threatened by what we cannot name—by what we cannot take hold of with words. This capacity is one whose implications extend far beyond the edges of a painting.
The perplexed adults standing in front of the abstract painting saying to themselves, "I don't get it, I don't understand what it means" might just as well be saying, "I cannot translate this object into words. If I could, it would make sense, it would be meaningful." Young children do not have this problem; they have no need to translate a painting into words in order to experience it. They see the differences within the painting, and these differences kindle meaning. The roughness or smoothness of paint surfaces, the speed of a line crossing the space within the painting, the way two forms don't quite touch all have meaning to a child who is still thinking visually.
It's helpful to remember that, of course, adults were themselves children at one time and possessed the same capacity. For this reason, when an adult responds to the amorphous colored shapes in a young child's painting by attempting to attach labels like "clouds," "water," or "mist" to them, it speaks more of an adult's lost capacity than of a child's lack of facility.
Talking about Art When "The Art in It Is What You Cannot Talk About"
Importantly, the capacity to think visually is one that young children naturally possess. Ironically, it is, one might say, taught out of them. In this regard, the role of the teacher should be one of preserving and nurturing what already exists rather than instilling something perceived as missing. One of the most important ways of preserving that capacity has to do with the way we talk to children about their art.
The question which often confounds the adult is: How do you talk to children about their art when, as one painter put it, "the art in it is what you cannot talk about"? You do so by talking about the painting in terms that have to do with seeing rather than in terms that have to do with naming. For example, when you approach a child's work you might say: "Let's look at your painting…the paint that makes the blue shape is so smooth and flat, even its edges are smooth. The red shape is very thick and lumpy and its edges are rough. I like the idea that those two shapes are rubbing together in your painting. I see a new color where they are touching," and so on. We have said a good deal about what we actually see, but we have not "named" anything. "I like the idea of" is a phrase which sets the tone for what is important in the child's work—idea expressed as visual language.
A very different approach would be to say to the child, as many of us have, with the best of intentions, "I love your painting. It's so beautiful. Is that blue the sky? The red shape looks like a flower. Do you want to paint some grass?" In this example, we have said almost nothing about what we actually see, about what the paint is doing or how the marks have been made. We have said nothing that enhances visual thinking or broadens a child's awareness of the elements found in a visual language. We have, however, said a good deal about our need to take hold of the shapes in the painting by giving them the names of things we know in the world.
It might seem like there is almost nothing to say to a child about such an apparently minimal effort except maybe, "Don't you want to draw some more?" Looking closely, however, we realize that even the simplest line has a place where it starts and a place where it ends. It has a speed, a direction, and a location on the page. How hard the child has pressed with their hand changes the line—and changes the way the line feels to us.
In this drawing, the line enters at the left almost as if it had started somewhere before it ever got to the paper. When it enters the white rectangle, it makes two short, sharp movements and then it suddenly speeds up and broadens out as if pushing into the white of the page. Only a moment later, the white seems to have pushed back, twisting, thinning, and slowing the line. It's something of a surprise then that the line suddenly rushes boldly forward again—lightening, almost lifting off the page before speeding to a halting, dark, and definite stop just before it gets to the far edge of the paper. Now the white of the page feels squeezed as it is forced to go around a green line whose appearance
has completely changed the quiet world of this one white rectangle. While only a single crayon line may have been made in this drawing, there is a lot going on. It's also important to remember that the decision not to make another mark is just as significant as the decision to a make a mark in the first place.
Verbalizing a "trip" taken with your eyes on a line like this often delights children and encourages them to try new ways of mark-making without ever directly asking them to do so—and without having named anything in their drawing.
The gratification we receive from the simple act of naming a form or object is strong. Probably this goes back to the praise we received for it as a child. I have already given the example of the adult who stands mystified before the seemingly impenetrable abstract painting. Confronting this painting may seem a bit like trying to comprehend a sentence which has no nouns. The feeling of frustration is not surprising. This same individual would no doubt happily turn their attention to a Van Gogh painting that seems easy to understand. In that painting, they might find a chair, a pair of shoes, and a room with a bed—and along with these objects, they will find the "sense" that they could not find in the abstract painting. But naming is not seeing.
That said, recognizable forms will begin to enter the drawings of children around the age of three or four. The presence of identifiable forms adds the new element of associated meanings which are conjured by those forms. What is important to remember, however, is that the way you see a form is inseparable from the means used to render it. How we see forms is utterly entwined with every aspect of the materials used to create them. The same visual elements which carried meaning when we could not affix a name to the forms continue to carry meaning when we can. The difference is that when there are identifiable forms present, the meaning carried by the visual elements alone (color, line, shape, surface, and so on) now involve themselves with the associations conjured by the forms we recognize.
The Drawing Is the Telling
The tendency to gratify ourselves by just naming the forms we see is usually accompanied by the strong desire to connect these objects with a story. Often a well-intentioned teacher engages a child in the story of the painting without ever acknowledging the ideas within the paint itself. A teacher once asked me if she should be saying to a child, "Can you tell me about your drawing?" My response was that the drawing is the telling. When story replaces real seeing, we effectively recast a primarily visual language as a primarily literary one. We have once again reduced the visually charged painting to words and begun the process in which the capacity for visual thinking steadily disappears.
But how can we not talk about a large, toothed orifice when one is staring at us from a child's painting? Indeed, it may seem irrelevant to be acknowledging the way the paint is applied when one figure in the painting is about to devour another—and especially when the child is telling me that they were thinking about a monster when they were making the painting. It is, in fact, a perfect opportunity to talk about the particular kind of marks the child used in relation to the words they are relating.
For example, vigorous, high-energy marks made by a big brush loaded with paint feel very different to us than the thin, scratchy marks made by a small, relatively dry brush. And a head created by a heavy application of green paint coarsely brushed into a lower corner of the painting is clearly different than the same form created by a delicate wash of yellow floating near the top of the paper. It is these differences that are so important to acknowledge.
It is not that what or who children are drawing is unimportant, but that if we don't talk about the what and the who in terms of the how—how something was drawn, how the marks were made, how the drawing or painting or sculpture was constructed—then we risk turning visual art and visual ideas into narrative, into literature, into illustration. We turn something made out of paint and crayon and cardboard into something made out of words.
You might say to a child who has identified a specific shape in their painting, "The paint you used for that balloon is so thin and delicate. I can see the white paper coming right through. It reminds me of just what it feels like to hold a balloon." The particular way the child painted this form reflects, consciously or unconsciously, choices that child has made. By acknowledging these choices, you heighten a child's awareness that such choices are meaningful. So whether or not the drawing or painting has identifiable forms, the question that is helpful to have in mind is not "What does this mean?" but rather, "How does this mean?" Interestingly, when we answer the question of how, the question of what often answers itself.
In short, when the forms in a child's painting begin to take on recognizable shapes, the vocabulary of a visual language is being enlarged—not replaced. Viewing the child's project, our role is not to psychoanalyze it but to acknowledge it by describing what we see. In doing so, we continually reinforce the act of visual thinking and expand the elements of a child's visual language.
The "It's So Beautiful" Problem
Aesthetic accidents that end up on a child's project—wayward drips, paint flung from another child's brush, a puddle of color from a spilled paint cup, and so on—also involve choice. After all, the child might either choose to paint over the accident or might find interesting ways to make use of
this unexpected occurrence. Again, these are all opportunities for us to acknowledge an expanding visual vocabulary. More often than not, such a painting—filled with intention and accident, seized opportunities, and unplanned results—will be received by a loving parent exclaiming, "It's so beautiful!"
"It's so beautiful" is one of the most common responses of a well-meaning adult who has been presented with a child's art work. While this response may make a child feel good, it unfortunately ignores all the ideas present in a project—ignores the language of its making—offering instead reflexive (rather than reflective) praise.
Thinking back on one project in particular, The Large Ink Drawing Project, there are certainly times when I, too, can barely contain the urge to say, "it's so beautiful." The drawings in this project are accomplished by using a large, long-handled brush, black India ink, and a substantial rectangle of cream-white paper as big as the child's body.
These drawing often achieve a very powerful presence. And equally often, they are indeed beautiful, sometimes astonishingly so. Such drawings obtain what all compelling art obtains: a deeply meaningful condition. But they are not meaningful because they are beautiful. They are beautiful because they are so meaningful, because of how forcefully the ideas in these drawings have been realized—ideas made of ink, paper, and light. And it is those ideas that we need to be talking about, to be acknowledging, to be reinforcing.
One drawing may involve a powerful, concentrated massing of broad brush marks, while another may convey an almost atmospheric delicacy, and jaunty, playful rhythms may be most prominent in yet another. The problem with saying "it's so beautiful" is that it makes everything the same. And these drawing are in no way the same. They convey very different things to us, and it's those differences we should be talking about.
Children are very responsive to praise, as we all know. That's why it's so important to talk about the ideas that are embodied in a child's work. When you hear young children say, "Isn't my painting pretty?" or worse, "My painting is prettier than your painting," it is no doubt because their valuable visual ideas have been ignored in the past and that the simple pleasure of receiving praise has taken the place of receiving acknowledgment of their ideas. When we tell a child only that their work is "beautiful," we are not just reducing everything to the same blank, well-meaning platitude, but we are
also telling that child that they are finished. When, on the other hand, we acknowledge a child's ideas, we are affirming an infinite number of possibilities in the language of form, enlarging their capacity to think, exciting their curiosity, and emboldening their willingness to take risks.
Open, Inquisitive, and Imaginative
Words provide an essential way to make sense of the world, but they provide only one way, one currency of thought—one means to meaning. It would be unfortunate indeed if, in our conscientious effort to prepare children for testable, word-based skills, we unintentionally diminish their overall capacity to think and to apprehend meaning.
The value of art in education is almost always spoken of in terms of fostering creativity and selfexpression. This is unfortunate. The result is that when children come to regard themselves as not particularly creative, they feel that what art has to offer is not for them. This sentiment is often tacitly reinforced by teachers who feel similarly. All individuals, however, begin their lives as open, inquisitive, imaginative beings. It is in the very nature of being a child. The question is: What happens along the way that most of these children will no longer think of themselves as receptive, creative individuals by the time they are young adults?
The real importance of art in education is not a matter of creativity, or self-expression—nor, for that matter does it have to do with developing an aesthetic appreciation of painting and sculpture or honing fine motor skills. Rather, its importance lies in the vital awareness that art is thinking and that as the activity of making art disappears from a child's life, a realm of thinking disappears with it.
By taking the time to acknowledge the ideas within a child's work of art, we not only reinforce an entirely other way to think, but we help preserve that curious, creative, receptive self from which art emerges as embodied thought.
Reference
McLeash, Archibald (1961). Poetry and Experience. Cambridge, MA.: The Riverside Press. | <urn:uuid:527217ba-9b5e-4695-9da4-1810194557d7> | CC-MAIN-2022-40 | https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1025&context=occasional-paper-series | 2022-09-27T08:51:04+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334992.20/warc/CC-MAIN-20220927064738-20220927094738-00725.warc.gz | 265,459,277 | 4,892 | eng_Latn | eng_Latn | 0.980189 | eng_Latn | 0.999074 | [
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World War II: 1942-1945
I. From 1939 to 1942, the Axis Powers dominated Europe, North Africa, & Asia
A. In Europe
1. Germany used ____________________ tactics to dominate Eastern & Western Europe
2. England was wounded from German attacks in the _______________________________________
3. Hitler broke the __________________________________ Nonaggression Pact & marched into ___________________
B. The German & Italian armies dominated Northern Africa, threatened the _____________________ & the ________ fields in the Middle East
C. The ______________________ dominated Asia, crippled the U.S. navy after the ___________________________________ attack, & seized most Western colonies in the Pacific
II. However, the Allied Powers began to turn the tide of the war in 1942 & defeated the Axis Powers by 1945
A. The European Theater, 1942-1945
1. North Africa & the Italian Campaign
a. When the USA entered WWII, Stalin wanted the Allies to open a _____________________________________ & divide German army
b. Instead, Britain & USA agreed to fight the Axis Powers in _______________________________________ (Stalin was _____________)
c. The Allies defeated Germany at the Battle of _____________________________ in 1942 & then pushed the Axis Powers out of Africa
d. American & British troops invaded ___________, took Sicily in 1943, seized Rome in 1944
e. In 1945, Mussolini was ____________________ & ________________________ by the Italian resistance
2. The Soviet Union & the Eastern Front
a. Meanwhile, the Soviet army stopped the German attack at Moscow & Leningrad in 1942
b. The Battle of Stalingrad
i. The Soviets defeated the German army at the ________________________________________________
ii. The Soviet victory at Stalingrad was a _________________________________ in World War II because the Russians began pushing towards _______________________ from the East by 1943
3. The Tehran Conference, 1943
a. In 1943, Joseph Stalin (USSR), Franklin Roosevelt (USA), & Winston Churchill (Britain) met in
_______________________________ to coordinate a plan to defeat Germany
b. At the Tehran Conference, the “___________________” agreed to open a second front to ____________________ the German army
4. America, Britain, and the Western Front
a. D-Day
i. By 1944, the Allies decided to open a ___________________________________ by invading Nazi-occupied
___________________
ii. Operation Overlord (called __________________) in June 1944 was the _________________________ land & sea attack in history
iii. The ___________________________ invasion was deadly, but the Allied victory created a Western Front…and allowed the Allies to push towards _____________________________ from the West
iv. At the same time, the _________________________________________ pushed from the East
b. Forced to fight a ________________________ war, Hitler ordered a massive counter-attack at the Battle of the Bulge…but ________
c. By March 1945, the Allies were fighting in Germany & pushing towards _____________________
5. In February 1945, the “Big Three” met at the _______________________ Conference to create a plan for Europe after the war was over
a. Stalin agreed to send troops to help the U.S. ______________________________________
b. They agreed to allow _____________________________________________________ (free elections) in nations freed from Nazi rule
c. They agreed to ____________________________________________________ after the war
d. They agreed to create & join a ____________________________________________
Name ______________________________
Date ___________________ Pd ________
____________________________________
7. Victory in Europe
a. In April 1945, the Soviet army _____________________________ Berlin
b. On April 30, 1945, Hitler committed __________________________
c. On May 9, 1945, the German government signed an unconditional _________________________ to the Allies
B. While the war was coming to an end in Europe, the Allies continued to fight the Japanese in the Pacific
1. The Battle of Midway, 1942
a. After the attack on Pearl Harbor, the USA ________________________________ to the Pacific theater
b. The Pacific war revealed a new kind of fighting by using ______________________________________________
c. The ______________________________________ in the war in the Pacific came at the Battle of
__________________________
d. After Midway, the Allies began to ___________________________________________ controlled by Japan
2. Japan did not play by traditional rules in war
a. “_____________________________” pilots flew planes into ___________________________________ & aircraft carriers b. Japanese soldiers refused to _______________________ & __________________________ Allied prisoners of war
3. Island Hopping Strategy
a. The problem for the Allies was the __________________ & _____________________ it would cost to retake the thousands of islands the Japanese controlled in the Pacific
b. The fight for _______________________________ took ____________________________ & cost 25,000 Japanese & 2,000 U.S. lives
c. The U.S. developed an _____________________________ strategy to skip the heavily defended islands & seize islands close to Japan
d. From 1943 to 1945, the Allies took back the _________________________________ & were moving in on
_____________________
4. Iwo Jima and Okinawa
a. In 1945, the Allies won the islands of Iwo Jima & Okinawa
b. From these islands, the U.S. began firebombing Japanese cities
c. Despite losing control of the Pacific & withstanding ______________________ attacks, Japan _____________________ to surrender
5. By May 1945, the war in Europe was over & U.S. began preparing for a ______________________________________________ of Japan
6. The Manhattan Project
a. In 1939, __________________________________________________ wrote U.S. President Franklin Roosevelt about the potential to build a __________________________ weapon
b. FDR created a top-secret program called the _____________________________________________
c. In July 1945, the bomb was successfully ____________________ at Los Alamos, New Mexico during Project
_____________________
d. In April 1945, FDR died & his VP ____________________________________________ had to decide how to end the war in the Pacific
World War II Decision Making Activity
By 1945, World War II was coming to an end. Germany surrendered in May and Japan had lost most of the lands it had conquered in the Pacific. The fighting became harder as the Americans came closer to Japan because many Japanese soldiers would rather die fighting than surrender. Japanese suicide pilots called “kamikazes” sank American ships by crashing their planes into them. It looked as though the Japanese would have to be subdued by a massive invasion. It would be difficult to attack Japan, an island country. An American invasion of Japan was planned for the fall of 1945. The invasion force would consist of some six million men. It was estimated that perhaps one million would be killed or wounded in the fighting that would take at least a year. Millions more Japanese are likely to die as well. In July, President Harry Truman was told that a secret atomic bomb had been successfully tested. There were only two bombs ready, and those bombs were quickly shipped to the Pacific. Truman wanted to end the war as quickly as possible. He faced the decision of whether to use the atomic bombs and, if so, where to drop them.
