text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
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Arterial Blood Gases and Pulse Oximetry
Testing levels of arterial blood gases (ABGs) gives your doctor important information about your lung health. ABG tests show how well your lungs take in oxygen from your blood and get carbon dioxide out.
How do we measure arterial blood gases?
Your doctor will take blood from one of your arteries, usually near your wrist. They send the blood to a lab to measure its blood gases. The most important measurements in your blood gas sample are:
* Acid-base balance (pH)
* Oxygen (PaO2)
* Carbon dioxide (PaCO2
)
* Oxygen saturation (SaO2
)
What do those measurements mean?
pH: This is your body's acid-base balance. Although body fluids are mainly water, they do contain a mixture of acids and bases. If your blood pH is below 7.35, you have too much acid (acidosis) If your pH is above 7.45 you have too much base (alkalosis).
To function properly, your body needs a balanced pH. Lung disease or problems in other organs can cause too much acid or base in your arterial blood.
PaCO2: This is the amount of carbon dioxide in your arterial blood. We measure PaCO2 in units called "millimeters of mercury" (mm Hg). CO2 build-up in your blood is often a sign of severe lung disease.
PaO2: This is the actual amount of oxygen in your arterial blood. We also measure PaO2 in millimeters of mercury (mmHg). This value decreases somewhat as we get older. A low PaO2 may mean abnormal lung function.
SaO2: This is the percentage of hemoglobin molecules in your blood that are carrying oxygen. For example, 80% or 95%.
Arterial Blood Gases and Pulse Oximetry
Note: At high altitudes, oxygen and saturation levels may decrease. During airline flights, these levels may also be affected.
Pulse Oximetry
A pulse oximeter is a device that estimates the saturation of oxygen in your blood (SaO2). It's not as accurate as an arterial blood gas saturation. So, it's best used as a guide for oxygen levels. Normal values range from 93-100%.
Most pulse oximeters clip onto your finger, but some may be attached to an ear lobe.
Learn more
Find out about other pulmonary function tests.
For more in-depth information on this topic, please visit the Big Fat Reference Guide (BFRG). If you are enrolled in AlphaNet's Subscriber Portal, you can access the BFRG here. | <urn:uuid:105f93bc-00d2-4c83-9960-c14b4c67e5ff> | CC-MAIN-2023-06 | https://www.alphanet.org/AlphaNet/wp-content/uploads/2021/10/Arterial-Blood-Gases-and-Pulse-Oximetry.pdf | 2023-02-09T12:24:15+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00539.warc.gz | 635,604,085 | 540 | eng_Latn | eng_Latn | 0.997691 | eng_Latn | 0.997747 | [
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Drama Curriculum Plan
with Higher Education & Industry. Students research analyse & interpret the approaches of key theatre practitioners & professional works then apply in original presentations to meet the requirements of the course.
KS5 Rationale : (Build-on Curriculum Key: Dramatic Theory, Creating Original Work, Script Interpretation, Historical, Cultural & Social Issues) Year 12: To build on the skills and approaches acquired at KS4 to actively explore set texts, live theatre and ways into performance. Students are also provided with key skills in how to interpret theatre texts for performance by utilising the approaches of key theatre practitioners in the creation of their own original work. Preparation for the written examination involves practical exploration of ideas prior to individual written development of their own unique interpretations and consolidation of the written content and structures required for communicating and evaluating their own work as well as the work of others. Year 13: To extend and deepen prior learning whilst introducing students to more advanced theatrical terminology and approaches, thereby providing a link preparation for the written examination and coursework assessments. They apply prior learning, dramatic devices & theatrical terminology within their own
Year
Year
SEXEY'S 7: Honesty: Self-reflection & Peer-evaluation of work, recognising achievement & identifying targets for improvement
Respect: Listening proactively to alternate opinion; sharing ideas positively & compromising ideas for the good of the group work; providing evaluative comment in a productive manner
Resilience: Responding positively & productively to staff & peer feedback; adapting working practices to work productively with different individuals & working groups Forgiveness: Working with others requires acceptance of alternate opinion and the errors that others make: recognising the justification characters make for their choices in set text & live theatre; recognising characters rising above circumstance to forgive and move on in script study – EG: Gregor & Ismene accepting their respective fates etc
Empathy: supporting peers in groups; understanding character motivation in script work EG Why Creon does not back down; Why Gregor attacks the Lodgers; providing productive evaluative comment
Kindness: Working with others, helping them to improve, providing solutions to peer problems
Courage: to perform work in front of their peers spontaneously & after preparation; to practically explore new techniques & ideas; to listen to & take on board peer and staff evaluation | <urn:uuid:cbfbf4a8-6bf9-4d84-8198-7593fcaae36d> | CC-MAIN-2023-06 | https://www.sexeys.somerset.sch.uk/wp-content/uploads/2022/11/Curriculum-Plan-KS5-Drama.pdf | 2023-02-09T11:57:00+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00539.warc.gz | 970,329,617 | 470 | eng_Latn | eng_Latn | 0.989143 | eng_Latn | 0.989143 | [
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Connecting With Computer Science
Never HIGHLIGHT a Book Again! Virtually all of the testable terms, concepts, persons, places, and events from the textbook are included. Cram101 Just the FACTS101 studyguides give all of the outlines, highlights, notes, and quizzes for your textbook with optional online comprehensive practice tests. Only Cram101 is Textbook Specific. Accompanys: 9781439080351 .
This book provides a quick introduction to the Python programming language. Python is a popular object-oriented language used for both stand-alone programs and scripting applications in a variety of domains. It's free, portable, powerful, and remarkably easy to use. Whether you're new to programming or a professional developer, this book's goal is to bring you up to speed on the core Python language in a hurry.
Seventy articles from the first five years of "The Perl Journal" discuss advanced programming techniques, the mechanics of Perl, and other aspects of computer science.
A comprehensive introduction to type systems and programming languages. A type system is a syntactic method for automatically checking the absence of certain erroneous behaviors by classifying program phrases according to the
kinds of values they compute. The study of type systems—and of programming languages from a type-theoretic perspective—has important applications in software engineering, language design, high-performance compilers, and security. This text provides a comprehensive introduction both to type systems in computer science and to the basic theory of programming languages. The approach is pragmatic and operational; each new concept is motivated by programming examples and the more theoretical sections are driven by the needs of implementations. Each chapter is accompanied by numerous exercises and solutions, as well as a running implementation, available via the Web. Dependencies between chapters are explicitly identified, allowing readers to choose a variety of paths through the material. The core topics include the untyped lambda-calculus, simple type systems, type reconstruction, universal and existential polymorphism, subtyping, bounded quantification, recursive types, kinds, and type operators. Extended case studies develop a variety of approaches to modeling the features of object-oriented languages. The Computer Science Activity Book is the perfect companion for curious youngsters and grown-ups - especially those who think they'll never understand how computers work. As readers work their way through this collection of fun and innovative hands-on exercises, they'll learn the core programming concepts and
computer terminology that form the foundation of a STEM education.
Connecting with Computer ScienceCengage Learning
The second edition of this introductory text includes an expanded treatment of collisions, agent-based models, and insight into underlying system dynamics. Lab assignments are accessible and carefully sequenced for maximum impact. Students are able to write their own code in building solutions and Python is used to minimize any language barrier for beginners. Problems involving visualization are emphasized throughout with interactive graphics, image files, and plots of generated data. This text aims to establish a core learning experience around which any number of other learning objectives could be included. The text is presented in eight chapters where each chapter contains three problems and each problem develops five specific lab assignments, plus additional questions and discussion. This approach seeks to leverage the immediate feedback provided by the computer to help students as they work toward writing code creatively. All labs will scale to available hardware and free software could be used for the entire course, if desired. Lab assignments have been used since 2011 at the #1 ranked U.S. high school. It is an ideal textbook for high school courses that prepare students for advanced placement tests.
Sharpen your coding skills by exploring established computer science problems!
Classic Computer Science Problems in Java challenges you with time-tested scenarios and algorithms. Summary Sharpen your coding skills by exploring established computer science problems! Classic Computer Science Problems in Java challenges you with time-tested scenarios and algorithms. You'll work through a series of exercises based in computer science fundamentals that are designed to improve your software development abilities, improve your understanding of artificial intelligence, and even prepare you to ace an interview. As you work through examples in search, clustering, graphs, and more, you'll remember important things you've forgotten and discover classic solutions to your "new" problems! Purchase of the print book includes a free eBook in PDF, Kindle, and ePub formats from Manning Publications. About the technology Whatever software development problem you're facing, odds are someone has already uncovered a solution. This book collects the most useful solutions devised, guiding you through a variety of challenges and tried-and-true problemsolving techniques. The principles and algorithms presented here are guaranteed to save you countless hours in project after project. About the book Classic Computer Science Problems in Java is a master class in computer programming designed around 55 exercises that have been used in computer science classrooms for years. You'll work through hands-on examples as you explore Page 4/21
core algorithms, constraint problems, AI applications, and much more. What's inside Recursion, memoization, and bit manipulation Search, graph, and genetic algorithms Constraint-satisfaction problems K-means clustering, neural networks, and adversarial search About the reader For intermediate Java programmers. About the author David Kopec is an assistant professor of Computer Science and Innovation at Champlain College in Burlington, Vermont. Table of Contents 1 Small problems 2 Search problems 3 Constraint-satisfaction problems 4 Graph problems 5 Genetic algorithms 6 K-means clustering 7 Fairly simple neural networks 8 Adversarial search 9 Miscellaneous problems 10 Interview with Brian Goetz
In recent decades, a new scientific approach to understand, explain, and predict Page 5/21
Computers are common in homes, schools, and businesses throughout the world. Readers will learn about setting up their computer system and connecting multiple computers in a network. Students will gain an understanding of how small networks, such as those within a home, work. They'll also see how large networks, used by business and schools, operate, sometimes across long distances. With a focus on STEM concepts from the Next Generation Science Standards, this book makes understanding how to connect a computer system easy.
many features of religion has emerged. The cognitive science of religion (CSR) has amassed research on the forces that shape the tendency for humans to be religious and on what forms belief takes. It suggests that religion, like language or music, naturally emerges in humans with tractable similarities. This new approach has profound implications for how we understand religion, including why it appears so easily, and why people are willing to fight—and die—for it. Yet it is not without its critics, and some fear that scholars are explaining the ineffable mystery of religion away, or showing that religion is natural proves or disproves the existence of God. An Introduction to the Cognitive Science of Religion offers students and general readers an accessible introduction to the approach, providing an overview of key findings and the debates that shape it. The volume includes a glossary of key terms, and each chapter includes suggestions for further thought and further reading as well as chapter summaries highlighting key points. This book is an indispensable resource for introductory courses on religion and a much-needed option for advanced courses.
Student-Friendly Coverage of Probability, Statistical Methods, Simulation, and Modeling ToolsIncorporating feedback from instructors and researchers who used the previous edition, Probability and Statistics for Computer Scientists, Second Edition helps students understand general methods of stochastic
modeling, simulation, and data analysis; make o "For intermediate Python programmers"--Back cover.
The Internet Book, Fifth Edition explains how computers communicate, what the Internet is, how the Internet works, and what services the Internet offers. It is designed for readers who do not have a strong technical background — early chapters clearly explain the terminology and concepts needed to understand all the services. It helps the reader to understand the technology behind the Internet, appreciate how the Internet can be used, and discover why people find it so exciting. In addition, it explains the origins of the Internet and shows the reader how rapidly it has grown. It also provides information on how to avoid scams and exaggerated marketing claims. The first section of the book introduces communication system concepts and terminology. The second section reviews the history of the Internet and its incredible growth. It documents the rate at which the digital revolution occurred, and provides background that will help readers appreciate the significance of the underlying design. The third section describes basic Internet technology and capabilities. It examines how Internet hardware is organized and how software provides communication. This section provides the foundation for later chapters, and will help readers ask good questions and make better decisions when salespeople offer Internet products and services. The final
section describes application services currently available on the Internet. For each service, the book explains both what the service offers and how the service works. About the Author Dr. Douglas Comer is a Distinguished Professor at Purdue University in the departments of Computer Science and Electrical and Computer Engineering. He has created and enjoys teaching undergraduate and graduate courses on computer networks and Internets, operating systems, computer architecture, and computer software. One of the researchers who contributed to the Internet as it was being formed in the late 1970s and 1980s, he has served as a member of the Internet Architecture Board, the group responsible for guiding the Internet's development. Prof. Comer is an internationally recognized expert on computer networking, the TCP/IP protocols, and the Internet, who presents lectures to a wide range of audiences. In addition to research articles, he has written a series of textbooks that describe the technical details of the Internet. Prof. Comer's books have been translated into many languages, and are used in industry as well as computer science, engineering, and business departments around the world. Prof. Comer joined the Internet project in the late 1970s, and has had a high-speed Internet connection to his home since 1981. He wrote this book as a response to everyone who has asked him for an explanation of the Internet that is both technically correct and
easily understood by anyone. An Internet enthusiast, Comer displays INTRNET on the license plate of his car.
Introduction to Computer Science introduces students to the fundamentals of computer science by connecting the dots between applications they use every day and the underlying technologies that power them. Throughout, students learn valuable technical skills including how to write simple JavaScript programs, format a webpage with HTML and CSS code, reduce the size of a file, and more. Opening chapters of the text provide students with historical background, describe the numbering systems that computers operate with, and explain how computers store and convert data such as images and music. Later chapters explore the anatomy of computer hardware such as CPUs and memory, how computers communicate over networks, and the programming languages that allow us to solve problems using computation. The book concludes with chapters dedicated to security and privacy, the structure and function of operating systems, and the world of e-commerce. Accessible in approach, Introduction to Computer Science is designed to help non-computer science majors learn how
What does computer programming have to do with God? Discover how writing code gives programmers a unique insight into Gods all-powerful word, and how constructing software can glorify him.
technology and computers power the world around them. The text is well suited for introductory courses in computer science.
computer ethic issues. --
Graduate-level text provides complete and rigorous expositions of economic models analyzed primarily from the point of view of their mathematical properties, followed by relevant mathematical reviews. Part I covers optimizing theory; Parts II and III survey static and dynamic economic models; and Part IV contains the mathematical reviews, which range fromn linear algebra to point-to-set mappings. This guide offers students an overview of computer science principles, and provides a solid foundation for those continuing their study in this dynamic and exciting discipline. New features of this edition include: a chapter on computer security providing readers with the latest information on preventing unauthorized access; types of malware and anti-virus software; protecting online information, including data collection issues with Facebook, Google, etc.; security issues with mobile and portable devices; a new section on cloud computing offering readers an overview of the latest way in which businesses and users interact with computers and mobile devices; a rewritten section on social networks including new data on Google+ and Facebook; updates to include HTML5; revised and updated Did You Know callouts are included in the chapter margins; revisions of recommendations by the ACM dealing with
A fascinating exploration of how insights from computer algorithms can be applied to our everyday lives, helping to solve common decision-making problems and illuminate the workings of the human mind All our lives are constrained by limited space and time, limits that
give rise to a particular set of problems. What should we do, or leave undone, in a day or a lifetime? How much messiness should we accept? What balance of new activities and familiar favorites is the most fulfilling? These may seem like uniquely human quandaries, but they are not: computers, too, face the same constraints, so computer scientists have been grappling with their version of such issues for decades. And the solutions they've found have much to teach us. In a dazzlingly interdisciplinary work, acclaimed author Brian Christian and cognitive scientist Tom Griffiths show how the algorithms used by computers can also untangle very human questions. They explain how to have better hunches and when to leave things to chance, how to deal with overwhelming choices and how best to connect with others. From finding a spouse to finding a parking spot, from organizing one's inbox to understanding the workings of memory, Algorithms to Live By transforms the wisdom of computer science into strategies for human living.
Never HIGHLIGHT a Book Again Includes all testable terms, concepts, persons, places, and events. Cram101 Just the FACTS101 studyguides gives all of the outlines, highlights, and quizzes for your textbook with optional online comprehensive practice tests. Only Cram101 is Textbook Specific. Accompanies: 9780872893795. This item is printed on demand. Computational Thinking (CT) involves fundamental concepts and reasoning, distilled from computer science and other computational sciences, which become powerful general mental tools for solving problems, increasing efficiency, reducing complexity, designing procedures, or interacting with humans and machines. An easy-to-understand guidebook, From Computing to Computational Thinking gives you the tools for understanding and using CT. It does not assume experience or knowledge of programming or of a programming language, but explains
concepts and methods for CT with clarity and depth. Successful applications in diverse disciplines have shown the power of CT in problem solving. The book uses puzzles, games, and everyday examples as starting points for discussion and for connecting abstract thinking patterns to real-life situations. It provides an interesting and thought-provoking way to gain general knowledge about modern computing and the concepts and thinking processes underlying modern digital technologies.
This book thoroughly explains how computers work. It starts by fully examining a NAND gate, then goes on to build every piece and part of a small, fully operational computer. The necessity and use of codes is presented in parallel with the apprioriate pieces of hardware. The book can be easily understood by anyone whether they have a technical background or not. It could be used as a textbook.
Written for the beginning computing student, this text engages readers by relating core computer science topics to their industry application. The book is written in a comfortable, informal manner, and light humor is used throughout the text to maintain interest and enhance learning. All chapters contain a multitude of exercises, quizzes, and other opportunities for skill application. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
As the title suggests, this book explores the concepts of drawing, graphics and animation in the context of coding. In this endeavour, in addition to initiating the process with some historical perspectives on programming languages, it prides itself by presenting complex concepts in an easy-to-understand fashion for students, artists, hobbyists as well as those interested in computer science, computer graphics, digital media, or interdisciplinary studies. Being able to
code requires abstract thinking, mathematics skills, spatial ability, logical thinking, imagination, and creativity. All these abilities can be acquired with practice, and can be mastered by practical exposure to art, music, and literature. This book discusses art, poetry and other forms of writing while pondering difficult concepts in programming; it looks at how we use our senses in the process of learning computing and programming. Features: · Introduces coding in a visual way · Explores the elegance behind coding and the outcome · Includes types of outcomes and options for coding · Covers the transition from front-of-classroom instruction to the use of online-streamed video tutorials · Encourages abstract and cognitive thinking, as well as creativity The Art of Coding contains a collection of learning projects for students, instructors and teachers to select specific themes from. Problems and projects are aimed at making the learning process entertaining, while also involving social exchange and sharing. This process allows for programming to become interdisciplinary, enabling projects to be codeveloped by specialists from different backgrounds, enriching the value of coding and what it can achieve. The authors of this book hail from three different continents, and have several decades of combined experience in academia, education, science and visual arts. As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the
methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.
Whether you are an experienced teacher or someone new to the field, you'll find this book to be full of resources and information for schools looking to bring engaging and dynamic computer science to its students. If you are new to the field, or still researching if computer science fits in your school, you can use this book as a guide to help you understand that CS really is, research what kinds of technologies work in the classroom, the differences between the many programming languages, type of available curricula, training, recruitment, online communities, format of your classroom, and even pedagogical style. If you are an experienced computer science teacher looking for new ideas, new approaches, and new ways to engage students through a project-based approach, you will discover numerous proven strategies and case studies to help you take your CS program to the next level -- Back cover. Never HIGHLIGHT a Book Again! Virtually all testable terms, concepts, persons, places, and events are included. Cram101 Textbook Outlines gives all of the outlines, highlights, notes for your textbook with optional online practice tests. Only Cram101 Outlines are Textbook Specific. Cram101 is NOT the Textbook. Accompanys: 9780619212902 An excellent supplement to Computer Science Illuminated, as well as a superb primer, Computer Science: The Python Programming Language offers a clear introduction to this userfriendly language. This overview describes the fundamentals of the interactive Python environment, the structure of Python programs, how Python supports object-oriented programming, and much more. Beginning programmers will be relieved that this modern programming language is not only easy to learn but easy to use as well! Interconnecting Smart Objects with IP: The Next Internet explains why the Internet Protocol (IP) has become the protocol of choice for smart object networks. IP has successfully demonstrated the ability to interconnect billions of digital systems on the global Internet and in private IP networks. Once smart objects can be easily interconnected, a whole new class of smart object systems can begin to evolve. The book discusses how IP-based smart object networks are being designed and deployed. The book is organized into three parts. Part 1 demonstrates why the IP architecture is well suited to smart object networks, in contrast to nonIP based sensor network or other proprietary systems that interconnect to IP networks (e.g. the public Internet of private IP networks) via hard-to-manage and expensive multi-protocol translation gateways that scale poorly. Part 2 examines protocols and algorithms, including smart objects and the low power link layers technologies used in these networks. Part 3 describes the following smart object network applications: smart grid, industrial automation, smart cities and urban networks, home automation, building automation, structural health monitoring, and container tracking. Shows in detail how connecting smart objects impacts our lives with practical implementation examples and case studies Provides an in depth understanding of the technological and architectural aspects underlying smart objects technology Offers an in-depth examination of relevant IP protocols to build large scale smart object networks in support of a myriad of new services
Introduction to Computer Science introduces students to the fundamentals of computer science by connecting the dots between applications they use every day and the underlying technologies that power them. Throughout, students learn valuable technical skills including how to write simple JavaScript programs, format a webpage with HTML and CSS code, reduce the size of a file, and more. Opening chapters of the text provide students with historical background, describe the numbering systems that computers operate with, and explain how computers store and convert data such as images and music. Later chapters explore the anatomy of computer hardware such as CPUs and memory, how computers communicate over networks, and the programming languages that allow us to solve problems using computation. The book concludes with chapters dedicated to security and privacy, the structure and function of operating systems, and the world of e-commerce. Accessible in approach, Introduction to Computer Science is designed to help non-computer science majors learn how technology and computers power the world around them. The text is well suited for introductory courses in computer science. Perry Donham is a lecturer of computer science in the College of Arts & Sciences at Boston University. Mr. Donham previously served as a technical consultant and analyst in the financial services and healthcare fields, helping clients, including HP and IBM, solve performance issues, build new systems, and solve tricky computational problems. In 1995, he launched one of the world's first 10,000 websites, which is still running.
An investigation into why so few African American and Latino high school students are studying computer science reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in
computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious "virtual segregation" that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems—including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. How does a computer scientist understand infinity? What can probability theory teach us about free will? Can mathematical notions be used to enhance one's personal understanding of the Bible? Perhaps no one is more qualified to address these questions than Donald E. Knuth, whose massive contributions to computing have led others to nickname him "The Father of Computer Science"--and whose religious faith led him to understand a fascinating analysis of the Bible called the 3:16 project. In this series of six spirited, informal lectures, Knuth explores
the relationships between his vocation and his faith, revealing the unique perspective that his work with computing has lent to his understanding of God. His starting point is the 3:16 project, an application of mathematical "random sampling" to the books of the Bible. The first lectures tell the story of the project's conception and execution, exploring its many dimensions of language translation, aesthetics, and theological history. Along the way, Knuth explains the many insights he gained from such interdisciplinary work. These theological musings culminate in a surprising final lecture tackling the ideas of infinity, free will, and some of the other big questions that lie at the juncture of theology and computation. Things a Computer Scientist Rarely Talks About, with its charming and user-friendly format--each lecture ends with a question and answer exchange, and the book itself contains more than 100 illustrations--is a readable and intriguing approach to a crucial topic, certain to edify both those who are serious and curious about their faiths and those who look at the science of computation and wonder what it might teach them about their spiritual world. Includes "Creativity, Spirituality, and Computer Science," a panel discussion featuring Harry Lewis, Guy L. Steele, Jr., Manuela Veloso, Donald E. Knuth, and Mitch Kapor.
A new series of bespoke, full-coverage resources developed for the 2016 GCSE Computer Science qualifications. Written for the AQA GCSE Computer Science specification for first teaching from 2016, this print Student Book uses an exciting and engaging approach to help students build their knowledge and master underlying computing principles and concepts. Designed to develop computational thinking, programming and problem-solving skills, this resource includes challenges that build on learning objectives, and real-life examples that demonstrate how computer science relates to everyday life. Remember features act as
revision references for students and key mathematical skills relevant to computer science are highlighted throughout. A digital Cambridge Elevate-enhanced Edition and a free digital Teacher's Resource are also available.
Never HIGHLIGHT a Book Again! Virtually all of the testable terms, concepts, persons, places, and events from the textbook are included. Cram101 Just the FACTS101 studyguides give all of the outlines, highlights, notes, and quizzes for your textbook with optional online comprehensive practice tests. Only Cram101 is Textbook Specific. Accompanys: 9780619212902 .
This book presents the combined proceedings of the 10th International Conference on Computer Science and its Applications (CSA 2018) and the 13th KIPS International Conference on Ubiquitous Information Technologies and Applications (CUTE 2018), both held in Kuala Lumpur, Malaysia, Dec 17 - 19, 2018. The aim of these two meetings was to promote discussion and interaction among academics, researchers and professionals in the field of ubiquitous computing technologies. These proceedings reflect the state of the art in the development of computational methods, involving theory, algorithms, numerical simulation, error and uncertainty analysis and novel applications of new processing techniques in engineering, science, and other disciplines related to ubiquitous computing.
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods--and the wonder--of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
This 5-volume set (CCIS 214-CCIS 218) constitutes the refereed proceedings of the International Conference on Computer Science, Environment, Ecoinformatics, and Education, CSEE 2011, held in Wuhan, China, in July 2011. The 525 revised full papers presented in the five volumes were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on information security, intelligent information, neural networks, digital library, algorithms, automation, artificial intelligence, bioinformatics,
Copyright : www.treca.org
Online Library Connecting With Computer Science
computer networks, computational system, computer vision, computer modelling and simulation, control, databases, data mining, e-learning, e-commerce, ebusiness, image processing, information systems, knowledge management and knowledge discovering, mulitimedia and its apllication, management and information system, moblie computing, natural computing and computational intelligence, open and innovative education, pattern recognition, parallel and computing, robotics, wireless network, web application, other topics connecting with computer, environment and ecoinformatics, modeling and simulation, environment restoration, environment and energy, information and its influence on environment, computer and ecoinformatics, biotechnology and biofuel, as well as biosensors and bioreactor.
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Red Swamp Crayfish
Identification:
(Procambarus clarkii) *Detected in Michigan*
* Dark red color with bright red raised spots, look like small lobsters
* Elongated head with a triangular rostrum
* Elongated claws and bony exoskeleton
* 2.2 inches – 4.7 inches in length
Habitat: Red swamp crayfish live in a variety of permanent freshwater habitats. Crayfish are crustaceans that burrow deep into the substrate of their habitat and create large mounds of sand and soil called chimneys with a relatively large hole in the center.
Diet: Crayfish feed heavily on snails, fish, amphibians, and plants.
Native Range: Mississippi river drainage and Gulf coast
U.S. Distribution (outside of native range): Established populations in California, Delaware, Maryland, Michigan, Ohio, Oregon, South Carolina, Utah, Virginia, Washington, and Wisconsin. Introduced but not established in Alaska, Hawaii, Idaho, Illinois, Indiana, Nevada, and New York.
Local Concern: Red swamp crayfish compete aggressively with native crayfish species for food and habitat. Feeding behavior reduces the amount of available habitat for amphibians, invertebrates, and juvenile fish. Burrowing and foraging behavior can also lead to summer cyanobacteria blooms and eutrophic conditions.
Other Names: Louisiana crayfish/crawfish
Potential Means of Introduction: Aquaculture/aquarium trade, classroom/laboratory release, live bait dumping, small chance of introduction through fish stocking events
Native look-alikes and how you can tell them apart from red swamp crayfish:
Devil crawfish: mostly tan body with red highlights around head, body, and claws
White river crayfish: color may vary from tan to rusty red color, no bright red bumps
Report this species to Seth Herbst, MDNR, at firstname.lastname@example.org or 517-284-5841 or at www.misin.msu.edu or download the MISIN app to your smartphone | <urn:uuid:4f9ff5b5-cc20-4ed8-961d-3984814022f9> | CC-MAIN-2023-06 | https://invasivecrayfish.org/wp-content/uploads/2022/03/InvasiveSpeciesAlert-RedSwampCrayfish_494188_7.pdf | 2023-02-09T11:52:16+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00548.warc.gz | 339,776,463 | 430 | eng_Latn | eng_Latn | 0.982459 | eng_Latn | 0.982459 | [
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RENTWISE
Communication, Compromise and Consideration – The 3 Cs of Getting Along with Roommates
Note: This handout is directed at college students and other first-time roommates, although most of the advice applies to roommates at any stage of life.