I. A ssume the role of an advisor to President Truman. Given the situation in the Pacific in 1945, what is America’s biggest challenge?
II. Brainstorm alternative courses of action and their consequences.
Alternatives
Positive Consequences
Negative Consequences
1.
2.
3.
4.
III. Develop a plan of action. What should Truman do to end the war? Why?
_____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
7. The Potsdam Conference, 1945
a. In July 1945, the Big Three met at the _______________________________________________________ to discuss the end of WWII
b. Truman learned the atomic bomb was _________________ & issued the Potsdam Declaration to Japan: “______________________ or face _________________________________”
8. Hiroshima, Nagasaki, and the Atomic Bomb
a. When Japan refused to surrender, Truman ordered the bombing of _________________________________ on August 6, 1945
b. After _____ days, Japan did not surrender so a 2 nd atomic bomb was dropped on ____________________________________
c. After the second atomic bomb, Emperor ____________________________________ agreed to a
__________________________
9. World War II was _______________
II. Conclusions: The Impact of World War II
A. World War II was the biggest, most ___________________, & most impactful war in world history:
1. _____________________was destroyed by the war & lost its place as the _________________________________________ in the world
2. The ____________ & ______________ emerged as ________________________________ & rivals competing for influence in the world 3. A ______________________________________ was formed to replace the League of Nations to help promote peace 4. Colonized nation began to demand _______________________________ | <urn:uuid:aea067d3-097f-4910-871e-47e53bd4d7ea> | CC-MAIN-2017-26 | http://shawlrms.weebly.com/uploads/5/0/6/1/50615235/7.4_guided_notes.pdf | 2017-06-26T08:39:39Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00015.warc.gz | 368,510,653 | 1,874 | eng_Latn | eng_Latn | 0.98355 | eng_Latn | 0.994479 | [
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Applying Emotional Management Skills
Knowing how to calm down, knowing how to cope with stress, and knowing how to manage anger are all great skills, but are useless if not applied. The students need to learn how and when to apply the skills in a situation that can cause an emotional response. They need to understand how to manage emotions and to practice this skill daily.
This exercise will help the students identify times in their daily life when they will need to be prepared to use their skills to control their emotions.
1 Ask the students to think about and share the times and places in their lives that cause emotional reactions. Examples can include things such as being excited at a sports game or happy on their birthday to sad when visiting a sick relative. Help the students think about times when they feel intense emotions.
2 After the students identify the areas that are often associated with emotional reactions, ask them to identify at least one person or thing that causes the following emotional reactions most:
* Anger
* Envy
* Love
* Hatred
* Happiness
* Sadness
* Excitement
3 Now ask the students to identify which of the emotions listed above tend to be associated with the people and places below:
* Home
* Friends
* School
* Work
* Other places relevant to the students like church, scouts, soccer field, etc.
4 Help the students identify the people that tend to cause the emotional reactions, and help identify the places where these reactions tend to occur.
5 Explain to the students that the best way to prevent and manage emotional responses is to practice the skills necessary to calm down, control their feelings, and make decisions based upon rational thought, not emotional reaction.
6 Tell the students it is also important to know when and where they are most likely to be vulnerable to an emotional reaction. For example, if there is someone the students do not like and with whom they are always getting angry, it's important to avoid that person and avoid a situation that could become embarrassing or problematic.
7 Ask the students to look back at the identified people and the emotions associated with that person.
8 Help the students develop a plan to minimize the inappropriate emotional reactions they may have.
9 Define what brings about the emotional response, the behaviors that tend to be associated with the emotion, and what the students can do to better act and react to this person.
10 After addressing the people on the list, ask the students to look back at the places on the list and the emotions associated with these places. Help the students define what it is about these places that bring about these emotional reactions. Help the students identify how to better prepare for being in these places to prevent any inappropriate emotional reactions they have listed.
11 After this exercise, point out that the students have shown the ability to identify potentially problematic people and places, and have the ability to determine appropriate actions and reactions. Now it is important to put these skills into action.
12 Explain that the students have an obligation to themselves to know when and where and with whom emotional reactions are likely.
13 Discuss the different ways the students can either avoid or deal with the people and places that bring about an emotional reaction. Talk about different ways the students deal with these people and places, and help them develop a specific plan for dealing with the people and places on the list.
summary
Everyone deals with certain people and places that bring about detrimental emotional reactions. The students need to learn how to identify the people and places that are problematic and develop game plans on how to deal with each. They then need to learn how to take these skills and apply them to other people and places as the need arises.
As the students begin thinking of the different things in their life that bring about emotional reactions, help by sharing a personal example.
As the students identify people that bring about emotional reactions, ask them to define the characteristics of this person that bring about the reaction. Look for commonalities and trends between the different people that bring about reactions.
As you help the students develop specific plans for using emotional control techniques, talk about how these plans can be generalized to other people and places as well.
* Reassure the students that everyone deals with emotional responses to different people and places.
* Talk with the students about specific times when they were overcome with an emotion. Use this as a building block to find examples for the other emotions listed.
* As the students work through a specific plan for dealing with specific people and places, talk with the students about the desired outcome of each and whether or not the plan will achieve that outcome.
* Have you ever known anyone that made you mad almost every time you were around them ? Who ? What was it about them that brought about these feelings of anger ?
* How do you deal with your feelings when you are feeling either really mad or really sad ?
* What will happen if you let your emotions overwhelm you and you begin reacting emotionally to everything ?
Skills Lesson Recap
Knowing how to calm down, how to cope with stress, and how to manage anger are all great skills, but useless if not applied. This exercise has trained you on how and when to apply the skills you know when you are in a situation that can cause an emotional response. You need to understand how to manage your emotions and to practice this skill daily.
* You have identified specific areas within your own life that have caused you to react emotionally often resulting in negative outcomes, rather than being able to deal with the circumstances more appropriately by taking a step back and concentrating on controlling those emotions.
* You have identified people and things that contribute to certain emotions such as anger and happiness, additionally you have identified the places where these emotions tend to occur.
* You developed a plan to minimize the inappropriate emotional reactions that are often associated with certain people and places identified earlier in the exercise.
* You discussed different options of avoiding or dealing with those people and places that often provoke you to make decisions based solely on emotional and irrational thoughts.
Failing to not only identify the people and places that bring about emotional responses from you, but also your inability to plan for and deal with those circumstances will continually lead you to bad decision making when faced with difficult situations.
By consistently using the skill taught within this exercise you now are be able to properly identify the circumstances under which you most often loose control of your emotions, enabling you to be better prepared to deal with the event or avoid it altogether.
studentexercisesheets
anger & emotional management
Applying Emotional Management Skills
_________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What areas of your life cause emotional reactions (as opposed to thinking through a response) and produce negative outcomes?
First, identify 1 person or thing that causes the following emotional reactions.
| anger |
|---|
| envy |
| love |
| hate |
| happiness |
| sadness |
| excitement |
Then, identify the places where these same emotions typically occur.
What are some techniques you can use to control your emotions with the people and in the places that cause you the biggest problems in controlling your emotions so that you can give yourself time to think through your reaction?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thought questions:
Have you ever known anyone that made you mad almost every time you were around him or her? Who? What was it about them that brought about these feelings of anger?
How do you deal with your feelings when you are feeling either really mad or really sad?
What will happen if you let your emotions overwhelm you and you begin reacting emotionally to everything?
Student: ________________________________ Facilitator: ________________________________ Date: ________________
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Dreary winters are infamous for inducing depression. But being starved for sunlight can do more than kick you into a psychic hole. A growing body of evidence suggests it can raise your risk of cancer and increase susceptibility to heart attack, diabetes and multiple sclerosis. The reason is vitamin D, an essential nutrient produced in abundance by skin exposed to the sun's rays. Long dismissed as being important mainly for strong bones, the so-called sunshine vitamin is now recognized as a key player throughout the body, including the immune system. Increased use of sunscreen has turned a seasonal shortfall into a year-round condition for many people. A recent survey in Britain found 87 percent of adults tested during winter, and more than 60 percent in summer, had subpar vitamin D levels. Doctors in many parts of the world report a resurgence of childhood rickets, soft bones caused by lack of vitamin D. Supplements offer a cheap and easy solution. But Bruce Hollis, a leading vitamin D researcher at the Medical University of South Carolina, and other researchers argue the recommended intake is too low to provide many health benefits. A Canadian medical organization advises that pregnant and nursing women take 10 times the amount suggested in the U.S."You're more likely to live longer, and you're less likely to die of serious chronic disease if you have adequate vitamin D on board," said Michael Holick of Boston University School of Medicine. "It may well be the most important nutrient of the decade." When Lisa Hill, 54, went to her doctor complaining of joint pain, she was surprised to get a diagnosis of vitamin D deficiency. "I had never heard of it," she said. Many doctors once scoffed at the notion of vitamin D deficiency, but testing has become more routine and is covered by most insurance. University of Washington heart surgeon Donald Miller Jr. tested 78 of his patients and found three-quarters had "insufficient" levels of vitamin D."It was really pretty shocking," Miller said.In addition to strengthening bones, muscles and joints, high vitamin D levels have been linked to lower rates of colon, prostate, breast, esophageal and pancreatic cancer.Harvard scientists found that high levels of vitamin D reduced children's odds of developing asthma, while researchers in Pittsburgh reported that pregnant women with low vitamin D had greater risk of pre-eclampsia, a dangerous form of high blood pressure. Formed in skin cells exposed to UVB, the invisible form of light that causes sunburn, vitamin D and its breakdown products act throughout the body.The compounds are believed to regulate as many as 1,000 genes, including genes that weed out precancerous cells and genes that slow the runaway reproduction typical of cancer. Molecular geneticist John White and his colleagues at McGill University in Montreal discovered vitamin D also switches on an arm of the immune system that kills bacteria — including the bug responsible for tuberculosis."It's a kind of front-line response to infection," he said. http://www.kansascity.com/238/story/500707.html | <urn:uuid:e2a8251c-055b-48a0-8b8b-ba4218cc606b> | CC-MAIN-2018-51 | https://www.revolutionarymd.com/app/download/418186/VitaminsD.pdf | 2018-12-19T07:20:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091931-00024.warc.gz | 1,000,631,052 | 607 | eng_Latn | eng_Latn | 0.999179 | eng_Latn | 0.999179 | [
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AFFILIATE FOCUS
More than meets the eye
How Oklahoma increased public understanding of comprehensive eye exams vs. vision screenings
To help school nurses and teachers, parents and students in the Putnam City School District understand the difference between vision screenings and eye exams, and the importance of comprehensive eye exams at an early age, Ruthie Ruan, O.D., project director and Healthy Eyes Healthy People ® (HEHP) grant recipient, began working with the Oklahoma Association of vision screening tools, administered by a highly trained screener, can miss one-third of children with eye or vision disorders. Children may be able to see letters 20 feet away, but their eyes might not be able to work together to read materials 12 inches away. That's why comprehensive eye examinations by an optometric physician are critical.
prehensive eye exams," said Dr. Ruan. "We distributed more than 28,000 fliers, delivered OAOP vision care educational materials to the School Nurse Organization of Oklahoma and its members, lectured at the state's school nurse conference, and provided an eye exam workshop for school nurses."
Parents often mistaken-
Parents often mistakenly think a vision screening is an eye exam, and do not take their children for a comprehensive exam once they pass a vision screening at school.
Optometric Physicians (OAOP) and the School Nurse Organization of Oklahoma. Together they educate school nurses, teachers, parents and students. The program has been very successful, reaching thousands of Oklahoma children in Putnam City schools and almost doubling the number receiving eye exams in one year.
ly think a vision screening is an eye exam, and therefore do not take their children to eye care professionals for a comprehensive exam once they pass a vision screening at school. In fact, a high percentage of students never receive follow-up exams by eye care professionals even when they fail the screening.
Most vision screenings test only for visual acuity. Even the most sophisticated
"With the OAOP's support, we educated nearly 10,000 pre-K to fifth-grade students and their families on the importance of com-
Ruthie Ruan, O.D., at right, offers an eye exam workship for school nurses.
Life Symposium provided us the opportunity to network and introduce the HEHP program to state agents and other local organizations," Dr. Ruan explained.
State legislative and health care authorities, health care experts, and local organization leaders came together to discuss successful community initiatives and address the importance of collaborations. The symposium provided an opportunity for participants to understand the most current and pressing children's health issues in Oklahoma, and learn about organizational management, outcome measurement and, more important, how communities can work together.
"The OAOP understands the importance of communication and is actively seeking opportunities for collaborative support from the local health department and other organizations. Symposium participation was a great way to get started," Said Dr. Ruan.
During the meeting, Naifeh and Dr. Ruan introduced the HEHP program to state department of health representatives and other agents. They shared their concerns about Oklahoma children's vision and eye health issues and their efforts to promote comprehensive eye exams for children, stressing the importance of vision for success in school and in life.
"We believe that sharing our views and concerns with local authorities and communities on children's vision and eye health issues will facilitate continued success and our long-term goal of improving children's vision in our region," said Dr. Ruan.
Dr. Ruan's dedication and commitment to the program speaks for itself. During the past year, she and her staff worked diligently with pre-K to fifth-grade students, their parents and educators in Putnam City Schools to boost eye care awareness and promote the importance of comprehensive eye exams for children.
"We are grateful for all the support we received from the American Optometric Association (AOA) Foundation, Luxottica and the OAOP in 2012, and we look forward to continuing our work in 2013," she said.
AUGUST 2013
27
Parents were educated on the common signs and symptoms of eye problems, and volunteers emphasized that while vision screening is helpful it is not equal to a comprehensive eye exam. As a result, the program has significantly increased the number of students who received an eye exam in 2012, almost doubling the number as compared to 2011.
"The fliers emphasized the importance of comprehensive eye exams; the lecture educated school nurses on common children's vision and eye health problems and the difference between vision screenings and comprehensive eye exams; and the workshop demonstrated eye exam skills to help school nurses with their daily practice," Dr. Ruan said.
Late last year, Saundra Naifeh, OAOP executive director, and Dr. Ruan attended the SUCCESS for Life Symposium held at the University of Oklahoma Health Sciences Center in Oklahoma City. The symposium, organized by Sooner SUCCESS, a program of the Oklahoma University Child Study Center, provided a platform for local communities and organizations to collaborate on facilitating a comprehensive, unified system of health, social and educational services for Oklahoma children.
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WE LIVE ON A COLD PLANET
A. V. BRUSHKOV M. FUKUDA
Photos by the courtesy of A. Brushkov
A scheme of permafrost rocks in the northern hemisphere of the Earth. The scheme was developed by the International Permafrost Association (IPA).
Masami FUKUDA is a professor of the Institute of Low Temperature Science, Hokkaido University (Sapporo, Japan). He is an expert in the field of geocryology and ecology of the North, the author of over 200 scientific papers, and head of many collaborative Russian–Japanese research projects in Siberia.
Anatoly V. BRUSHKOV is a doctor of geology and mineralogy, professor of the Tyumen Oil and Gas University, and chief researcher of the Tyumen Scientific Center, Siberian Branch of the Russian Academy of Sciences. His scientific interests include the physics and chemistry of permafrost and the cryolite zone as a habitat of microorganisms. He is the author and coauthor of 4 monographs and over 100 scientific papers.
There is hardly another natural factor that would have such a dramatic effect on the plant and animal worlds of the Earth as low temperatures. Only the tropical zone of our planet, except for its high-altitude regions, does not experience the action of cold.
Characteristic of the periods of global cooling in the history of the Earth, connected with the development of glacial cover and narrowing of the climatic zones, were tremendous changes in the geographic ranges of plants and animals and their extinction. As a result, systems of different levels based on a cyclic (winter–summer or ice age–interglacial period) turnover of the biological matter and energy formed in the so-called cryogenic landscapes.
The adverse effect of negative temperatures on organisms appears as a weakening of their life activities, arrest of metabolism, and damages caused by the ice grains formed in their cells and tissues. There are three temperature ranges providing the existence of stable cryosystems, each displaying specific features for the life activities of organisms:
* From 0 to –20 °C, when living cells can be active;
* From –20 to –80 °C, when organisms are in anabiosis; and
* Below –80 °C (this temperature does not occur on the Earth under natural conditions), when biological objects are completely conserved. (Lozina-Lozinsky, 1972):
The Minus Compatible with Life
P. I. Bakhmet'ev, a Russian scientist who studied the supercooling of insects and anabiosis (the phenomenon of suspended animation) of bats, laid scientific foundations of cryobiology as early as at the end of the 19th century.
During the last 100 years, a large number of facts related to the tolerance of higher organisms to cold have accumulated. In particular, it has been found that certain plants and animals are capable of surviving even when the water in their bodies transforms into crystalline ice. For example, caterpillars of some butterflies freeze-treated beforehand revived after a long-term freezing at a temperature of –78 to –269 °C. Many worms, including helminthes, also remain viable after freezing. The water flea Chydorus sphaericus, a member of the zooplankton found at a depth of 3.5 m in permafrost several thousand years old, revived too (Kapterev, 1936).
The large wood frog Rana sylvatica, living in Alaska, is able to hibernate deeply, with its temperature lowering to –6 °C without any detriment to its "health" (Storey, Kenneth, 1990). Perhaps, this frog is the living organism closest to humans, wgich is capable of surviving a true freezing.
Plants also survive a long-term freezing; for this purpose, they make "special arrangements". It is appropriate to mention that the tolerance of many terrestrial organisms to sub zero temperatures over the entire life cycle depends on the
71
Methane concentration in Yakutian permafrost sediments (ppm)
Permafrost sediments in Yakutia and other northern regions contain a large amount of methane. Presumably, this methane is produced by the methanogens belonging to the ancient group of archaebacteria.
season. For example, cold-hardening of plants, i. e., development of their frost tolerance, occurs only in the fall, when plants stop growing. The trees that endure the frost to –60 °C in winter (larch, spruce, and pine) die at a temperature of –7 to –8 °C in summer. Most likely, Russian farmer E. A. Grachev was the first to apply freeze-treatment to plants as early as at the end of the 19th century. He kept corn grains in snow for two weeks before planting and succeeded in producing mature corn ears under climatic conditions of St. Petersburg.
The freezing point of the water containing various ions is below 0 °C and depends on the concentration of the substances dissolved. In the case of a slow freezing of cells, their content can retain its liquid state at a temperature that is considerably lower than the freezing point of the corresponding solution. This phenomenon is known as supercooling The water inside cells in certain cases does not freeze even at a temperature of –20 °C. This was demonstrated by the example of the gastropod mollusks Mytilus edulis and Littorina rudis (Kanwisher, 1955).
Certainly, many microorganisms (bacteria and yeasts) survive well low and even superlow temperatures. Actually, this ability underlies methods for their long-term storage. Tolerance to frost is usually provided by dehydration, increase in the viscosity of the cytoplasm, and by the presence of an envelope that prevents ice crystals from entering the cell.
.
The so-called cryoprotectors are used for preservation of living systems under low temperatures. They weaken the effect of crystallization by changing its pattern, prevent agglutination and denaturation of macromolecules, and enhance the preservation of cell membrane integrity. For example, when freezing sperm, it is recommended to add glycerin, egg yolk, or dimethylsulfoxide to protect spermatozoids against cold damage.
Keeping cool
Numerous studies into the ability of microorganisms to exist for a long time under extreme environmental conditions have recently appeared. Biologists from the University of Pennsylvania (USA) discovered live bacteria in the salt crystals 250 million years old (Vreeland et al., 2000). There are no special studies connected with the search for living microorganisms in ancient rocks, which suggests that the age of the most ancient living organisms on the Earth may be even more impressive.
Bacteria possess an amazing ability to form spores in adverse conditions, thereby turning into "structures" covered with a hard armature and displaying a slowed (or arrested) metabolism. Having been in this state for a long time, exposed to most severe environmental conditions, they are capable of returning to their conventional life activities when favorable conditions appear. Study of ancient microorganisms is an important direction of modern science, and investigation of permafrost is likely to be the most promising in this field: indeed, the major part of the Earth's surface has a temperature below +5 °C.
The first information about the viability of microorganisms found in permafrost was obtained in the 19th century. The majority of such studies were conducted with the Arctic and Antarctic permafrost, which had existed for several million years. It appeared that some bacteria isolated from permafrost were capable of growing when heated to positive temperatures (Gilichinsky, Wagener, 1995).
Bacteria, diatoms, and other microorganisms were discovered in the ice near the Antarctic station Vostok. Cyanobacteria (blue-green algae) were found in the Antarctic glacial shield at a depth of 3,600 meters; their age corresponded to the age of ice at this depth (about 500,000 years). The microbial strains recovered from the ice grew under laboratory conditions in a wide temperature range, from 4 to 50 °C (Abyzov et al., 1979).
Nonetheless, whence live microorganisms appear in frozen rocks? Are
The permafrost exposure in Mamontova (Mammoth) Mountain (left bank of the Aldan River, Yakutia) is destroyed by the river at an annual rate of up to 1 m.
Samples for microbiological studies were taken from permafrost sediments and ice wedges at a depth of 0.9—1 m below the layer of seasonal thawing, i. e., under permafrost conditions
they able "to live a full life" or just "to subsist" at negative temperatures?
croorganisms themselves (0.3—1.4 μm and larger).
Scientists have found that the majority of microorganisms are incapable of reproducing at temperatures below zero; however, this is not an axiom: the first extremely "cool" individuals were discovered by D. Foster as early as in 1887. It appeared that metabolic processes of bacteria can occur at a temperature of about –20 °C (Friedmann, 1994); moreover, these facts are numerous. Eukaryotic organisms — certain yeasts and fungi (Katayama et al., 2007) — are also able to grow at sub zero temperatures.
only slightly larger than their own size; therefore, they are deprived of the ability to move. Consequently, the conditions for their growth and reproduction in permafrost are either adverse or non-existent.
Nevertheless, we should admit that the probability of microorganisms growing and dividing in permafrost is not too high due to frost penetration into the soil and water crystallization in it. Saturation of pores of a freezing rock with ice is 85—90 % and even
However, a sophisticated reader may wonder if there are any proofs that the microorganisms have been preserved in permafrost since ancient times rather than penetrated it from outside, just recently. After all, the structure of permafrost strata containing water films must facilitate their penetration. However, a penetration of this kind is feasible only in very saline rocks: usually, water layers in permafrost at a temperature of about –3 °C are very thin. Their thickness amounts to approximately 0.01—0.1 μm—that is, as a rule, it is smaller than the size of mi-
In Search for "Eternal" Life
Yakutia is justly called "the cradle" of permafrost: virtually the entire territory of the Republic of Sakha is located in the zone of permafrost whose thickness can reach 500 meters, and at certain sites even more. A fall of temperatures in this region commenced in the late Pliocene, approximately 3—3.5 million years ago. The climate of that time was far from being hot: January temperatures ranged from –12 to –32 °C and June temperatures were from +12 to +16 °C (Bakulina, Spektor, 2000); therefore, Pleistocene sediments most likely did not thaw.
For further microbiological studies, we selected samples of permafrost sediments taken at various sites of Yakutia. Now, in the 2-million-year-
73
old permafrost samples collected at Mamontova (Mammoth) Mountain we discovered a bacillus (i. e., a rodshaped bacterium) capable of growing both in the presence and absence of oxygen.
species isolated from the ices of Central Yakutia and Alaska.
Possibly, it is methanogenic bacteria that are responsible for a high content of methane in permafrost sediments, which is their characteristic feature.
Spores of bacilli are known to display an amazing resistance to extreme environmental factors: for example, they were found in a viable state in the amber whose absolute age was 120 million years (Poinar, 1992; Sykes, 1997; Greenblatt et al., 2004). Therefore, the discovery of a living bacillus in the ancient permafrost of Mamontova Mountain is easy to explain. It is difficult, however, to assess its life activities: perhaps, it was preserved in permafrost only as spores. This also pertains to other microbial
Thus, there are reasonable grounds to consider that permafrost — a natural refrigerator — preserves living microorganisms whose age coincides with the age of the sediments frozen (thousands and, perhaps, millions of years). The question arises: what are the mechanisms that maintain such "immortality"?
It is accepted that aging occurs due to the loss of part of information stored in DNA. Actually, the better is the ability of special repair enzymes to "fix" the damaged DNA regions, (which thereby prevents the emergence of harmful mutations), the longer is the life span.
The majority of the microorganisms discovered appeared to be capable of growing at a low temperature (–5 °C) but could not grow at a high temperature (+30 °C). The DNA of archaebacteria of several groups, the so-called methanogens, producing methane in the absence of oxygen, were discovered and identified in the samples of Yakutian permafrost sediments. The study of these samples is still in progress; therefore, it is unclear what we are dealing with — living methanogens or their conserved "remnants". However, methane evolution is observed when these frozen sediments are incubated at a temperature of –5 °C; which can be the result of microbial activity.
White fungal mycelium (a) was found on the walls of the subterranean of the Mel’nikov Permafrost Institute, Siberian Branch of the Russian Academy of Sciences (Tyumen, Russia) (b) , at a depth of about 7 m. Study of the morphological characteristics of this fungus and analysis of the nucleotide sequence of its ribosomal RNA suggest that it is close to the mold Penicillium echinulatum and possibly represents a new species
b
a
75
Frozen sediments of Mamontova Mountain, Yakutia, are formed of fine sands and siltstones, whose age corresponds to the Middle Miocene, i. e., it is over 10 million years (Baranova et al., 1976). Here a temperature fall was recorded in late Pliocene,
3–3.5 million years ago; consequently, the sediments are likely to have remained in a frozen state since that time. This is confirmed by Pleistocene ice wedges, which could preserv their shape only if the temperature conditions did not change drastically.
Thus, the age of the Mamontova Mountain permafrost, presumably, can reach 3.5 million years.
Permafrost is an area of unprecedented natural selection, where billions of microscopic living cells are deprived of nutrition and space for motion and reproduction. Only organisms possessing unique mechanisms for sustaining viability over large time periods could have survive in these cold depths
Proteins of living cells are also unstable. For example, the proteins of rat brain degrade after 32 days (Bitti et al., 1967), while the life span of certain other proteins amounts to several minutes. Although the maximal thermal half life of certain enzymes can reach 12,000 days (Segal et al., 1969), this in no way is thousands and millions of years!
There is an opinion based on experimental data that no biological or chemical reactions take place in an anabiotic organism (Hinton, 1968). On the other hand, cell structures are constantly exposed to radiation and pressure. Thermal motion of atoms and molecules is another strong destructive factor, as the temperature is usually far from the absolute zero.
Therefore, a living organism can hardly reach a thermodynamic equilibrium during anabiosis and, in general, under natural conditions.
Thus, it is still an enigma thanks to what certain microorganisms survive in thousand-year-old permafrost. Their uniquely long life can hardly be exclusively attributed to slowed life activities during anabiosis. There must be some specific structural and biochemical features and specialized mechanisms for restoration of the cell structures prone to destruction, which would make them distinct from the other organisms known.
Presumably, understanding the principles underlying the way these mechanisms work will allow us to change radically our views on the life duration and potential capabilities of organisms and to approach the solution of several basic problems, such as the transfer of living matter in space, the origin of life on the Earth and, possibly, the development of drugs extending the span of human life.
Cold "Cradle"
In particular, study of ancient organisms in permafrost leads us directly to the issue of the origin of life on the Earth. Characteristic of the presently living organisms is their exclusive complexity at the molecular level; we have to admit that there is no unambiguous answer to the question on how these organisms appeared. According to a vivid comparison made by American astrophysicist F. Hoyle when speaking about RNA, complex macromolecules such as proteins and nucleic acids are as likely to be synthesized from the "primeval soup" as the Boeing 747 is likely to be assembled by a tornado sweeping through a junk-yard.
According to the theory of panspermia, which is becoming ever more popular nowadays, life could have been brought to the Earth from other planets. Some recent data, although not doubtless, obtained in the studies of meteorites and some microbiological research confirms this theory.
Indeed, outer regions of the solar system — satellites and comets, and the planets Uranus, Neptune and others — contain more than 100 Earth masses of ice and traces of organic molecules. Although the far planets and comets spend the main part of their "lives" at temperatures below –200 °C;
A comparatively large bacillus (1–1.5 X 3–3.6 μm) was isolated from samples of permafrost sediments taken at Mamontova Mountain, whose age is approximately 2 million years (a);
the cells of this bacillus in the culture form chains. The bacillus can grow at a temperature of –5 °C and form spores (b)
in the ancient times, ice could have thawed thanks to radioactive decay, thereby providing conditions appropriate for the life of microorganisms. These organisms could have existed in a dried and frozen state in space, in vacuum, and at superlow temperatures until they found themselves in a favorable ambience.
On the other hand, there exists the so-called ultraviolet problem. The microorganisms traveling in outer space can be damaged by ultraviolet and harder radiation of stars. Although data on survival of microorganisms exposed to low temperatures, vacuum, and concurrent action of radiation are yet virtually absent, we can state that it is not so easy to kill microorganisms with ultraviolet radiation. The genetic information damaged by this impact can then be restored with the help of special cellular mechanisms: such mechanisms were recently discovered in bacterial spores (Nicholson et al., 2000). The results of a recent space experiment performed by NASA, when a considerable part of the bacteria Bacillus subtilis exposed to a hard solar radiation for almost 6 (!) years yet retained viability (Horneck, 1993; Horneck et al., 2001; La Duc et al., 2004), demonstrate a striking vital capacity of microorganisms. Moreover, microorganisms can be protected from radiation by a layer of ice or rocks.
If all the proposed hypotheses are true, we can assume that life in the universe is much more common than we used to believe. And low temperatures, associated in the human conscience with death, have contributed notably to these beliefs.