Getting your own place is an important milestone in your life. Although some circumstances are not under your control, there are things you can do to make your roommate experience as positive as possible. Above all, getting to know your roommates is essential as you adjust to life on your own. If you have an opportunity to meet and talk with your roommate before you move in together, spend some time getting to know each other and discussing how you will live together. It is important for roommates to understand one another's views and respect each other's feelings on a variety of subjects in order to avoid conflict.
LIVING CONDITIONS
It's a good idea to discuss and agree on terms of living together before you move in with roommates. It sounds formal, but you might want to write and sign an agreement that details these terms with your roommates. If there are conflicts with roommates, this agreement can help settle disputes.
COMMUNICATION STYLE
Decide when and how you will discuss any issues that come up. For example, if you prefer not to discuss issues as soon as you walk in the door, tell your roommate this and decide on a time and situation that is right for both of you.
FURNISHINGS, COOKING SUPPLIES, AND OTHER HOUSEHOLD ITEMS
Decide who will bring what to furnish and stock the apartment with household supplies. Talk about how you will care for each other's furnishings and belongings.
DIVISION OF HOUSEHOLD RESPONSIBILITIES
Doing daily chores may not be exciting, but it's necessary. Talk about how you will divide tasks, such as taking out the garbage, cleaning the bathroom and washing the dishes. You might be surprised to learn that your roommate doesn't mind doing the dishes!
WORK AND STUDY SCHEDULES
Share your work schedule and talk about when and under what conditions you study best. Some people like to study with the television or MP3 player on, while others prefer to study in silence.
RECREATION AND LEISURE ACTIVITIES
What kind recreational activities do you like? Share your interests and the activities in which you participate. Maybe your roommate is into these activities as well. Either way, you might want to invite your roommate to come along. However, don't be offended if your roommate chooses not to join you. You each need your own space to enjoy your leisure activities.
MONEY ISSUES
How will common expenses be paid? Will you split costs or divide responsibilities for different bills? For example, you might pay the electric bill, while your roommate pays for Internet service. You will probably want to split the rent each month, and it's a good idea to spell out responsibilities for ensuring payment gets to the property manager on time.
SLEEP AND QUIET TIMES
Are you a night owl who likes to stay up late, while your roommate is an early bird who goes to bed and gets up early? If so, you'll each need to accommodate the other's styles, e.g., turn down the TV or use headphones while your roommate is asleep. Show your roommate respect and expect that he or she will do the same.
GUESTS AND SECURITY ISSUES
Talk with your roommates about how often they might have guests over and how long they might stay. How will you handle the issue of security for your personal property when your roommate has visitors? Discuss which items are for common use and those that you would prefer not to share.
MEALTIMES AND FOOD
Will you share meals, or are your schedules so different that you'll have to fend for yourself? Will food items be purchased together? Will you label the foods that are strictly yours? What if your roommate or their guest eats foods that you view as yours alone? Discuss all these issues upfront.
PETS
If your lease allows pets and neither of you has allergies, decide whether you want to have pets in the apartment. If yes, will you both help care for the pets, or just one of you? Will you both help pay a pet deposit fee?
MOVING OUT
Discuss how you will handle things when one or more of you wants to move out. If more, you will need to share in cleaning and other tasks in preparation for the move. If one, you will need to discuss the timing. Will the departing roommate wait until you find another roommate before leaving, or leave but cover his/her share of rent until you find someone?
Roommate conflict can tear two otherwise great friends apart. People often make the mistake of assuming that, because they are great friends, they are going to make great roommates. One definitely does not guarantee the other. Resolving roommate conflict can be a touchy issue, and it is not something you want to take lightly. You probably spend more time with your roommate than with any other individual, so having a good relationship is crucial. If you have a conflict with your roommate, use the following communication techniques to explain yourself without further harming the relationship.
PREPARE FOR COMPROMISE
Having a roommate is not much different from sharing a home with your family. You have to take your roommate's feelings and needs into consideration, and you will have to make sacrifices. The best piece of advice on how to resolve roommate conflict is to try your best to avoid it in the first place. We all have some bad habits and recognizing this makes it easier to compromise. Whether it's letting the trash pile up or listening to the television too loud, you have to pick your battles, and sometimes it's better to let some issues go. However, when things get to the point where they are seriously affecting your relationship and your ability to be happy in your own home, it is time to talk.
KEEP YOUR COOL
How do you deal with big issues, such as your roommate throwing a party and trashing the place, but making no effort to clean it up? In such a situation, it is important to give yourself time to cool down before you approach him or her. If you try to sort things out while you are still fuming, you will have trouble keeping a level head, and you may say something that will permanently damage your relationship. Take some time to collect yourself and think about what you will say. When you believe you are able to discuss the issue in a civilized manner, then sit down and have the conversation.
AVOID THE BLAME GAME
When approaching your roommate, do your best not to sound accusatory. No one likes to have their bad habits pointed out, especially in an insulting or aggressive manner. State your case calmly and clearly, and give your roommate the chance to respond. Your roommate might still get offended, but at least you did the best you could.
SET UP A TIME TO TALK
Take time to discuss what is happening. Don't ambush someone with issues he or she is not prepared to discuss.
TAKE RESPONSIBILITY FOR YOUR OWN FEELINGS
Use positive "I" messages – use "I" statements to describe how you are feeling about an issue. Say things like:
"I feel like my CD's aren't properly cared for when they have been left on the floor by the CD player."
"It is important to me that they are taken care of because I have a lot of money invested in my collection. I would like you to put them away when you are finished with them so they do not get scratched."
USE ACTIVE LISTENING
Repeat and clarify what the other person has said to ensure you understand what he or she actually means. If you don't clarify what you think the other person means, you may each have very different interpretations of an issue and be no closer to resolving it.
TRY TO FIND AREAS OF AGREEMENT
It's much easier to work together to find a solution than try to force a view on someone. Start by looking at the areas you both agree and then work from there.
KNOW WHEN TO GET OUTSIDE HELP
If you can't resolve a situation, find someone who can mediate. Is there someone you both trust who can provide unbiased assistance?
KNOW WHEN TO CALL IT QUITS
If you have talked with your roommate and the problem persists, it may be necessary to find a new roommate based on compatibility rather than friendship. There is no sense losing a friend by continuing a living situation that is not working longer than necessary. Sometimes, the only way to preserve your friendship is to stop living together.
Communicating with your roommate, compromising and being considerate of each other – the three Cs – will help you get along once the initial excitement of having your own place wears off and you settle into your schedule.
SOURCES
Bemidji State University. (2010). Residential life. Retrieved from http://www.bemidjistate.edu/students/reslife/campus_living/roommates.cfm
Ohio State University. (2017). Roommates 101. Retrieved from https://offcampus.osu.edu/offcampus-living/roommates-101/
University of Minnesota. (2017). Getting Along with Your Roommate. Retrieved from https://housing.umn.edu/roommates
© 2017 Regents of the University of Minnesota. All rights reserved. University of Minnesota Extension is an equal opportunity educator and employer. In accordance with the Americans with Disabilities Act, this material is available in alternative formats upon request. Direct requests to 612-626-6602. Visit www.z.umn.edu.edu/rentwise/ for information on RentWise and other Extension Center for Family Development programs. | <urn:uuid:9a93466a-22d1-4cee-92bc-1842a3b23e35> | CC-MAIN-2023-06 | https://apps.extension.umn.edu/family/courses/renter-101-online-course/story_content/external_files/communication-compromise-and-consideration.pdf | 2023-02-09T13:32:47+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00548.warc.gz | 126,857,318 | 1,983 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.998928 | [
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Dear Parents/Carers,
Hour of code week
Children had great fun this week joining millions of children around the world in engaging in an hour of code. All the classes engaged in different activities. Year 3 enjoyed designing a new logo for Google!
Friends of Gillespie (FoG) News
The FoG Annual General Meeting (AGM) is on
Wednesday 28 September at 9am
The AGM is an opportunity to shape plans for the coming year on events, fundraising and how money raised is spent.
We'd love to see and hear from as many Gillespie families there as possible, although if you can't make it there will be other opportunities to get involved.
Upcoming FoG Event Halloween Disco
Upcoming FoG Event Christmas Fair
Thursday 20 th October 5-7pm
Wednesday 14 th December
Year 4 Learning
In PSHE Year 4 have been talking about learning and how to respond to making mistakes They considered how having different mindsets can affect how you respond and offered advice to friends. Here are some of their thoughts.
Friday 23 rd September 2022
Newsletter 371
www.gillespie.islington.sch.uk
@GillespieSchool
Year 4 Learning continued
Year 4 have been busy using place value counters for flexible partitioning. And have had their 2nd tennis lesson with Gary from access to sport at Finsbury Park
aerial views.
Year 1 & 2 Learning in Science Club
Y1 & 2 hid butterflies and caterpillars for each other to find around Lab_13 and then created their own camouflaged butterflies. Can you find them in the pictures?
myHappymind
At Gillespie all year groups follow the myHappymind scheme. We are about to start our second year.
myHappymind is all based around helping children to understand how their brain works and to support them in developing positive skills and habits to be their very best selves!
myHappymind is delivered in schools by class teachers through a series of interactive lessons and then the children apply these learnings throughout the day.
To further embed this learning and ensure that you are able to engage in these topics with your child, myHappymind has developed a set of resources for parents. These resources can be accessed online on your computer, or through an app on your phone.
The resources allow children to continue to practise some of the habits they have developed at school, such as happy breathing, for you to learn more about what they are learning in the program. Also included are activities for you to do together at home, to complement the in-school lessons.
To access these materials just go to:
https://myhappymind.org/parent-resources Autehntication code: 100405
You'll be guided through the process. We really encourage you to make use of this free content so that you can support your child in getting the best out of the curriculum.
If you have any questions about the curriculum, please contact your class teacher. If you have any technical questions about accessing the resources, please contact firstname.lastname@example.org
Many thanks,
Steph
(Year 1 teacher and PSHE lead teacher).
Ongoing reminders:
Class assemblies
Class assemblies take place on Thursday afternoons at 2:30pm. Please put these dates in your diaries:
Diary dates
Current Coronavirus Guidelines
Pupils and schools should continue to follow relevant public health advice relating to COVID-19. The guidance states:
Children and young people (aged 18 years and under) who have symptoms of a respiratory infection, including COVID-19
Respiratory infections are common in children and young people, particularly during the winter months. Symptoms can be caused by several respiratory infections including the common cold, COVID-19 and RSV.
For most children and young people, these illnesses will not be serious, and they will soon recover following rest and plenty of fluids.
Very few children and young people with respiratory infections become seriously unwell. This is also true for children and young people with long-term conditions.
Attending education is hugely important for children and young people's health and their future.
When children and young people with symptoms should stay at home and when they can return to education
Children and young people with mild symptoms such as a runny nose, sore throat, or slight cough, who are otherwise well, can continue to attend their education setting.
Children and young people who are unwell and have a high temperature should stay at home and avoid contact with other people, where they can. They can go back to school, college or childcare, and resume normal activities when they no longer have a high temperature and they are well enough to attend.
All children and young people with respiratory symptoms should be encouraged to cover their mouth and nose with a disposable tissue when coughing and/or sneezing and to wash their hands after using or disposing of tissues.
Testing
It is not recommended that children and young people are tested for COVID-19 unless directed to by a health professional.
If a child or young person has a positive COVID-19 test result they should try to stay at home and avoid contact with other people for 3 days after the day they took the test, if they can. After 3 days, if they feel well and do not have a high temperature, the risk of passing the infection on to others is much lower. This is because children and young people tend to be infectious to other people for less time than adults. | <urn:uuid:35a2437d-e752-4b49-bc30-64a4941047a4> | CC-MAIN-2023-06 | https://www.gillespie.islington.sch.uk/wp-content/uploads/2022/09/371-Newsletter-230922.pdf | 2023-02-09T11:43:34+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00549.warc.gz | 783,161,625 | 1,134 | eng_Latn | eng_Latn | 0.996718 | eng_Latn | 0.997419 | [
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Dividing Money (F)
Calculate each quotient.
1. 69 ) $4880.37
2. 70 ) $3378.90
3. 78 ) $6245.46
4. 28 ) $2177.56
5.
29 ) $2066. 54
6.
37 ) $2439.78
7. 94 ) $7319.78
8. 19 ) $1231.58
9.
92 ) $4588.96
10. If 98 identical figurines cost $5959.38, how much did each figurine cost?
Math-Drills.com | <urn:uuid:dce350b6-f370-4dbc-b0b6-9716ca22b8d0> | CC-MAIN-2024-26 | https://math-drills.com/money/money_divide_anzdollar_increment001_divisor2_006qp.1441114797.pdf | 2024-06-24T16:57:56+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00183.warc.gz | 339,127,989 | 141 | eng_Latn | eng_Latn | 0.494982 | eng_Latn | 0.494982 | [
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Personal, Social and Health Education Policy
Reviewed and approved by Teaching, Learning, Assessment and Curriculum Committee
On: 22 nd March 2023
To be reviewed and ratified at the St Edward's Full Governing Body
On: 27 th April 2023
Next review date: Spring 2025
SLT is responsible for oversight of this policy's implementation
Introduction
This policy covers St Edward's approach to PSHE in the context of being a joint Roman Catholic and Church of England school. Effective PSHE Education can make a significant contribution to the development of the skills needed by students as they grow up. It also enables young people to make responsible and informed decisions about their health and well-being.
The work that is done within PSHE links closely with our mission statement:
MAY WE BE ONE
In purpose – educating for life in all its fullness
In faith – encountering God who lives among us, calling us to unity
In dignity – nurturing confidence and maturity
In community – striving together for justice, love and peace.
In particular the PSHE programme at St Edward's will focus on the "in purpose" and "in dignity" parts of the mission statement.
Through work in lessons and a range of activities across and beyond the curriculum, students gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social and cultural issues they may face as they approach adulthood. This will help them to live life in all of its fullness.
It also develops students' well-being and self-esteem encouraging belief in their ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career. In this we hope to nurture confidence and maturity in all of our students.
PSHE at Key Stages 3, 4 and 5 builds on the pupils' own experiences and work done in Key Stage 1 and 2. It also complements Life lessons on the school curriculum covering areas such as issues in politics, the law, family, the environment, relationships, British Values, e-safety, self-awareness and the media.
Equality, diversity and Inclusion statement
St Edward's school is committed to the provision of PSHE to all of its students. Our programme aims to respond to the diversity of our students. Equal time and provision will be allocated for all groups but there may be occasions where young people are given extra support. We promote learning together and ensure that students show respect for others including those whose opinions are different to their own. We acknowledge that young people come to us from a wide range of backgrounds and experiences and will use PSHE activities as a vehicle to explore these differences in order to fulfil our aims.
Aims of our PSHE programme
As a joint church school we want our students to know and understand that all we do fits in with our mission statement and promotes gospel values of justice, love and peace. To do this the PSHE policy aims to:
* Allow all students to develop as fully as possible their interests, abilities and aptitudes.
* Develop programmes of study and experiences which will enhance student's self-respect and confidence and encourage them to take responsibility for themselves and their actions.
* Equip students for their adult roles in society and help them to understand the various responsibilities of adulthood.
* Enable students to make informed choices when considering the development of a healthy and safer lifestyle.
* Give students the confidence to discuss difficult issues.
* Develop each students' understanding of society and foster within them a desire to contribute positively towards it.
These aims are underpinned by our belief that we are all made in God's image and, as we are loved, so we should love others.
Organisation
PSHE will be overseen by the PSHE co-ordinator and will be line managed by a member of the Senior Leadership Team. The co-ordinator will be responsible for the production of the schemes of work, assessment and delivery of PSHE across the school. They will also be responsible for organising external speakers to deliver aspects of the curriculum and accessing CPD opportunities for themselves and relevant members of staff.
PSHE should not be delivered in isolation but firmly embedded in all curriculum areas. At St Edward's School, the main content is delivered in PSHE lessons delivered by tutors to tutor groups on a rolling programme consisting of one hour lesson a fortnight.
External speakers are invited in to school because of the particular expertise or contribution they are able to make. All visitors are made familiar with and understand the school's mission statement and PSHE policy and work within it. All input to PSHE Education lessons is part of a planned programme. All visitors are supervised/supported by a member of staff at all times. The input of visitors is monitored and evaluated by staff and students.
The PSHE Co-ordinator facilitates the gathering of policy feedback from parents and carers, staff and students every year.
Curriculum:
The PSHE curriculum will be split into six topic areas. They are:
Finance and Careers
Technology (including online safety)
Sex and Relationships Education Drug and Alcohol Education Character Building Mental Health
Each of these topic areas will be taught across all of Key Stages Three, Four and Five, and each will be given half a term's worth of curriculum time. We offer a spiral curriculum where themes, such as healthy lifestyles, are repeated each year but with increasing levels of complexity; this approach allows for students to build on prior knowledge and encounter relevant information within each topic at appropriate stages of their emotional development. The progression-based nature of this unit also affords students the opportunity to consistently develop and augment their skills in areas such as decision making, managing risk and critical thinking.
Our curriculum may be adjusted to take into account issues as they arise both in school and in national trends. With this in mind, PSHE will make additional use of tutor periods in order to address topics deemed pertinent either due to topicality or significance.
Assessment and evaluation
Short assessments take place at the end of each unit. These assessments are used to review the students' understanding of the material covered in that unit of work, evaluating understanding of key terminology, awareness of how and why this information is relevant to students' daily lives, and how the ideas and concepts within that topic can be applied to their own behaviour. The marks for these assessments are recorded centrally for the purpose of evaluating the effectiveness of the unit and to inform future planning; they are not used for data monitoring or reporting to parents.
Specific issues within PSHE
Due to the nature of the curriculum offered there will be sensitive topics covered, for example drugs, alcohol and mental health issues. It is important that we cover these areas but we are mindful that many young people are more affected by them than others. We offer the opportunity to ask questions both inside and outside the lesson and anonymously if appropriate. Wherever topics might cover sensitive areas we always offer support for students. This might be in the form of people within school, trusted support agencies as well as websites that we can recommend.
Answering difficult questions and sensitive issues
Staff members are aware that views around PSHE related issues are varied. However, while personal views are respected, all PSHE issues are taught without bias. Topics are presented using a variety of views and beliefs, and in the light of Christian teachings so that students are able to form their own, informed opinions but also respect others who may have a different opinion. Christian teaching will reflect the traditions of our joint faith school ethos.
Both formal and informal PSHE, arising from students' questions, are answered according to the age and maturity of the student(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Safeguarding Lead if they are concerned.
St Edward's school believes that PSHE Education should meet the needs of all students, answer appropriate questions and offer support.
Confidentiality and safeguarding
As a general rule a student's confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he will take action as detailed in the Safeguarding Policy. The student concerned will be informed that confidentiality is being breached and the reasons why. The student will be supported by the school throughout the process.
Safeguarding in schools is more than simply keeping students safe in school. We leave them vulnerable if we do not do everything we can to equip them to keep themselves safe in school, outside school and in the future. PSHE education lessons provide the best context for this learning, as part of a whole school approach and can contribute to safeguarding by:
* Teaching students about healthy relationships and helping them recognise unhealthy relationships
* Helping students recognise inappropriate behaviour towards themselves or others and how to access help
* Raising students' awareness of abuse, gender-related abuse and gang violence
* Addressing gender stereotypes and challenging the negative attitudes which lead to violence and abuse
* Teaching the language, skills and strategies that enable students to tackle and mitigate risks to their (or others') physical or emotional safety, including bullying, unhealthy relationships, sexual exploitation, gangs, radicalisation, drug and alcohol use and other risky behaviours.
* Teaching the knowledge, understanding and skills students need to keep safe online.
* Broadening students' understanding of concepts such as consent, equality, discrimination, power and exploitation as part of a broader curriculum
* Helping students to support and seek help for friends who are in unsafe situations.
* Helping students to see how their own behaviour can at times put others at risk.
Review
This policy will be considered annually and formally reviewed every three years by the PSHE Coordinator and the member of SLT with responsibility for PSHE. The formal review will also be conducted in consultation with the Governors, Headteacher and Senior Leadership Team.
This policy has undergone an Equalities Impact Assessment in line with the requirements of the Public Sector Equality Duty. | <urn:uuid:4bb8fa39-ce5d-4c56-8feb-929e619c459c> | CC-MAIN-2024-26 | https://st-edwards.poole.sch.uk/wp-content/uploads/2024/03/Ratified-PHSE-policy-2023-1.pdf | 2024-06-24T15:55:15+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00186.warc.gz | 453,331,205 | 2,019 | eng_Latn | eng_Latn | 0.995107 | eng_Latn | 0.998656 | [
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Perimeter and Area of Rectangles (A)
Calculate the perimeter and area for each rectangle.
2. | <urn:uuid:3a230b0e-4103-413a-986b-09deeb04e101> | CC-MAIN-2024-26 | https://math-drills.com/measurement/rectangles_area_perimeter_whole_larger_001qp.1435585950.pdf | 2024-06-24T17:30:02+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00186.warc.gz | 325,883,403 | 21 | eng_Latn | eng_Latn | 0.774765 | eng_Latn | 0.774765 | [
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Introduction: Understanding the Salem Witch Trials and Their Significance
The Salem Witch Trials, which took place in colonial Massachusetts between 1692 and 1693, represent one of the darkest chapters in American history. These trials were characterized by mass hysteria, fear, and a deeply ingrained belief in supernatural powers. Over 200 individuals were accused of practicing witchcraft, resulting in the execution of twenty people. While these events occurred over three centuries ago, they continue to hold immense significance as a cautionary tale about the dangers of unchecked power, prejudice, and intolerance. The origins of the Salem Witch Trials can be traced back to a combination of religious fervor and social tensions prevalent during that time period. The Puritan settlers believed in an all-powerful God who demanded strict adherence to their moral code. Any deviation from this code was seen as an invitation for Satan's influence to infiltrate society. In this atmosphere of heightened anxiety and superstition, accusations flew freely with little regard for evidence or due process. The consequences were devastating - innocent lives were lost while families and communities turned against each other in suspicion and paranoia. It is crucial to recognize that there are valuable lessons we can learn from this dark episode in American history. By examining the causes behind these injustices – including prejudices based on gender roles or social standing – we can gain insight into how discrimination can lead to grave consequences when fueled by fear and ignorance. Understanding the Salem Witch Trials allows us to reflect on our past mistakes so that we may strive for a more just society today. By acknowledging how power imbalances contribute to injustice and recognizing our shared responsibility towards promoting tolerance and equality, we have an opportunity not only to avoid similar atrocities but also to foster empathy and compassion within our communities. Promoting Critical Thinking: Encouraging questioning and skepticism Pro-Papers.com
By teaching individuals how to critically analyze information, we equip them with the tools necessary to challenge prevailing beliefs and assumptions. Critical thinking encourages individuals to evaluate evidence, consider alternative perspectives, and weigh different arguments before forming opinions or making judgments. This approach fosters a more rational and objective society where decisions are based on reason rather than fear or bias.
Promoting critical thinking helps combat groupthink – a phenomenon evident during the Salem Witch Trials when societal pressure led people to conform without question. By encouraging independent thought and intellectual autonomy, we create an environment where individuals feel empowered to voice dissenting views or challenge prevailing narratives.
Fostering critical thinking skills is crucial in avoiding similar injustices as those witnessed during the Salem Witch Trials. By promoting a culture of questioning and skepticism, we encourage individuals to examine evidence critically, consider alternative viewpoints, and challenge prevailing beliefs. This approach not only prevents the spread of misinformation but also empowers individuals to resist social pressures that can lead to unjust actions against innocent members of society.
Presumption of Innocence: Upholding the principle of "innocent until proven guilty" The principle of "innocent until proven guilty" is a fundamental aspect of any fair and just legal system. During the Salem Witch Trials, this principle was entirely disregarded as individuals were presumed guilty based on mere accusations or circumstantial evidence. The presumption of innocence serves as a safeguard against wrongful convictions and protects individuals from being unfairly targeted or subjected to unjust punishment. Upholding the presumption of innocence requires thorough investigations, adherence to due process, and the presentation of credible evidence before passing judgment. It emphasizes the importance of not jumping to conclusions based on rumors or personal biases. By valuing this principle, we ensure that justice is served fairly and that innocent lives are not needlessly destroyed in the process. In our modern society, it is crucial to uphold the presumption of innocence so that similar injustices can be avoided. By providing equal protection under the law for all individuals accused of crimes or wrongdoing, we create an environment where fairness prevails over hysteria and mob mentality. This commitment to upholding this principle ensures that no one falls victim to baseless accusations driven by fear or prejudice, reminding us all that every person deserves their day in court before being deemed guilty. Protecting Individual Rights: Safeguarding personal liberties and freedom of expression Pro-Papers.com
Protecting individual rights, such as personal liberties and freedom of expression, is crucial in preventing the recurrence of injustices similar to the Salem Witch Trials. During this dark period in history, individuals were denied their basic rights to due process, fair trials, and freedom of thought and belief. These violations led to a climate of fear where people were afraid to express themselves or challenge the prevailing beliefs for fear of being accused.
By safeguarding personal liberties and promoting freedom of expression, we create an environment where diverse perspectives can flourish without fear of persecution or reprisal. This not only encourages open dialogue but also allows for the questioning of authority and challenging societal norms when necessary. By protecting these fundamental rights, we ensure that all individuals are able to exercise their autonomy without facing unjust consequences.
Protecting individual rights serves as a check against abuses of power by those in positions of authority. The Salem Witch Trials exemplified how unchecked power can lead to disastrous consequences. By upholding personal freedoms and ensuring that everyone is treated equally under the law regardless of their social status or beliefs, we prevent discrimination and oppression from taking hold within society.
The lessons learned from the Salem Witch Trials urge us to promote critical thinking skills while encouraging questioning and skepticism towards prevailing beliefs. Upholding the principle of innocent until proven guilty ensures fairness in our legal system while protecting individual rights safeguards personal liberties and freedom of expression. By applying these lessons into our modern society, we can work towards avoiding similar injustices by creating a more just, tolerant, and compassionate community for all. Importance of Evidence: Relying on substantial proof rather than hearsay or rumors In order to avoid similar injustices to the Salem Witch Trials, it is crucial to emphasize the importance of relying on substantial evidence rather than hearsay or rumors. During the trials, individuals were accused and convicted based on mere accusations without any concrete proof. This disregard for reliable evidence resulted in grave miscarriages of justice. By prioritizing the reliance on solid evidence, we ensure that decisions are made objectively and fairly. It is essential to thoroughly investigate allegations, gather credible witnesses, and present tangible evidence before reaching a conclusion. This approach prevents baseless accusations from leading to wrongful convictions and protects innocent individuals from being unjustly punished. Promoting an environment where substantial proof is valued helps prevent unfounded rumors from spreading unchecked. By encouraging skepticism towards unsupported claims and requiring factual evidence before taking action, we can effectively eliminate witch hunts driven by fear or personal vendettas. Upholding this standard ensures that justice is served based on truth rather than speculation or prejudice. Pro-Papers.com
Lessons learned from the Salem Witch Trials provide valuable insights into avoiding similar injustices today. By promoting critical thinking skills, upholding the principle of innocent until proven guilty, and emphasizing the importance of substantial evidence, we can strive towards a more just society where fairness prevails over hysteria and prejudice. Through these efforts, we honor those who suffered during this dark period in history by ensuring that such atrocities never happen again.