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Name:___________________________________________ Date:_________________ Score:_____________
Put the followng numbers in order:
1). from biggest to smallest
2). from biggest to smallest
202
182
232
689
621
792
232 > 202 > 182
792 > 689
> 621
3). from biggest to smallest
4). from smallest to biggest
469 515
515 > 469
399 > 399
787 669
865 < 787
669
< 865
5). from biggest to smallest
6). from biggest to smallest
469 515
515 > 469
399 > 399
336 386
303 > 336
386 > 303
7). from biggest to smallest
8). from biggest to smallest
287 330
259
330 > 259
417 479
376 > 417
479 > 376
> 287
9). from biggest to smallest
10). from biggest to smallest
765
689
879 > 689
670 737
737 > 670
570 > 570
879 > 765
11). from smallest to biggest
12). from smallest to biggest
463 417 532 417 < 463 < 532
755
830 < 830
868
< 868
Answers
1). from biggest to smallest
2). from biggest to smallest
202
182
232
689
621
792
232 > 202 > 182
792 > 689 > 621
3). from biggest to smallest
4). from smallest to biggest
469
515
399
787
865
669
515 > 469 > 399
669 < 787 < 865
5). from biggest to smallest
6). from biggest to smallest
469
515
399
336
303
386
515 > 469 > 399
386 > 336 > 303
7). from biggest to smallest
8). from biggest to smallest
287
259
330
417
376
479
330 > 287 > 259
479 > 417 > 376
9). from biggest to smallest
10). from biggest to smallest
765
689
879
670
737
570
879 > 765 > 689
737 > 670 > 570
11). from smallest to biggest
12). from smallest to biggest
463
417
532
755
830
868
417 < 463 < 532
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A Girl Scout council is responsible for seeing that all activities are planned and carried out so as to safeguard the health, safety and general well-being of the participants. Girl Scout Safety Guidelines and checkpoints provide guidance in meeting this responsibility. Every troop leader should be thoroughly familiar with and follow the guidance given in Girl Scout Safety Activity Checkpoints.
In the event that a serious accident or a major emergency does occur, Citrus Council has well defined procedures which must be followed:
The adult in charge will:
1. See that each driver carries in her/his car:
a. A completed parent permission slip for each girl
b. A first aid kit and the appropriate insurance forms
c. A copy of Citrus Council Emergency Procedures
2. Provide each person with information concerning what to do if she/he becomes separated from the group. For example:
a. Cars will proceed to an agreed upon checkpoint or destination.
b. Girls will proceed to an agreed upon destination.
c. Girls who may be left behind or lost will be instructed to stay in one location that is safe and as close as possible to where they were last seen.
3. Observe all site regulations at Citrus Council program centers. These site regulations are sent to each troop leader when the troop's reservation is confirmed and are also posted at the program centers.
1. In case of any first aid treatment, the adult in charge will:
a. See that a qualified first aider or other qualified medical personnel gives treatment according to Red Cross First Aid Procedures.
PLEASE NOTE: If a child requires a medication prescribed by a physician, she must take it herself. First aiders are not allowed to give medication. First aiders will hold the medication and see that the child receives it as scheduled on the label of the medication.
2. In case of fire, flood or storm the adult in charge will:
a. Follow the emergency procedures for the site, which will be posted at council-owned properties.
b. Use the following guidelines to develop on-site emergency procedures for sites other than councilowned properties:
1. Move the girls to a safe location.
2. Place someone in charge of the group.
3. Contact the proper authorities such as the forest ranger, sheriff, police or fire department.
4. Notify the troop's emergency contact person, who will notify families and the council representative.
3. In case of injury or illness requiring hospitalization or emergency room care, the adult in charge will:
a. Follow proper first aid procedures in treating the injured person(s) and secure proper medical care.
b. Contact the site ranger and/or request assistance from clergy, sheriff, police, highway patrol, ambulance or doctor as appropriate.
c. Notify parents and the council representative.
4. In case of accidental or natural death, the adult in charge will:
a. Contact the site ranger and/or request assistance from sheriff, police, highway patrol, ambulance, doctor or clergy as appropriate.
b. Notify council representative. This person will contact the family in case of fatality or where death is imminent.
c. Retain a responsible adult at the scene who will see that the victim and surroundings are not disturbed until proper authorities have assumed control.
5. In case of unusual, suspicious activity or intrusion, the adult in charge will:
a. Contact proper authorities such as site ranger, sheriff, police, highway patrol, as appropriate. On council-owned properties, posted procedures will be followed.
b. Remove the group from the scene if the safety of any member is ever in question and notify emergency contact person of any change in site. Parents and the council representative will be informed of any change by the emergency contact person.
6. In case of lost child, the adult in charge will:
a. Contact the proper authorities or person in charge of the facility.
b. Organize a search of the area in teams, starting with child's last known location. Notify the troop's emergency contact person if the child is not located within a reasonable amount of time. The emergency contact person will notify the parents and the council representative.
7. Permission slips MUST NOT be released to authorities. The adult in charge will keep her/his copies.
8. In case of serious accident or crisis, NO public statements should be made. All inquiries should be referred to the individuals listed below.
9. Complete the Accident Report form and send to the Council Service Center, within 24 hours.
Troop Emergency Contact Person: _________________________________________
ZANDRA WASHINGTON, Chief Operating Officer 407-896-4475 or 321-277-6349
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Enhancement of transportation in the city
Following the birth of Tokyo Shiden, Tokyo's streetcar network steadily grew. During World War I (1914-1919), demand for transportation grew and the number of streetcar users increased as a result of population concentrating in Tokyo, due to a booming economy and rapid industrialization.
annual passengers continued to grow, peaking at a record 708 million in 1943.
The streetcar network sustained severe damage in the Great Kanto Earthquake of 1923, but was completely restored in only nine months. In 1940, there were 179km of streetcar lines transporting 508 million passengers annually. The number of
Meanwhile, since restoration of the streetcar system damaged in the earthquake was expected to take considerable time, bus services, which would be relatively easy to start, were planned. In January 1924, bus service on two routes (between NakaShibuya and Tokyo Station and between Sugamo and Tokyo Station) was launched using 44 vehicles, and the first city buses began running through the streets of Tokyo.
Tokyo Shiden streetcars (circa 1935) Keihin Electric Railway tram no. 65 (right) followed by Tokyo Shiden streetcar no. 513 (left) in the Shinagawa area. Source: Bureau of Transportation, Tokyo Metropolitan Government.
Streetcar congestion
"Entaro" bus services After the Great Kanto Earthquake, the City of Tokyo converted Ford Model TT trucks into buses, which were affectionately called "Entaro." Source: Bureau of Transportation, Tokyo Metropolitan Government.
During the morning and evening rush hours, when trams were full, pas-
Streetcars were often crowded and it was not unusual for clusters of pas- sengers sometimes had to wait 30 minutes to one hour for the next tram.
sengers to hang from the outside of streetcars.
Source: Bureau of Transportation, Tokyo Metropolitan Government.
Reconstruction following the Great Kanto Earthquake and World War II (1910s-1950s)
came with a coupon for a discount of three yen at a clothing store.
people
Number of streetcar and bus passengers
Prepared from Toei Kotsu 100 nen no ayumi (A 100- year history of Toei Transportation). Bureau of Transportation, Tokyo Metropolitan Government.
As the number of buses increased, the number of streetcar passengers declined for a time. Later on, the economy picked up and the number of streetcar passengers rose.
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LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL
(The "School")
Policy #25: Curriculum and Policy
Mission
Through a rigorous, bilingual programme and innovative methods, we educate students to become responsible, creative and principled global citizens. We teach them to think critically and act ethically, to form and express their own opinions and respect those of others, to define their own life goals, and to make sense of and embrace change.
Our values are: Excellence, Creativity, Integrity, Awareness and Community.
In support of these aims and values we are committed to ensuring the following: we are committed treating all our students with respect and dignity.
Introduction
The Career Services Department (CSD) is committed to continuing the educational mission of Lycée International de Londres Winston Churchill (LIL) by supporting all students in an individual, impartial, differentiated and positive manner to help them get to know their strengths, understand their interests, build their future educational plans and career goals in order to help prepare them for the challenges and adventures that lie ahead. All students receive bespoke guidance, exposure to the world of work and the support necessary to meet their career counselling needs. The CSD believes strongly that our work is an integral part of students' holistic education journey at LIL and that we enhance the opportunities of each student by helping them secure the best possible offers and courses at top universities worldwide.
The CSD supports the personal and professional development of each student by:
* helping build self-confidence, self-reliance, self-esteem and independent learning skills;
* fostering the development of critical thinking, decision-making, research and presentation skills;
* promoting positive and informed attitudes to learning and goal setting;
* encouraging self discovery and understanding of strengths and interests;
* dispensing information on as large a range of education and career options as possible;
* providing guidance in the best interest of the individual student;
* inspiring every student to find their optimum way
* opening doors to their future.
1. Objectives
A. Provide individualised, differentiated, constructive and impartial services to each secondary student and their family;
B. Prepare, assist and encourage each secondary student in the discovery, construction, sound planning and implementation of their personal, educational and professional goals;
C. Support each secondary student in the understanding, development and implementation of curricular, extracurricular and supra-curricular activities conducive to the planning and realisation of their goals;
D. Liaise and collaborate with all internal and external stakeholders necessary including teachers, colleagues and higher education establishments of all kinds around the world in order to best support students;
E. Work to discover, innovate, define and implement all the necessary tools and resources to best support our students;
F. Make the Career Services Department an integral part of LIL's continuing success and reputation.
3. Careers Curriculum within PSHE
The requirements for both the Gatsby Benchmarks and the Parcours Avenir for the AEFE are embedded into the LIL Careers Curriculum. It is delivered to all of the Secondary School in year appropriate segments based on the purpose developed Careers Curriculum which is embedded in the PSHE Curriculum. The Careers Curriculum is delivered in Heure de Vie Class hours with the Class Team Leader (CTL), as well as through Year Group Assemblies with the Heads of Year. CSD members also go into classes to deliver year specific careers curriculum content and students participate in purpose designed careers orientation events at the end of Years 11 and 12. In Years 12 and 13, students have access to individualised bespoke support from a member of the CSD. The Gatsby Benchmarks are covered through various activities from Parent Career Presentations to discovery of jobs in the workplace during class outings. The syllabus allows for the building of bridges between Primary and Secondary. The elaboration of a coherent and progressive Careers Curriculum throughout LIL engenders students personal growth and future plan development:
* Students are encouraged to start learning and thinking about their interests and strengths from Primary School
* Each student is an individual and is treated as such with careful attention to their unique talents, goals, aspirations and challenges
* Every student is entitled to individualised impartial advice, support and assistance to help them define and attain their future goals
4. Events
We organise and deliver several internal and external presentations and events throughout the year.
This includes country-specific informative presentations and dynamic interactive workshops, which are exclusive for LIL students and parents. For example, we run key events specifically designed for 2nde/EIP Y11 (Roadmap 2 University Week) and 1ere/IBDP Y12 (University Application Preparation Week) students to help them progress with their university and course choices as well as the application processes. On average, students have access to around 30 hours of additional support during these events.
Furthermore, we host an annual Alumni Day event for current students to hear directly from our graduates and how to best navigate their final years at high school.
We also organise around 40 external university presentations each year, to help students discover and aid their research, covering the U.K., France, the U.S., Canada, Spain, Netherlands, Australia, etc.
5. Resources
We have a centralised document which includes internal and external resources based on specific subject areas (business, law and finance; social sciences and humanities; science; mathematics, engineering, and computer science; the creative arts) and general advice and guidance on the application process, university choices, interview prep, scholarships, personal statement, supra-curricular inspo, etc. All of this for places all around the globe, including the U.K., France, the U.S., Canada, and more.
6. University Destinations and Offers
Our LIL graduates are attending outstanding Higher Education Institutions across the globe and current students continue to receive impressive University offers, achieving their goals and building their futures.
7. Student Careers Team (SCT)
The Student Careers Team (SCT), founded in 2021, works closely with the CSD to organise, build and run an effective resource centre and useful events throughout the year, as well as to act as a point of contact for fellow LIL students. The SCT is comprised of two carefully selected Lycée students as a leadership and peer volunteering opportunity. The members meet once per week to help with contacting and arranging university presentations, as well as researching, maintaining and updating the careers events page and resources page in an accessible format. The SCT also helps to transmit, advertise and reiterate all information and communication from the CSD to their peers and beyond.
Policy created in 2015
Policy reviewed in:
* March 2023
* August 2022
* September 2018
* June 2018,
* August 2016
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Word Knowledge
"Words are dangerous weapons. And you need weapons to prevail in battle."
Across the US, parents use Scrabble as an educational tool to teach their children an appreciation for language in a fun and engaging way. In Thailand, this is taken to a whole new level. Many of their schools use Scrabble to teach kids English while improving their spatial and anagramming skills. As a result, Thailand is home to many strong Scrabble players.
Thai players think about learning words differently than their American counterparts. Some words are learned as English words: words that are necessary to succeed in the English-speaking world that are also valid in Scrabble. However, Thai Scrabble players also learn other words as "functional" words; words that are rarely used in English but are useful in Scrabble.
To become a good Scrabble player, you need to study "functional" words. Think of studying like any other skill, from dribbling a basketball to hitting bunker shots. It's something you must do if you want to be proficient at Scrabble.
Studying starts with the two letter words. The two letter words are essential to playing Scrabble at a proficient level and understanding the lessons in this book. There are only 101 two letter words, many of which you already know. By learning just 5 words a day, you can learn all of the two letter words in two weeks. (A list of many useful Scrabble words, including many two and three letter words, along with definitions can be found in the appendix.)
Finding Words
"You can't win a battle of wits until you find the right words."
After traveling through stormy weather, a boat's navigation system malfunctions. The captain calls in the crew and asks them how to find their way back to land. One crewmate tries to construct a compass on board, and tells the captain to stay the course. Another crew member tries to use the stars as navigation, and suggests turning the boat slightly east toward the sun. The boat turns. A third member uses the ocean currents and examines the seafloor and recommends a significant turn westward.
The boat is lost. The captain moves onward, picking a direction arbitrarily and hoping that he's right. The captain no longer wants advice. It's easier to focus on one path rather than accept input from the rest of the crew.
This is how many novices feel on the Scrabble board. They are overwhelmed by all the factors they have to consider: while they search scrupulously, they reach a breaking point and give up, making a play just to get to the next rack. After a few racks, they are so frustrated that they refuse to give any rack more than a cursory glance.
Learning how to find plays is like learning to play an instrument; it can only be developed through practice. By developing an understanding of the types of spots and words that yield high scores, finding good plays can become second nature to any Scrabble player.
Hotspots
"Hotspots allow high point tiles to shine."
One aspect that attracts players to Scrabble is the board. It is a piece of art: colorful and exciting, yet symmetric and easy to understand.
Hotspots make Scrabble more dynamic. While they can be a savior for your high point tiles, hotspots can also be detrimental when your opponent has high point tiles and can easily score with them. While tiles such as the S and R are used for playing a bingo, tiles such as the H, W, X, and Y are used for hotspots.
Hotspots allow tiles like the Z or X can score 50 or more points. They enable otherwise poor high point tiles to punish your opponent, especially if you can use multiple hotspots on one turn or make a parallel play using a hotspot. Two of these plays are worth just as much as a bingo. The points can add up fast!
Since it is easy to score well using hotspots, you should avoid giving your opponent easy access to these spots. You may need to sacrifice points to block or avoid opening hotspots so your opponent cannot score well with their high point tiles.
Decision Making
"Good decisions are made one decision at a time."
All eyes are on you. Your breathing speeds up. Your muscles begin to tense. Your mind wanders. "What if I'm wrong? What if I'm missing something?" Making crucial decisions under pressure seems impossible.
Whether it's marriage, school, your job, etc., making life altering decisions is difficult because of the ramifications. Although Scrabble does not change someone's life, the same stress reactions occur. A meticulous, logical thought process is imperative for good Scrabble play.
In this chapter, you will learn three metrics to evaluate plays: the number of points your play scores, the hotspots available for your opponent, and the remaining tiles on your rack also known as your leave. (This concept will be discussed further in Chapter 5.)
How do you compare plays using these metrics? There are two stages of decision making: the primary stage and the selection stage. In the primary stage, you are comparing similar plays. The differences between plays are small and straightforward. In the selection stage, you must contrast plays with different strengths and weaknesses.
The most important part of this chapter is understanding how decisions are made. Making the right plays is not as important as understanding how to compare and contrast plays. This chapter's mission is to build a framework allowing you to find the best play on each turn. As this book progresses, more metrics will be added, another stage will be introduced, and you will learn how to incorporate more concepts into your decisionmaking process.
Leaves
"In Scrabble, you don't win by a single ferocious attack, but by a constant barrage of points. And sometimes that constant barrage requires holding a little something back."
Amongst games between top players, observant players will note that the same words show up frequently. Indeed, although experts are capable of playing obscure bingos such as OMOPHAGY, most bingos contain many of the letters in the word RELATIONS. Proficient Scrabble players keep good bingo and scoring tiles on their rack, enabling them to score consistently.
With poor tiles, even masters have a very difficult time finding a bingo or a high scoring play. No amount of skill can help you with a rack such as AAEIITU or DIRRTTT. Masters are no better than novice players at dealing with these racks: however, they avoid these situations by keeping a good leave. They keep good tiles on their rack while maximizing score so that their leave (the remaining tiles after their previous play) will result in a high scoring play next turn.
There are two components of a good leave. One component is tile strength. Keeping an S on your rack will improve your leave since it will help you score more points next turn than a tile such as the V. The other component is balance. Strong leaves do not contain duplicated letters, and possess an equal number of consonants and vowels.
In Scrabble, there are two ways to score well. One way is to play a bingo and receive a 50 point bonus for your play. The other way is to utilize your board vision and combine hotspots with high-point tiles to make a scoring play. Leaves that tend to form a bingo are called bingo leaves, while leaves that lead to high-scoring plays are called scoring leaves.
This chapter will provide you with a fundamental understanding of what makes a good leave. While there are important differences between scoring leaves and bingo leaves, it is important to learn various metrics to evaluate different leaves. Good leaves contain a balanced vowel-consonant ratio, possess good synergy, and are diverse.
"Every tile is special in its own unique way."
Any good chess book begins with a discussion of the strengths and weaknesses of each piece. Yet if you ask another Scrabble player: "What are the strengths and weaknesses of the T?" most players will think you are from another planet. However, learning the nuances of each tile is important.
Not all tiles are created equal. Tiles such as the blank and S are valuable since they score well regardless of the board. Meanwhile, tiles such as the V and Q are poor tiles since they tend to be inflexible and impede your ability to play a bingo.
This chapter should be used as a reference guide. By reading and rereading this chapter, over time you will acquire an understanding of the strengths and weaknesses of each tile. This information will help you assess leaves in a precise and informative way.
To help you understand the capabilities of each tile, I have created several metrics that assess their strengths and weaknesses:
Type: Each tile is categorized into one of three different types based on each tile's usefulness. These types are:
* Scoring Vowel/Consonant: These are tiles primarily used for scoring 30+ point plays. These tiles usually score a lot of points by using hotspots or forming highscoring 5 and 6 letter words. These tiles are also used for parallel plays.
* Bingo Vowel/Consonant: These tiles are used for bingos. Bingo vowels or consonants are tiles that exist in many 7 or 8 letter words.
* Clunkers: These are bad tiles you should get rid of as quickly as possible. Clunkers are used to make low scoring plays to balance your rack. Clunkers are poor tiles since they are too inflexible to be useful as scoring tiles, and are rarely found in seven or eight letter words.
Fishing
"An amateur fisherman tries to "catch the big one". A professional fisherman makes his money by catching lots of fish."
One reason why people love sports and games is the "almost" moments. For every great shot, there have been countless near misses: baseballs hit the warning track, buzzer beaters fall short, and Hail Marys fall unanswered.
In Scrabble, many of those "almost" plays can turn into great plays. By playing off a few tiles, you can turn the rack you have into the rack you want by fishing. Fishing is the act of playing or exchanging tiles in hopes of drawing a high scoring play or bingo on the next turn. In most cases, fishing requires a basic knowledge of a significant number of frequently occurring bingos. (A short list of some frequent bingos is available in the appendix.)
The strength of fishing plays is dependent upon three things: the valuation of other candidate plays, the likelihood that you will draw a bingo, and the ability of those bingos to play on the board next turn. Fishing is pointless if there are no spots to play a bingo or drawing a bingo is unlikely.
Opening rack: AEEERST
This is a good example of a rack that you should fish with. Exchanging the E allows you to bingo with many tiles in the bag. By going through each letter, you can see that the odds of drawing a bingo with AEERST are quite high:
A: AERATES
B: BEATERS, BERATES, REBATES
C: CERATES, CREATES, ECARTES D: DEAREST, DERATES, SEDATER, etc.
F: FEASTER
G: ERGATES, RESTAGE
H: AETHERS, REHEATS, HEATERS I: AERIEST, SERIATE
K: RETAKES
L: ELATERS, REALEST, RELATES, etc.
M: RETEAMS, REMATES, STEAMER N: EARNEST, EASTERN, NEAREST
O: ROSEATE
P: REPEATS, RETAPES
R: RETEARS, SERRATE, TEARERS, S: RESEATS, TEASERS, TESSERA, etc.
T: ESTREAT, RESTATE, RETASTE U: AUSTERE
W: SWEATER
X: RETAXES
Setups
"Every tile is like a child. If you care about your child sometimes you need to set up your child for success."
, ,
While some people react to everything life throws at them, successful people make things happen. They establish a social group, a desirable job, or a lifestyle they want to live. Successful Scrabble players develop this same attitude. They force their opponent to react to them, and plan ahead to put themselves in advantageous situations.
Chapter 5 briefly discussed how leave values are dependent on the board. It discussed keeping bingo leaves on wide open boards and scoring leaves on boards with open hotspots. However, you don't have to be a slave to the board: you can alter the board to conform to your remaining tiles. This type of play is called a setup.
Setups allow you a chance to use your high scoring tiles for big points, and can allow you to use your bingo tiles to play a bingo. They allow you to create a board conducive to your remaining tiles. When there are no good Scrabble plays, masters have the ability to create scoring plays for themselves next turn.
Good setups possess several key characteristics: they are easily accessible for your tiles while being difficult to block for your opponent, they set up a high scoring play next turn, and they don't sacrifice too many points immediately. Plays that are easily blocked or sacrifice too many points typically are weak setup plays.
Entropy and Blocking
"Being atop the mountain just means you're going to get attacked from every possible direction."
Comeback. Nothing feels more exhilarating than grasping victory from the jaws of defeat. Yet nothing is more devastating than watching as a seemingly surefire victory slips through your fingers. Comebacks stay with both players: they can be the subject of a story that lasts forever, or they can haunt you into wondering what might have been.
Comebacks don't just happen: they are events that must be prepared for. Trailing players must take calculated risks in hopes of overtaking the deficit, while leading players minimize that risk, taking steps to ensure their victory. Players with leads want to minimize risk, while trailing players want to maximize risk.
In terms of Scrabble, this translates simply: the leading player wants to eliminate high scoring bonus options since they are likely to produce large scoring swings. They want to block their opponent, defending their lead and inhibiting them from playing bonuses or other high scoring plays. Meanwhile, the trailing player wants high scoring bonus options available so the score can change quickly. They want to create bonus lines while blocking scoring spots enabling them to overtake their opponent with a lucky draw.
The propensity for the game score to change is measured in terms of entropy. A high entropy indicates a high propensity for the score to change, with high-scoring bonus lines but few scoring options. A board with few bonus lines and consistent scoring is described as having low entropy.
Trailing players should increase entropy by inciting bonuses and encouraging high-scoring plays. They need the unpredictable nature of Scrabble to take over. Meanwhile, leading players want to retain their lead using consistent scoring. They want to use open hotspots and score 35 points every turn, blocking bonus lines while keeping balanced leaves to score well on future turns. While the trailing player takes big risks (such as fishing) to hit home runs, the leading player is content hitting singles.
As a result, Scrabble boards turn into a game of cat and mouse, depending on who has the lead. When one person is trying to open the board, the other player is trying to close the board, blocking their opponent's potential options. The type of board desired varies drastically based on game score.
This chapter focuses on this cat and mouse game, showing you how to block your opponent's high scoring options and protect your lead while making adjustments based on the game score. The person who properly controls the board will come out on top.
Chapter 10:
Endgame
"With fewer options and less time remaining, it is more important than ever to be precise."
During most of the game, players are often speculating. "What does my opponent have? What will they do? What am I going to draw?" The ability to predict the answers to these questions will determine your Scrabble success.
During the endgame, there is no speculation. You can see your opponent's options, and there are no tiles left to draw. It's just a matter of seeing your options, seeing your opponent's options, and executing.
To play an endgame, you need to track tiles. This process will provide you with valuable information about your opponent's options, which plays to block, which tiles are problematic for your opponent, and whether or not they can block you next turn. A sample scoresheet is available at http://www.breakingthegame.net/scoresheet.
Playing the endgame well requires keeping the following themes in mind:
1. Block your opponent. If your opponent has a bingo, an out play, or a high scoring play, you should block these devastating plays.
2. Go out in two. During the endgame you should often think of your rack in two pieces: as two different scoring plays on your next two turns. Your first play should ideally score well and leave you two different spots to play your remaining tiles.
3. Search for setups and traps. The endgame allows for more creative play, as you know your opponent's exact tiles and can use that information to your advantage. Looking to set up high point tiles (especially when your opponent has a poor rack) or trapping awkward letters such as the J, V, or Z on your opponent tiles are both common, useful tactics during the endgame. | <urn:uuid:72aaf23c-a054-48c6-a032-6cbf77293fd8> | CC-MAIN-2018-51 | http://www.breakingthegame.net/wp-content/uploads/2014/11/BTG-Intro-Pages.pdf | 2018-12-19T07:09:02Z | crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00015.warc.gz | 330,960,354 | 3,696 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.999291 | [
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Activity: Make a Public Comment (City or County Committee)
Leader Prep: Identify the list of city or county committees available in your area. If there are committees that directly address the issue girls are advocating for, print or prepare that committee's materials for girls to review.
Objective: Raise awareness and gain support from active citizens and elected officials serving in a capacity directly related to your issue.
Supplies:
o Proposal for new law
o Committee agenda
o Petitions or other supportive documents
o Safety ratios for travel
o Elevator pitch
o Permission slips
1. Before you attend the upcoming convening of the committee, you'll need to identify which committee you'll be targeting for action. Committees, councils, boards, task forces, and commissions are all different names for groups of engaged citizens and elected officials that advise legislative bodies on a wide range of policy issues. There can be only a few of these groups in your community or there be tons! These bodies are the best place to begin engaging policymakers because they may be somewhat knowledgeable about your issue and have a strong grasp of how it can be approached by policymakers.
a. Who are the members of the group?
2. To communicate with these groups, you'll first need to obtain a copy of the agenda as well as any documents produced by the group to get a better understanding of their work. Try to answer the following questions about the group based on what information they provide online or at the local municipal building:
b. What are their primary focus areas? For instance, do they do more advising on community engagement or on budgets or on city planning?
3. Now that you have more information about this group, you are ready to draft your comment. Similar to a letter to the editor or your elevator pitch, a public comment is just a couple of key points about your issue. It should only take a couple of minutes to say. Practice several times with friends, your guardian or parent, your troop leader or someone else to help you stay calm and remember what you want to say.
c. What did they do at their last meeting? What did they talk about? What did they report to the city council or county board?
4. Go to the City or County Clerk Office (depending on your committee type) to fill out a speaker card, if one is required. Depending on the formality of the committee and how many speakers they expect to receive, you may be waiting in line at the event or you may be seated and be asked to take a turn.
6. When you get up to speak, share your name, where you live, and your troop information, if you like. Then, state the comments you've prepared. It's okay to be nervous! Remember to speak clearly and confidently.
5. You will need to attend the meeting in person to share your comment. Sometimes, if you have an important conflict, a member of the committee may be able to share your comments if you cannot attend. However, it can be difficult for someone else to put passion and urgency into your prepared comment. Do your best to be there. Remember to wear your Girl Scout uniform and insignia.
7. At the end of your comment, say thank you to the committee for listening.
8. You may stay for the remainder of the meeting, or if you need to leave, you may do so. When you return home, you may share additional information like photos, graphs, media you've produced, your petition or action day, or anything else via email or by mail. Be prompt in these submissions so that if a decision is being made, they have all of the information needed. | <urn:uuid:3ec979d5-d757-4d63-beb0-32268283ac2e> | CC-MAIN-2018-51 | https://www.gsbadgerland.org/content/dam/gsbadgerland/documents/Program/advocacy-guide/Make%20a%20Public%20Comment%20City_County%20Committee.pdf | 2018-12-19T07:05:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00015.warc.gz | 891,802,118 | 734 | eng_Latn | eng_Latn | 0.998951 | eng_Latn | 0.998951 | [
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-Handbook on Early Literacy Research
Access to books is considered the single biggest barrier to literacy gains for young children. That
means a shortage of age-appropriate materials in poor neighborhoods can affect a child’s
development.
This type of deficiency during the early years could be a factor in poor test scores later. In 2018, 43 percent of Florida third-graders scored below proficiency levels in reading.
If you'd like to make a difference in the lives of early readers, become a ReadingPal! You'll have the opportunity to read to two youngsters from prekindergarten to third grade, bringing a new book and a friendly face into their world each week. | <urn:uuid:9a17aa45-671b-4b34-990c-f74e58e40acb> | CC-MAIN-2018-51 | https://www.childrensmovementflorida.org/wp-content/uploads/AYKM-15.pdf | 2018-12-19T07:01:54Z | crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00012.warc.gz | 831,369,197 | 137 | eng_Latn | eng_Latn | 0.998973 | eng_Latn | 0.998973 | [
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Thrive A P A R E N T ' S N E W S L E T T E R F O R B O U L D E R V A L L E Y K I D S update
healthy kids make smarter students
Excellence and Equity Boulder Valley School District
Volume 2 | Issue 5
insideTHRIVE
Garden to Table is Growing a Community of Healthy Children 2
Be Physically Active and Live Well! 3
Body Wellness 4
Dangers of Tobacco 6
Body Image 5
Q&A with Dr. J 6
Calendar of Classes & Events 7
I like that there are more entree choices. If there is an entree I don't like, I can always go to the salad bar.
from Brendan 6th grade, Southern Hills Middle School
Enhance Inform Inspire february 2010
This issue of Thrive Update is devoted to physical health and wellness, a broad topic that includes everything from good nutrition to positive body image. In addition to promoting healthy habits from a very early age, parents also need to educate their children about the consequences of unhealthy behaviors such as tobacco use and alcohol abuse. We hope these articles support you in your efforts to keep your children healthy, safe and well.
>>Healthy School Lunch: It Matters
cooking as opposed to reheating equipment.
Food: We need national policies that are weighted toward fresh fruits, fresh vegetables, whole grains and clean protein. Our policies have to include both breakfast and lunch and assure that "no child is left behind," literally - meaning no child is left hungry or undernourished. We need only healthy choices for our children and policies that protect them from unhealthy choices.
Schools have five major challenges to overcome to change children's relationship to food:
Finance: We should be feeding every child every day. School meals should be universal, which means every child is offered a healthy/delicious breakfast and lunch every day. Not only will a policy of universal meals alleviate the myriad paperwork that consumes most school food staff, but it will mean that every child has the same "fuel" from which to learn and play.