Avoiding Mass Hysteria: Recognizing the dangers of collective paranoia and irrationality
The Salem Witch Trials serve as a stark reminder of the dangers of mass hysteria and collective paranoia. The widespread fear and irrationality that fueled these trials led to an atmosphere where accusations were taken at face value, without any critical examination or consideration of alternative explanations. This groupthink mentality created a dangerous cycle where individuals fed off each other's fears, leading to the persecution and condemnation of innocent people.
To avoid similar injustices in our own society, it is crucial that we remain vigilant against the sway of collective paranoia. We must encourage open dialogue, promote education, and foster a culture where questioning prevailing beliefs is not only accepted but encouraged. By recognizing the potential for mass hysteria and actively working to counteract its influence, we can prevent innocent lives from being torn apart by baseless accusations driven by fear and ignorance. It is essential to remember that individual rights should never be sacrificed on the altar of societal panic. By remaining aware of the dangers posed by mass hysteria and irrationality, we can ensure that justice prevails over unfounded allegations. Through education about historical events like the Salem Witch Trials, we can learn from past mistakes and strive for a more rational society where fairness triumphs over blind conformity. Ensuring Fair Trials: Providing unbiased judges and impartial juries Ensuring fair trials is essential in preventing the recurrence of injustices like the Salem Witch Trials. During that dark period, the accused were denied a fair and impartial trial, as judges and juries were heavily influenced by societal biases and fears. To avoid similar miscarriages of justice, it is imperative to have unbiased judges and impartial juries who can objectively evaluate evidence and render verdicts based on facts rather than emotions or preconceived notions. Unbiased judges play a pivotal role in maintaining the integrity of the judicial system. They must possess an unwavering commitment to upholding justice, devoid of personal prejudices or agendas. By appointing individuals with impeccable moral character, legal expertise, and a reputation for fairness, we can ensure that every defendant receives a fair hearing where their rights are respected. Pro-Papers.com
Equally important are impartial juries comprised of individuals who approach each case without bias or predetermined opinions. Juries should be selected through a rigorous process that screens for potential conflicts of interest or prejudiced attitudes. This ensures that decisions are made based on the merits of the case rather than external factors such as public opinion or social pressure.
By guaranteeing fair trials through unbiased judges and impartial juries, we create an environment where justice prevails over hysteria or mob mentality. This commitment to fairness helps prevent wrongful convictions while instilling trust in our legal system. It also serves as a safeguard against repeating history's mistakes by ensuring that every individual receives equal treatment under the law - regardless of their background, beliefs, or social standing.
Separation of Church and State: Preventing religious biases from influencing legal proceedings
The Salem Witch Trials were deeply rooted in religious beliefs and superstitions. Puritanism played a significant role in shaping the cultural and legal landscape of colonial Massachusetts, blurring the lines between church and state. The influence of religious biases on legal proceedings during this time led to a skewed interpretation of justice, where theological notions took precedence over evidence-based reasoning. To prevent similar injustices from occurring, it is crucial to uphold the principle of separation between church and state. This principle ensures that no single religion or set of beliefs dominates or influences legal proceedings. It allows for a fair and impartial evaluation of evidence, ensuring that decisions are based on reason rather than religious dogma. By maintaining this separation, we protect individual rights and promote inclusivity within our legal system. It guarantees equal treatment under the law regardless of one's faith or lack thereof. Upholding this principle also encourages individuals from different religious backgrounds to participate fully in society without fear of discrimination or prejudice. The lessons learned from the Salem Witch Trials provide valuable insights into avoiding similar injustices today. By promoting critical thinking skills, upholding the presumption of innocence, and ensuring the separation of church and state within our legal system, we can work towards creating a more just society where fairness prevails over fear-driven biases. Let us learn from history's mistakes as we strive for equality, tolerance, and empathy within our communities. Valuing Diversity: Embracing differences and avoiding discrimination based on beliefs or lifestyles Valuing diversity is essential in preventing the recurrence of injustices like the Salem Witch Trials. During this dark period, individuals were targeted and accused based on their beliefs or practices that deviated from societal norms. This intolerance and discrimination led to a climate of fear where anyone who was different became a potential target for persecution. Pro-Papers.com
By embracing differences and avoiding discrimination based on beliefs or lifestyles, we create a society that values inclusion and equality. Recognizing that diversity enriches our communities fosters an environment where individuals are free to express themselves without fear of retribution or condemnation. When we appreciate the unique perspectives and contributions each person brings, we promote understanding, empathy, and tolerance.
To avoid repeating the mistakes made during the Salem Witch Trials, it is crucial to actively challenge prejudice and stereotypes while promoting acceptance of diverse beliefs and lifestyles. By valuing diversity in all its forms – whether it be religious, cultural, ethnic, or ideological – we build bridges instead of walls
and understanding. As history has shown us time and again when these principles are neglected or forgotten no one is truly safe from injustice's grasp. Conclusion: Learning from history to prevent similar injustices in the future The lessons learned from the Salem Witch Trials serve as a stark reminder of the dangers that arise when fear, prejudice, and unchecked power are allowed to prevail. By understanding the causes and consequences of this dark chapter in history, we can take proactive steps to prevent similar injustices from occurring in our own time. Promoting critical thinking skills is essential in cultivating a society where individuals question prevailing beliefs and challenge societal norms. Encouraging skepticism and independent thought allows us to avoid falling into the trap of groupthink, where conformity replaces rationality. By equipping individuals with the tools necessary for critical analysis, we empower them to resist unjust actions driven by fear or ignorance. Upholding the principle of "innocent until proven guilty" ensures that justice is served fairly and that no one falls victim to baseless accusations or mob mentality. Valuing due process protects innocent lives from being destroyed by unfounded allegations and serves as a safeguard against wrongful convictions. By learning from history's mistakes, acknowledging power imbalances, promoting critical thinking skills, and upholding principles such as presumption of innocence, we can build a more just society – one that values equality, fairness, empathy, and compassion for all its members. The Salem Witch Trials remind us of the devastating consequences that result when these ideals are abandoned. Let us strive towards creating a future free from similar injustices by applying these important lessons today. Pro-Papers.com within our communities. In doing so, we prevent marginalization and exclusion from taking hold while fostering an atmosphere where respect for one another's differences becomes second nature. Lessons learned from the Salem Witch Trials provide valuable insights into how similar injustices can be avoided today. By promoting critical thinking skills, upholding the principle of innocent until proven guilty, and valuing diversity while rejecting discrimination based on beliefs or lifestyles; we can build a more just society rooted in reason, fairness, compassion, | <urn:uuid:be10a9d9-e4ec-4dfb-9a77-45cce3639c45> | CC-MAIN-2024-26 | https://pro-papers.com/samples/pdf/lessons-learned-from-the-salem-witch-trials--avoiding-similar-injustices | 2024-06-24T17:49:03+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00186.warc.gz | 393,516,300 | 2,924 | eng_Latn | eng_Latn | 0.996311 | eng_Latn | 0.99649 | [
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A rapid increase in extreme humid stress in India
Extreme humid stress occurs when the ambient temperature exceeds 35 degrees C and the relative humidity exceeds 50%, Extreme humid heat stress poses distinct challenges to human health and productivity that cannot be mitigated solely by heat action plans designed for dry heat stress. Jency and Srinivasan (2024) examined the trends in extreme humid heat stress in India from 1943 to 2022 using the high-resolution hourly European reanalysis data. They found that certain eastern coastal regions in peninsular India experienced extreme humid heat stress from May to June due to persistent high humidity levels. In northwest and northcentral India extreme dry heat stress is encountered in the premonsoon season, followed by a transition to humid heat stress immediately after the onset of the monsoon. The results also show that number of hours of extreme humid heat stress hours per grid has seen a sixfold increase over the past 80 years compared to a threefold increase in dry heat stress. The approach adopted to deal with extreme humid heat stress cannot be same as that adopted to deal with dry heat stress. The use of air conditioners is essential to deal with extreme humid heat stress but 95% of the households in India do not have air conditioners. | <urn:uuid:69df2859-f648-4815-a3de-a05aacffb0d8> | CC-MAIN-2024-26 | http://dccc.iisc.ac.in/assets/pdf/research/A_rapid_increase_in_extreme_humid_stress_in_India.pdf | 2024-06-24T16:31:12+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00190.warc.gz | 8,045,925 | 255 | eng_Latn | eng_Latn | 0.998168 | eng_Latn | 0.998168 | [
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Walk
SWAP Your Way to Health
How do we find the sweet spot and ensure that we get enough—but not too much—physical activity? The best way to accomplish this is by focusing on three elements that can be expressed in the acronym SWAP: Stand, Walk, and Push.
Stand
Goal: Stand for about half of the day.
Use a standing desk at work if possible.
Take standing breaks. Stand up for at least two minutes every 30 to 45 minutes. Even short breaks like this can make a big difference. (They're great for relieving eyestrain too.)
Try setting an alarm on your phone each time you come back from a break and sit down again, and do this until the break becomes second nature.
Take a brief walk or do some light stretching.
Stand up at long meetings. (If you're worried about what your colleagues might think, just tell them you have a bad back!)
Goal: Walk 10,000 steps daily.
Take walking meetings. If you have a meeting scheduled with someone in your office, why not suggest taking a walk while you do it?
Use the stairs whenever possible. You might want to take the elevator if you work on the fiftieth floor of a building (at least some of the time), but do you really need to take it if you work on the third floor?
Walk or bicycle to work. Get creative. If you live too far away to walk or ride exclusively, consider driving part of the way and walking or cycling for the remainder.
Do your own chores. Rather than outsourcing cleaning, laundry, gardening, washing the car, and other household chores, do them yourself.
Get a dog. Dogs need to be exercised regularly for optimal health, just like people. You might not be motivated to take a walk yourself, but if you have a dog, you're more likely to do it.
Choose a hobby that requires physical activity. Ballroom dancing, bowling, and cooking are fun choices, but it's especially great to pick a hobby that gets you outdoors, like bird-watching, gardening, snorkeling, camping, or hunting.
Extra credit: work at a treadmill desk!
Push
Goal: Push it for 150 minutes of moderate-intensity activity, 75 minutes of vigorous activity, OR 30 minutes maximal or near-maximal activity each week.
This includes:
150 minutes of moderate-intensity activity per week (like jogging, yoga, or dancing); or,
75 minutes of vigorous-intensity activity per week (like running, Zumba, or playing sports); or,
30 minutes of highest-intensity exercise per week (like sprinting, jumping rope, or resistance training)
More than this may not be necessary unless you enjoy it or have specific performance goals.
Be careful not to overtrain, which can worsen your health rather than improve it. | <urn:uuid:87352ed3-827f-4b8a-8eb4-d057085b5316> | CC-MAIN-2024-26 | https://5280functionalmed.com/wp-content/uploads/2018/02/SWAP-Your-Way-to-Health.pdf | 2024-06-24T17:05:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00186.warc.gz | 57,832,742 | 577 | eng_Latn | eng_Latn | 0.995934 | eng_Latn | 0.998514 | [
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Celebrating NEA Big Read
The Things They Carried by Tim O'Brien
Teaching Guide/Student Worksheets
This guide supports the reading of The Things They Carried by Tim O'Brien and should be used in conjunction with the Tampa Bay Times Newspaper in Education publication "NEA The Big Read Together We Read."
Part I of this guide was created by the Tampa Bay Times Newspaper in Education program. Part II is a study guide for the novel, created by the National Endowment for the Arts.
Florida Standards
The Florida Department of Education defines that the Florida Standards provide a robust set of goals for every grade. Emphasizing analytical thinking rather than rote memorization, the Florida Standards will prepare our students for success in college, career and life. The Florida Standards will reflect the knowledge and skills that our young people need for success in college and careers.
Building on the foundation of success that has made Florida a national model, The Florida Standards provide a clear set of goals for every student, parent, and teacher.
For more information on Florida Standards, go to the CPALMS website. CPALMS is the State of Florida's official source for standards information and course descriptions: http://www.cpalms.org.
The reading material and activities in this packet applies to the following Florida Standards for high school.
Language Arts: LAFS.912.L.1.1; LAFS.912.L.1.2; LAFS.912.L.2.3; LAFS.912.L.3.4;
LAFS.912.RH.2.5; LAFS.912.RH.2.6; LAFS.912.RH.3.8; LAFS.912.RH.3.9; LAFS.912.RI.1.1;
LAFS.912.L.3.5; LAFS.912.L.3.6; LAFS.912.RH.1.2; LAFS.912.RH.1.3; LAFS.912.RH.2.4;
LAFS.912.RI.1.2; LAFS.912.RI.1.3; LAFS.912.RI.2.4; LAFS.912.RI.2.5; LAFS.912.RI.2.6;
LAFS.912.W.1.1; LAFS.912.W.1.2; LAFS.912.W.1.3; LAFS.912.W.2.4; LAFS.912.W.2.5;
LAFS.912.SL.1.2; LAFS.912.SL.1.3; LAFS.912.SL.2.4; LAFS.912.SL.2.5; LAFS.912.SL.2.6;
LAFS.912.W.2.6; LAFS.912.W.3.7; LAFS.912.W.3.8; LAFS.912.W.3.9; LAFS.912.W.4.10
Newspaper in Education
The Tampa Bay Times Newspaper in Education program (NIE) is a cooperative effort between schools and the Times Publishing Co. to encourage the use of newspapers in print and electronic form as educational resources — a "living textbook." Our educational resources fall into the category of informational text, a type of nonfiction text.
The primary purpose of informational text is to convey information about the natural or social world. NIE serves educators, students and families by providing schools with class sets of the Pulitzer Prize-winning Tampa Bay Times plus award-winning original educational publications, teacher guides, lesson plans, educator workshops and many more resources — all at no cost to schools, teachers or families.
In 2018-2019, NIE provided more than 1.4 million print copies and 10 million digital editions of the Times to area classrooms thanks to our generous subscribers and individual, corporate and foundation sponsors.
For a PDF of the Newspaper in Education publication, go tampabay.com.com/nie, click on the curriculum tab, and go to the Language Arts page. For more information about NIE, visit tampabay.com/nie, call 727-893-8138 or email email@example.com. Follow us on Twitter at twitter.com/TBTimesNIE. Find us on Facebook at facebook.com/TBTNIE.
PART I – Going Beyond the Text
What makes a hero?
In the history of the United States, 3,493 people have been awarded the Medal of Honor, the highest award for valor in action against an enemy force that can be bestowed upon an individual serving in the armed services of the United States.
Individually or in pairs, read five Medal of Honor Citations on the Congressional Medal of Honor Society website at cmohs.org.
What elements of heroism are presented in each? What is required to make a hero? Create your own list of "heroic" characteristics (bravery, honesty, selflessness, creativity, kindness, etc.) and share it with the class. Next, write a list of "heroic" situations (situations in which a person could be called on to act heroically: war, social injustice, grave illness, peer pressure, etc.), and share it with the class. Using the Trading Card Creator at readwritethink.org/classroom-resources/student-interactives/ trading-card-creator-30056.html, create a trading card about one of the Medal of Honor recipients you read about.
[Adapted from: "What Makes a Hero: Studying Heroes in WWII" by the National WWII Museum Group, the International Institute for Strategic Studies, the New York Times, UNICEF, United Nations]
Citizenship in the 22nd century
At various times throughout history, citizenship has been granted or denied based on criteria such as age, class, property ownership, gender, ethnicity, religion and place of birth.
In Robert A. Heinlein's Hugo Award-winning novel Starship Troopers, set on a postWorld War III Earth, citizens do not automatically have the right to vote. Instead, they must earn the right to vote by serving in the military. In Starship Troopers, only veterans may vote or hold public office, and the majority of the population cannot participate in government. Although they enjoy all the rights and protections of citizenship, they are barred from arguably its most important responsibility.
Is military service the only way to serve your country? Do veterans deserve to receive benefits not enjoyed by all citizens? Is participation in government an "unalienable right?" Is non-service a good justification for denying some people participation in the government under which they live? What other reasons might justify denying people the right to vote?
Source: The Heinlein Prize Trust
Women warriors
While women's roles in the military and during war have changed considerably in the past decade, women have always had some presence in battle. Whether it is taking care of their homes and families, making gun powder or rivets, or helping in hospitals or on the battlefield, women have been involved in war since the inception of the United States. There is little historical documentation about women in war, though. How much information can you find about women's roles in assisting or serving in the military, especially during the Vietnam War? Research this topic and then compare women's roles in the military from the past to the present. Look for articles in the Tampa Bay Times to assist with your research. Write a report based on your findings. Be sure to document your sources.
A new enemy
What is terrorism? The History Channel notes, that it is difficult to come up with a definition of terrorism. The root of the word is "terror," in other words, fear. According to the History Channel, "An act of terrorism seeks to use fear to compel a group of people or a government to act in a certain way in response to violence or the threat of violence. Terrorist acts have been committed by a variety of people representing a wide range of political, religious, cultural or social viewpoints, ranging from lone individuals to large coordinated groups.
Generally, a characteristic of terrorism is that the victims are often civilians who are not in any way representative of the object of the terrorism. With your class, discuss the issue of terrorism. Based on the veteran interviews in the Floridians and War publication, relate the concept of terrorism to war. How has terrorism changed how battles are fought? Research these ideas and share your thoughts with your classmates.
Journaling to self awareness
Keeping a journal or writing a blog is a great way to learn more about what you are studying, the world around you and yourself. Who are you? How do conflict and war affect you and your family? Why do you do what you do? Do the actions of people in foreign countries affect you? Do you have strong convictions? Are you able to stand up to others when your ideas are questioned? In your journal, record your general thoughts as well as your thoughts about articles you read in the Tampa Bay Times.
To begin your journal, write about something that you have read in the Newspaper in Education supplement or the Tampa Bay Times that directly affects your life.
Read like a detective. Write like a reporter.
The Vietnam War was a long war. The Second Indochina War, which took place from 1954 to 1975, evolved out of the long conflict between France and Vietnam. With many outside influences, the war was influenced by many factors. With a partner, research one of the following topics that relates to the war and write a research paper about the topic. Be sure to answer the who, what, when, where, why and how of the topic. Make sure you document all your sources. After your paper has been written, present what you have learned to your class.
The National Liberation Front Agent orange
Ngo Dinh Diem December 1961 White Paper
Strategic Hamlet Program Gulf of Tonkin Resolution
U.S.S. Maddox Operation Rolling Thunder
Tet Offensive Richard Nixon's Vietnamization plan
The Paris Peace Agreement French rule in Vietnam
Ho Chi Minh Trail Operation Chopper
Operation Ranch Hand General William Westmoreland
Operation Starlite Battle of the Ia Drang Valley
Operation Crimp Operation Birmingham
Demilitarized Zone Operation Hastings
Operation Attleboro Operation Cedar Falls
Operation Junction City My Lai
Operation Pegasus Operation Menu
Operation Lam Son 71
Positive character traits
Veterans exemplify good character qualities, such as loyalty, courage, responsibility and respect. With your class, create a list of positive character traits and see if you can list a specific example for each trait. Next, look for stories in the Tampa Bay Times about people that exhibit both good and bad character traits. What differentiates an action between good and bad? What choice did the person in the article make that showed good or bad character? What was the outcome of the decision? What are the good or bad character traits that he or she exhibited? What can you learn from the person's choices and actions? Write down your responses in your journal. Share your thoughts about this information with your classmates.
Preserving liberties
Many veterans and public servants, such as law enforcement officers, firefighters and teachers, have made sacrifices to preserve the liberties American citizens hold dear. With your class, discuss First Amendment rights and other liberties that Americans enjoy daily. Look for articles in the Tampa Bay Times about other countries where the rights are withheld or are being violated. Write your thoughts in your journal about what you have read. Then, write an editorial about what you think should be done to help the people whose rights have been violated.
Serving others
What is the definition of "hero"? Think about what that word means to you and then look up the definition in a dictionary. Does your definition match the researched one? Write down your thoughts about what a hero is in your journal. Discuss this idea with your class. Look for articles that exemplify the idea of a hero in the Tampa Bay Times. What is it about the people in the articles that shows heroic characteristics? What is it about the person's service that makes it stand out beyond being a regular job? What sacrifices may the people in the article have to make as part of their service? Discuss ways that you and/or your class can serve your school or community. Look for an article in the Times that identifies a need or problem in your community and develop a class or school service-learning project to help resolve the issue.
Putting others above self
Veterans have unselfishly made sacrifices for the sake of their country. Some would define veterans as being heroes. Look through the Tampa Bay Times to find an article about a person who put someone else's needs above his or her own. Would you define this person's act as being heroic? What were the consequences of the unselfish act? What might have happened if the person had not acted? Write down your responses in your journal, along with a short summary of the article. Share your thoughts about this information with your classmates.
Learning new words
When you study new things, you often come up against some tough vocabulary words, such as "citizenship," "strategies" and "demilitarized." Most vocabulary words are learned from context clues, but sometimes it is necessary to look up the definition in a dictionary. While you read this publication, be sure to highlight or circle words you don't know. Try to figure out the words' meanings by looking for clues in the sentences around them.
Write down your best guess, and then look the words up in a dictionary. As a group activity, make a list of the words your classmates identified and see which ones stumped the class. Next, use these words for a news scavenger hunt. See if you can find these words in the Tampa Bay Times. The group that finds the most words wins the game.
Between war and peace
Whenever there is conflict in a nation, there are often detrimental effects on the people who live in the nation being torn apart by war, conflict or terrorism. Throughout history, the United States military and the military forces of its allies have provided humanitarian aid to those in need.
Both the United States Army and the British Army are actively engaged in operational duties across the globe. From peacekeeping to providing humanitarian aid and from enforcing antiterrorism measures to helping combat the international drug and human trafficking trades, these military agencies often work together to elicit positive changes.
Research the concepts of peacekeeping and humanitarian aid during times of war. Based on your research, create a timeline and infographic illustrating what you have learned. Share the information you have learned with the rest of your class.
Levels of Thinking and Reasoning*
From your newspaper, choose a story about conflict in your community that interests and/or involves you and is likely to appeal to other students in your class. Ask a question on each level and have a classmate read the story and answer the questions. Also, ask for a critique of the questions.
Headline: _______________________________________________
Author: _________________________________________________
Newspaper: __________________________________Date: _______
Create
Evaluate
Analyze
Apply
Understand
Remember
Follow-up: Did the story appeal to your classmate? Did your classmate offer complete answers to the questions? Did your classmate recommend any changes to the questions?
(*Bloom's Taxonomy revised)
Levels of Thinking and Reasoning*
From the novel The Things They Carried, choose a story that interests you and is likely to appeal to other students in your class. Ask a question on each level and have a classmate read the story and answer the questions. Also, ask for a critique of the questions.
Chapter title _____________________________________________
Author: _________________________________________________
Create
Evaluate
Analyze
Apply
Understand
Remember
Follow-up: Did the story appeal to your classmate? Did your classmate offer complete answers to the questions? Did your classmate recommend any changes to the questions?
(*Bloom's Taxonomy revised)
Venn Diagram
is dealing with a conflict.
Directions: Compare one person from the Things They Carried with someone in the news who
Follow-Up: What character trait do they share?
Venn Diagram Directions: Compare two characters from The Things They Carried.
KLW Chart
Directions: Before you read fill out the KNOW column with what you already know about the Vietnam War. As you read fill in what you've LEARNED in the center column. After you have finished reading fill in the WANT column with what you want to know more about.
Follow-Up: Conduct research to answer your questions.
Cause and Effect
Directions: Select one or more news stories that focus on issues of conflicts – emotional and physical. Identify causes and effects.
Story Headline:
Story Headline:
Story Headline:
Cause
Cause
Cause
Effect
Effect
Effect
Cause and Effect
Directions: Select one or more chapters from The Things They Carried that focus on issues of conflicts – emotional and physical. Identify causes and effects.
Chapter:
Chapter:
Chapter:
Cause
Cause
Cause
Effect
Effect
Effect
PART II
teacher guide
the things they carried
Created by the NATIONAL ENDOWMENT FOR THE ARTS • THE BIG READ This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1
Lesson One
FOCUS: Biography?
Examining an author's life can inform and expand the reader's understanding of a work of fiction. Biographical criticism is the practice of analyzing a literary work through the lens of an author's experience. In this lesson, explore the author's life to understand the book more fully.
Tim O'Brien grew up in small-town Minnesota and describes himself as a dreamer, not big enough to compete in sports, who made good grades and loved magic tricks. In 1968, he was drafted into the Army's 46th Infantry and sent to Vietnam. Though politically he was against the war, O'Brien served as a foot soldier in the Quang Ngai province from 1969 until 1970, when he was hit by shrapnel from a hand grenade, earning the Purple Heart and a ticket home.
Discussion Activities
Listen to The Big Read Audio Guide. Students should take notes as they listen. Distribute the Reader's Guide essays "Introduction to the Book," "Major Characters," and "Tim O'Brien (b. 1946)." Divide the class into three groups. Assign one essay to each group. After reading and discussing the essays, each group should present what it has learned.
Fiction writers are often advised to "write what you know." Tim O'Brien followed this advice by reflecting on personal experiences and adapting them to create a work of fiction. Discuss the differences between fiction and nonfiction. How might real-life events evolve into a fictional story?
Ask students to consider if it is okay for fiction to have elements of "real" events. Is it acceptable for a nonfiction writer to create moments that never occurred to help expand or explain the story? Are the standards for "truthfulness" in fiction different from those for nonfiction? Why or why not?
Writing Exercise
Have students write a three-paragraph essay on an object they carry now, or one from their childhood. Ask them to describe the object in detail, the mood it evokes, and reasons for its importance.
Homework
Read Handout One: Tips on Reading a Collection of Linked Short Fiction and "The Things They Carried." Ask students to make a list of the soldiers and the special items they carried.
Lesson Two
2
FOCUS:
Culture and History?
Cultural and historical contexts give birth to the dilemmas and themes at the center of the book. Studying these contexts and appreciating intricate details of the time and place help readers understand the motivations of the characters.
The Things They Carried was published in 1990, twenty years after Tim O'Brien returned from his tour of duty in Vietnam. By most estimates nearly 9 million men served in the military between 1964 and 1975. Of that number, approximately 3.5 million men served in the Vietnam theatre of operations. The draft called more than 2 million men for military service during the Vietnam era. It has also been credited with "encouraging" many volunteers to join the armed services rather than risk being drafted into combat.
Discussion Activities
Read Handout Two: Conscription and the U.S. Draft and the Reader's Guide essay "The Vietnam War." As a class, discuss the pros and cons of instituting a draft during a time of national crisis.
Using the homework assignment, make a list of items that the soldiers in the story carried. Ask your students the following questions: Which, if any, of the items is specific to the time period of the Vietnam War? Which items are timeless? Why might Tim O'Brien choose to give each man specific items in addition to the typical soldier's gear? What do the items tell us about each solder's duties and personality? What do we learn about their hopes and desires?
Writing Exercise
Ask students to imagine that they are going to war and can only take three personal items. Have them write a short essay describing each item and the reason why they want to carry it.
Homework
Read "Love," "Spin," and "On the Rainy River." Have students choose their favorite of the three stories and write a one-paragraph synopsis. Encourage them to think about the ways memory unites these stories.
Lesson Three
3
Lesson 3
Narrative and Point of View
FOCUS:
?
The narrator tells the story with a specific perspective informed by his or her beliefs and experiences. Narrators can be major or minor characters, or exist outside the story altogether. The narrator weaves her or his point of view, including ignorance and bias, into telling the tale. A first-person narrator participates in the events of a work of fiction, using "I." A distanced narrator, often not a character, is removed from the action of the story and uses the third person (he, she, and they). Ultimately, the type of narrator determines the point of view from which the story is told.
The Things They Carried defies many of the categorizations to which readers of literary fiction have become accustomed. Critics debate whether the book is a novel or a collection of short stories. The title page offers no help resolving the dispute, simply declaring the book "a work of fiction." Similarly, readers often wonder whether the book is mostly memoir, or strictly fiction. Mostly narrated by a first-person narrator whose name is the same as the author's, the similarities between events that take place in O'Brien's writing and his life are evident. Yet, however cleverly The Things They Carried incorporates elements of memoir, it remains a work of fiction because the author invented and embellished the stories within its pages. O'Brien has explained in many interviews that he sees little correlation between "truth" in literature and what actually happened. Instead, O'Brien creates stories that lead readers who have not experienced the horrors of war to an understanding of its emotional and physical toll.