Human Resources: We need to teach our school food service workers to handle fresh food again and to serve meals to our children in a warm and inviting dining room as opposed to the feed and run 15 minute models we currently see across the country.
Marketing: The average child watches 10,000 commercials a year for foods of little or no nutrient value. Research has shown that what children learn in school is taken home and becomes part of the family. We need a marketing campaign that that elevates fresh fruits, vegetables and whole grains to the status of Coke and Pepsi – School Food is Cool Food!
Facilities: In order to move from highly processed unhealthy food to menus made up in large part of fresh fruits, fresh vegetables, whole grains and clean protein, we must cook. For decades school fare has been based upon reheating the likes of chicken nuggets, tater tots, corn dogs and pizza pockets. A "real food" based system requires
This issue is the social justice issue of our time. Children can't think or excel when they're malnourished. It should be a birth right in our country that every child, every day in every school is served healthy, delicious food.
By Ann Cooper and Beth Collins, partners in the Food Family Farming Foundation and creators of the Lunch Box Project. www.foodfamilyfarming.org and www.thelunchbox.org.
Ann Cooper is Interim Director of Nutrition Services for Boulder Valley School District
Copyright © 2010 by Boulder Valley School District. All rights reserved
>> Garden to Table is Growing a Community of Healthy Children
It is green and red You eat it and it tastes good It's lettuce yum yum
- Maggie L, 1st grade
Maggie has been learning how lettuce grows with her school's Garden to Table program and wrote some haiku about her experience. Dalton thought he hated kale until he grew some and made kale chips. Inspired by his son's flourishing "green thumb," James planted a garden at home and purchased a salad spinner. Mary, a long-time teacher, rediscovered her passion in the classroom when she saw how engaged the children were making salad dressing during a cooking class.
These are just a few of the life-changing stories the Growe Foundation hears all the time. The non-profit developed its
Garden to Table program as a way to reconnect elementary school children to where food comes from, and to teach them about the nutritional benefits of preparing and eating healthy meals. The program, which is currently in 11 schools and has a dedicated website in development, enriches education with hands-on learning experiences that integrate with core curriculum, laying the foundation for a lifetime of wellness and environmental stewardship.
This is no small task, especially with billions of dollars being spent on advertising high-calorie, low-nutrient junk foods to children. The Institute of Medicine asserts that this kind of food marketing affects children's food preferences, consumption, and health. Furthermore, researchers believe that this kind of targeting is a major reason why nearly onethird of children in the United States are overweight or obese.
Here in BVSD, great progress is being made to address these issues. As the School Food Project works to provide students with access to the fresh, flavorful, and nutritious meals they need, the Garden to Table program is working to bring teachers, parents, and the community together to educate children about healthy eating and caring for the environment.
Growing a community of healthy children requires cultivating healthy and sustainable living habits at a young age. Enriching student education with school gardens and opportunities to inspect ecosystems, measure plant growth, and write about eating experiments is when those habits form …."It's lettuce…yum yum."
by Bryce Winton Brown Founder Growe Foundation
There is a tremendous joy on the faces of our students when they work in the garden. For children who have been traditionally underserved in our educational system, school work can be difficult and frustrating at times. Gardens provide the opportunity to learn science, math, health, reading and writing in an outdoor setting that is hands-on and downright fun. " "
Karen Daly Executive Director for Student Success, BVSD
Dear Garden to Table,
Thank you for your hard work. Garden to Table is a very educational and fun program. It will definitely help me later on in life.
from Ben 4th grade, Mesa Elementary School
>> Be Physically Active and Live Well!
According to the National Center for Chronic Disease Prevention and Health Promotion, 2010:
This and other data has led to reputable reports that this generation of children will perhaps be the first generation in U.S. history to have a shorter lifespan than their parents. With such a dire intolerable prediction, what are the causes and what are the solutions to prevent this from becoming a reality?
the prevalence of obesity among children aged 6 to 11 more than doubled in the past 20 years … [and] the rate among adolescents aged 12 to 19 more than tripled.… Obese youth are more likely to have risk factors for cardiovascular disease (CVD), such as high cholesterol or high blood pressure.… In addition, children who are obese are at greater risk for bone and joint problems, sleep apnea, and social and psychological problems such as stigmatization and poor self-esteem. " "
Some leading authorities link childhood obesity to reasons such as: junk food, fast food, "super sizing," lack of portion control, TV advertising, and insufficient exercise with too much screen time.
To counter this trend toward obesity, parents need to daily model healthy behaviors for their children. If parents are regularly physically active themselves and with their children, they are telling their children that physical activity is important for good health. Parents can provide healthy meals and healthy snacks for their children with lots of fruits and vegetables every day.
More and more research suggests that increased levels of physical activity are critical for children, not only for their physical and emotional well being, but also to assist them to perform better academically. Exercise can be a lot of fun, too. By simple things such as regularly running or swimming together, hiking, biking or dog walking, parents can help their children to have healthier futures and Live Well.
LiveWell Colorado is a non-profit organization aiming to provide every Coloradoan access to healthy foods and opportunities for physical activity in the places they live, work, learn and play. For more healthy information visit www.livewellcolorado.org.
For more information on LiveWell Broomfield please visit www.broomfield.org.
by Mary Thatcher
LiveWell Broomfield Program Coordinator Health and Human Services City and County of Broomfield
"I like Yoga….we get to do a lot of fun poses."
from Gabi age 7
One thing I like about the new school lunches is that sometimes I get to try some new things – like garbanzo beans. I love them and eat them every single day now!
from Grace
1st grade, Superior Elementary School
>> Body Wellness
There is much more to body wellness than just focusing on what our bodies look like. Body wellness includes all aspects of our being including our physiological, mental/emotional, and even spiritual selves. A lot of current research links all of these concepts. This includes the connection between mind and body. Our brains produce substances that can improve our health. For example, endorphins, gamma globulin, and interferon are all chemicals that are impacted by thoughts, feelings, healthy exercise, and expectations. Your brain can combine these and other substances into a vast number of tailor-made prescriptions for whatever ails you.
Consider the following suggestions to maximize body wellness:
Unfortunately our own bodies' healing powers are not really understood. Children are bombarded by pressures from school, the media, peers, and even parents themselves that not only discourage listening to their bodies but can actually be harmful. Stress and pressures affect our choices, behaviors, coping mechanisms, and our overall experience of wellness.
Think positively -- easier said than done, but with practice, positive thinking can become habituated just as easy as negative thoughts can. Our brains have amazing powers to respond to this!
Work toward 'bettering' yourself, but be more accepting of who you are. This includes exercise, eating patterns, and feeling good in our bodies no matter what shape or size.
Visualize health, healing, and empowerment. We become what we see and feel.
What's a parent to do? We first need to build awareness about how the media, peers and adults affect us. What messages are our children receiving from
Self Care -- too often this is the first to be disregarded, yet it is the most important for success in other areas.
these influences? What is the impact of self-talk or information telling us that we can do better, look better, be better, rather than focusing on our current strengths and how beautiful and strong we already are? When we focus on doing more, accomplishing more, adding more to our already busy schedules, it is imperative to look at how that affects our mental health and wellbeing.
by Lauri Benblatt, LPC Boulder Psychological Services www.BoulderPsychologicalServices.com
5.5% of BVSD high school students get enough sleep to feel rested.
66% of BVSD high school students participate on one or more sports teams.
from
2007 Boulder Valley Youth Risk Behavior Survey
>> Body Image
Can you imagine what our world would be like if every young person loved and respected their body? It would be a world of young people with healthy self-esteem - not easily pulled into depression, substance abuse or selfharm - and empowered to make self-respecting sexual decisions.
I used to think that the only way that I could ever be happy with my body would be to change how I looked. As I began to learn about how to love your body rather than hate it, I realized that the path towards contentment with my body didn't have anything to do with losing weight or getting makeovers, but with accepting and appreciating my body as it is. - 14 year old " "
Body image dissatisfaction is not harmless. Lower body satisfaction predicts the use of behaviors that may place youth at risk for poorer overall health. Today, the average age of onset for anorexia is 9 years old. Girls feel pressure to be thin and boys may feel the need to be strong and muscular but both girls and boys feel the constant pressure to not be fat. As one young person said, "My mom is more afraid of me becoming fat than of any other thing that could happen to me."
Real health comes from eating nourishing food and movement, not from being a certain size. My earliest memory of hating my body was when I was 10 years old. I was in the kitchen with family watching how easily the new electric knife sliced off pieces of the turkey. I looked down, held my stomach and said, "I wish I could cut this off the way we cut the turkey." What a perfect moment that might have been for an adult to help me with my feelings about my body. Instead, the women in my family joked, "Yeah, me too! Wouldn't that be great?" and talked about how much better their lives would be if they were smaller.
We can help kids improve their body esteem by modeling a healthy body image. Criticizing our bodies in front of our kids sends a powerful message. Make your home a "fat-talk free zone" and help your child understand that their unique body is just right.
by Carmen Cool, MA, LPC Psychotherapist Director, Boulder Youth Body Alliance
6.3% of BVSD high school students are overweight but 18% think they are.
18% of BVSD high school students intentionally self-injured (such as cutting or burning) themselves.
71% of BVSD high school students believe it is wrong for someone their age to smoke cigarettes.
from 2007 Boulder Valley Youth Risk Behavior Survey
>> Dangers of Tobacco
In the past year, two well-known Addiction Recovery Centers in the United States have gone smoke free. Research shows that substance abuse patients who smoke are two times as likely to relapse as non-smokers. Nicotine is a highly addictive substance that undermines attempts to quit alcohol and other drugs. Unfortunately, the adolescent brain has twice as many nicotine receptors. Teens tend to experience more of the pleasurable effects and less of the negative effects. They may experience more brain and body damage from tobacco.
Tobacco in any form including cigars, pipes, and chew is toxic and addictive. There are 4,000 chemicals in tobacco. Forty are known carcinogens. There are approximately 10 mgs of nicotine in a cigarette. The amount of nicotine delivered into the system depends on the length and depth of the draw. Most smokers send 1 to 2 mgs of nicotine straight to the brain. This takes about eight seconds. The smoker experiences a high due to the release of Dopamine. Smoking is now cued with pleasure in the brain. The high wears off and the brain urges the smoker to take another drag. Tolerance builds. People who start with five cigarettes a day are often smoking a pack a day within the year.
Smokers have a reduced sense of smell and taste. They have less stamina and energy. Their skin ages prematurely. They have bad breath and their teeth yellow. Adolescents get sick more often and they can have smaller lungs and weaker hearts. They are more prone to anxiety and are at higher risk to experiment with other drugs.
Tobacco is possibly the most difficult addiction to quit. People are discouraged due to the number of failed attempts. Withdrawal includes irritability, sleep disturbances, increased appetite, severe cravings and depression. Fortunately, free resources are available:
www.ownyourc.com
www.fixnixer.com
www.mylastdip.com
Colorado Quit Line 1.800.784.8669
Parents are the single biggest influence over their children's behavior. If you smoke, quit. Discuss the dangers of tobacco with your young children. Offer to quit with your adolescent. Ask if their friends smoke. Ongoing discussions and modeling are the best strategies to keep your children healthy.
Q&AwithDr.J
by Ann Kloos, LPC Certified Addiction Counselor II Boulder Psychological Services
Q: My 13-year-old daughter is a cutter. She also smokes. I have done everything I can to stop her, but she did it again last night and I took her to the emergency room. On the way home, I asked her what I could do to help her stop cutting. She said if I would let her smoke cigarettes at home, that would help, because smoking soothes her and helps alleviate her need to cut.
difficult for most of us to understand, but for some individuals cutting can seemingly provide their only source of relief and often develops into an addictive behavior that is very difficult to stop.
What should I do?
A: Cutting and cigarette smoking share a common thread; both are unhealthy ways to deal with negative emotions. While all of us struggle with feelings like sadness, anger, and anxiety, we each deal with our feelings very differently. Some adolescents have tremendous difficulty experiencing and working through their negative emotions and are limited to self-harm behaviors as a maladaptive coping mechanism. It is
Common misconceptions regarding cutting are that it is a suicidal gesture and/or attention-seeking behavior. Those that cut use it as "a way to survive" and are usually not looking to kill themselves. Given how effectively they hide their scars by wearing long sleeves and purposely cutting in areas that are generally under clothing, this is clearly not an attention-seeking behavior. Rather, cutting is a desperate behavior that demands our attention.
Self-harm behaviors are a serious indicator that the individual needs professional help. It is important that the mental health professional have expertise in not only treating adolescents but also self-harm behaviors. Common co-occurring issues that also need to be treated or ruled-out include: history of sexual abuse, family dysfunction, risky sexual behavior and substance abuse.
Finding the right therapist for your daughter, who can help her learn how to deal with negative emotions in a more effective way and thereby reduce (and eventually extinguish) her self-harm behaviors (including cigarette smoking), would be the critical next step.
You can submit your questions directly to me by phone (720-217-3270), fax (720-381-6089), email (Jan. email@example.com), or regular mail (1527 Pine Street, Boulder 80302).
I hope to hear from you soon.
by Jan Hittelman Licensed Psychologist
y
Excellence and Equity
Boulder Valle
School District
Phone
THRIVE | 6500 Arapahoe Road | Boulder, Colorado 80303
720.561.5824 |Fax720.561.5830 |
Email firstname.lastname@example.org
>>Calendar of Classes & Events
february 2010
Pathways to Parenting Success: Body Image and Eating Issues
Panelists: Lauri Benblatt, LPC, Marcela Ot'alora G., LPC, Jeffrey Kuhn, LCSW
Monday, Feb. 1, 7:00-8:30 p.m., Meadows Branch Library, Boulder
Increase your understanding of how and why eating disorders develop and learn about effective treatment strategies for these potentially life-threatening issues.
For more information: www.BoulderPsychologicalServices.com
Pathways to Parenting Success:
THRIVEupdate for BVSD Parents
Published by BVSD Written by local Boulder experts and parents
Editorial Board
THRIVEupdate
Managing Co-Editors
>> Leisha
Boulder Healthy Youth Alliance
Conners Bauer
>> Dr. Jan Hittelman
Boulder Psychological Services
Publication Manager
>> Marsha Moritz
PEN Co-Founder
Copy Editor
>> Maela Moore
BVSD Communications
Contributors
>> Paula Nelson
PEN Chair
>> Briggs Gamblin BVSD Communications
>> Sennen Knauer BVSD Counseling
>> Kathy McMenamin PEN Representative
Look for us on the web! www.bvsd.com
Cutting and Other Self-Harm Behaviors
Panelists: Lauri Benblatt, LPC, Jeffrey Kuhn, LCSW, Susan Denison, LPC Monday, Feb. 8, 7:00-8:30 p.m., Meadows Branch Library, Boulder Self-harm behaviors are often difficult to understand. Learn more about the warning signs and the reasons behind these behaviors.
For more information: www.BoulderPsychologicalServices.com
College Planning Night at Monarch High School Monday, Feb. 8, 6:30-8:30 p.m.
Monarch High School, 329 Campus Drive, Louisville
Join author and motivational speaker Peter Van Buskirk in this interactive presentation of the college admission process. Learn what will happen to your application in the selective admissions process! In the activity you will become a member of an admission committee, review four candidates' credentials, debate their strengths and weaknesses, and vote to determine who gets in. Free to all BVSD students and their parents!
For more information, visit www.TheAdmissionGame.com.
ADHD Parent Support Meeting (BVSD)
Monday, Feb. 8, 6:00-8:00 p.m.
Fireside Elementary School, 845 Dahlia Street, Louisville. Contact Parent Liaison Anna Stewart for more information: 720-561-5918 or email@example.com
Twice Exceptional Children: Gifted With a Disability
Presenter: Cheryl Franklin-Rohr
Wednesday, Feb. 10, 7:00-8:30 p.m., Centaurus High School
This presentation will focus on the unique needs of twice exceptional students and will provide specific instructional strategies and classroom management techniques and parenting ideas which can optimize the academic and socialemotional development of this distinctive population. Presented by Boulder Valley Gifted and Talented (BVGT). Free; donations accepted.