Discussion Activities
The first story, "The Things They Carried," is written in the third-person point of view. Ask your students how this serves to introduce the rest of the book. Were they surprised when O'Brien switched to first-person point of view and they realized the narrator was one of the soldiers?
Ask several students to share their one-paragraph synopses of the stories they read as a homework assignment. Discuss the ways each of the stories deals with O'Brien's memories of times before, during, or after the war.
Writing Exercise
Ask students to write a short essay discussing the differences between memoir and fiction. They might explore one or more of the following questions: Is it acceptable to invent scenes or dialogue when writing a memoir? Why or why not? Is it all right to add elements of reallife events in fiction writing? If so, must the author let the reader know what is factual, and what is not?
Homework
Read "Enemies," "Friends," "How to Tell a True War Story," and "The Dentist." Ask your students to identify the protagonist of each story.
Lesson Four
4
FOCUS: Characters?
The central character in a work of literature is called the "protagonist." The protagonist usually initiates the main action of the story and often overcomes a flaw such as weakness or ignorance to achieve a new understanding by the work's end. The protagonist's journey is enriched by encounters with characters who hold differing beliefs. One such character type, a "foil," has traits that contrast with the protagonist's and highlight important features of the main character's personality. The most important foil, the "antagonist," opposes the protagonist, barring or complicating his or her success.
The Things They Carried does not follow the narrative arc of a typical novel. Instead, each chapter functions as a separate story that has its own protagonist, setting, and dramatic force. Because the stories are interrelated, O'Brien can weave each of the twenty-two separate chapters together to achieve a unified whole. Though each story has its own main character, it can be argued that the ultimate protagonist of the book is the narrator, Tim O'Brien, who struggles to tell the "truth" about war through extraordinary "acts of remembrance."
Discussion Activities
Discuss the stories "Enemies," "Friends," "How to Tell a True War Story," and "The Dentist." Ask students to identify the protagonist and antagonist in each story.
Break your class into groups. Have each group list the titles of the eight stories the class has read so far and the names of the prominent characters from each story. Are some characters emerging as the book's "major" characters while others have a lesser role? If so, which characters seem to be the most important and why?
Writing Exercise
In "How to Tell a True War Story," O'Brien writes:
In any war story, but especially a true one, it's difficult to separate what happened from what seemed to happen. What seems to happen becomes its own happening and has to be told that way. The angles of vision are skewed.… The pictures get jumbled; you tend to miss a lot. And then afterward, when you go to tell about it, there is always that surreal seemingness, which makes the story seem untrue, but which in fact represents the hard and exact truth as it seemed.
Ask students to find an instance where O'Brien's writing reflects the surreal nature of war and write a short essay on how he achieves this effect. What kinds of truths can surrealism reveal?
Homework
Read "Sweetheart of the Song Tra Bong." Ask your students to identify ways O'Brien uses figurative language such as imagery, simile, and metaphor to enhance the story.
Lesson Five
5
FOCUS: Figurative Language?
Writers use figurative language such as imagery, similes, and metaphors to help the reader visualize and experience events and emotions in a story. Imagery—a word or phrase that refers to sensory experience (sight, sound, smell, touch, or taste)—helps create a physical experience for the reader and adds immediacy to literary language.
Some figurative language asks us to stretch our imaginations, finding the likeness in seemingly unrelated things. Simile is a comparison of two things that initially seem quite different but are shown to have significant resemblance. Similes employ connective words, usually "like," "as," "than," or a verb such as "resembles." A metaphor is a statement that one thing is something else that, in a literal sense, it is not. By asserting that a thing is something else, a metaphor creates a close association that underscores an important similarity between these two things.
Discussion Activities
The story Rat Kiley tells in "Sweetheart of the Song Tra Bong" is highly implausible. Ask your class if they feel its lack of believability makes it any less compelling. How much of the story seems real? Is there a moral to Rat Kiley's story? How does O'Brien's use of figurative language enhance the reader's experience?
Divide the class into three groups. Assign each group a topic: the topography of Vietnam, the Green Berets, or Mary Anne's transformation. Each group should find instances of how O'Brien uses imagery to appeal to the readers' senses.
Writing Exercise
Ask students to write a short essay on Mary Anne's transformation from an innocent high school girl into a predatory killer. How does her gender change the reader's expectations about her reactions to the war? How does she defy those expectations? What does the story tell us about the nature of the Vietnam War?
Homework
Read "Stockings," "Church," "The Man I Killed," "Ambush," and "Style." Students should review the stories they've read, identify at least one object that functions as a symbol, and come to class prepared to discuss its symbolic importance.
Lesson Six
6
FOCUS: Symbols?
Symbols are persons, places, or things in a narrative that have significance beyond a literal understanding. The craft of storytelling depends on symbols to present ideas and point toward new meanings. Most frequently, a specific object will be used to refer to (or symbolize) a more abstract concept. The repeated appearance of an object suggests a nonliteral, or figurative, meaning attached to the object. Symbols are often found in the book's title, at the beginning and end of the story, within a profound action, or in the name or personality of a character. The life of a work of fiction is perpetuated by generations of readers interpreting and re-interpreting the main symbols. By identifying and understanding symbols, readers can reveal new interpretations of the book.
Discussion Activities
There is a great deal of symbolism in The Things They Carried. Readers are told in the title story that Henry Dobbins carries his girlfriend's nylons wrapped around his neck. In "Stockings," O'Brien tells the story of how the stockings became a symbol of comfort and protection.
Ask your class to identify some of the many other symbols in the book (i.e., Kiowa's moccasins and feathered hatchet, Mary Anne's tongue necklace, Lieutenant Cross's pebble, the young Vietnamese soldier, Kathleen, Linda, the thumb Norman Bowker carried in Vietnam, and his desire for the Silver Star Medal.) How does the symbolic value of items help the reader better understand the personality of the character? If the character is a symbol, what does that person represent?
Writing Exercise
Ask students to write a short story with a symbol that is central to the plot. Encourage them to use a symbol that does not already have strong meaning attached to it.
Homework
Read "Speaking of Courage" and "Notes." Ask students to review the stories they have read so far and write a short character analysis of Norman Bowker.
7
Lesson Seven
FOCUS: Character
Development?
Works of fiction trace the development of characters who encounter a series of challenges. Most characters contain a complex balance of virtues and vices. Internal and external forces require characters to question themselves, overcome fears, or reconsider dreams. The protagonist may undergo profound change. A close study of character development maps, in each character, the evolution of motivation, personality, and belief. The tension between a character's strengths and weaknesses keeps the reader guessing about what might happen next and the protagonist's eventual success or failure.
Discussion Activities
Discuss the evolution of Norman Bowker's character throughout the book. How does "Speaking of Courage" show us the complex relationship between one man, his fellow soldiers, and his family and friends in his hometown? Does learning about Norman Bowker's post-war life change the way we feel about his actions during the attack that took Kiowa's life? "Speaking of Courage" is the only story other than the title story, "The Things They Carried," that is written in the third-person point of view. Why might O'Brien have chosen this narrative stance?
In "On the Rainy River" O'Brien writes, "Courage, I seemed to think, comes to us in finite quantities, like an inheritance, and by being frugal and stashing it away and letting it earn interest, we steadily increase our moral capital in preparation for that day when the account must be drawn down." Ask your class if they believe there are any heroes in the book. If so, how do they display courage? Does the narrator's opinion of courage change during the course of the book?
Writing Exercise
Have students write a two-page essay considering how "Notes" expands the way we read "Speaking of Courage." How does the last paragraph of "Notes" demonstrate O'Brien's struggle to find the "truth" about the Vietnam War?
Homework
Read "In the Field," "Good Form," and "Field Trip." Read Handout Three: The Quang Ngai Province and the My Lai Massacre.
Lesson Eight
8
FOCUS:
The Plot Structure
The author crafts a plot structure to create expectations, increase suspense, and develop characters. The pacing of events can make a book either predictable or riveting. Foreshadowing and flashbacks allow the author to defy the constraints of time. Sometimes an author can confound a simple plot by telling stories within stories. In a conventional work of fiction, the peak of the story's conflict—the climax—is followed by the resolution or denouement, in which the aftereffects of that climactic action are presented.
O'Brien mentions the deaths of several of the soldiers before he gives detailed accounts of how and when they died in later stories. Reading "In the Field" and "Field Trip" expands the reader's understanding of Kiowa's death and the narrator's reaction to the events that took place in the field. Yet, in some ways, O'Brien undermines the drama by placing "Good Form" between these two stories. This search for a nebulous and shifting truth provides continuity between the stories and, in some ways, increases the reader's tension by forcing us to question what is real.
Discussion Activities ? ?
Discuss Handout Three: The Quang Ngai Province and the My Lai Massacre.
O'Brien writes, "It's time to be blunt. I'm forty-three years old, true, and I'm a writer now, and a long time ago I walked through the Quang Ngai Province as a foot soldier. Almost everything else is invented. But it's not a game. It's a form." Ask your class the following questions: What is the relationship between truth and fact in The Things They Carried? Why are facts important? How much factual information do we need to understand the truth? How might knowing all the factual information about O'Brien's service in Vietnam hinder us from understanding the book? How does the search for truth enhance the book's plot?
Writing Exercise
Ask students to choose one of the soldiers in the field the night Kiowa dies and write a condolence letter from that character to Kiowa's family. Ask students to consider why they choose to include some information and leave out other facts.
Homework
Read "The Ghost Soldiers." Have students identify at least three themes explored in The Things They Carried.
Lesson Nine
9
FOCUS:
Themes of the Book?
Themes are the central, recurring subjects of a book. As characters grapple with circumstances such as racism, class, or unrequited love, profound questions will arise in the reader's mind about human life, social pressures, and societal expectations. Classic themes include intellectual freedom versus censorship, the relationship between one's personal moral code and larger political justice, and spiritual faith versus rational considerations. Literature often reconsiders these age-old debates by presenting them in new contexts or from new points of view.
The Things They Carried explores the social pressures the soldiers faced, both in choosing whether or not to serve in Vietnam and in the way they conducted themselves while on patrol. It also examines each soldier's personal moral code and, more subtly, the politics surrounding the Vietnam War. Throughout the book, O'Brien challenges the reader to consider what constitutes truth and whether a well-told story can transcend the limits of fiction.
Discussion Activities and Writing Exercise
Use the following questions to stimulate discussion or provide writing exercises. Discuss the themes identified during the previous night's homework. Then, as a writing assignment or group activity, explore the following themes:
Social Pressure
Many of the soldiers' actions are the result of social pressure: O'Brien's unwillingness to dodge the draft by fleeing to Canada even though he opposed the war, the dark humor the unit displays in the villages, and the fact that they would kill and die "because they were embarrassed not to." Ask your class to identify instances where social pressure affects a character or the unit as a whole. Is this pressure positive or is it a negative influence? Have students support their answers with passages from the text.
Personal Moral Code
Divide students into small working groups. Assign each group a character and ask them to write a short analysis of the character's individual moral code by quoting passages from the book. Have each group share its findings. How do the characters' morals differ from one another? How are they the same?
Truth
O'Brien plays with the line between fact and fiction throughout the book. "By telling stories, you objectify your own experience. You separate it from yourself. You pin down certain truths. You make up others. You start sometimes with an incident that truly happened . . . and you carry it forward by inventing incidents that did not in fact occur but that nonetheless help to clarify and explain." Ask your class to discuss ways O'Brien blurs the lines between reality and imagination. How does this contribute to our understanding of the war?
Homework
Read "Night Life" and "The Lives of the Dead."
10 Lesson Ten
FOCUS:
What Makes a Book Great?
?
Great stories articulate and explore the mysteries of our daily lives in the larger context of the human struggle. The writer's voice, style, and use of language inform the plot, characters, and themes. By creating opportunities to learn, imagine, and reflect, a great book is a work of art that affects many generations of readers, changes lives, challenges assumptions, and breaks new ground.
The Things They Carried is widely regarded as one of the most significant works of literature about the Vietnam War. Robert Harris, book editor for the New York Times, wrote:
Only a handful of novels and short stories have managed to clarify, in any lasting way, the meaning of the war in Vietnam for America and for the soldiers who served there.
Tim O'Brien captures the war's pulsating rhythms and nerve-racking dangers. But he goes much further. By moving beyond the horror of the fighting to examine with sensitivity and insight the nature of courage and fear, by questioning the role that imagination plays in helping to form our memories and our own versions of truth, he places The Things They Carried high up on the list of best fiction about any war.
Discussion Activities
Ask students to make a list of the characteristics of a great book. Write these on the board. Do they agree with Robert Harris's review of The Things They Carried? A great writer can be the voice of a generation. What kind of voice does Tim O'Brien create in The Things They Carried? What elevates a work of fiction to greatness?
Ask them to discuss, within groups, other books they know that include some of these characteristics. Do any of these books remind them of The Things They Carried? Is this a great book? Why or why not?
Writing Exercise
Ask students to write a short essay exploring their personal reactions to The Things They Carried. Students should go beyond expressing like or dislike. Ask them to make a list of emotions they felt while reading the book, and to examine why. Which characters and scenes did they relate to, and which remained strange or difficult to comprehend? Was the resolution of the book satisfying? Comforting? Disturbing? Why?
Homework
Have students choose from the list of Essay Topics. Ask students to come to the next class with a draft of their essay.
Tips on Reading a Collection of Linked Short Fiction
A critical success since its publication in 1990, The Things They Carried is considered one of the most valuable contributions to Vietnam War literature. Readers often disagree on the genre of the book. It is sometimes regarded as a group of interconnected short stories instead of a novel. Certainly each story—or chapter—stands alone successfully. Several of the stories were originally published in such magazines as Esquire, The Massachusetts Review, Playboy, and Gentleman's Quarterly. Yet the book also works as a longer narrative, with each section contributing to a unified whole.
Setting also plays an important role in understanding the individual stories and how they fit together. Setting can affect the tone and mood of a work of fiction. Much of the action of The Things They Carried takes place in Vietnam. Readers should be aware of changes in setting and how those changes vary even within a single story. Be aware of how the narrator describes the setting and what emotions those descriptions are intended to evoke.
The Things They Carried is told mainly from the first-person point of view of a narrator named Tim O'Brien who shares many of the same experiences as the author. There are two stories in the book that are not told from this perspective. As you read the book and notice a shift in the narrative perspective, ask yourself why the author might have chosen to alter the point of view.
O'Brien uses recurring characters, places, and objects as symbols throughout The Things They Carried. Readers should note each place where these symbols appear in the text and consider how they contribute to a story's meaning. If a symbol is used in more than one story, it's important to note how the symbolic value of the object affects the book as a whole.
Each story in the book has its own protagonist and conflict. Readers should ask themselves whose story is being told. What does the protagonist desire more than anything else? What stands in his or her way? Make notes about the characters who appear in each story and how their roles change over the course of the book.
Once readers have read and appreciated the stories as separate pieces of writing, they can begin to discover how they work together to create a unified whole. Characters, settings, and events recur throughout the book, giving readers additional perspective on the way the Vietnam War affects the soldiers in Alpha Company.
Conscription and the U.S. Draft
Although the United States Constitution does not directly mention the word "draft" (or even the older term—"conscription"), it does give Congress certain power. Article I, Section 8, states that Congress shall have the power to declare war; raise and support armies; maintain a navy; and provide for organizing, arming, and disciplining a militia.
In both peacetime and periods of conflict, men have been drafted to fill specific needs in our country's armed forces. The draft in the United States is administered by the Selective Service System. On September 16, 1940, President Franklin Roosevelt signed the Selective Training and Service Act, which created the country's first peacetime draft and formally established the agency. Even today, men ages 18 through 25 are required to register with the Selective Service. This provides a way for Congress to fill vacancies in the armed forces which cannot be filled through voluntary means.
Conscription has always been controversial, but during the Vietnam War draft evasion and resistance reached levels that hampered the war effort and ultimately helped end the conflict. Many draft resisters filed for conscientious objector status. A conscientious objector can declare that military service or combat duty is counter to his religious or moral beliefs, but must be able to demonstrate that the objection is long-lasting and sincere.
Some men facing the draft fled to Canada. As antiwar protests took hold on college campuses, students began burning their draft cards as acts of defiance. Though resisting the draft can carry stiff fines and even prison sentences, during the Vietnam War there were far too many people to punish. In 1977, President Carter granted amnesty to all those who had fled abroad in defiance of the draft, allowing them to return to the United States.
During the Vietnam War, there were not enough volunteers to staff the military. A lottery was held on December 1, 1969, to determine the order of call for men of draft age. Three-hundred-sixty-six capsules containing birth dates were placed in a large glass container and drawn by hand to establish the order in which men would be drafted. The first birth date was assigned the number 1, meaning the men with that birth date would be called first. The drawing continued until all days of the year had been paired with numbers. Families across the country hoped their young men would get a high number.
Although the U.S. does not currently have an active draft, young men must register so that, should a draft ever be instituted, the Selective Service will have lists of those eligible to serve. Since September 11, 2001, the wars in Afghanistan and Iraq have kept the idea of reinstituting the draft in the public's mind, but Congress has rejected all bills that call for conscription, and all the troops serving in the U.S. military have enlisted voluntarily.
The Quang Ngai Province and the My Lai Massacre
The Quang Ngai Province, located on the south central coast of Vietnam, was targeted early in the Vietnam War because U.S. military officials suspected it of being a Viet Cong stronghold. By the end of 1967, most of the homes in the province had been destroyed and many thousands of civilians were homeless.
On March 16, 1968, the soldiers of Charlie Company, 11th Brigade, Americal Division, entered the Vietnamese village of My Lai six miles northeast of Quang Ngai. The company had sustained many casualties in the area over the previous weeks and emotions ran high. The troops, under the leadership of Lt. William Calley, entered the village firing although there were no reports of enemy fire. Eyewitnesses reported seeing old men bayoneted, women raped, and unarmed villagers— including children—shot in the back of the head.
Tim O'Brien served in Vietnam well after the horrific events of My Lai had taken place, but The Things They Carried examines the desensitization and brutality many troops experienced. In 1994, O'Brien accepted an assignment from the New York Times to return to Vietnam and write an article about it. "The Vietnam in Me" described O'Brien's experiences in the Quang Ngai province as a member of the 46th Infantry, and his reaction to the massacre at My Lai.
In the article, O'Brien writes:
What happened, briefly, was this. At approximately 7:30 on the morning of March 16, 1968, a company of roughly 115 American soldiers were inserted by helicopter just outside the village of My Lai. They met no resistance. No enemy. No incoming fire. Still, for the next four hours, Charlie Company killed whatever could be killed. They killed chickens. They killed dogs and cattle. They killed people, too. Lots of people. Women, infants, teen-agers, old men. […]
Eventually, after a cover-up that lasted more than a year and after the massacre made nationwide headlines, the Army's Criminal Investigation Division produced sufficient evidence to charge 30 men with war crimes. Of these, only a single soldier, First Lieut. William Laws Calley Jr., was ever convicted or spent time in prison. Found guilty of the premeditated murder of "not less than" 22 civilians, Calley was sentenced to life at hard labor, but after legal appeals and sentence reductions, his ultimate jail time amounted to three days in a stockade and four and a half months in prison[…]
Calley aside, only a handful of men faced formal court-martial proceedings, either for war crimes or for subsequent cover-up activities, with the end result of five acquittals and four judicially ordered dismissals. […]
Now, more than 25 years later, the villainy of that Saturday morning in 1968 has been pushed off to the margins of memory. In the colleges and high schools I sometimes visit, the mention of My Lai brings on null stares, a sort of puzzlement, disbelief mixed with utter ignorance.
Americans first learned of My Lai in November 1969, when journalist Seymour Hersh published a story in the St. Louis Post Dispatch based on his conversations with Ron Ridenhour. A Vietnam veteran, Ridenhour learned of the events from members of Charlie Company. He had immediately appealed to Congress, the White House, and the Pentagon, asking them to investigate the matter. In September 1969, as a result of a military investigation, Lt. Calley was charged with murder in the deaths of 109 Vietnamese civilians.
When Hersh's story hit the press two months later, it had even farther-reaching effects. As the shocking details of the massacre reached the public, support for the war began to wane, more draftees began to file for conscientious objector status, and U.S. draft policy was reexamined. A military commission found widespread failures of leadership and discipline among the troops of Charlie Company. For his story, Seymour Hersh won a Pulitzer Prize in 1970 for international reporting. | <urn:uuid:fb3f6dca-9fc3-4ac5-8edb-9fc882b31a0f> | CC-MAIN-2024-26 | https://nieonline.com/tbtimes/downloads/supplements/2020NIE_TheBigRead_Low_TG.pdf | 2024-06-24T16:22:52+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00188.warc.gz | 382,777,326 | 10,187 | eng_Latn | eng_Latn | 0.987144 | eng_Latn | 0.998663 | [
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Childhood Bereavement Advice for Teachers
The effects on children in school and how to deal with them
Introduction
Like adults, children and young people experience grief and loss when they are bereaved. This can affect their learning and behaviour in school. There are several ways in which schools can support children and young people through bereavement.
Some general strategies for supporting children and young people:
* Ask the child or young person what help and support they would like.
* Make opportunities to talk without putting pressure on the child or young person.
* Let them know it is alright to feel guilty, afraid or angry.
* Give time and attention: listen.
* Use books and stories to calm and distract younger children.
* Discourage social isolation, use peer-based strategies where you can.
* Provide opportunities for privacy, children may wish to express emotions alone.
Kent Educational Psychology Service can provide more information about grief reactions, supporting children and young people, wider issues for schools, references and contact numbers for support.
https://www.kelsi.org.uk/special-education-needs/educational-psychology/crisis-supportservice
Supporting bereaved children and young people
Be aware of pupils who may not want to let school know about the difficulties they face. Young children will sometimes carry on as though nothing has happened. Such a reaction can concern, perplex and even anger adults.
Children reacting in this way will still grieve, although the process may take longer. Recognition of the impact of the event may occur over time, and in small steps.
Times of transition
Recent research has found that the effects of a bereavement are most pronounced when children are around five years old and then again at around 12 years old. These risk times coincide with transitions in the school system.
Schools should consider:
* Asking families about recent bereavements when children join the school.
* Including information about significant deaths or difficult reactions in school transition notes from primary to secondary school.
Respecting privacy
Always respect cultural and personal views and beliefs, including a wish to be left alone to grieve. School member of staff need to know when a bereavement might be affecting a child's wellbeing and development, and what to do when it does.
Normal grief reactions
Normal bereavement can involve any of the following:
* Guilt
* High levels of distress
* Preoccupation with issues surrounding the loss
* Withdrawal
* Anxiety
* Alarm
* Insomnia
* Panic
* Apathy
* Ongoing stress and family problems
* Loss of concentration
These reactions are commonly seen up to two years after a bereavement and in some cases will be seen even later. A significant loss will affect children's anxiety levels and will have an impact on their attainment in school. Children who have lost a parent or a sibling are at a disadvantage in school. They have been found to score below their peers in GCSE examinations.
Consider seeking further professional help if pupils show:
* Difficulty forming new relationships
* Persistent anxieties about their own death
* Strong reactions against talking about the deceased
* Stealing
* Destructive outbursts
* School Phobia
If these reactions continue for more than three months, then the child may need professional support to deal with possible post-traumatic stress caused by the grief.
Schools make a difference
Bereavement can mean sudden and dramatic changes to the support structures around a child. People who provide care may no longer be there or may be suffering with their own grief and shock. Schools provide routine and consistency in care and social relationships. They can foster new networks of support for children and young people and provide a place of normality and security when other aspects of life are disrupted. They can play an important role in helping children and young people to process and come to terms with their grief.
Contacts and information
Web:
www.kelsi.org.uk/special-education-needs/educational-psychology/crisis-support-service
Grief and Loss Resources
www.theeducationpeople.org/products/partner-providers/grief-loss-and-crisis-support
Email:
email@example.com
Phone:
03000 410 100
This publication is available in alternative formats and can be explained in a range of languages. Please call 03000 41 41 41 for details. | <urn:uuid:24dd329c-5338-400e-8a0f-e8f2d65cdc04> | CC-MAIN-2024-26 | https://www.kelsi.org.uk/__data/assets/pdf_file/0012/27030/102.6-FINAL-Childhood-bereavement-ACCESSIBLE.pdf | 2024-06-24T17:33:08+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00185.warc.gz | 744,999,826 | 889 | eng_Latn | eng_Latn | 0.995629 | eng_Latn | 0.997397 | [
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NASA's Mars 2020 Perseverance rover gets balanced
April 21 2020
NASA's Perseverance rover is moved during a test of its mass properties at Kennedy Space Center in Florida. The image was taken on April 7, 2020. Credit: NASA/JPL-Caltech
With 13 weeks to go before the launch period of NASA's Mars 2020 Perseverance rover opens, final preparations of the spacecraft continue at the Kennedy Space Center in Florida. On April 8, the assembly, test and launch operations team completed a crucial mass properties test of
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the rover.
Precision mass properties measurements are essential to a safe landing on Mars because they help ensure that the spacecraft travels accurately throughout its trip to the Red Planet—from launch through its entry, descent and landing.
On April 6, the meticulous three-day process began with Perseverance being lifted onto the rover turnover fixture. The team then slowly rotated the rover around its x-axis—an imaginary line that extends through the rover from its tail to its front—to determine its center of gravity (the point at which weight is evenly dispersed on all sides) relative to that axis.
The team then moved the rover to a spin table. To minimize friction that could affect the accuracy of the results, the table's surface sits on a spherical air bearing that essentially levitates on a thin layer of nitrogen gas. To determine center of gravity relative to the rover's z-axis (which extends from the bottom of the rover through the top) and y-axis (from the rover's left to right side), the team slowly rotated the vehicle back and forth, calculating the imbalance in its mass distribution.
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This image of the Perseverance Mars rover was taken at NASA's Kennedy Space Center on April 7, 2020, during a test of the vehicle's mass properties. Credit: NASA/JPL-Caltech
Just as an auto mechanic places small weights on a car tire's rim to bring it into balance, the Perseverance team analyzed the data and then added 13.8 pounds (6.27 kilograms) to the rover's chassis. Now the rover's center of gravity is within 0.001 inch (0.025 millimeters) of the exact spot mission designers intended.
The Perseverance rover is a robotic scientist weighing about 2,260 pounds (1,025 kilograms). It will search for signs of past microbial life, characterize the planet's climate and geology, collect samples for future return to Earth, and pave the way for human exploration of the Red Planet. No matter what day Perseverance launches during its July 17-Aug. 5 launch period, it will land on Mars' Jezero Crater on Feb. 18,
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Powered by TCPDF (www.tcpdf.org)
2021.
The Mars 2020 Perseverance rover mission is part of a larger program that includes missions to the moon as a way to prepare for human exploration of the Red Planet. Charged with returning astronauts to the moon by 2024, NASA will establish a sustained human presence on and around the moon by 2028 through NASA's Artemis lunar exploration plans.
More information: For more information about the mission, see mars.nasa.gov/mars2020/
For more about NASA's Moon to Mars plans, see www.nasa.gov/topics/moon-to-mars
Provided by Jet Propulsion Laboratory
Citation: NASA's Mars 2020 Perseverance rover gets balanced (2020, April 21) retrieved 24 June 2024 from https://phys.org/news/2020-04-nasa-mars-perseverance-rover.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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The Parable of the Good Samaritan Bible Craft
Bible Story: The Parable of the Good Samaritan
Bible Text: Luke 10:25-37
Suggested Learning Outcome: This handprint craft will encourage children to think of ways they can lend a helping hand to their neighbors.
Supplies List:
Construction paper
Pencils
Crayons
Scissors
Hole punch
Yarn
Teacher Preparation:
If your students are too young to complete step 1 alone, then you may want to trace and pre-cut construction paper handprints. You will need 4 per student. Older students may enjoy tracing and cutting out their own handprints.
Instructions:
Step 1. Help kids trace and cut out four handprints from construction paper. These should all be made with the same hand, either right or left. Use one handprint as the cover of the "Helping Hands Book."
Step 2. Have children identify someone they will try to help this week or in the near future. On each side of the handprints, instruct the kids to draw out and write down ways they will try to help the person they have chosen. For example if they are helping their mother they could write "Make My Bed," and draw an illustration of doing this.
Copyright
©
2016 SundaySchoolZone.com All rights reserved. Free for church or home use. Visit http://SundaySchoolZone.com.
Copyright
©
2016 SundaySchoolZone.com All rights reserved. Free for church or home use. Visit http://SundaySchoolZone.com. | <urn:uuid:5d747f60-ef12-48b2-874a-03690b208952> | CC-MAIN-2024-26 | https://sundayschoolzone.com/wp-content/uploads/2016/12/Parable_Good_Samaritan_Craft.pdf | 2024-06-24T15:42:00+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00192.warc.gz | 479,742,470 | 323 | eng_Latn | eng_Latn | 0.984873 | eng_Latn | 0.995005 | [
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10 Key Writing Policies and Practices
for All Schools
with strong evidence of effectiveness from high-quality research
—including selected grade-level descriptions of student skills—
© 2016 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk Licensed under Creative Commons BY-NC-ND 4.0
10 Key Writing Policies and Practices for All Schools with strong evidence of effectiveness from high-quality research
All students can become proficient writers if:
1. Students read, write, and discuss ideas every day in every class (e.g., English language arts, math, science, social studies).
2. Students read and write a variety of text types throughout the school year. Students learn how to recognize styles from reading different types of texts and then apply this knowledge to their own writing for a variety of purposes and audiences.
3. Students learn writing-to-learn strategies, such as note taking, journaling, and summarizing, in all classes.
LITERARY TEXT EXAMPLES
Autobiographies, biographies, personal narratives, short stories, poetry, dramas and plays, mysteries, folktales, myths, fables, memoirs, obituaries, cartoons, comic strips
INFORMATIONAL TEXT EXAMPLES
Expository and Procedural:
4. Student learning is supported and measured through a variety of informal and formal reading, writing, and speaking activities in all content areas (an example of an informal activity is reading a text, marking parts that were confusing, and discussing with a small group; an example of a formal activity is an oral presentation on a researched topic).
Essays, reports, summaries, analyses, newspaper and magazine articles, definitions, directions, interviews, letters, reviews, critiques, how-to guides, newscasts, notes
Persuasive:
Essays, editorials, advertisements, sales pitches, campaign speeches
5. Students learn that writing is a thinking process. Students learn to draft ideas and plan their writing but are flexible when writing and learn to revise based on ideas and purpose.
6. Students learn strategies for planning, revising, and editing written work to make targeted improvements. Students are provided with specific writing goals.
7. Students learn to revise ideas, organization, and word choice before editing to correct spelling, grammar, and syntax.
8. Teacher feedback during drafting focuses on ideas, development, and organization. Teacher feedback during editing is based on what students have learned; students are expected to use correct spelling patterns and punctuation appropriate to the grade level.
9. Students learn how to correctly use source material in their writing. Students learn the difference between quoted text and paraphrasing and how to use both in their writing.
10. Students learn the handwriting and keyboarding skills necessary to write fluently.
© 2016 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk
Licensed under Creative Commons BY-NC-ND 4.0
Grade-Level Descriptions
Below, we describe what writers at various grade levels can do. However, no matter the grade level, all students need frequent opportunities to see and hear adults read (and write) aloud. Students of all ages benefit from having others read aloud to them and discuss the text. Hearing others "think aloud" and "write aloud" supports the writing process and shows students how writers think and revise for meaning. Students of all ages should be encouraged to read for pleasure and actively engage with texts. Teachers and parents can support a love of literacy by discussing what students are reading and writing.
By the end of kindergarten, students can write or dictate stories in chronological order, short poems, lists, captions, and invitations. Students understand that writing goes from left to right, can identify most letter names and sounds, and can read simple words and short books. Students can spell a few words correctly (common words, names) but may use phonetic spellings for many words. However, students can read what they have written and should be praised and encouraged to read and write.
By the end of first grade, students can write brief stories that include a beginning, middle,
and end; compose short poems; and write short pieces about topics of interest. First-graders can revise their writing for ideas and edit their writing to correct some spelling and punctuation errors. First-graders can spell common words correctly but still use many phonetic spellings for unfamiliar words. At the end of first grade, students can form sentences that begin with capital letters and end in periods, exclamation points, or question marks.
By the end of third grade, students can write imaginative stories that include details about characters and the setting while developing a plot that builds to a climax; compose poems that include sensory details and poetic structure (e.g., rhyme, meter); and write brief compositions that include a topic sentence, supporting details, and a conclusion. Third-graders can write letters appropriate to the purpose and audience (e.g., friendly letter to a pen-pal) with correct conventions (e.g., salutation, date). Third-graders can write persuasive essays for specific audiences that include a position and supporting details. Third-graders have infrequent spelling errors for common words and rarely use phonetic spellings. Students can read grade-appropriate books independently and should be encouraged to read for 30 minutes a day to develop reading and comprehension skills.
© 2016 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk
Licensed under Creative Commons BY-NC-ND 4.0
By the end of fifth grade, students can write stories that include an engaging plot, characters, setting, and dialogue. They can write advanced poetry (e.g., with alliteration, similes, metaphors) and compose a text about a personal experience that reveals their thoughts and feelings. Fifth-graders can write multiparagraph essays that include well-structured introductions and conclusions, a clearly stated topic, and logical organization with a variety of sentence types and transitions to link ideas and paragraphs.
Students can revise their writing based on feedback from themselves, peers, and the teacher. Fifth-graders may still spell unfamiliar multisyllabic words incorrectly, but spelling errors are less common as students learn and apply common letter patterns and combinations. Students have learned common syllable patterns and can read longer words and figure out meanings of unfamiliar words based on parts (affixes and roots), context and pictures, and tools such as glossaries and dictionaries. Students can read for at least 45 minutes a day and build knowledge and vocabulary through reading texts from all subject areas (e.g., science texts, novels, biographies, social studies texts).
By the end of middle school, students can write stories that include a range of literary strategies and devices (e.g., analogy, conflict, point of view, irony) and sophisticated poetry (e.g., personification, idioms, hyperbole). Students can write multiparagraph essays (two to three pages) with a clear introduction, detailed support, and a strong conclusion. Students can construct solid thesis statements and build upon them with well-reasoned evidence. Middle school students can revise their writing to focus on meaning and edit to correct errors.
Spelling mistakes are rare. Students can read more complex texts in all subject areas, and independent reading builds vocabulary and knowledge.
By the end of high school, students can write engaging, original stories with well-developed conflict and resolution, clear themes, complex characters, and a range of literary techniques (e.g., dialogue, suspense, mood, tone). Students can write in several poetic forms (e.g., sonnets, ballads) that use a variety of techniques (e.g., structural elements, simile, metaphor, hyperbole). Students can write sophisticated essays (7 to 10 pages) that demonstrate advanced analysis and reasoning. Essays are clearly organized with in- troductions, conclusions, and supporting details. Students can use rhetorical devices (e.g., appeals to logic, emotions, ethical beliefs) and include several perspectives to persuade the reader. Student writing regularly goes through several rounds of revisions (with feedback from peers and teachers) and is free of grammar and spelling errors. Students can read complex texts in all subject areas. Students know and use strategies for reading and learning from complex texts (e.g., rereading difficult sections, using tools such as dictionaries and thesauri, using note taking and summarization strategies).
—www.meadowscenter.org—
© 2016 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk
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ANXIETY Managing
Anxiety is a common psychological and physical response that everyone experiences at times. Some people may experience anxiety more than others and it can effect daily functioning to varying degrees. Giving yourself permission to feel worried and anxious can help reduce the stress surrounding your experience of anxiety. Learning coping techniques can help you respond to anxiety in a more helpful way.
The Anxiety Cycle
Common Symptoms
worried thoughts
increasing distress
unhelpful expectations
avoidance
short-term relief
anxiety growth
stay away from anxietyprovoking situations
subtle avoidance behaviors
momentarily reduces anxiety by not having to confront it
anxiety and avoidance increases
weakened confidence to face situation
anxiety
worried thoughts
increasing distress
unhelpful expectations
stay away from anxietyprovoking situations
subtle avoidance behaviors
momentarily reduces anxiety by not having to confront it
anxiety and avoidance increases
weakened confidence to face situation
Coping Strategies
Psychological
Physical
increased heart rate
rapid/shallow breathing
chest tightness
headaches
muscle tension
sweating
dizziness
future-oriented preoccupations and worries
avoidance of specific situations
feelings of panic
potential for intrusive thoughts and concerns
Coping strategies are techniques and practices that can help manage and reduce feelings of anxiety. While it's important to remember that everyone's experience with anxiety is unique, here are some commonly recommended coping strategies:
Breathe
Taking a couple of slow, low breaths can help slow down your body's physiological response to stress and anxiety. Consistent breathing practice over time helps train your mind and body to respond to stress and anxiety more effectively.
Ideas: mindful slow-and-low breathing, box breathing, breathing pacer, etc.
Use Grounding Techniques
Grounding activities can help turn your attention to the present moment to feel calmer and more clear-headed.
Ideas: 5-senses technique, color/object identification, thinking or speaking in a foreign language, holding an ice cube, eating sour candy, etc.
Examine the Situation
Write down or talk about what you are feeling. Ask yourself the questions you have and reframe them if they don't seem answerable.
Example: "What if I fail?" can become "What are my options?" "Who can I go to for help with this?"
Focus on what you can do about the situation NOW rather than on hypothetical outcomes.
Look for solutions.
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Online Safety Policy
Contents
1. Aims
2. Teaching and Learning
3. Google Classroom
4. Curriculum Objectives
5. Statutory Relationships and Sex Education (RSE)
6. GDPR, Data Protection, Security and Safeguarding
7. Key Responsibilities of the DSL
8. Key Responsibilities of the Online Safety Lead
9. Key Responsibilities of Staff and Volunteers
10. Key Responsibilities of Parents/Carers
11. Electronic Communication
12. Social Networking and Publishing
13. Children's Use of the Internet
14. Mobile Technology Management
15. Policy Decisions
16. Complaints
17. Cyberbullying
18. Responding to Online Incidents and Safeguarding Concerns
19. Storage
20. Online Communication and Safer Use of Technology
21. Staff Personal Use of social media
22. Pupil Use of social media
23. Staff Use of Personal Devices and Mobile Phones
24. Pupil Use of Personal Devices and Mobile Phones
25. Visitors use of personal devices and mobile phones
26. Implementation
27. Parents/Carers
28. Legislation and Guidance
29. Related Policies
Appendices
Be Smart Online
Acceptable User agreement for EYFS + KS1
Acceptable User agreement for KS2
Acceptable User agreement for staff
Aims
At Yarborough Academy we believe that ICT/Computing is at the heart of the curriculum. We want to equip our children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. We recognise the Online Safety issues and plan accordingly to ensure appropriate, effective and safe use of electronic communications.
The school aims to provide the right balance between controlling access to the Internet and technology, setting rules and boundaries and educating students and staff about responsible use. The school understands that children and staff cannot be completely prevented from being exposed to risks both on and offline. Children are empowered and educated so that they are equipped with the skills to make safe and responsible decisions as well as to feel able to report any concerns. All members of staff are aware of the importance of good Online Safety practice in the classroom in order to educate and protect the children in their care. Members of staff are expected to manage their own professional reputation online and demonstrate appropriate online behaviours compatible with their role. It is crucial that all staff are aware of the offline consequences that online actions can have.
The breadth of issues related to online safety are ever evolving but as outlined in the statutory guidance KCSIE 2022 can be categorised into four areas of risk- content, contact, conduct and commerce. These four categories will form the basis of this policy.
*Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, antisemitism, radicalisation and extremism
*Contact – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes
*Conduct – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and
*Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams.
- The school has appointed an Online Safety Lead (Miss L. Howard) who liaises closely with the Safeguarding Lead (Mrs E. Cox) and Deputy Safeguarding Lead (Miss N. Waters)
- The Online Safety Policy and its implementation will be reviewed annually.
- Our Online Safety Policy has been written by the school, building on government guidance.
- Our School Policy has been agreed by the Senior Leadership Team and approved by governors.
- The Governing Body will discuss Online Safety issues as part of the Safeguarding Agenda items.
Teaching and learning
- Internet use is part of the statutory curriculum and is a necessary tool for learning.
- The Internet is a part of everyday life for education, business and social interaction.
- The school has a duty to provide pupils with quality Internet access as part of their learning experience.
- Pupils use the Internet widely outside school so we teach them how to evaluate what they see online, how to recognise techniques used for persuasion, understand what acceptable and unacceptable online behaviour looks like, identify online risks, to take care of their own safety and security and how to seek support and when.
- The purpose of Internet use in school is to raise educational standards, to promote pupil achievement, to support the professional work of staff and to enhance the school's management functions.
- The school's Internet access will be designed to enhance and extend education.
- Teach pupils about the underpinning knowledge and behaviours that can help pupils to navigate the online world safety and confidently regardless of the device, platform or app.
- Pupils will be given clear objectives for keeping themselves safe online including cybercrime. Due regard will be given to children with Special Education Needs.
- The school will ensure that the copying and subsequent use of Internet-derived materials by staff and pupils complies with copyright law.
- Access levels to the Internet will be reviewed to reflect the curriculum requirements and the age and ability of pupils.
- Staff should guide pupils to online activities that will support the learning outcomes planned for the pupils' age and ability.
- Pupils will be educated in the effective use of the Internet in research, how to locate, retrieve and evaluate knowledge safely.
- Pupils will be taught to acknowledge the source of information used and to respect copyright when using Internet material in their own work.
- Pupils will be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
- Pupils will use age-appropriate tools to research Internet content.
- The evaluation of online materials is a part of teaching and learning in every subject and will be viewed as a wholeschool requirement across the curriculum.
Google Classroom
- Home learning is delivered using Google Classroom.
- Each child has their own school Google email account which is only to be used to access Google Classroom- the ability to send emails will be removed.
- Additional Google Suite apps will be monitored carefully and access will be managed by the Online Safety Lead.
- Children can access work and messages from their teacher on Google Classroom.
- Children can upload their work and communicate with their teacher on Google Classroom.
Curriculum Objectives
- The curriculum includes clear learning objectives that are taught and assessed in order to give children the ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
- Key Stage One breadth of study: Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.
- Key Stage Two breadth of study: Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
- Milestone One (Year 1 and 2) – To connect: Participate in class social media accounts; Understand online risks and the age rules for sites.
- Milestone Two (Year 3 and 4) – To connect: Contribute to blogs that are moderated by teachers; Give examples of the risks posed by online communications; Understand the term 'copyright'; Understand that comments made online that are hurtful or offensive are the same as bullying; Understand how online services work.
- Milestone Three (Year 5 and 6) – To connect: Collaborate with others online on sites approved and moderated by teachers; Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems; Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder; Understand the effect of online comments and show responsibility and sensitivity when online; Understand how simple networks are set up and used.
- PSHE topics through a subscription with Kapow – Year 2: Introduction to the internet; Communicating online. Year 3: Be kind online; Cyberbullying; Fake emails. Year 4: Internet safety: Age restrictions; Consuming Information online. Year 5: Online friendships; Staying safe online. Year 6: Critical digital consumers; Social media.
- National Online Safety topics taught in every year group from Year 1-6: Self image and identity; Online relationships; Online reputation; Online bullying; Managing online information; Health, wellbeing and lifestyle; Privacy and security; Copyright and ownership.
Statutory Relationships and Sex Education (RSE)
As outlined within the 'Keeping Children Safe in Education' 2022 statutory guidance, children will also be taught about Online Safety through RSE sessions.
Relationships and Sex Education guidance sets out clear online safety expectations. At Yarborough Academy the online safety content that will be taught through RSE sessions will include the following aspects. This is not an extensive list and more of the RSE curriculum will link closely to online safety.
Respectful Relationships-
- About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
Online Relationships-
- That people sometimes behave differently online, including by pretending to be someone they are not.
- That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.
- The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
- How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
- How information and data is shared and used online.
Being Safe-
- What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
- How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
Mental Wellbeing-
- That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
- Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online).
Internet Safety and Harms-
- That for most people the internet is an integral part of life and has many benefits.
- About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing.
- How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
- Why social media, some computer games and online gaming, for example, are age restricted.
- That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
- How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
- Where and how to report concerns and get support with issues online.
GDPR, Data Protection, Security and Safeguarding
The Schools broadband is protected by a firewall and filtering via TSS (Technology Support Solutions Ltd.)
- The security of the school information systems and users will be reviewed regularly.
- Virus protection will be updated regularly.
- Confidential information / personal data sent over the Internet or accessed off site will be password protected (through Google email accounts and Google Drive) or via MOVE IT if necessary.
- Remote access to the school server will be via a safe system (VPN).
- The use of user logins and passwords to access the school network will be enforced.
- Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998.
- Data is protected with secure username and password.
- Websites are strategically allowed or blocked using Smoothwall.
-
If staff or pupils discover unsuitable sites, the URL will be blocked by TSS Services.
- The School filtering system will block all sites on the Internet Watch Foundation (IWF) list via Smoothwall.
- Any Online Safety issues are reported directly to the Online Safety Lead and Safeguarding Lead as per the Safeguarding Policy.
- Teachers work closely with the designated Online Safety and Safeguarding lead to ensure all safeguarding incidents online are dealt with following the schools safeguarding procedures.
- Images and names of staff will appear on the school website. Staff have the right to have any image or their name removed from the school website. Personal information regarding staff members will not be shared.
- Images of staff will be removed from the school website once the member of staff has left the school. Any digital media of the member of staff will also be removed from the website cache.
- Parents have the right to request the removal of images of their child from the school website and ask where images of their child, for the purpose of the website, is held.
Key Responsibilities of the DSL
- To lead on the filtering and monitoring system with the use of IT with the close support of the online safety lead and ICT manager (TSS).
- Keep up-to-date with current research, legislation and trends regarding online safety.
Key Responsibilities of the Online Safety Lead
- Work alongside the Designated Safeguarding Lead to ensure any online safeguarding incidents are investigated following the schools safeguarding procedures.
- To provide resources for regular (at least annual) training/ updates to all staff on Online Safety (National Online Safety).
- To ensure new staff have access to online safety training at induction.
- To ensure Governors receive online safety training.
- Work closely with the Designated Data Protection Officer to ensure all online apps/services are GDPR compliant.
- Act as a named point of contact on all online safeguarding issues and liaising with other members of staff and other agencies as appropriate but liaising with the Designated Safeguarding Lead at all times.
- Keep up-to-date with current research, legislation and trends regarding online safety.
- Coordinate participation in local and national events to promote positive online behaviour.
- Ensure that online safety is promoted to parents and carers and the wider community.
- Work with stakeholders to ensure that data protection and security meets current legislation.
- Monitor the school online safety incidents to identify gaps and use the education response to reflect need.
- To report to the school leadership team any concerns about online safety.
- Lead an online safety team with Digital Leaders (year 5 and 6) to further promote good online safety practice.
Key Responsibilities of Staff and Volunteers
- Contribute to the development of online safety policies.
- Take responsibility for the security of school systems and data.
- Have an awareness of a range of different online safety issues and how they may relate to the children in their care.
- Model good practice when using new and emerging technologies
- Embed online safety in curriculum delivery wherever possible.
- Identify individuals of concern and take appropriate action by following school safeguarding policies and procedures.
- Know when and how to escalate online safety issues.
This policy is intended to enhance teaching, learning, personal development and well-being. All staff and other adults working with pupils in school have a responsibility to implement this policy with regard to the Health & Safety, Safeguarding and Equality Policies. This document is the property of Yarborough Academy and if printed becomes uncontrolled.
- Be able to signpost to appropriate available support.
- Maintain a professional level of conduct in their personal use of technology both on and off school site.
- Read and accept the Acceptable User Policies (AUPs) (See Appendix)
- Undertake regular (at least annual) training/ updates on Online Safety.
Key Responsibilities of Parents/Carers
- Notify the headteacher of any concerns or queries regarding this policy.
- Ensure their child had read, understood and agreed to the terms on acceptable use of the schools ICT systems and internet (See Appendix)
- Work in partnership with the academy to ensure children are using the internet and online devices safely and responsibly.
Electronic Communication
- Pupils have monitored access to approved communication systems, which are rigorously monitored and used, only for school purposes.
- Pupils must immediately tell their teacher if they receive offensive messages.
- Pupils must not reveal personal details of themselves or others in online communication, or arrange to meet anyone without specific permission from an adult.
- Staff will only use ParentMail, Tapestry and Google Classroom accounts to communicate with pupils and parents/carers, as approved by the Senior Leadership Team.
- Teacher google email accounts that were set up as a form of communication during COVID school closures and to aid remote learning will no longer be used as a form of communication with parents.
- Text messages and emails will be sent using the appropriate system (ParentMail) and always in a professional context.
Social Networking and Publishing
- The school website will comply with the school's guidelines for publications including respect for intellectual property rights, privacy policies and copyright.
- Images will only be published where parental consent has been given.
- Pupils' full names will not be used when publishing unless explicit permission from parents has been granted, particularly in association with photographs.
- Images or videos that include pupils will be selected carefully. For example, only images of pupils in suitable dress will be used in order to reduce the risk of inappropriate use.
- Images of learning are shared via the school website.
Children's Use of the Internet
- The school will control access to social media and social networking sites.
- Pupils will be advised never to give out personal details of any kind, which may identify them and/or their location.
- Google Classroom is password protected and moderated by members of staff.
- Videoconferencing will always be prearranged with the organisation involved and always supervised by a teacher.
Mobile Technology Management
- Mobile devices will be used for educational benefit.
- Guided access (locking children into an app) will be used on iPads when appropriate.
- The Computing Lead/ and ICT manager (TSS) have full control of downloading apps through secure passwords to stop children accessing inappropriate apps.
- All iPads are enrolled into lightspeed (mdm) and can be monitored at any time.
- Teachers will monitor content of children's iPads to ensure appropriate educational use at all times.
- Weekly reports from TSS will be reviewed and monitored by the DSL and online safety lead to pick up on any inappropriate internet searches/ usage from both staff and pupils.
Policy Decisions
- All staff will read and sign the School Acceptable Use Policy before using any school ICT / Computing resources.
- Staff will promote the Online Safety rules for pupils.
- Parents will be asked to read the Online Safety rules for pupil access and discuss it with their child, where appropriate.
-
Parents will be informed that pupils will be provided with supervised Internet access appropriate to their age and ability.
- When considering access for vulnerable members of the school community (such as with children with special education needs) the school will make decisions based on the specific needs and understanding of the pupil(s).
- The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the global and connected nature of Internet content, it is not possible to guarantee that access to unsuitable material will never occur via a school device. The school cannot accept liability for the material accessed, or any consequences resulting from Internet use.
- The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990.
- Staff personal use of social networking, social media and personal publishing sites is discussed and safe and professional behaviour will be outlined in the Staff Code of Conduct.
- Methods to identify, assess and minimise risks will be reviewed regularly.
- Everyone in school is regularly made aware of Online Safety issues.
- Emerging technologies will be examined for educational benefit and the Online Safety Leader will ensure that appropriate risk assessments are carried out before use in the school.
- The school will audit technology use to establish if the online safety policy is adequate and the implementation of the policy is appropriate.
Complaints
- Complaints about Internet misuse will be dealt with under the School's complaints procedure.
- Any complaint about staff misuse will be referred to the Headteacher.
- The whistleblowing policy will be used.
Cyberbullying
- Cyberbullying (along with all other forms of bullying) of any member of the school community will not be tolerated. Full details are set out in the school's policy on anti-bullying and behaviour.
- Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying in all its forms is rare and dealt with highly effectively.
- Pupils are taught to report anything that makes them feel uncomfortable in any way.
- Electronic communication must always be polite. There will be no swearing, racism, sexism, aggressive or unkind comments made.
Responding to Online Incidents and Safeguarding Concerns
- All members of the community will be made aware of the range of online risks that are likely to be encountered including sexting, online/cyber bullying etc. This will be highlighted within staff training and educational approaches for pupils.
- All members of the school/setting community will be informed about the procedure for reporting online safety concerns, such as breaches of filtering, sexting, cyberbullying, illegal content etc.
- The Designated Safeguarding Lead (DSL) will be informed of any online safety incidents involving child protection concerns, which will then be recorded.
- The DSL will ensure that online safety concerns are escalated and reported to relevant agencies.
- If there is a possibility that an offence has occurred then any equipment used should be isolated and left unused to preserve any evidence on the device.
- Complaints about Internet misuse will be dealt with under the School's complaints procedure.
- Complaints about online/cyber bullying will be dealt with under the School's anti-bullying policy and procedure.
- Any complaint about staff misuse will be referred to the head teacher.
- Any allegations against a member of staff's online conduct will be discussed with the LADO (Local Authority Designated Officer).
- Pupils, parents and staff will be informed of the schools complaints procedure.
- Staff will be informed of the complaints and whistleblowing procedure.
- All members of the school community will need to be aware of the importance of confidentiality and the need to follow the official school procedures for reporting concerns.
- All members of the school community will be reminded about safe and appropriate behaviour online and the importance of not posting any content, comments, images or videos online which cause harm, distress or offence to any other members of the school community.
- The school will manage online safety incidents in accordance with the school behaviour policy where appropriate.
- The school will inform parents/carers of any incidents of concern as and when required.
- After any investigations are completed, the school will debrief, identify lessons learnt and implement any changes as required.
- Where there is cause for concern or fear that illegal activity has taken or is taking place, then the school will contact Humberside Police.
- The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990 and breaches will be reported to Humberside Police.
- If the school is unsure how to proceed with any incidents of concern, then the incident will be escalated to the Education Safeguarding Team.
- Parents and children will need to work in partnership with the school to resolve issues.
Storage
- Images of children that are to be stored will be done so on the school's secure server.
- Children's work will be stored on Google drive which is password protected, encrypted and can be accessed by pupils and staff only.
- The use of USB sticks to transfer sensitive or personal information with regards to children is forbidden.
- Any external storage devices used in school must have been purchased by school and encrypted.
Online Communication and Safer Use of Technology
- The school will ensure that information posted on the school website meets the requirements identified by the Department for Education (DfE).
- The contact details on the website will be the school address, email and telephone number. Staff personal information will not be published.
- The head teacher will take overall editorial responsibility for online content published and ensure that the information is accurate and appropriate.
- Pupils work will be published with the permission of their parents/carers.
- The administrator account for the school website will be safeguarded with an appropriately strong password.
- The school will post information about safeguarding, including online safety, on the school website.
- The school will ensure that all images and videos shared on the school website meets the school image use policy and permission from parents/carers is obtained.
Staff personal use of social media
- The safe and responsible use of social networking, social media and personal sites is discussed with all members of staff as part of their induction and regular staff training opportunities.
- Safe and professional behaviour will be outlined for all members of the school community in the school Acceptable Use Policy and Staff code of conduct.
- Staff are advised not to communicate with or add to their network, any past or current pupils and family members via any social media channel. Any pre-existing relationships or exceptions may compromise this and should be discussed with the head teacher.
- Any communication from a parent, pupil or pupils' family member must be reported to the Online Safety Lead.
- The Online Safety Lead will assess any communication from a parent, pupil or pupils family member and escalate if required to the head teacher.
- All members of staff are strongly advised to safeguard themselves on all social media sites by making their accounts private. This also includes being aware of location sharing services, privacy levels, opting out of public listings and keeping personal information private.
- Members of staff are not encouraged to identify themselves as employees of Yarborough Academy through social media.
Pupil Use of social media
- Safe and responsible use of social media will be outlined for children and parents as part of the Acceptable Use Policy.