For details, visit www.bvgt.org. RSVP to firstname.lastname@example.org
>>Calendar of Classes and Events
february 2010
PEN Presents*
Beauty Mark film showing (and PEN fundraiser)
Thursday, Feb. 11, Naropa University, 2130 Arapahoe Road, Boulder
6:30 p.m. social and light refreshments
7:00 p.m. film showing followed by a brief presentation
Families welcome. A tax deductible donation is greatly appreciated. Suggested donations: $25/ adult and $10/ student. www.beautymarkmovie.com Interpretation available - see contact below.
2010 Impact Awards Dinner Celebration!
Thursday, Feb. 11, 5:30-8:30 p.m., at CU-Boulder's UMC Glenn Miller Ballroom
Come celebrate this year's nominees, finalists, and award recipients at this community event! The Impact Awards program recognizes individuals in the Boulder Valley School District who have an extraordinary impact on student learning by valuing education, service to student, and leadership. To purchase seats ($35 each), call the Impact On Education event line at 303-245-5937 or mail in check payment to Impact on Education, 75 Manhattan Dr., Ste 205, Boulder, CO 80303.
Natural Highs Events Presents:
FREE Natural Highs Community Dialogue and Art Exhibit
You are invited to an evening of art and dialogue around "Natural Highs - Healthy Alternatives to Drugs & Alcohol" on Friday, Feb. 12, from 6:00-9:00 p.m. at the Boulder Museum of Contemporary Art on 1750 13th Street (downtown Boulder, next to Dushanbe Teahouse). The event is FREE for people of ALL ages interested in a community dialogue around drugs and alcohol, addiction issues, and "Natural Highs." There will be art exhibits, art making, philosophy, a Yerba Mate bar, snacks, and lots of opportunities to share your vision for a "Natural Highs" culture for our community. Be part of the movement! For questions, call Avani Dilger at 303859-5778. Organized by New Vista's: Natural Highs Action Group."
PEN Presents*
Body Wholeness and Eating Disorders Prevention Awareness
Thursday, Feb. 18, BVSD Ed Center, 6500 Arapahoe Road, Boulder
8:30 a.m.: Food and socializing
9:00 a.m.: Presentation
A community collaborative event to increase awareness of eating disorders prevention, resources, and promoting a loving attitude towards body image, weight, and food. Interpretation available- see contact below.
Food Fight documentary showing to benefit BVSD's School Food Project
Monday, Feb. 22, at the Boulder Theatre, 14th and Pearl Street, Boulder
Doors open at 6:30 p.m. with Ann Cooper talk
Film begins at 7:00 p.m.
Tickets $15 – all proceeds benefit the School Food Project
Food Fight: Revolution Never Tasted so Good! A documentary by Chris Taylor
This acclaimed film is a fascinating look at American agricultural policy and food culture in the 20th Century and the counter-revolution against big agribusiness. www.bouldertheater.com
Assessment in BVSD
Guest speaker and facilitator: Lorrie Shepard, Ph.D., Dean of Education at CU-Boulder
Thursday, Feb. 25, 5:00-7:00 p.m. in the BVSD Education Center Board Room at 6500 East Arapahoe Road. Everyone interested in assessment for students in BVSD is invited to attend – teachers, parents, principals, etc. In preparation for the meeting, please read the following article authored by Dr. Lorrie Shepard:
http://bvsd.org/curriculum/Documents/Standards_Assessments_Accountability_white_paper.pdf
>>Calendar of Classes and Events
March 2010
Parenting Book Group Organizational Meeting
Thursday, March 4, 6:00-8:30 p.m., at Louisville Middle School, Library, 1341 Main Street, Louisville. Please Stop the Rollercoaster: How Parents of Teenagers Can Smooth Out the Ride is a guide for busy parents of teenagers who find themselves unsure of their changing role. PEN volunteers have organized parenting discussion book groups for the past two years using this resource. This kick-off meeting will give information about the book and organize parents into book discussion groups. Using a well established format, the discussion groups help parents examine and discuss important issues they are likely to face, using a book that offers a wealth of practical, succinct information.
For more information, contact Fawnda Hathaway at email@example.com or 303 604 2547.
*PEN contacts:
Childcare: Kathleen Sepeda, firstname.lastname@example.org, 303-506-8929.
Free for kids 5 and over, RSVPs required.
Interpretation: Eugenia Brady, email@example.com, 720-561-5150
General questions/volunteer: Betsy Fox, PEN Lead Coach, firstname.lastname@example.org, 720-563-7007
Host families needed for Exchange Students
Pacific Intercultural Exchange has students arriving in August 2010 to attend high school for the academic year. the students are from 46 different countries, have medical insurance and their own spending money. For more information, call Paula Nicholson at 303-794-3363 or visit www.pieusa.org.
>> More helpful information about the importance of physical health and wellness is available in the Thrive Handbook.
Thrive Handbook (published by BVSD in 2008)
Available online at www.bvsd.org/parents/Pages/thrive.aspx – See pages 15-20 and pages 65-84.
>> Support the School Food Project Have YOUR CHILD eat BVSD school lunches!
Foothills Parenting Classes
Winter 2010
Are you ready to put the fun back into parenting? Looking for simple and practical skills that can be used immediately?
Add more tools to your parenting tool kit!
Becoming a Love and Logic Parent®
Jan. 20 - Feb. 24 (Wednesdays)
6:30–9:00 pm
Kohl Elementary School,
1000 West 10th Ave., Broomfield
Instructor: Cyndi Goldfarb
Feb. 2 - Mar. 16 (Tuesdays)
6:30–9:00 pm
A Class for Parents of Pre-Teens and Teens
Including one session on Natural Highs
presented by Avani Dilger
New Vista High School,
700 20th Street (at Baseline)
Instructor: Stephanie Bryan
Apr. 7 - May 12 (Wednesdays)
6:00–8:30 pm
Louisville Rec Center,
900 Via Appia, Louisville
Instructor: Sheryl Schwabe
Love and Logic Early Childhood Parenting Made Fun!®
Active Parenting for Stepfamilies™
Feb. 1 - Mar. 15 (Mondays)
6:30–9:30 pm
(No class Feb. 15)
Dreamcatcher Direct Instruction Center,
5440 Conestoga Ct. Boulder
Instructor: Stephanie Bryan
Costs and Childcare
Childcare is available for classes at the Parenting Place. Call the instructors to register, for pricing information, including price breaks for couples, and/or available scholarships.
Instructors
Stephanie Bryan
(303) 397-0646 or www.REALparenting.net
Cyndi Goldfarb
(303) 494-8373 or email@example.com
Marinela Maneiro
(303) 819-7606 or firstname.lastname@example.org
Sheryl Schwabe
(303) 520-6803 or email@example.com
Creating a class at your location
If you are interested in forming a class at your school or community, please contact Cyndi Goldfarb.
Jan. 17, 24, 31 (Three Sundays)
1:00–5:00 pm
Dream Makers Preschool,
Central Boulder, near 28th and Taft Dr.
– call for directions)
Instructor: Cyndi Goldfarb
Feb. 6 - 27(Four Saturdays)
1:00–4:00pm
Dream Makers Preschool,
Central Boulder, near 28th and Taft Dr.
– call for directions)
Instructor: Cyndi Goldfarb
Feb. 6 - Mar. 6 (Saturdays)
10:00 am–12:30 pm
(Childcare available)
Parenting Place,
1235-A Pine St., Boulder
Instructor: Sheryl Schwabe
Feb. 9 - Mar. 9 (Tuesdays)
9:15–11:45 am
Real Parenting Office,
1530 55th Street, Boulder
Instructor: Stephanie Bryan
Feb. 10 - Mar. 10(Wednesdays)
6:00–8:30 pm
Louisville Rec Center,
900 Via Appia, Louisville
Instructor: Sheryl Schwabe
April 3 - May 1 (Saturdays)
10:00am–12:30pm
(Childcare available)
Parenting Place,
1235 Pine #A, Boulder
Instructor: Sheryl Schwabe
Siblings Without Rivalry™
Classes scheduled upon request
Instructor: Stephanie Bryan
REAL Parenting®
Classes scheduled upon request
Instructor: Stephanie Bryan
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Helping young people today. Changing lives tomorrow.
The Self-Understanding and Regulating Emotions (SURE) program aims to address emotional and behavioural issues among young people aged 12 to 14 who face barriers in developing strong emotional and social skills.
It achieves this by teaching self-awareness and emotional regulation skills in a group setting. The concept for SURE emerged in response to an identified gap in service in Hamilton for programs that provide young people with appropriate anger management education and supports, which are essential to building emotional resilience. The SURE program was seen as an essential component of the continuum of services offered by Banyan's Children's Services.
It helped me to become a better person and open up a lot of opportunities for my future
A PARTICIPANT
Mission
Vision
Our Commitment: We support and stabilize children and youth with complex needs alongside their families.
Delivered through our youth justice and community programs. To build a foundation for positive growth and development.
Foster hope. Inspire change. Achieve potential.
Values
Advocacy Respect Inclusiveness Responsiveness Accountability Transparency
The SURE Program helped me and my child connect. It brought us together and helped us maintain a sense of calm that we had been missing for a while. I feel like it helped me back on the right track as a parent and made me understand I am not alone and it tuned up my "tool box" to better my relationships in general. PARENT
How does this program work?
Within a family group setting this program provides knowledge and skills in self-understanding and regulating emotions for youth between the ages of 12–14. This program aims to have both the youth and their parents learn to better identify their thoughts and feelings so they can develop/enhance skills around problem-solving, pro-social decision making, and assertive communication.
Some problems may include:
* Emotional dysregulation – a lack of self-awareness and ability to identify feelings effectively
* Poor coping skills or strategies
* Argumentative communication
* Defiant behaviour
Services offered:
* Education around feelings and thoughts
* Connect thoughts to actions – prosocial behaviour
* Assertive Communication approaches
* Self-regulating strategies
* Self-awareness of emotions
* Problem solving or comprise solutions
* Building social skills to better enable positive community participation
Referrals
Youth referred to this Program must meet the following criteria:
* Aged 12-14
* Able to work in a group setting
To contact the SURE program:
905-544-7778 x3131 email@example.com
banyancommunityservices.org/sure
An agency of the Government of Ontario
Un organisme du gouvernement de l’Ontario
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UNCTAD Youth Network
Participation at the United Nations ECOSOC Youth Forum
30-31 January 2017
Pre-discussion report
The United Nations Economic and Social Council (ECOSOC) 2017 Youth Forum will provide a platform for youth to engage in a dialogue with Member States and share ideas on innovation, collective action and solutions to global problems. It will also address the concept of "shared prosperity", at the core of the 2030 Agenda for Sustainable Development.
UNCTAD will participate in the United Nations ECOSOC Youth Forum through the thematic breakout session "End poverty in all its forms and create decent jobs for youth". Through its Youth Network, UNCTAD provided the opportunity for youth worldwide, between 18 and 30 years old, to share ideas, experiences and concerns, thereby enabling them to engage in the dialogue that will take place during this breakout session.
Specifically, through an online discussion to which about 300 young men and women registered, and a contribution made by the United Nations Major Group on Children and Youth (UN MGCY) the following three topics were brought up during five days:
1. Policies, skills development and youth entrepreneurship
2. Public-private action for youth self-employment
3. Inclusive Finance for Youth
Below is a compile of the views expressed by youth on these topics.
Special remark from young participants on defining the concept of youth:
Youth is not only an age. Youth is a context of innovativeness, energy, boldness, connectivity and eagerness to thrive in a globalized world. Any discussion about youth contributing to the 2030 Agenda has to start from here.
1. Policies, skills development and youth entrepreneurship
* Governments have to rethink education policies and the role of education in development. There is a call for a new generational curriculum that adapts to a rapidly changing environment, needs for sustainable livelihoods and resilient communities. Policies need to build skills that generate livelihoods while empowering people and promoting equality.
* Education needs to be updated to address practical global needs, the needs of the millennial generation, and gaps between community needs and livelihood opportunities through decent jobs, including entrepreneurship avenues. Entrepreneurship knowledge and sensitiveness at an early age is crucial as it instructs young men and women on best practice, knowledge sharing, funding opportunities, partnership strategies and risk management.
* Gaming strategies should be included in the curriculum to develop critical thinking, and problem-solving skills.
* In order to ensure appropriate skill development and a fit for purpose approach, we need to pursue multi-stakeholder cooperation between all economic and social partners including educational entities, governments, civil society organizations, youth groups and employers.
* Education provides freedom. Youth demand better equipment in order to be selfsustainable by becoming entrepreneurs. Current education systems in many countries do not allow the path of youth's involvement in national development. This is because education systems are focused on training people to work for existing organizations in the private or public sectors, instead of providing training to create fresh and innovative entrepreneurs.
* There is a need to have quality education. In some countries the idea that teaching is not an important profession persists. For this reason teachers are not professionally trained to perform their duty. There is a need to revalue the potential of education for young people to overcome different social and economic problems around the world.
* Opportunities for youth need to leave no one behind. Scholarship and some opportunities are given to people holding privileged positions whether they have high intelligence coefficient, have won previews awards or are already successful. However all individuals need the same kind of support in building new skills. At the same time, young people who have benefited from public or private support should focus on assisting others who have not found the same opportunities.
2. Public-private action for youth self-employment
* Any kind of public-private action on this topic needs to place the interests of young people at the center of its terms, and use it as an avenue for maximizing their own gains.
* Youth need an entrepreneurial ecosystem that is widely fed by the expertise and support of different sectors. Partnerships need to pay special attention to contexts where the quality of technology and infrastructure is extremely outdated or not available. This can improve the access to appropriate training and tools, particularly on technology, so that youth are better equipped to create solutions with local, national, regional and global impact.
* The private and the public sector should partner in order to promote technology programmes and access to support SMEs and cooperatives. This would help young entrepreneurs to have access to affordable and appropriate technology to control product quality, improve services, consumer protection and consumer satisfaction and amplify the opportunities of technology-based innovation.
* Youth are collaborative global citizens committed to create a better world. Every day initiatives can be witnessed of young people who unite synergies to overcome particular problems. "Millennials are global citizens, connected in a super exciting fast moving economic ecosystem".
3. Inclusive finance for youth
* An enabling framework should prioritize access to credit and financial entry barriers for initiatives being developed by young people.
* Registration costs for start-ups can be the first financial constraint for many young people; these vary geographically. For instance, while a 50 USD registration fee could seem affordable to youth from developed and a number of developing countries, this amount cannot be afforded by youth from Least Developed Countries (LDCs). In addition, regulations need to find a better balance between the taxation imposed to large companies and the ones imposed to SMEs and cooperatives.
* The inaugural IATF (Inter Agency Task Force for Financing for Development) report formally identifies Youth as a crosscutting issue (chapter 1) that needs to be operationalized in national sustainable development implementation plans. This includes macro and micro economic environments that are youth sensitive and youth friendly.