- All social media sites are blocked by default and will only be available to children after a thorough risk assessment carried out by class teachers. The Online Safety Leader will assess the educational benefits and monitoring facilities before opening any social media website/app up.
- Personal publishing on social media will be taught to pupils as part of a progressive education approach via age appropriate sites, which have been risk assessed and approved for education purposes.
- Pupils will be advised not to meet any online friends without a parent/carer.
- Pupils will be advised on appropriate security on social media sites.
- Pupils will be advised to consider the risks of talking to unknown people.
- Pupils will be advised to speak to their class teacher if they feel unsafe online.
- Parents are regularly updated with the latest news in social media sites.
- Any concerns regarding pupils' use of social networking at home will be dealt with in accordance with existing school policies including anti-bullying and safeguarding.
Staff Use of Personal Devices and Mobile Phones
- Members of staff are not to use personal laptops or PCs in school.
- The school employ a firewall and levels of access so that should personal devices be brought into school, they are unable to access school data.
- Any electronic devices of all kinds that are brought in on site are the responsibility of the user and the school accepts no responsibility for the loss, theft or damage of such items.
- Mobile phones should be switched off or on silent and out of sight during lesson times except under exceptional circumstances, which have been discussed with the Leadership Team.
- Staff must ensure they use their mobile phone in a way that does not bring the school or profession into disrepute.
- Bluetooth or other forms of communication should be hidden or switched off.
- The sending of abusive or inappropriate messages or content via mobile phones is forbidden by any member of the community and any breaches will be dealt with through the discipline policy.
- Members of staff will be issued with a work email address and encouraged to use the school telephone to make calls. If personal phones are used, the number must be withheld.
- Staff should only take photographs of children on personal devices where access to wireless networks is unavailable and photographs are to be used for school purposes. Permission for this must be sought beforehand from the Headteacher. Once used, these photographs must be removed from personal devices immediately.
- Staff using personal devices to access school email should implement 2-step verification by downloading and using the Gmail app.
- Staff should not use school apple Id's and icloud facilities on their mobile devices to avoid photo-sharing capabilities.
- Guest Wi-Fi logins will be provided to staff who require Internet access on their personal devices. This is for emergency communication purposes. Codes will be given that expire after a set amount of time. If a member of staff leaves the academy, the ICT manager (TSS) can remove personal devices from the Wi-Fi.
Pupils use of personal devices and mobile phones
- Pupils will be educated regarding the safe and appropriate use of personal devices.
- We ask that pupils do not bring their own devices or mobile phones into school. The only exception being, if older children walk to school by themselves and have a phone for safety reasons.
- Any personal device brought into school should be switched off and handed to the office until the end of the school day. The office will keep a log and monitor the return of personal devices to its owner.
- If a pupil needs to contact his/her parents/carers they will be allowed to use a school phone, phoned and monitored by a member of staff.
- Any personal devices taken on out of school trips should be handed to a member of staff.
- Parents will be informed should a child bring a personal device to school and not hand it in to the office.
- Any personal devices found in school that have not been handed into the office will be removed and taken immediately to the school office. Parents will be informed and the device may be collected at the end of the school day.
Visitors use of personal devices and mobile phones
- Visitors, parents/carers to the school must use mobile phones and personal devices in accordance with the school acceptable use policy.
- Use of mobile phones or personal devices by visitors and parents/carers is not allowed around the children.
- Visitors cannot use personal devices to photograph or video children.
- Visitors and parents/carers will be unable to access the school network.
- Guest Wi-Fi logins will be provided to visitors to the school who require Internet access on their personal devices. Codes will be given that expire after 24 hours.
Implementation
The school uses Online Safety programmes which include:
- National Online Safety: https://nationalonlinesafety.com/
- Kidsmart: www.kidsmart.org.uk
- Think U Know: www.thinkuknow.co.uk
- CEOP: www.ceop.police.uk
- All pupils, parents and staff are regularly reminded of Online Safety and themed weeks occur every term where Online Safety is further promoted.
- Staff are regularly trained in Online Safety.
- Digital leaders (trained pupils), disseminate Online Safety messages across all classrooms.
- Staff, visitors and pupils all have acceptable use agreements which are signed.
Parents/Carers
- Parents' attention will be drawn to the school Online Safety Policy in a specific letter and meetings for parents.
- Parents are informed via letter if their children are accessing social networking sites.
- Regular coffee mornings will be held with information for parents about keeping their child safe online.
- The school website will include useful information for parents and children along with this policy.
- Parent Mail will be used to share regular information for parents about keeping their children safe online.
The school may exercise its right to monitor the use of the school's information systems and Internet access, to intercept e-mail and to delete inappropriate materials where it believes unauthorised use of the school's information system may be taking place, or the system may be being used for criminal purposes or for storing unauthorised or unlawful text, imagery or sound.
Legislation and Guidance
Keeping Children Safe in Education (KCSiE) – Sept 2022 and update 2023
Relationships Education, Relationships and Sex Education (RSE) and Health Education – Sept 2021
Teaching Online Safety in Schools – June 2019
'Education for a Connected World' Framework – June 2020
Sharing nudes and semi-nudes: advice for education settings working with children and young people – Dec 2020
Harmful online challenges and online hoaxes – Feb 2021
Education Inspection Handbook – July 2022
Inspecting Safeguarding in Early Years, Education and Skills Settings – Sept 2022
National Online Safety (School subscription)
Related Policies
Child protection and Safeguarding Behaviour and Relationships Relationship and Sex Education Anti-Bullying Code of Conduct Data Protection Whistleblowing Allegations Curriculum
APPENDIX
EYFS and Key Stage 1 Pupils and Special Grown- Ups Acceptable Use Agreement
ACCEPTABLE USE OF THE SCHOOL'S ICT SYSTEMS, REMOTE EDUCATION AND INTERNET AGREEMENT FOR PUPILS AND SPECIAL GROWN-UPS
Name of pupil:…………………………………………………………………………………
When I use the school's ICT systems (like iPads) and get onto the internet in school I will:
* Ask a teacher or adult if I can do so before using them
* Only use websites that a teacher or adult has told me or allowed me to use
* Tell my teacher immediately if:
o I click on a website by mistake
o I receive messages from people I don't know
o I find anything that may upset or harm me or my friends
* Use school iPads for school work only
* I will be kind to others and not upset or be rude to them
* Look after the school ICT equipment and tell a teacher straight away if something is broken or not working properly
* Only use the username and password I have been given
* Try my hardest to remember my username and password
* Never share my password with anyone, including my friends.
* Never give my personal information (my name, address or telephone numbers) to anyone without the permission of my teacher or parent/carer
* Save my work as directed to do so by my teacher
* Check with my teacher before I print anything
* Log off or shut down apps when I have finished using them
I agree that the school will monitor my use of ICT systems, email, Google Suite and internet and that there will be consequences if I don't follow the rules.
Dear Special Grown-Ups
The use of IT including the internet, e-mail, mobile, social networking, remote and online learning etc. has become a crucial part of learning and we want all pupils to be safe and responsible while using these valuable resources. We may also use remote learning tools (Google Classroom and Zoom) to continue educating children at home. When live learning sessions take place, they will be recorded as outlined in the schools remote learning policy.
Please sign to agree with the following statements:
*We have discussed this acceptable user agreement and ……………………………………..........(child's name) agrees to follow the Online Safety rules and to support the safe use of IT at Yarborough Academy.
*As a parent, I am aware of the benefits as well as risks of online learning and will help my child to stay safe and follow the rules.
*We (parent/guardian and child) also give consent for live sessions to be recorded and stored as outlined in the school remote education policy.
*We will contact school if any issues or concerns arise in terms of internet use/online learning/online safety. The staff responsible for this are Miss Howard and Mrs Cox.
Signed (Special Grown-Up):
(on behalf of myself and my child)
Date:
APPENDIX
Key Stage 2 Pupils and Special Grown-Ups
Acceptable Use Agreement
ACCEPTABLE USE OF THE SCHOOL'S ICT SYSTEMS AND INTERNET AGREEMENT FOR PUPILS AND SPECIAL GROWN-UPS
Name of pupil:………………………………………………………………………………………………………………………
I will read and follow the rules in the acceptable use agreement policy
When I use the school's ICT systems (like iPads) and get onto the internet in school I will:
- Always use the school's ICT systems and the internet responsibly and for educational purposes only
- Only use them when a teacher is present, or with a teacher's permission
- Only use my class Google account or individual school Google account to access sites as directed by my teacher. I know that this means whilst I am in school and when I am at home
- Only use my individual school Google account for remote learning purposes as directed by my teacher. I will not use it for personal use.
- Keep my username and passwords safe and not share these with others
- Keep my private information safe at all times and not give my name, address or telephone number to anyone without the permission of my teacher or parent/carer
- Tell a teacher (or trusted adult) immediately if I find any material which might upset, distress or harm me or others.
- Always log off or shut down a computer/iPad/app when I'm finished working on it
- Only open/delete my own files
- Be responsible for my own behaviour when using IT because I know that these rules are to keep me safe.
- Understand that my usage is monitored by the school.
I will not:
- Access any inappropriate websites including: social networking sites, chat rooms and gaming sites unless my teacher has expressly allowed this as part of a learning activity
- Open any attachments in emails, or follow any links in emails, without first checking with a teacher
- Bring any devices from home. If I bring a phone, I will hand it to the Office and collect it at the end of the day
- Use any inappropriate language when communicating online, including in emails
- Log in to any form of ICT or app using someone else's details
- Arrange to meet anyone offline without first consulting my parent/carer, or without adult supervision
I know that my use of IT can be checked and that my special grown-up will be contacted if a member of school staff is concerned about my online safety.
I agree that my image may be used on the school website or class Twitter page and my special grown-up agrees to the terms and conditions set out by Twitter.
I understand that most social networking sites have a minimum age of 13 years old and will tell my special grown-up if I have a social network account.
I agree that the school will monitor my use of ICT systems, email, Google Suite and internet and that there will be consequences if I don't follow the rules.
Signed (pupil):
Date:
Dear special grown-up
The use of IT including the internet, e-mail, mobile, social networking, remote and online learning etc. has become a crucial part of learning and we want all pupils to be safe and responsible while using these valuable resources.
Please discuss these Online Safety rules with your child and return the slip at the bottom of this page. If you have any concerns or would like some explanation please contact Miss Howard or Mrs Cox.
We have discussed this and ……………………………………..........(child's name) agrees to follow the Online Safety rules and to support the safe use of IT at Yarborough Academy.
As a parent, I am aware of the benefits as well as risks of online learning and will help my child to stay safe and follow the rules.
Signed (special grown-up):
Date:
This policy is intended to enhance teaching, learning, personal development and well-being. All staff and other adults working with pupils in school have a responsibility to implement this policy with regard to the Health & Safety, Safeguarding and Equality Policies. This document is the property of Yarborough Academy and if printed becomes uncontrolled.
APPENDIX
Staff Code of Conduct for ICT / Computing
Acceptable Use Agreement
* I understand that it is a criminal offence to knowingly use a school ICT/Computing system for a purpose not permitted by its owner.
* I appreciate that ICT/Computing includes a wide range of systems, including mobile phones, PDAs, digital cameras, email, social networking and that ICT/Computing use may also include personal devices when used for school business, in and out of school.
* I understand that school information systems are intended for educational use and not to be used for private purposes without specific permission from the head teacher.
* I understand that my use of school information systems, Internet and email is monitored and recorded to ensure policy compliance.
* I will respect system security and I will not disclose any password or security information to anyone other than an authorised system manager.
* I will not access, copy, remove or otherwise alter any other user's files, without their express permission.
* I will ensure that personal data is stored securely using the school's VPN or Google Drive and I will not copy personal data to my own devices.
* I will ensure that when I take and/or publish images of others I will do so with their permission and in accordance with the Online Safety policy and staff code of conduct.
* Personal equipment must not be used to educate or photograph the children without prior consent from the headteacher.
* I will only use personal devices to take photographs of children when no wireless connections are available. I will remove any image from my device immediately after they have been transferred as necessary.
* Appropriate use of mobile phones is acceptable on educational visits to ensure the safety of the children.
* I will respect copyright, data protection and intellectual property rights.
* I will take full responsibility for any academy equipment and treat it as though it were my own.
* I understand that outside of school hours, academy equipment is not covered by the school's insurance policy for loss, theft or damage. I will report any incidents to the Online Safety lead and I may incur a cost.
* I will report any incidents of concern regarding children's safety via the school's reporting system (CPOMS) and to the relevant members of staff in line with the safeguarding and online safety policy.
* I will ensure that electronic communications with pupils and parents are using the official school systems, compatible with my professional role, written in a professional tone and manner, and written so that they cannot be misunderstood or misinterpreted.
* I will promote Online Safety with pupils in my care and will help them to develop a responsible attitude to system use, communications and publishing.
* I will monitor pupil's use of mobile technology and ensure all use is educational.
* I understand that any school login must have a strong password that I will change 3 times a year
* I will report any pupils' inappropriate use of technology e.g. cyberbullying, accessing social media etc. as per the online safety policy.
*
I will not browse, download, upload or distribute any material that could be considered offensive, illegal or discriminatory.
* I will ensure that my online activity, both in school and outside school, will not bring my professional role into disrepute and follow the expectations in the Online Safety policy.
* I will not give out my own personal details, such as mobile phone number, personal email address, personal social media links, to pupils or families.
* I will immediately report any illegal, inappropriate, or harmful material or incident.
* I understand this forms part of the terms and conditions set out in my contract of employment.
* I will ensure that I use a personal Apple ID for my own devices and a school Apple ID (my school email address) for my school device.
* I will ensure that photo sharing is turned off between school and personal devices.
* I will not use personal electronic devices (including smart watches) in public areas of the academy during school hours, except in the staff room.
* I will ensure appropriate use of Guest Wi-Fi, in line with my professional role and responsibilities in school.
* Academy equipment that is used outside academy premises, for example laptops/macbooks/ipads, should be in school every day and should be returned to the academy when the employee leaves employment or if requested to do so by the Headteacher.
* I understand that if I fail to comply with this Acceptable Use Policy Agreement, I could be subject to disciplinary action. This could include a warning, a suspension, referral to Governors and / or the Local Authority and in the event of illegal activities the involvement of the police
Name:
Date:
I understand that I must use school ICT systems in a responsible way, to ensure that there is no risk to my safety and security of the ICT systems and other users. I recognise the value and use of ICT for enhancing learning and will ensure that pupils receive opportunities to gain from the use of ICT. I will educate the young people in my care on the safe use of ICT and embed online safety in my work with young people.
Members of staff should consult the school's Online Safety policy and Code of Conduct for further information and clarification. I will return school equipment to the academy when requested to do so by the Headteacher.
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Creative Book Report
Synopsis
To begin the school year, you are invited to select a novel to read that you've never read before and complete a creative book report. This handout details the requirements.
Overview
The book report has four required components:
1. Read a pre-approved novel
2. Write a one to two page summary of the novel using Google Docs
3. Create a Book Report Visual Display
4. Make a 3 to 5 minute presentation to the class
Novel Requirements
The novel must be at least 150 pages in length. You must select a novel that you have not previously read. The novel should be at or near your reading level. The novel must be approved by both your parents and Mr. Kinder.
Novel Summary
Write a one to two page summary of the novel. You will write separate paragraphs on the following topics: 1) introduction, 2) main characters, 3) plot, 4) theme and/or lessons, 5) your opinion of the novel and recommendation? Each paragraph must be a minimum of three sentences. Please correct spelling and grammar errors.
1. Introduction
a. Write the title of the book and the author's name
b. Briefly summarize the plot (only 1 to 3 sentences)
c. Briefly say why you selected the book (1 sentence)
2. Main Characters
a. Summarize the main characters (usually around 3 to 5 characters)
b. State each character's' name, their role(s) in the novel, and write brief descriptions of each character (e.g. not their hair color but their job, age, personality traits, etc.).
3. Plot
a. Summarize the major events of the story
b. Do NOT focus on every chapter… just the main events
4. Theme and/or lessons
a. What major themes or lessons are predominant in the story?
5. Your Opinion and Recommendation
a. What did you like about the novel and what didn't you like? Be specific.
b. How would you change the novel?
a. Share a few specific reasons someone might want to read the novel.
Book Report Visual Display
The primary purpose of the book report is to create a colorful visual display of the novel to present to the class. Suggested book report projects are listed below. You are welcome to make your own proposal. All reports must be approved.
* Create a Google Slides or physical poster with five or more scenes and captions* (3-5 sentences each) *A caption is a brief summary of the scene.
* Create a diorama of one or more significant scenes; include a caption (5-10 sentences)
* Act out or video tape one or two scenes from the novel; include personal commentary
* Create a physical or digital model of the important scenes from the novel; include captions (35 sentences)
* Conduct an interview of two characters from the novel; include personal commentary
* Paraphrase one chapter into a comic book; five pages minimum
* Create a game based on the novel; ensure all main characters and key events are covered
* Assume the role of a main character and write a journal of the novel's events and the character's reactions and reflections to the events
* Find more ideas online. Please visit wolfpups.org for links to Book Report Ideas.
Class Presentation
Briefly summarize the novel in your own words (do not read your summary) and share your opinion of the novel. Share your book report with the class. Answer the audience's questions.
Group Option
You may work with one classmate. The expectations will increase proportionally. All students will receive the same grade. You may not change groups after your report has been approved.
Creative Book Report Grading Rubric
Name _____________________________________ Date ___________________
Synopsis
Each category is divided into sections. The total points possible are listed in parentheses.
Novel Summary (30%)
1. Introduction
* Title, author, brief plot summary, why book was selected
______ (5)
2. Main Characters
* Brief summaries, character names, roles, and descriptions
______ (5)
3. Plot
* Summarize major events
______ (5)
4. Theme and/or Lessons
* Clearly stated and explained
______ (5)
5. Student Opinion and Recommendation
* Likes, dislikes, suggestions for improvement, and recommendation
______ (5)
6. Legibility, spelling, and grammar
* Easy to read and minimal spelling and grammar errors
______ (5)
Book Report Visual Display (40%)
1. Clear visual display
* Easy to see, use of colors, applied best effort
_____ (20)
2. Captions and/or narrations
* Neat, with minimal grammar and spelling errors
_____ (20)
Class Presentation (20%)
1. Brief summary of the plot
______ (5)
2. Shared opinion of the novel
______ (5)
3. Shared book report project to class
______ (5)
4. Speaking skills
* Loud, clear, pacing, eye contact
______ (5)
Overall Effort (10%)
______ (10)
Extra Credit (if submitted early)
+10
TOTAL POINTS EARNED
_____ (100)
Creative Book Report Commitment Form
Parent's Autograph_________________________________________________________
By signing above, I hereby give permission for my child to read the novel listed below.
Student Name __________________________________________________________
Partner's Name (optional) __________________________________________________
Date
__________________________________________________________
Title of Novel __________________________________________________________
Author
__________________________________________________________
Number of Pages__________________________________________________________
1. Why do you want to read this novel?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
2. What activity will you complete for your visual display?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
The Book Report is due on Tuesday, October 5 th , 2021.
.
To earn 10% extra credit the book report must be submitted by Wednesday, September 29 th | <urn:uuid:4490b3eb-87a0-4bd4-bda3-3fc66c242ef3> | CC-MAIN-2024-26 | https://www.wolfpups.org/uploads/5/7/9/1/57916507/creative_book_report_instructions.pdf | 2024-06-24T17:21:28+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00194.warc.gz | 945,163,441 | 1,273 | eng_Latn | eng_Latn | 0.845467 | eng_Latn | 0.998344 | [
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When a nervous stomach becomes a problem: How teens can eat for their anxious gut
By Nicole Dalrymple
The symptoms caused by mental health do not stop in the mind: there are also plenty of physical symptoms. One of these symptoms, which may target anybody who is stressed, nervous, or anxious, is a nervous stomach. This may be extremely inconvenient for teens, and may prohibit them from completing assignments or being socially fulfilled. The causes of a chronically upset stomach may indicate something more serious, and a visit to their doctor should always be recommended. A common condition is irritable bowel syndrome, which also causes plenty of nasty symptoms when stressed. Below are some tips to suggest for eating for a nervous stomach: it is important to remember that these are only general suggestions, and different bodies will tolerate different things.
Cut down on this!
1. Caffeine
While caffeine has helped plenty of people stay away and focused, it may also be hurting teens' stomachs - it stimulates the nervous system, causing excess stomach acid, and may bring on cramping of the abdominal muscles, gas, diarrhea, and bloating, on top of increased mental anxiety (Group, 2015). And yes - this means avoiding some teas, energy drinks, and even chocolate! Alcohol may bring on similar symptoms.
2. Spicy foods
Especially for anybody who doesn't regularly consume spicy foods and has no tolerance, they may wreak havoc on the digestive system. Some of the compounds found in spicy food, like capsaicin, are not broken down in digestion and can irritate the lining of the stomach or intestines. This will also cause them to move through the system faster, resulting in diarrhea (Baker, 2013). Not a good pre-prom option!
3. Gum
Chewing gum causes more air to be swallowed and become trapped in the stomach or small intensities, which brings on gas and bloating. Special avoidance should be given to sugar-free gum: sorbitol, xylitol, and more, often used as sweeteners, pull water out of the large intestine. This can cause swelling, bloating, and possibly diarrhea (Shape, n.d.). A fresh breath alternative: peppermints with real peppermint oil, as discussed below.
Enjoy more of this!
1. Peppermint
Peppermint is a popular digestion aid - on top of having a numbing effect known to stop headaches and skin irritation, peppermint also calms stomach muscles and improves bile flow. Bonus: the smell has been said to lessen anxiety, and it can be consumed in a variety of ways, from (caffeine-free) tea to pills. Don't recommend this to any young adults with gastroesophageal reflux disease (GERD) - it may worsen the symptoms (Ehrlich, 2014). Ginger tea may boast similar benefits!
2. Water
As everybody knows, water does good things to just about every part of your body - and a nervous stomach is no exception. Dehydration, on top of bringing on headaches, a tired feeling,
and more, also causes stomach cramping. Water may also cool down the stomach, which is a pleasant feeling when cramped (CalmClinic, n.d.).
3. BRAT
Nope, not a whiny child - BRAT is a low fiber diet standing for bananas, rice, apples, and toast. These foods are easy to digest, do not irritate the gut as much, and ultimately may curb nausea or diarrhea. Though these should not be the only foods a person consumes, focusing on them the day of a stressful test or school play may temporarily limit stool production (Hultin, 2015).
Glass of water, retrieved from http://maxpixel.freegreatpicture.com/ Drink-Green-Lemon-Glass-Water-GlassFor-Water-1901700
which foods work for them, so be understanding during this process.
For more information, young adults may be referred to information on a low FODMAP diet, which sorts out the foods poorly absorbed by people with uneasy stomachs. They may also want to experiment with cutting out lactose or gluten for a short period of time. Teens may have to spend some time learning
References
Baker, M. (2013). Why Do Some Spicy Foods Cause Diarrhea? Livestrong. Retrieved from http://www.livestrong.com/article/480587-why-do-some-spicy-foods-cause- diarrhea/
CalmClinic. (2014). How to Control Anxiety Stomach Cramps. Retrieved from http:// www.calmclinic.com/anxiety/symptoms/stomach-cramps
Ehrlich, S. D. (2014). Peppermint. University of Maryland Medical Center. Retrieved from http://umm.edu/health/medical/altmed/herb/peppermint
Group, Dr. E. (2015, February 8). Does Coffee Harm Your Gut? Global Healing Center. Retrieved from http://www.globalhealingcenter.com/natural-health/coffee-harm- gut/
Hultin, G. (2015, October 22). The Benefits of the BRAT Diet and Food Alternatives to Consider. Livestrong. Retrieved from http://www.livestrong.com/article/241432- alternative-foods-on-the-brat-diet/
Shape. (n.d.). Common Causes of Stomach Pain. Retrieved from http://www.shape.com/lifestyle/mind-and-body/common-causes-stomach-pain | <urn:uuid:b4b7ca00-ff78-40c7-a10a-46cf72bd41c1> | CC-MAIN-2024-26 | https://ojs.library.dal.ca/YAHS/article/download/7918/6830 | 2024-06-24T17:21:58+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00198.warc.gz | 386,258,625 | 1,133 | eng_Latn | eng_Latn | 0.91598 | eng_Latn | 0.996274 | [
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OSPI CNS Farm to CACFP Guide
Washington Farm to CACFP: What is it?
Farm to CACFP means the inclusion of locally produced food and food-related education in CACFP. It's an optional best practice that can have a big impact on kids' and adult health, provide experiential learning opportunities, increase the quality of CACFP meals, and support local economies!
How do I participate in Farm to CACFP?
CACFP provides a daily opportunity to serve local foods and engage participants in highly impactful educational activities. Any of the following "counts" as a Farm to CACFP activity:
Serve local foods as part of your CACFP meal service
Incorporate garden-based learning and activities, where possible
Include food, nutrition, or agriculture enrichment activities as part of your programming
Starting Farm to CACFP can be done at no or very low cost with simple activities such as reading a food-related book, doing a taste test with garden-harvested or locally purchased food item, going on a field trip to a farm (or watching a video of a farmer!), and sprouting seeds in the classroom.
What are the advantages of Farm to CACFP?
Increases meal quality
Lots! Doing so has been shown to have the following benefits:
Increases willingness to try new foods
Long-term impact on health behaviors
Increased preference for fruits and vegetables
Improves academic achievement (grades and test scores)
Builds community, supports local economy
Increases parent engagement
Opportunity to incorporate culturally relevant foods
Check out "The Benefits of Farm to School" at the bottom of this guide for a full list of evidenced benefits.
Farm to CACFP Week
OSPI encourages sponsors to serve local food and include food-related educational activities in their program throughout the year, but especially during Farm to CACFP Week! Occurring each October, Farm to CACFP Week is an opportunity to taste, teach, and connect about food grown in your community. Look for more details in the OSPI Child Nutrition Services newsletter each fall to learn dates and more information about participating in Farm to CACFP Week.
Information and Resources
Visit OSPI's website for several resources to support your Farm to CACFP efforts, including a resource list of nutrition and agriculture activities and sample outreach language to promote your great work. It's applicable to all sponsors and Child Nutrition Programs, not just schools!
The Benefits of Farm to School, National Farm to School Network
WSDA's Farm to School Toolkit has great information about buying local and working with farmers. Not just for schools! | <urn:uuid:663415be-bcce-4e5d-bec3-390a678cac0e> | CC-MAIN-2024-26 | https://ospi.k12.wa.us/sites/default/files/2022-12/FarmtoCACFPGuide.pdf | 2024-06-24T17:15:47+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865401.1/warc/CC-MAIN-20240624151022-20240624181022-00198.warc.gz | 392,301,167 | 557 | eng_Latn | eng_Latn | 0.997233 | eng_Latn | 0.997344 | [
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: 120 minutes
Subject : Physics Mark : 20 points
MID YEAR EXAM
Answer the following questions:
I-
Conservation and non conservation of mechanical energy- collision ……………………………….………….(7 pts.)
Consider two point masses = 0.1Kg and = 0.4Kg. The point mass is fixed to one end "A" of a mass less, inextensible string CA, whose other end is tied to a fixed support C. The length of the string is L= 0.8m. The point mass rests on a horizontal surface x'x, taken as zero reference G.P.E.
taken to position "A" of same level as C, and with CA=L, is given a vertical downward velocity⃗⃗⃗⃗⃗ , thus reaches B with a velocity ⃗⃗⃗ , of magnitude . (⃗⃗⃗ enters into head on collision with , which is originally at rest.
Just after collision moves with velocity⃗⃗⃗⃗⃗ , of magnitude , (⃗⃗⃗ ) and moves with velocity ⃗⃗⃗ . Neglect air resistance. Use .
1- Explain why the mechanical energy of the system ( , earth) along the path ̂ is conserved, then determine its value, and deduce the magnitude of ⃗⃗⃗⃗ .
2- Determine⃗⃗⃗⃗ . Is the collision between and perfectly elastic? Why?
3- In what direction and with what maximum angle would the string CB deviate after collision.