* Start-ups have a higher risk profile than entrenched enterprises. This calls for policy frameworks that provide a safety net for such initiatives, include favorable finance norms and more institutional support reducing detraction from core activities. Youth call for a set of small privileges that public-private partnerships (SDG 17) could put in place to provide a safer environment for start-ups: business guidance and advice, training, tax exemption for a year time, small loans and easier access to funding to start a company. "The general principle should be appropriate regulatory burden and a business climate that enables all sizes and forms of businesses to play their intended roles in the national economy". | <urn:uuid:9a8572a6-bd05-46ba-8bf9-2e9976edd118> | CC-MAIN-2023-23 | https://unctad.org/system/files/official-document/osg_youth_2017d01_ECOSOC_en.pdf | 2023-05-31T09:56:23+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224646457.49/warc/CC-MAIN-20230531090221-20230531120221-00578.warc.gz | 580,945,893 | 1,295 | eng_Latn | eng_Latn | 0.996557 | eng_Latn | 0.997166 | [
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Directorate of Education, GNCT of Delhi
Practice Paper (Mid-Term Examination)
CLASS: X
(2022 -23)
English Language & Literature
Time allowed: 3Hrs
Max. Marks: 80
General Instructions:
1. 15 minutes prior reading time allotted for Q-paper reading.
2. The question Paper contains THREE sections: READING, WRITING & GRAMMAR and LITERATURE.
3. Attempt questions based on specific instructions for each part.
Section A: READING (20 MARKS)
1. Read the passage given below:
(10 Marks)
Overpowering prey is a challenge for creatures that do not have limbs. Some species like Russell's viper inject poison. Some others opt for an alternative non-chemical method – rat snakes, for instance, catch and push their prey against the ground, while pythons use their muscle power to crush their prey to death. But snakes can't be neatly divided into poisonous and non-poisonous categories.
Even species listed as non-poisonous aren't completely free of poison. The common Sand Boa, for instance, produces secretions particularly poisonous to birds. So the species doesn't take any chance—it crushes its prey and injects poison as an extra step.
Do vipers need poison powerful enough to kill hundreds of rats with just one drop? After all, they eat only one or two at a time.
While hunting animals try their worst to kill most efficiently, their prey uses any trick to avoid becoming a meal, such as developing immunity to poison. For instance, Californian ground squirrels are resistant to Northern Pacific rattlesnake poison. Competition with prey is not the only thing driving snakes to evolve more and more deadly poison. Snakes also struggle to avoid becoming prey themselves.
Some snake killers have partial immunity to poison. Famously, mongooses are highly resistant to cobra poison and with their speed and agility, kill snakes fearlessly. It would be the death of cobras as a species if they didn't evolve a more deadly poison to stop mongooses.
Poison has another important role. It's an extreme meat softener, specific enzymes break up the insides of the prey. Normally, a reptile depends on the sun's warm rays to aid digestion.
But I wonder if we cannot use venom in our favour. In remote parts of India, local hospitality often involves leather-tough meat. I chew and chew until my jaw ache. If I spit it out or refuse, our hosts would be offended, I swallow like a python stuffing a deer down its throat and hope I don't choke. If only I had poison.
Based on your understanding of the passage, answer the questions given below:
(1 X 10 = 10 Marks)
1. Which species injects poison as an extra step?
a) Viper b) Cobra
c) Python
d) San Boa
2.Overpowering ____________ is a challenge for creatures that do not have limbs.
a) a killer
b) humans
c) a python
d) prey
3.Poison ____________ meat.
a) enhance taste of
b) hardens
c) softens
d) breaks down
4. Californian squirrels are ____________ rattlesnake poison.
a) afraid of
b) helpless against
c) resistant to
d) indifferent to
5. While hunting animals try their worst to kill:
a) efficiently
b) easily
c) particularly
d) fearlessly
6. Russell viper and rat snake have different methods to attack prey. How?
7. How does Sand Boa kill its prey?
8. There is a constant tussle between the hunting animal and its prey. Why?
9. What makes mongoose a snake predator?
10. What difficulty does the writer face when he is entertained in the remote parts of India?
Q2. Read the passage given below (10 Marks)
The white tiger is an offspring of Bengal tiger, which has the necessary gene for white colouring. It has beautiful black stripes on a white coat. This species of animal has blue eyes and a pink nose.
A pure white tiger is totally white without any stripe, which is due to the presence of double recessive allele in the genetic code. It happens only in the Bengal tiger subspecies, and only one in 10,000 births can have it naturally. White tigers are rarely seen in the wild, and only twelve of them have been spotted in India since last onehundred years. Tigers have a life-span of 10-15 years. They are solitary animals, and are fond of hunting at night. Their diet consists of any animals that they can catch, and can eat up to 40 pounds of meat at one time. After such a big meal, they usually remain away for several days from food.
They are slow runners, but good swimmers. They are poor climbers and cannot climb a tree easily. They live in an area ranging from 10 to 30 square miles depending upon the availability of prey, water and shelter. Habitat loss, poaching and expansion of human population have together contributed to their becoming endangered. They are widely hunted for their body-parts, which are used in traditional Chinese medicines. Genetic inbreeding is another reason for their endangerment. Due to shortage in their number, this species of animal has been subjected to inbreeding. It has resulted in high mortality rates and severe disabilities. About 80 percent of the white tiger cubs are born with serious birth-defects related to inbreeding, and they soon die-off.
The critical condition of this animal has attracted the attention of conservationists worldwide. World Wildlife Federation (WWF), defenders of wildlife, and many other wildlife organizations are working with the support of the government for the cause of protecting them from becoming extinct. Once they become extinct, it will not be possible to bring them back to life.
Based on your understanding of the passage, answer the questions given below:
(1 X 10 = 10 Marks)
1. Recently, how many white tigers have been spotted in India?
a) 15
b) 14
c) 13
d) 12
2.What is the life span of a tiger?
a) 5-10 years
b) 10-15 years
c) 15-20 years
d) 20-25 years
3. The White tiger is an offspring of
a) Rajasthan tiger
b) Chennai tiger
c) Punjab tiger
d) Bengal tiger
4. Tigers are climbers and cannot climb a tree easily.
a) Expert
b) Goat
c) Poor
d) worst
5. A pure tiger is totally white without any stripes.
a) White
b) Yellow
c) Golden
d) Brown
6. What affects the tiger from remaining away for several days from food?
7. Find the word from the passage which means same as 'hereditary'.
8. Name any two agencies working for the protection of tigers.
9. What two factors have put tigers' species in the category of the endangered animals?
10. Why do we protect Wild Tigers from becoming extinct?
Section B: Writing & Grammar (20 Marks)
Q3. Attempt ANY ONE from A and B given below. (5 marks)
A. You are Tarun / Tamanna living at 5454, Wazirpur, Delhi which is a resettlement colony. You are disturbed to see heaps of garbage and rubbish all around. Write a letter in about 100 -120 words to the Healthy Officer of your area complaining against the unhealthy environment.
OR
B. You are Saksham / Shikha living at 35/A, Mayur Vihar, Delhi. You are disturbed due to increase in road accidents and miss happenings. Write a letter to the editor in about 100 -120 words of a local newspaper to showcase the same and create an awareness among the citizens.
Q4. Attempt ANY ONE from A and B given below: (5 marks)
A. The chart below displays data about the online activity for the different age groups. Write a paragraph analyzing the data.
B. Read the following excerpt from an article that appeared in the Health magazine:
Stress is bumper-to-bumper traffic when you're in a hurry. Chronic stress can lead to high blood pressure and heart disease. It can dampen the immune system, increasing susceptibility to colds and other common infections. Write a paragraph to analyze the given argument.
Grammar
Q5. Choose the correct option. (Any 3) (3*1 marks = 3 marks)
a. Manju said, "I am going out tonight."
i. Manju said that she was going out tonight.
ii. Manju said that she was going out that night.
iii. Manju said she was going out that night.
iv. Manju said that she will be going out that night.
b. Rajat said, "I will manage hereafter."
i. Rajat said that he would manage hereafter.
ii. Rajat said that he will manage thereafter.
iii. Rajat said that he would manage thereafter.
iv. Rajat said that he will manage hereafter.
c. Bindya said, “We went for a summer trip.”
i. Bindya said that they had gone for a summer trip.
ii. Bindya said that they were on a summer trip.
iii. Bindya said that they went for a summer trip.
iv. Bindya said they had gone for a summer trip.
d. He said, “I have been a great mentor.”
i. He said that he had been a great mentor.
ii. He said that he was a great mentor.
iii. He exclaimed that he was a great mentor.
iv. He said that he has been a great mentor.
Q6. Complete the following passage by filling in the blanks with suitable words. (Any 3) (3*1 marks = 3 marks)
On the Annual Day celebration, the Principal delivered a lecture, “Good evening children, you all (a) __________ be the future policymakers, hence you ought to obey your teachers. You (b) ________ always try to win over the confidence of your superiors. You must not leave any stone unturned and you (c) _________ not worry about the result. Take a pledge that you (d) _________ obey and respect your elders.
Q7. The following paragraph has not been edited. There is one error in each line. Write the error and its correction as shown in the example.
(4*1 marks = 4 marks)
Error
Correction
A hurricane is the huge spinning storm that e.g. The forms over a warm ocean. Its 300 miles wide. It swirls in the eye, a calm area on the centre of the storm. When hurricanes reach land, they bring high winds, heavy rains, or huge waves.
a
a) _________ __________
b) _________ _________
c) _________ _________
d) _________ _________
a. i. can
ii. will
iii. should iv. may
b. i. should ii. need
iii. may
iv. must
c. i. will
ii. does
iii. do
iv. need
d. i. will
ii. should
iii. did
iv. shall
Section C- Literature (40 Marks)
Q8. Read the extract and answer the following questions. (Any 1)
(5*1 marks = 5 marks)
A. Not a leaf remained on the trees. The corn was totally destroyed. The flowers were gone from the plants. Lencho's soul was filled with sadness. When the storm had passed, he stood in the middle of the field and said to his sons, "A plague of locusts would have left more than this. The hail has left nothing. This year we will have no corn."
1. Why did no leaf remain on the trees?
a. An earthquake had occurred, leaving the field bare.
b. A meteor had struck, leaving the field bare.
c. A cyclone had struck, leaving the field bare.
d. A hailstorm had struck, leaving the field bare.
2. What was the major eject of the hailstorm on the field?
a. The corn was totally destroyed by the hailstorm.
b. Lencho's house was totally destroyed by the hailstorm.
c. The gateway to Lencho's house was totally destroyed by the hailstorm.
d. Lencho's father died in fear of the hailstorm.
3. How did Lencho feel after the storm?
a. Lencho was happy after the storm.
b. Lencho was utterly unhappy and distressed after the storm.
c. Lencho was surprised after the storm.
d. Lencho was still in fright after the storm.
4. What made Lencho sad?
a. Lencho was sad as he was left with no place to live.
b. Lencho was sad as he was bankrupt.
c. Lencho was sad as he was left with no corn to sow and feed his family with.
d. Lencho was sad as he was admitted in a hospital.
5. Whose soul was filled with sadness?
a. God's soul was filled with sadness.
b. The mayor's soul was filled with sadness.
c. Lencho's father's soul was filled with sadness.
d. Lencho's soul was filled with sadness.
B. Anil made money by fits and starts. He would borrow one week, lend the next. He kept worrying about his next cheque, but as soon as it arrived, he would go out and celebrate. It seems he wrote for magazines—a queer way to make a living!
1. Anil made money 'by fits and starts' means that he
a. deemed it fit to start investing money.
b. started earning money in the recent past.
c. received money intermittently.
d. put his money to use frequently.
2. The information in the extract suggests that Anil could be a
a. salaried professional
b. freelancer
c. business man
d. volunteer
3. If borrow : : lend, then pick the ODD pair from the options below
a. give : : take
b. lose : : find
c. hop : : skip
d. buy : : sell
4. The reference to making a little money 'this way' refers to a way that is viewed by most people as
a. sensible.
b. inappropriate.
c. charitable.
d. Aggressive
5. Based on your understanding of Anil in the extract, choose the option that synchronizes with his thinking.
a. So what if I don't have much money? Giving it to that person is important as they could do with a helping hand.
b. I better learn how to protect my money. I think I'm being looted.
c. I earn money with such tremendous effort. Where does it all go?
d. When I become rich, I can begin to help friends then. Right now, I will spend only on myself.
Q9. Read the extract and answer the following questions. (Any 1) (5*1 marks = 5 marks)
A. The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued.
1. What is the 'crow' symbolic of ?
a. Sadness
b. Anger
c. Joy
d. Ugliness
2. What does the hemlock tree signify ?
a. Hatred and Anger
b. Death and Fear
c. Youthfulness and Joy
d. Mindfulness and Attentiveness
3. How did the crow change the poet's mood?
a. Making him feel sad
b. Singing a song in melodious voice
c. Making him feel refreshed by shaking the dust of snow on him
d. Throwing some flowers on him
4. What saved some part of the poet's day?
a. The beauty of hemlock tree
b. The crowing of the crow
c. The dust of snow
d. The beautiful surroundings
5. What is the rhyme scheme of the stanza ?
a. abab
b. aabb
c. abaa
d. abcd
B. He hears the last voice at night,
The patrolling cars,
And stares with his brilliant eyes
At the brilliant stars.
1. Name the poem and the poet of the above stanza
a. Fog, Carl Sandburg
b. Animals, Walt Whitman
c. The Ball Poem, John Berryman
d. A Tiger in the Zoo, Leslie Norris
2.What is the rhyme scheme of the stanza?
a. abab
b. abcd
c. abaa
d. abcb
3.What does the tiger hear in the zoo ?
a. He hears the sounds of his trainers
b. He hears the sounds of helpless and caged birds and animals
c. He hears the sounds of patrolling cars of the guards
d. He hears the sounds of his friends who live in the jungle
4. Which word in the stanza means 'look intently'?
a. Stares
b. Patrolling
c. Brilliant
d. Stars
5. The rhyming words in the stanza are:
a. hears-stares
b. cars-stars
c. cares-stares
d. Stares-stars
Q10. Answer ANY FOUR of the following in about 40 – 50 words each.
(4*3 = 12 marks)
b. At the beginning of his speech, Mandela mentions "an extraordinary human disaster". What does he mean by this? What is the "glorious human achievement" he speaks at the end?
c. Describe the activities of the Seagull's family when he was failed to draw their attention?
d. In the context of the poem 'The Ball poem', explain why it is important for everyone to experience loss and to stand up after it?
e. How did Lencho comfort his family after the devastation by hailstorm?
f. Describe the theme of the poem 'How to tell Wild Animals' in your own words.
Q11. Answer ANY TWO of the following in about 40 – 50 words each. (2*3 = 6 marks)
a. Whom did Horace Danby see in the kitchen? How did they greet each other? What tact did Horace apply there?
b. On the basis of your reading of the chapter 'A Triumph of Surgery', write the brief character-sketch of Tricki's mistress.
c. How did Max go out of Ausable's room to save himself himself from the police?
Q12. Answer ANY ONE of the following in about 100 – 120 words each. (1*6 = 6 marks)
a. Nelson Mandela points out some human qualities in his speech. Which of these qualities impresses you the most? Do you think these qualities have become rare now-a-days?
b.
Anne was a sensitive and mature girl. Think of any two characters who could be her friends or confidantes from the textbook 'First Flight'. Analyze the common character traits that would help in creating this special bond of friendship.
Q13. Answer ANY ONE of the following in about 100 – 120 words each.
(1*6 = 6 marks)
a. In the context of the chapter ‘A Question of Trust’, do you think Horace Danby was unfairly punished or that he deserved what he got? Do you agree that honesty in wrong acts is not desirable?
b. In the chapter ‘The Thief’s Story’, a thief in Hari Singh has changed into a good human being and Anil played an important role in it. Justify it. | <urn:uuid:00495fa0-0c84-4754-9c5d-daf3f6a57245> | CC-MAIN-2023-23 | https://edustud.nic.in/edu/practicepaper_2022/10/10english_2022.pdf | 2023-05-31T11:52:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224646457.49/warc/CC-MAIN-20230531090221-20230531120221-00578.warc.gz | 237,464,311 | 4,115 | eng_Latn | eng_Latn | 0.995527 | eng_Latn | 0.999045 | [
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