4- After collision, starts with the speed , and stops on the horizontal surface x'x along a distance of 5m, due to friction force supposed constant.
a) Find f.
b) Determine G.P.E, M.E, and K.E of in terms of x. Where x represents the position of with origin B. Draw the graphs representing G.P.E, M.E, and K.E versus x.
II- Horizontal Elastic pendulum - Electromagnetic induction
…………………………………………….……………….(7 pts.)
In the figure: the horizontal spring is mass less, of stiffness . The rod MN is uniform, homogeneous, of mass 0.5Kg, and length .
One end of the spring is fixed; the other end holds MN through its center G. The rod MN is a conductor free to slide on the horizontal wires QZ and PY, with MN perpendicular to them. The millivoltmeter has very high resistance. The whole circuit MNPQ lies in a horizontal
plane. The rod MN, the rails QZ, PY, and all connecting wires are of negligible resistance. QZ and PY are parallel, to the axis x'x of the spring, QZ is the internal wire.
At , the spring has its free length, the rod is at position is given a velocity ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗ . is a unit vector along x'ox. The zero reference G.P.E is level of x'x . At any t, ̅̅̅̅ and ⃗ . friction is negligible.
1- Write the expression of the M.E of the system (rod MN, spring).
2- Using the principle of conservation of M.E, determine the differential equation of motion for G, then deduce the proper angular frequency and proper period of this elastic pendulum.
3- Determine the time equation of motion of G. in terms of t.
4- The whole circuit is subjected to a uniform magnetic field ⃗ , vertically downward, of magnitude 0.4T.
Denote by the surface area PQ, and by S the surface area of MNPQ.
a) Determine the area of MN or ∆S in terms of then deduce the magnetic flux in terms of and .
b) Determine the induced e.m.f across MN in terms of V, and calculate its value at
c) Do we have induced current ? Why?
d) In case the millivoltmeter is replaced by a resistor R=5Ω. Find the induced current at , and the electromagnetic force ⃗⃗⃗ in at same instant. Is the oscillation of MN in this case damped or undamped? Why? What must we do for MN to produce S.H.M, and what do we call such motion?
………………………………………………….………………………….(6pts.)
III- Study of sinusoidal alternating current – voltage
The adjacent circuit consists of a low frequency generator connected in series to a capacitor, of capacitance C= 50 , a coil (L,r) and a resistor of resistance R= 20Ω.
An oscilloscope is connected to the circuit, to display the voltage across L.F.G; across R so we get the curves and in the oscillograms.
1- a) Calculate the amplitude and of the displayed voltages, then deduce which curve represents and draw the connections of the circuit to the oscilloscope.
b) Calculate the amplitude of the current , the period of , and the phase angle between and i, indicating which one leads the other, then deduce and i in terms of t
c) Find the average power across AE of the circuit, then deduce r.
2- The frequency of the L.F.G varies, and when or , we observe that and are in phase.
a) What do we call this phenomenon? Calculate the inductance L of the coil.
b) Find the new amplitude of the current, then deduce the expression of the current i' in terms of t.
c) Determine the expressions of the voltages and in terms of time. Good work | <urn:uuid:e6d9a301-6c6c-43cb-b27d-41452ee09bee> | CC-MAIN-2018-43 | http://tarbaweya.org/uploaded/namezej_terminal/english/SV/physique/phy-4.pdf | 2018-10-20T10:16:16Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00235.warc.gz | 365,301,413 | 1,249 | eng_Latn | eng_Latn | 0.98964 | eng_Latn | 0.990739 | [
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West Seneca West Senior High School
3330 Seneca St.
West Seneca, NY 14224
June 2018
Dear English IV Enriched Students and Parents/Guardians,
Summer reading is part of West Senior's English curriculum. Reading books during the summer helps develop lifelong reading habits. Also, it assists students in preparing for the New York State Common Core Exam and the Advanced Placement Exam.
Listed below is the summer reading title for English IV Enriched. While not a requirement, I highly recommend purchasing the book so students can annotate the text as they read. Books may also be borrowed from the public library. It is also recommended students have a copy of the book for class during the first two weeks of school.
Students should read the text and complete the Enriched Program Summer Reading Journal by the end of August. Students will turn in their Enriched Program Reading Journals during the first week of classes. This assignment and additional classwork on the book will be assessed in the first marking period.
English IV Enriched with Mrs. Skotnicki (grade 11 students)
Read A Raisin in the Sun by Lorraine Hansberry and keep a reading journal according to the directions on the Enriched Program Reading Journal criteria.
Sincerely,
Mrs. Skotnicki
As you read, complete journal entries according to the directions below. The number of entries should reflect complexity and length of the text you are analyzing for class; you should have at least 20 entries.
Do not consult online resources or other literature guides for assistance.
Directions:
* In the commentary column, you will record your thoughts and reactions using the reading strategies listed below. Each entry must be labeled according to the strategy used, i.e. (LT) for identification of a literary term and its use.
* In the textual evidence column, you will write exact quotes using ellipses ( . . .) for long passages and enclosing text in quotation marks. Document page number, speaker, and any other information necessary for recall.
* Your textual evidence should be collected evenly throughout the book, reflecting consistent journal-keeping effort. The accompanying commentary must demonstrate use of all reading strategies and insight, a focus on details, and the beginning of analysis.
Examples of Journal Entries:
Reading Strategies:
(P) PREDICT: Anticipate what might happen in the story based on details and plot.
(C) CONNECT: Relate to a quote, description, character, setting, etc. by connecting it to your own life, another text, or to the larger world.
(Q) QUESTION: Address any confusion by posing a question about a quote, passage, character, etc. – Who? What? When? Where? Why? How?
(DS) DETERMINE SIGNIFICANCE: Explain why you think the line, passage, or description is important. How is it connected to other events? What does it reveal about theme?
(CL) CLARIFY: Answer questions you raised earlier to aid your understanding of the plot, a character's motivation, etc. Confirm that earlier predictions you made were true or comment on how the story took a different course than anticipated.
(LT) LITERARY TERM: Consider techniques, such as symbols and allusions, the author uses to reveal theme. How does the author use diction and dialogue to reveal character? What is the author's tone? | <urn:uuid:2711712e-c031-467f-b079-ed2893f792b0> | CC-MAIN-2018-43 | https://www.buffalolib.org/sites/default/files/pdf/sr2018/West%20Seneca%20West%20Senior%20High%20School%20Enriched%20English%20II.pdf | 2018-10-20T11:08:28Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00234.warc.gz | 879,717,554 | 708 | eng_Latn | eng_Latn | 0.997944 | eng_Latn | 0.998024 | [
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Five Fascinating Facts about Edward Lear
FEB 17
Posted by interestingliterature
Interesting Edward Lear facts: concerning his life and his contribution to nonsense literature
1. He helped to popularise the limerick. Although he did not invent the form, the five-line comic verse known as the limerick (though nobody is quite sure why) in effect came of age with Edward Lear's popular series of poems published in 1846 as the Book of Nonsense. We composed our own limericks (about Victorian writers) in this post.
2. He coined the word 'runcible' – though nobody is sure what it precisely means. First appearing in Lear's 1870 poem 'The Owl and the Pussy-Cat', the word 'runcible' is defined by the Oxford English Dictionary as simply 'A nonsense word originally used by Edward Lear'. Lear didn't help matters: he applied the word to a spoon, his hat, a wall, and even his cat. Whatever it means, the word clearly had rather wide-ranging applications. However, Runcible Spoonfollowing its use in 'The Owl and the Pussy-Cat', the definition of 'runcible spoon' as being 'a kind of fork that is curved like a spoon' grew up, although one problem with this definition is that it wasn't borne out by Lear's own illustrations of the device (see right).
3. He was also an accomplished painter. Indeed, Lear's very first book was not a book of poetry but a collection of drawings of parrots, published when he was just 19: Illustrations of the Family of Psittacidae, or Parrots. As a young twenty-something man he was even employed by the Zoological Society, as well as by the Earl of Derby, who had a private menagerie of animals whom Lear would draw and paint.
4. And he was a composer, too. Lear set some of his friend Alfred, Lord Tennyson's poems to music in the 1850s, perhaps most famously the 'Tears, Idle Tears' song from Tennyson's The Princess (1847). Lear was not a professionally trained musician, so he got the assistance of E. F. Rimbault on the project.
5. He wrote a little-known sequel to perhaps his most famous poem, 'The Owl and the Pussycat'. Some years after 'The Owl and the Pussycat' was published in 1871, Lear wrote a follow-up poem, 'The Children of the Owl and the Pussycat', although it remained unfinished at his death. The poem takes a rather tragic turn, as the Owl and Pussy-Cat's offspring tell us of the death of their feline mother some five years earlier, and the resulting single-parent upbringing they had. You can read the draft of the poem here.
If you enjoyed these Edward Lear facts, take a look at our interesting Lewis Carroll facts – and our facts about that classic of nonsense literature, 'Jabberwocky'. | <urn:uuid:e00b8537-860b-4b50-90bb-af81ac0297ae> | CC-MAIN-2018-43 | http://sosinglese.eu/wp-content/uploads/2015/07/Five-Fascinating-Facts-about-Edward-Lear.pdf | 2018-10-20T11:13:16Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00235.warc.gz | 348,027,813 | 624 | eng_Latn | eng_Latn | 0.998818 | eng_Latn | 0.998818 | [
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April 2017 Newsletter
Alcohol Awareness Month…and kids
April is Alcohol Awareness Month and it's a good time to look at how we, as adults, are interacting with alcohol around young people.
Drinking rates among youth are the lowest they've been in years which is reason to celebrate. In 2016 the Monitoring the Future Survey found that 7% of 8 th graders, 20% of 10 th graders and 33% of 12 th graders had consumed alcohol in the past 30 days; down from 1991 rates of 25%, 43% and 54% respectively.
But while kids are drinking less, we're learning more about the potential harm that alcohol poses to the not-inconsequential number that do drink.
Brain science
As medical technology advances, we're learning more about the impact of alcohol on the adolescent brain. The human brain develops from the back to front, with the prefrontal cortex being among the last areas to become fully developed in the mid-20's. This area is the center of judgment and impulse control, and adding alcohol to the mix can impede development. The memory center of the brain, the hippocampus, has been found to be smaller in teens that drink a lot. In her studies of the adolescent brain, Susan Tapert of the University of California San Diego has found that just 12 drinks a month—two or three binges—can result in diminished memory and thinking skills in teens.
The European model debunked
In an effort to keep kids from drinking irresponsibly as adults, some parents look to the "European model" of allowing young children to drink at home where they are supervised, so that they won't drink so much in other places. But the data says this tends to backfire. Kids whose parents allow drinking at home tend to drink more overall, and they find ways to get alcohol outside of the home.
Australian researchers surveyed parents and children over the course of four years and found that children who were allowed to drink at home at 13 or 14 were three times more likely to be drinking more at age 16 than their peers who were not served alcohol at home.
Modeling moderation
It may be more effective for parents to model moderation practices when it comes to alcohol. Home consumption and hosting can be opportunities to show children how adults can drink and be safe. Part of the effort could involve maintaining open lines of communication so kids know that some activities are for adults only and why that is the case. Parents should realize that if they rely heavily on alcohol to cope with the
stress of parenting, this is a lesson that is being passed on, too.
Talking about it
Keeping the lines of communication open, making time to talk, and researching credible sources when you don't know the answers are all steps in the right direction. There are many good resources for talking to kids of different ages including Partnership for Drug-Free Kids (drugfree.org) and the Substance Abuse and Mental Health Services Administration (samhsa.gov/underage drinking) and Mothers Against Drunk Driving's Power of Parents (http://www.madd.org/underagedrinking/the-power-of-parents/). These sources also have tools for helping kids develop refusal skills around alcohol and other unsafe activities.
It's also important for kids to know about whether Medical Amnesty laws apply where they live. Such a law would apply in a situation where someone is passed out possibly due to alcohol poisoning. If an underage person needs medical assistance, Medical Amnesty means that the person calling for help will not get in trouble. There is great potential for these kinds of laws to save lives.
These conversations may be uncomfortable, but if they don't learn about alcohol from caring adults, they may get inaccurate information from someone else.
Healthy risk-taking
It's developmentally appropriate, even essential, for teens to take risks to help them find their way in the world. Adults need to encourage healthy risk taking—the kind of behaviors that challenge and build skills and resilience, but don't put them at risk for great physical harm.
And even if you don't have teenagers or young children at home, we can all do something to discourage underage drinking. If you shop somewhere that aggressively sells cheap alcohol, fill out a comment card or talk to the manager and ask them to consider changing their sales practices.
Tough ID laws and good training for servers and sellers can be impediments for kids to get their hands on booze.
Supporting opportunities in your community for kids to get involved in sports, arts and other activities that don't revolve around drinking can go a long way to making sure that the investment in schools, etc. and the kids that attend them, are not lost.
Also enforcing alcohol laws that keep the alcohol industry regulated is a basic but often overlooked need for keeping trends moving in the right direction. Only responsible regulated industry members should be involved in the alcohol business.
Sources:
www.monitoringthefuture.org https://pubs.niaaa.nih.gov/publications/arh284/205212.htm
drugfree.org https://ndarc.med.unsw.edu.au/news/parents-may-beputting-their-children-path-drinking
ncadd.org/family-friends/there-is-help/talking-withchildren http://www.medicalamnesty.org/
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Phonics and Early Reading at Gorsemoor
We believe that reading is the most important skill our children must master at school. Reading is the necessary condition for all learning. Learning to read is about having access to the 'world of words'. We believe that the more a child reads, the more new words s/he comes across and the more s/he will think and talk about the ideas and concepts that these new words generate. We know that children access this world of words through lots of talking and lots of reading. As parents and teachers, our primary goal must be to make sure that every child learns to read and every child talks about what they see, watch and read throughout the school day and at home.
We ensure that our curriculum gives our children rich opportunities to talk and listen in a wide range of contexts. This also contributes to developing our children's familiarity with books and stories and their knowledge of the meanings of words. From entry into our Nursery we have a strong focus on developing our children's capacity to listen, concentrate and discriminate between sounds.
Children learn to read at a quicker pace when they are taught systematically using synthetic phonics. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are blended together into a word. At Gorsemoor Primary School, we use a synthetic phonics programme called 'Read Write Inc' produced by Ruth Miskin. This involves the children learning the pure sounds letters make, blending them together to read and write words and using these learnt sounds in their reading and writing.
At the core of Read Write Inc. is the vigorous teaching of synthetic phonics. Children learn 44 common sounds in the English language and how to sound-blend words over a short period of time, alongside letter formation and spelling. This is a process our pupils begin in the Early Years as we recognise the importance of developing our pupils' early reading skills. They then, importantly, read books with words they can sound-blend, so they get early success in reading. The more sounds they learn, the greater the range of texts they can read.
We are very fortunate at Gorsemoor because we have a vast array of reading materials available for our pupils. Early on in our children's reading careers we provide them with short, fully decodable texts in which they can apply their phonological knowledge. These books allow our very earliest readers to feel a real sense of achievement and take pride in the fact that they are reading. Levelled reading resources are available for every class and children are encouraged to choose books at an appropriate level.
At Gorsemoor we are keen to ensure not only that the pupils are able to read but also that they read because they like it. We strongly advocate reading for pleasure and therefore, we aim to expose our children to lots of 'real' texts, both fiction and non-fiction. This means providing many high-quality texts, both literature and non-fiction, and ensuring that children are introduced to these through cross-curricular projects and the promotion of books and reading by teachers to children. Story time at Gorsemoor is a fundamental part of our learning. In addition to this, we run programmes such as Reading Champions and Reading Angels in order to provide our pupils with positive reading role models.
At Gorsemoor we recognise and value that parents and carers are the most important influence in a child's life and that school is most effective when there is partnership between parents, children and school. We feel effective partnership between home and school is key to our pupils early success and achievement in reading. As a result we arrange a number of parent workshops throughout the academic year to inform and update our parents on phonics, reading and the wider curriculum. This enables our parents to have a valuable insight into our teaching methodology and allows them to offer more tailored support for their children outside of school. Furthermore we hold extra-curricular reading events for parents and pupils; arrange book fairs; celebrate World Book Day and send home an array of resources and materials that we feel benefit our parents/carers in supporting their child to read.
We believe our focus on early reading is essential to our children's progress and achievement throughout the curriculum. We want to develop our children to be passionate readers for life who can confidently convey their attitudes towards reading and their knowledge of books and authors. | <urn:uuid:15efaad0-4457-48b5-80d3-11cb6a51678e> | CC-MAIN-2018-43 | http://gorsemoor.staffs.sch.uk/Phonics%20and%20Early%20Reading%20at%20Gorsemoor%20for%20WEBSITE.pdf | 2018-10-20T11:54:00Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00237.warc.gz | 148,293,638 | 873 | eng_Latn | eng_Latn | 0.998241 | eng_Latn | 0.998267 | [
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Introducing Woodwork in Early Years Education
Who the course is aimed at:
Facilitator/s:
Early Years Leaders, Managers, Teachers and Practitioners
Pete Moorhouse, Artist Educator / Researcher, along with staff from St. Werburgh's Park Nursery School.
In 2018 we have 2 dates available to everyone working in Early Years education – places will be offered on a first come first served basis.
Dates: 7 March and 9 May
Times: 10.00 -12.30 and 1.15 – 3.15
Venue: St Werburgh's Park Nursery School, Bristol
Cost: £100 All materials and free book included in the price
Tutor: Pete Moorhouse
Woodwork is hugely popular and provides a rich source of enjoyment as well as learning. The impact is profound and long term. Deep levels of engagement and intense concentration are common and the children often remain involved in their explorations for extended periods. Woodworking allows children many opportunities including; expressing their imagination, problem solving and sustained perseverance with challenging tasks. The learning outcomes have been remarkable and encompass all areas of the EYFS.
This practical workshop will look at ways in which woodworking can be safely introduced in your early years settings. We will look at the theory and how woodwork meets many learning and development aspects of the EYFS. We will examine the historical context and look at examples from other countries that have been working successfully with wood for many years. There will be explanations of the most suitable tools for young children and instruction on how best to use them. We will look at the most suitable woods. Information on potential suppliers of wood/ tools will be provided. Explanations on how to set up a woodworking area. Suggestions for activities, open-ended explorations and longer term projects. There will be practical sessions for practitioners to explore the tools, gain confidence and share the experience of making creations in wood.
Aims:
- From this course you will:
- Understand the value and theory of woodwork.
- Learn about the historical context of woodwork
- Understand the potential of woodwork for creativity and critical thinking
- Learn how to introduce woodwork safely, implementing an effective risk assessment.
- Understand the most suitable tools for young children and how to use them.
- Be confident to develop a woodworking area.
As featured on the Community Playthings website! For more information and to see the beautiful photos from their visit go to:
www.communityplaythings.co.uk/learning-library/case-studies/st-werburghs | <urn:uuid:bdfd97c8-12a2-45c3-8920-c1d0da542fd3> | CC-MAIN-2018-43 | http://www.stwerburghs.com/wp-content/uploads/2014/07/Introducing-Woodwork-in-Early-Years-Education.pdf | 2018-10-20T12:03:56Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00238.warc.gz | 560,238,352 | 519 | eng_Latn | eng_Latn | 0.998246 | eng_Latn | 0.998246 | [
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Zoo Matchmaker Extension 2 – Mendelian Genetics
The Disease Resistance Scenario from the Zoo Matchmaker program was based on the assumption that the gene conferring distemper resistance was recessive and caused by a single gene.
1. What crosses between tigers would need to be performed and what results would be needed to be sure that the gene was recessive?
2. (For upper level students) If feline distemper was polygenic, what would the distribution of individuals for feline distemper in the population look like, i.e., in what ways would the population differ and why?
3. What animals in the U.S. have been near the brink of extinction? Name some species that have been saved from extinction? Which have not? Can you think of reasons why some animals receive more conservation support than others? | <urn:uuid:12b6497a-531e-4787-85ef-2c83beb29b58> | CC-MAIN-2018-43 | http://mnzoo.org/wp-content/uploads/2013/10/matchmaker-Extension2_Mendelian-Genetics.pdf | 2018-10-20T11:36:40Z | crawl-data/CC-MAIN-2018-43/segments/1539583512693.40/warc/CC-MAIN-20181020101001-20181020122501-00239.warc.gz | 248,139,398 | 173 | eng_Latn | eng_Latn | 0.99767 | eng_Latn | 0.99767 | [
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Microarrays Made Simple: "DNA Chips" Paper Activity
BETSY BARNARD
icroarray technology is revolutionizing biological science. DNA microarrays (also called DNA chips) allow simultaneous screening of many genes for changes in expression between different cells. Now researchers can obtain information about genes in days or weeks that used to take months or years. This paper activity allows students to visualize how cells grown under different conditions would be analyzed using a DNA microarray. This activity also reinforces concepts related to DNA structure, transcription, and experimental design. M
DNA chip technology stems from the basic chemistry of DNA. Most biology students can recite that "A pairs with T" and "G pairs with C." This base complementarity is what allows DNA from cells to bind specifically to known DNA sequences on a chip. Each sequence is unique to a specific gene. A microarray can have tens of thousands of genes in an area smaller than the size of a postage stamp. Since a cell expresses hundreds or even thousands of genes at any given time, a "snapshot" of gene activity can be inferred using microarray technology.
People in many fields use microarray technology. Scientists use this tool to help them understand basic cellular functions such as cell division or photosynthesis. People in the pharmaceutical industry are using microarrays to predict mechanisms of toxicity in drugs, and to develop drugs that promote healthy living and actually enhance lifespan. Cancer researchers use microarrays to identify tumor-related genes. Winemakers have created a DNA chip containing the grape genome to help them
BETSY BARNARD is a science teacher at West High School, Madison, WI 53726; e-mail: email@example.com.
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THE AMERICAN BIOLOGY TEACHER, ONLINE PUBLICATION, MARCH 2006
develop grapes that are better suited to certain climates.
Microarray experiments involve sophisticated equipment and a high level of technical skill. Because a single microaarray experiment can provide researchers with huge amounts of information, this technology has created a demand for people with a broad range of expertise. People in fields such as computer science and statistics work with researchers in the physical and life sciences to understand how to interpret the information from microarray experiments. Students who enter these fields will be well served by educational practices that include experiences with microarray technology.
Microarray technology is an exciting topic in the study of DNA. After studying DNA structure, base pairing, and transcription/translation, students can be introduced to reverse transcription and to some of the uses of microarray technology before they do this paper activity. It is recommended that students complete the "Student Reading" before the activity. This activity highlights the use of a biological molecule, DNA, for technological advancement—a perfect example of "bio-technology."
Description
Grade level: high school Class time required: approximately 30 minutes Student prior knowledge: DNA base complementarity, transcription, reverse transcription
Vocabulary: DNA, transcription, reverse transcriptase, messenger RNA (mRNA), complementary DNA (cDNA), antiparallel, target DNA, probe DNA, hybridization, gene expression
Materials for Each Student Group (2-4 Students)
* 2-4 pairs of scissors
* clear tape
* small colored stickers (red and green, or any two different colors; approximately 1 cm diameter, eight of each) or markers in two different colors
* 2-4 copies of "Student Reading" (one for each person)
* 2-4 copies of "Student Instructions" (one for each person)
* 1 copy of RNA from light tissue (Figure 1)
* 1 copy of RNA from dark tissue (Figure 2)
* 1 copy of DNA chip (Figure 3)
Microarray Paper Activity: Student Instructions
This simple microarray experiment involves looking for differences in gene expression of seedlings grown under two conditions: One set of seedlings receives full light and the other set germinates completely in the dark. Light-grown seedlings are green with open cotyledons (first leaves) and short hypocotyls (the stem between the root and the cotyledons). Dark-grown seedlings are yellowish with closed cotyledons and long hypocotyls.
1. Divide your group into two: seedlings grown in light and seedlings grown in dark.
2. Cut out each rectangle of mRNA from light-grown and from darkgrown cells.
3. Each person can take one or two of the mRNA transcripts from the organism grown in one of the two conditions. Each transcript represents a gene that was expressed in that organism at the time the seedlings were harvested. Note: some transcripts are rare, some are abundant (abundant means many copies are present). Transcripts may also vary in length, since DNA coding regions vary in length. (In reality, mRNAs are typically much longer than those used here.)
9
4. You are the enzyme reverse transcriptase. Write the complementary DNA sequence (cDNA).
5. On the word "cDNA," place a red sticker on the light cDNA and a green sticker on the dark cDNA. (Alternatively, use a colored pen or pencil.)
6. Degrade the mRNA by cutting it off. Now you have a single strand of cDNA (target DNA).
7. Hybridize your labeled cDNA to the "spots" on the microarray slide using tape. Be sure to obey the rules of base complementarity, and remember that double stranded DNA is antiparallel. For this activity you may assume the temperature is high enough so that there must be at least four bases in a row that match, otherwise the cDNA won't bind to the probe DNA. (In reality, microarrays use DNA probes that are 20-70 bases long and cDNA that is much longer than 6 bases. Researchers use sophisticated computational methods for determining how many bases must match
for binding to be specific to a single cDNA sequence.)
8. Wash away any cDNAs that don't match.
9. Note which probe molecules have been hybridized with light cDNAs, dark cDNAs, both, or neither.
Figure 3. These are the probe DNA sequences that are "spotted"onto the glass in an ordered array. This is the DNA chip.Do not cut these apart.
Questions
1. Identify which genes are expressed by looking at the Grid Layout (Figure 5).
2. What was the outcome of each control spot, and what does this indicate?
cascade of events that "turn on" many genes in a seedling, some of which are identified using this simple chip. If a gene is highly expressed, that mRNA transcript is abundant whereas some genes are expressed at low levels so those mRNA transcripts are rare. Some genes in an organism could be expressed but not detected since microarrays don't usually have every possible gene spotted onto them— this exemplifies a limitation of microarray technology. Some spots don't have anything attached, so that particular gene was probably not expressed in that organism at that time under either condition.
3. Were any gene transcripts abundant? Rare? Which ones? What does this tell you about the expression of these genes and why might there be differences in expression levels?
4. Which steps in the flowchart (Figure 4) correspond to the steps you did?
5. Are there any cDNA target molecules (from mRNA transcripts) that did not match the probe spots on the DNA chip? What does this indicate?
6. What are some applications of microarray technology? Use your favorite search engine.
Discussion
In this activity, the results indicate that some genes are expressed in each condition, some in both conditions, and some in neither condition. Light is a signal that can start a
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THE AMERICAN BIOLOGY TEACHER, ONLINE PUBLICATION, MARCH 2006
In order to visualize which cDNAs were attached to the probe DNA on the chip, all you had to do was use your eyes to distinguish which cDNA was attached at each location. In real microarray experiments, the cDNA has a fluorescent dye attached to it. A real DNA chip is scanned using one or more lasers. When the laser energizes the dye, the dye gives off light and a machine detects which spot that light came from. Researchers use computer software and sophisticated statistical methods to interpret the spots from a chip that might have as many as 30,000 genes on it. There are many complicated steps involved in analyzing and interpreting microarray data. This activity is an oversimplification to the extent that playing Monopoly compares to actually investing in real estate.
The controls in this activity validate that the chip is indeed testing what it is intended to test. For example, the negative control spot has no cDNA bound to it. This spot could be DNA from an unrelated organism, which shows that non-specific binding isn't taking place under the hybridization conditions. In a real experiment, if the negative control spot had cDNA bound to it, this might indicate that the sample was contaminated, or perhaps the hybridization temperature was too low, allowing for noncomplementary base pairing between a few bases. The positive control spot indicates that the materials and method are working properly, i.e. the mRNA was isolated intact, the reverse transcription worked, the chip printing worked, and the hybridization and scanning worked. This positive control spot could be the DNA of a gene that is known to be expressed in both conditions (also called "constituitively expressed"). DNA chips usually have replicate spots in different places to give the experimenter information about the reliability of the information from a single spot.
Student Reading
Microarrays Made Simple: "DNA Chips" Paper Activity
A DNA microarray (DNA chip) is an ordered array of different known sequences of DNA (~20-70 bases long).
Figure 4.Overview of a Microarray Experiment. Explanations are in italics.
In a microarray experiment,an organism is grown under two different conditions:Control (C) and Experimental (E). In this activity we are comparing light grown and dark grown seedlings.
Prepare the Chip:
Prepare the Target:
DNA probes that represent each gene in the entire genome are stuck to the glass surface. Each gene has an "address" on the glass slide so we know which gene is where.
Break open the cells grown under two different conditions and isolate messenger RNA (mRNA). This is done because the mRNA is a record of which genes are currently being expressed in a cell under each condition.
mRNA is reverse transcribed into DNA. This DNA is called cDNA (complementary DNA). This is done because the RNA is difficult to work with,as it easily degrades.
Use a fluorescent dye to label the cDNA from experimental cells.Use a different fluorescent dye to label the cDNA from control cells. This way you can tell which cDNA came from which organism.
Hybridize the cDNA (target DNA) to the DNA probes that are stuck to the glass. cDNA that is complementary to probe DNA will bind. Some probe spots will not match any of the cDNA.This is because some genes aren't expressed at certain times,so no mRNA is present.
Visualize the chip by using a laser to "excite" the dyes that are attached to those cDNAs that hybridized to the chip.These represent genes that are expressed. Light from the dyes is detected and transformed to a signal that can be interpreted using computer software.
These DNA sequences represent many of the genes in an organism. Many copies of each different sequence are stuck to one "spot" on a solid surface (glass). A DNA chip can have thousands of different spots, representing thousands of different genes. A microarray can have tens of thousands of genes in an area smaller than the size of a postage stamp. In this activity, each DNA sequence stuck to the chip is called a probe.
In this activity you will use only a few probes, rather than thousands, to detect differences in gene expression between seedlings that have been sprouted under two different conditions: light and dark (See Figure 4).
DNA chip technology is based on the basic chemistry of DNA. Adenine pairs with thymine and guanine pairs with cytosine. This base complementarity is what allows DNA from cells to bind specifically to known DNA sequences (probes) on a chip. Since a cell expresses hundreds or even thousands of genes at any given time, a "snapshot" of gene activity can be inferred using microarray technology. Without this technology, it could take years to analyze each gene one at a time.
A real microarray experiment requires a high level of skill to prepare the samples and sophisticated equipment and software to collect and analyze the data. Because this technology has only been commonly available since the 1990s, it is still being developed, refined, and perfected. One thing is certain: This technology is not going away—in fact, it is being adapted for studying other types of molecules in cells such as proteins and carbohydrates.
Acknowledgments
The author wishes to thank John Rademacher at Madison West High School for field testing this activity with his students and providing helpful feedback.
11
Figure 5.Grid Layout and Gene Description.
References
Campbell, M.A. & Heyer, L. J. (2002). Genomics, Proteomics & Bioinformatics. San Francisco: Cold Spring Harbor Press & Benjamin Cummings.
Dhahbi, J.M., Kim, H.J., Mote, P.L, Beaver, R.J. & Spindler, S.R. (2004). Temporal linkage between the phenotypic and genomic responses to caloric restriction. The Way Ahead. Available online at http://www.affy metrix.com/community/wayahead/index.affx.
Karpinets, T.V., Foy, B.D. & Frazier, J.M. (2004) Tailored gene array databases: applications in mechanistic toxicology. Bioinformatics, 20, 507-517.
Schena, M., Shalon, D., Davis, R.W. & Brown, P.O. (1995). Quantitative monitoring of gene expression patterns with a complimentary DNA microarray. Science, 270,467-470.
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Aldershot Elementary Information and Communication Technology and BRING I.T.
School Year 2017/2018
Dear Parents/Guardians and Students:
Aldershot Elementary is continuing to build 21 st Century classroom environments by fostering the skills needed to learn for today and the future. We feel we broaden students' access to technology by inviting and encouraging students in our grade 7 and 8 classes to "Bring I.T.". This means students are welcome to bring in their personal technology (e.g., laptops, chromebooks, smartphones, iPads, iPods, eReaders, etc.) to use during class time for instructional purposes.
Setting up for Success:
In the first few days of school, each class will co-develop success criteria and norms to facilitate the safe and respectful use of technology for each learning environment. These norms must be adhered to within each classroom learning environment. Norms pertaining to all students, in every learning environment, will be shared with families on our Aldershot Elementary website. A copy of the Halton Acceptable Use Guidelines is available on our HDSB website (http://www.hdsb.ca/StudentResources/Pages/AcceptableuseGuidelines.aspx).
The use of electronic devices will be at the discretion of teachers in each classroom learning environment.
Aldershot Unplugged and Tech-Free Nutrition Breaks:
Please recognize that BRING IT recognizes personal technology as a tool for learning and not a device for any other purposes in the classroom environment. Some classes, at times, may be considered "unplugged" and given this, students will be expected to have their devices turned off and put away.
Our Nutrition Breaks, from 9:50am – 10:30am will always be "tech-free." Games, cards and conversation both inside and outside are encouraged. This means that phones and other devices will be locked in lockers and put away. The Halton Board is not responsible for the loss, damage or theft of any personal equipment brought to school and we encourage users to label or engrave all devices.
Aldershot Information Communication Technology (I.C.T)
The use of student owned technology is completely optional and not required. All students will continue to have access to school laptops, desktops, chromebooks, as well as other technology in the school. Students will be encouraged to share devices while conducting research and projects in small groups.
Students have access to Halton Cloud, where they are responsible for organizing and managing folders and materials. Students are also encouraged to explore and use Google Apps that better facilitate their learning.
Aldershot Network
Students will have access to the HDSB network, which will permit them to use the Internet, accessing myhdsb.ca and Halton Cloud. Students will not be able to print from their personal computers; however, they can use their school e-mail and Halton Cloud to access documents and projects. Students are not to use the network to watch television or explore sites of interest that do not connect directly with what is happening in the learning environment.
Aldershot is Kind
Students will not engage in any communication that is negative and hurtful to others. Social media can be fun, but must be used thoughtfully and responsibly. Students must keep their own "digital footprints" in mind, and we expect our students to conduct themselves online so as not to disrupt or negatively affect the moral tone of our school.
Respect the Day
We are asking that students connect with home/parents and friends outside of instructional times. Students who need to call home are permitted to access a phone in the office; as well, should you have a message, please contact the office and we will pass it on to your child.
Feel free to contact me with any questions or concerns,
B. Hudson, Elementary Vice Principal
Please detach and return to your child's homeroom teacher:
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
--------------------
(please print)
Student Name: ______________________________ Homeroom:_________________
We have read the above and understand the purpose, expectations and risks of bringing personal electronic devices to school.
As an Aldershot Student, I will be a positive user of technology reflected in how I adhere to class norms, organize and manage my learning and communicate with others.
As a Parent/Guardian, I will support my child and the school by asking questions and "checking in" with online activity. I have access to passwords and there is a plan for sharing and talking about how personal technology is used both at school and as a social tool.
Student Signature:
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HELP STOP
TEENAGE SUICIDE
Illustration by
Billy Nuñez, age 16
TEEN SUICIDE— WHAT YOU CAN DO
■ Learn and watch out for the warning signs of possible suicide.
■ Get help for teens who need it. Many teens who attempt suicide do not know how to reach out for help.
■ Keep guns out of young people's homes.
■ If you are unsure about what to do, call the National Suicide Prevention Lifeline at 1-800-273-TALK (273-8255). It is available 24 hours a day, 7 days a week, from anywhere in the United States.
T eenagers are passionate and emotional. For most teens, intense feelings—of either joy or pain—usually pass quickly.
While many teens have these emotional ups and downs, for some, the downs can be fatal. Sadly, every year in the United States, thousands of teenagers are unable to deal with these feelings and commit suicide.
TEEN SUICIDE IN AMERICA
Suicide is one of the 3 leading causes of death for 13- to 19-year-olds.
Many teenagers who attempt or commit suicide have serious problems:
■ Depression or other mood disorder
■ Drug or alcohol abuse
■ Being overly anxious
Often, these teens have had problems for some time and can be very good at hiding these problems. This is why family and friends are shocked when suicide occurs.
HOW DOES IT HAPPEN?
Suicide is often triggered by some small, everyday event, such as:
■ Getting in trouble.
■ Arguing with a parent, boyfriend, or girlfriend.
■ Receiving a bad grade on a test.
■ Not making the team.
Though many suicidal teens think about suicide on and off, most teens do not spend much time planning how to kill themselves.
Teenagers often attempt suicide within a few hours after deciding to do so.
Suicide is thought of as the only way out.
Teenagers who try to kill themselves see it as the only way to escape their emotional pain. They want the pain and suffering to stop.
MYTHS AND FACTS
MYTH: "You would think one of her friends would have known about her problems. At the very least, someone in her family should have noticed that she was depressed before she killed herself." FACT: Teens are often very good at hiding their problems. People around them may not know they are depressed. Adults usually seem depressed and stay depressed for a while. Depressed teens may seem happy for much of the time. Parents are sometimes the last to know. Friends may have a sense that things are not right, but not know how to help.
MYTH: "I heard him talk about killing himself. But people who talk about suicide do not do it." FACT: Talk of suicide or wanting to die should never be ignored. Teens who talk about suicide or wanting to die are much more likely to kill themselves than those who do not.
Connected Kids: Safe, Strong, Secure
™
© 2006 American Academy of Pediatrics
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MYTH: "If she really wanted to kill herself, she would have done something more deadly." FACT: A suicide attempt that does not end in death the first time may be followed by one that does. Sometimes teens don't know how many pills are enough to be fatal. What is considered a "gesture" may be a miscalculation. All suicide attempts need to be taken seriously.
MYTH: "He's just doing it to get attention." FACT: This is true at times, but the attempt can still be deadly. If the suicide attempt is a call for attention, it needs to be answered.
WARNING SIGNS FOR SUICIDE
In addition to talking or writing about suicide or death, some other warning signs to watch out for are:
Change in activities
A drop in grades, neglect of personal appearance or responsibilities, or losing interest in things that used to be fun.
Change in emotions
Appearing sad, hopeless, bored, overwhelmed, anxious, worried, irritable, or very angry. While this may sound like many teenagers, changes that make you worried could be very serious.
Getting in trouble
Acting rebellious, aggressive, or overly impulsive; running away or withdrawing from friends or family.
Confusion about sexual feelings and identity
Teenagers who think they may be gay, lesbian, bisexual, or transgender are at an especially high risk for suicide.
Changes in behaviors or patterns
Some teens may become very depressed, withdraw from old friends, hang out with a different group, or want to be alone all the time. Some others may withdraw and listen to music or write. Others may stay up until the early morning and then stay in bed much of the day.
Use of drugs or alcohol
For depressed teens, drugs or alcohol can be fatal.
PREVENTING TEEN SUICIDE
In an emergency
If you are concerned about an immediate risk of harm, take the teen to a hospital emergency room. Even if you are not sure, the hospital staff is trained to figure out if someone is serious about suicide. Talk with a doctor about treatment and an evaluation by a mental health professional.
If you think suicide is possible
If you notice that someone is "in trouble" or feels very negative, listen to the whole story and try not to judge. Show that you care and are always ready to listen.
Talk with teens. This is harder than it sounds. It is important to just listen and not offer suggestions on how to "fix" problems or seem like you are judging in some way. Ask teens what is bothering them and whether they have been feeling sad or down. Ask whether they have ever thought of suicide or not wanting to live anymore. Asking will not make someone attempt suicide—it may actually stop it.
Try to be understanding if teens are "in trouble" or feel very badly about themselves. Let them know that whatever trouble they are in at the moment, you have faith in who they are and their future.
Gay, lesbian, bisexual, or transgender teens
Teenagers questioning their sexual identity are at an especially high risk for suicide. Listen, be supportive, and get them help. Every teenager needs to know that life is better than death.
If you know of a teen struggling with this and fear there is a risk for suicide, there are local, state, and national resources that can provide information and advice. Parents, Families and Friends of Lesbians and Gays (PFLAG), at 202/467-8180 or www.pflag.org, can help connect teens with resources.
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HELP STOP TEENAGE SUICIDE
Connected Kids: Safe, Strong, Secure
™
© 2006 American Academy of Pediatrics
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How other teens can help.
Talk with teens and let them know that if any of their friends talk about suicide, they need to get help from an adult right away! This may be a matter of life and death and is too much for even a close friend to handle alone. Let them know that even if they have been "sworn to secrecy" by a friend, telling—no matter how wrong it feels— is better than having to live with a friend's death.
When you're concerned about mental health issues
Depression or other mental health problems can come on suddenly or be present on and off for most of a teen's life. If you are worried, talk with someone, like your pediatrician, a school counselor, a mental health professional, or a suicide prevention hot line.
The good news is that treatments—medications and therapy—are available. They make a difference.
The information contained in this publication should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.
The American Academy of Pediatrics is an organization of 60,000 primary care pediatricians, pediatric medical subspecialists, and pediatric surgical specialists dedicated to the health, safety, and well-being of infants, children, adolescents, and young adults.
This project was supported by Grant No. 2001-JN-FX-0011 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.
All rights reserved. HE50401
PAGE 3
HELP STOP TEENAGE SUICIDE
Connected Kids: Safe, Strong, Secure
™
© 2006 American Academy of Pediatrics
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Remove all guns from the home.
The risk of teen suicide is 4 to 10 times higher in homes with guns than in homes without. Studies have shown that even in homes where the guns are locked up, teens are much more likely to kill themselves than in homes without guns.
Guns can turn a moment of despair into a tragedy.
Teenagers who attempt suicide with a gun are more likely to succeed in killing themselves than those who attempt suicide in many other ways.
When teenagers attempt suicide without using a gun, many can recover with therapy. If a gun is used, they will never get that chance.
Connected Kids are Safe, Strong, and Secure
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Press release
10 December 2008
Foster + Partners and Ben Johnson collaborate to create a sculpture for education and peace
As Martti Ahtisaari arrived in Oslo to collect the prestigious Nobel Peace Prize, a customised sculpture representing childrens hopes and creativity arrived in Norway, carrying a message of peace.
Through Foster + Partners involvement with both Save the Children and with the Campaign for Drawing, the practice has been involved in the realisation of this unique sculpture. Ben Johnson, artist and long-time collaborator, was invited to create a simple sculpture to tie into Save the Childrens Rewrite the Future campaign.
Save the Children, as part of its Rewrite the Future campaign, launched a global debate on the relationship between peace and education in March 2008, with children at the forefront of the debate. Children from around the world were encouraged to create their own paper doves of peace displaying their messages of peace, and drawings of hopes for a better future.
These doves of peace, created by children, provided the inspiration for the sculpture. Doves created by children from UK, Indonesia, DRC and Palestine accompanied the sculpture, in addition to a handmade book of doves illustrated by children, which was designed by Thomas Manss &Company and explains the background to the project.
The sculpture comprises two small white cardboard panels which slot together to create a threedimensional dove. The simple cardboard dove is a representation of a blank dove on which children draw their hopes and dreams.
The model has a conical stainless steel base, etched with the names of 31 Nobel Peace Prize previous winners of the Nobel Peace Prize who agreed to sign their name to the sculpture as a message that education can promote peace.
Ahtisaari added his voice to the support for education for peace when questioned on stage by 11 year old Matilde; Mr. Ahtisaari, if every person in the world was educated, do you think there would still be wars? Peace negotiator, former teacher, and Nobel Peace Prize winner Martti Ahtisaaris reply There is nothing more important than education.
It is hoped that, following his statement of support for education, Martti Ahtisaari will also sign his name to sculpture and it will become part of a permanent exhibition at the Nobel Peace Centre in Oslo and travel around the world as a message of peace.
Notes to editors:
Campaign for Drawing is a charity that examines drawing as a common language and promotes its use as a tool for advocacy, giving children a voice. www.thebigdraw.org.uk
Save the Children is the worlds leading independent childrens rights organisation, with members in 27 countries and operational programmes in 120. Save the Children fights for childrens rights and delivers lasting improvements to childrens lives worldwide. www.savethechildren.net/rewritethefuture Ben Johnson is an artist based in London: http://www.benjohnsonartist.com/ | <urn:uuid:d79d74ca-5296-4bd0-8927-d5762947f84b> | CC-MAIN-2017-47 | https://www.fosterandpartners.com/es/news/archive/2008/12/foster-partners-and-ben-johnson-collaborate-to-create-a-sculpture-for-education-and-peace/?altTemplate=NewsItemToPDF | 2017-11-21T21:13:03Z | crawl-data/CC-MAIN-2017-47/segments/1510934806426.72/warc/CC-MAIN-20171121204652-20171121224652-00141.warc.gz | 793,926,461 | 587 | eng_Latn | eng_Latn | 0.995006 | eng_Latn | 0.997296 | [
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A Complete Guide to Understanding Profit and Loss
18 DEC A COMPLETE GUIDE TO UNDERSTANDING PROFIT AND LOSS
"Profit and loss" may sound like the kind of terms you hear from business tycoons or financial wizards in their ivory towers. But here's the secret – these concepts are not reserved for the elite; they're essential for everyone, including students like you. Whether you're aspiring to launch a startup, conquer the stock market, or ace your math exam, welcome to the intriguing realm of profit and loss.
And guess what? You don't have to navigate this journey alone. If you're looking for top-notch guidance to master profit and loss, our math tuition in Singapore has your back. We're here to demystify these financial mysteries and set you on a path to becoming a savvy money maestro. So, grab your calculators and fasten your seatbelts because we're about to make learning profit and loss a thrilling adventure with the expertise of our math tuition in Singapore!
BASIC CONCEPTS OF PROFIT AND LOSSES
Understanding the fundamental concepts of profit and loss is paramount in financial literacy. In essence, profit represents the financial gain achieved when the selling price (SP) surpasses the cost price (CP). Conversely, a loss occurs when the cost price exceeds the selling price. Here are the key points for each:
PROFIT:
- Profit is the surplus earned from selling a product or service.
- Profit occurs when SP > CP.
- It signifies financial success and revenue generation.
LOSS:
- Loss indicates financial setback or deficit.
- It happens when CP > SP, resulting in negative financial outcomes.
- Understanding both profit and loss is essential for financial decision-making.
TERMS USED IN PROFIT AND LOSS
To gain a deeper understanding of profit and loss, it's essential to acquaint yourself with the following terminology:
Cost Price (CP): Cost price denotes the expense incurred to procure or manufacture a product, encompassing all the costs associated with its acquisition.
Selling Price (SP): The selling price represents the amount for which you sell a product or service to your customers, signifying your revenue from a sale.
Marked Price: The marked price is the initial listing price of a product, typically set higher than the selling price and subject to potential discounts.
Discounts: Discounts are concessions applied to the marked price to entice customers. These reductions can be expressed as percentages or fixed amounts, effectively reducing the selling price.
FORMULA AND EXAMPLE OF PROFIT AND LOSS:
To calculate profit and losses, you can use the following formulas:
Formula for Profit:
- Profit = Selling Price (SP) – Cost Price (CP)
- When the Selling Price (SP) is greater than the Cost Price (CP), you have a profit. Example of Profit:
If you buy a toy for $10 and sell it for $15, your profit is?
ð Your Profit = SP – CP =$15 – $10 = $5
Formula for Loss:
- When the Cost Price (CP) is greater than the Selling Price (SP), you have a loss. Example of Loss:
- Loss = Cost Price (CP) – Selling Price (SP)
If you purchase a gadget for $50 and can only sell it for $40, your profit is?
ð Your Loss = CP – SP =$50 – $40 = $10
Percentage of Profit and Loss
The formula to calculate the percentage of profit or loss is straightforward:
Understanding the percentage of profit and loss is crucial for analyzing financial transactions and business performance. It helps express profit or loss as a percentage of the cost price, aiding decisionmaking.
Percentage of Profit:
% of Profit = (Profit(P) / Cost Price(CP)) × 100
Example:
Suppose you buy a Smartphone for $300 and sell it for $400. To calculate the percentage of profit: ð Profit = SP – CP = $400 – $300 = $100
ð Percentage of Profit = (Profit / Cost Price) × 100 = ($100 / $300) × 100 = 33.33% In this example, you made a profit of $100, which is 33.33% of the cost price.
PERCENTAGE OF LOSS:
% of Loss = (Loss / Cost Price) × 100
Example:
Now, consider a scenario where you purchase a piece of artwork for $1,500 and sell it for $1,200. To calculate the percentage of loss:
ð Loss = Cost Price (CP) – Selling Price (SP) = $1,500 – $1,200 = $300
ð Percentage of Loss = (Loss / Cost Price) × 100 = ($300 / $1,500) × 100 = 20%
In this case, you incurred a loss of $300, which represents 20% of the cost price.
WHY OUR MATH TUITION IS THE BEST FOR LEARNING PROFIT AND LOSS?
When it comes to mastering Profit and Losses in Singapore, you need the best guidance available, and that's precisely what Miracle Learning Centre offers. Our Math Tuition in Singapore is renowned for its exceptional quality. With experienced Math Tutors and a meticulously crafted curriculum, we stand out as the Best Maths Tuition in Singapore.
Our dedicated Math Tutors ensure that you not only understand Profit and Loss but also excel in its practical application. We prioritize interactive learning, tailored curriculums, and consistent progress tracking. So, if you're looking for the ideal place to grasp Profit and Loss concepts, look no further than Miracle Learning Centre – your gateway to mathematical success in Singapore.
CONCLUSION
In summary, mastering profit and loss is essential for your academic and financial journey. With clear explanations, real-world applications, and experienced instructors, Our Maths Tuition in Singapore is the perfect place to hone your skills in this subject. Enroll today and excel in profit and losses calculations.
TAGS: accounts profit and loss account format, profit and loss statement form, profit and loss statement example, profit and loss statement, profit and losses, profit and loss template, profit and loss in accounting, profit and loss statement format in excel
Miracle Learning Centre is the best tuition centre for you if you want to score well in Maths, Science, Chemistry, Biology and Physics.Call: 6463 8756/ 8128 6089 | <urn:uuid:ca2372dc-c9be-4db4-bcf5-f5514e804e0d> | CC-MAIN-2025-05 | https://miraclelearningcentre.com/wp-content/uploads/2024/12/Mastering-Profit-and-Loss-Concepts.pdf | 2025-01-15T02:28:18+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00819.warc.gz | 400,582,154 | 1,294 | eng_Latn | eng_Latn | 0.9912 | eng_Latn | 0.994667 | [
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Lesson Plan Summary
Magic Tree House #18: Buffalo Before Breakfast Lakota Winter Counts
DURING THIS BOOK STUDY, EACH STUDENT WILL:
COMMON CORE STANDARDS ADDRESSED:
Visual Arts
Understand historical and cultural content
Express thoughts creatively in response to text
Reading
Comprehension of fiction
Make connections between the text of a story and a visual or oral presentation
Foundational Skills
Writing
Writing Genres (Personal Narrative)
Recall information from experiences
Organize an event sequence
Speaking and Listening:
Presentation of Knowledge and Ideas
Social Studies
Recognize some of the major components of a culture
Determine similarities and differences in the ways different cultural groups address basic human needs
18-1S212
Created by: Paula Henson, 2007 Magic Tree House Teacher of the Year Knoxville, Tennessee
Copyright © 2012, Mary Pope Osborne, Classroom Adventures Program, all rights reserved.
Learn facts about the culture and language of the Lakota Plains Indians.
Discover facts beyond the text about recorded history of the Lakota called winter counts
Create a winter count to record important events in their lives.
Involve parents in recalling memorable family events.
Understand the importance of the buffalo to the survival of the Lakota
Share winter counts and interpret events in the lives of classmates
Use winter counts as an outline to write a personal narrative.
Lesson Plan
Magic Tree House #18: Buffalo Before Breakfast
Lakota Winter Counts
In Buffalo Before Breakfast, students learn that the Lakota Plains Indians received many "gifts" from the buffalo: food from his body, tools from his bones, and tepees from his skin just to name a few. The Lakota also used the buffalo skin for written communication as paper was unavailable. As Jack and Annie discovered, Lakota Indians did not have a written language in the early 1800's as we do today but used sign language and pictures to communicate.
Students also learned how important story-telling was to the Lakota as they heard about the legend of the White Buffalo Woman. One way for the Lakota to keep the stories alive and assure that they are handed down through the generations was by creating winter counts.
Winter counts provided a pictorial way of making a calendar that recorded one significant event to represent each year. For generations, Plains Indians drew pictures to document their experiences. They measured their years from first snowfall to first snowfall. Lakota winter counts were the recorded history of each band or tribe and served to prove what Jack and Annie discovered through the wisdom of Black Hawk's grandmother: "All things are related".
Each band of Lakota had their own winter count keeper who was responsible for keeping the winter count up to date. Each year he drew the most significant event with one simple symbol on an animal hide. The symbols had significant meaning for each band of Lakota. This winter count served as a timeline of sorts for each band. Typically, the first symbol of the winter count began in the middle of an animal hide and continued in a circular pattern as a new picture was added each year. The original Lone Dog winter count as seen below is on exhibit with many others at the Smithsonian. Visit their website to learn more about this exhibit and the history of winter counts:
http://wintercounts.si.edu/
18-1LP212
Created by: Paula Henson, 2007 Magic Tree House Teacher of the Year Knoxville, Tennessee
Next, allow your students to create their own winter counts that will serve as a timeline of their years (so far). After examining some Lakota pictographs, instruct your students to record their symbols on a "buffalo hide" in a circular pattern as they record one main event from each year of their life.
Materials needed for each student:
1 brown paper grocery bag
Colored Pencils
List of Lakota pictographs (Picture Dictionary provided)
Completed Winter Count Planning Sheet (Provided)
The grocery bag will serve as the buffalo hide on which the student will record their winter count. Prepare the brown paper grocery bag in the following way:
1) Cut out the plain back part of the paper bag and allow the student to draw a shape that resembles a buffalo hide.
2) Next, tear the shape along the outline. Do not use scissors. Rough edges are desirable to create the look of a buffalo hide.
3) The students are now ready to record their own "story" of the main events in their lives on their winter count.
4) Allow your students to make a list of the most important event in each year of their lives on the Winter Count Planning Sheet (provided). Discuss possible suggestions as a class such as:
The student's birth for the first year
Arrival of siblings
Adopting a pet
Moving to a new location
First day of school
Special birthday party
Vacations
5) Give students a list of some of the Lakota pictographs (Picture Dictionary provided) and discuss their interpretations. Discuss the importance of these pictures as a means of communication for the Lakota.
6) Next, ask your students to make very simple picture representations next to the important events they listed. (example: a dog shape to signify adopting a favorite pet) Use the following form for this purpose. Ask students to take these forms home to ask parents for suggestions and assistance.
7) When Winter Count Planning Sheets are completed students may start filling in their pictures starting with Year 1 in the center of the "hide" and continuing in a circular pattern until they reach the current year of their life. Encourage students to pencil in their shapes before using colored pencils for their pictographs.
8) Crumple the "buffalo hide" into a ball and dampen it with water. Flatten the "hide" on a flat surface to dry. The crumpling process should give it a worn look. Allow the "hide" to dry overnight.
9) Using their winter counts as an outline, instruct your students to write a personal narrative as an interpretation of their illustrations.
10) Finally, allow your class to share their winter counts and interpret the special events in the lives of classmates before listening to personal narratives. Display these Lakota-style timelines alongside the personal narratives on a hall bulletin board for other classes to view.
Winter Count Planning Sheet
Name: _____________________________________________
Fill in the table below to help you plan your winter count.
| | Most Memorable Event |
|---|---|
| Year 1 | |
| Year 2 | |
| Year 3 | |
| Year 4 | |
| Year 5 | |
| Year 6 | |
| Year 7 | |
| Year 8 | |
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SHEERING C of E PRIMARY SCHOOL
Equality and Accessibility Plan 2020-2023
This is a working document which will be monitored and reviewed annually.
Equalities Policy
Introduction
Sheering Church of England Primary School is a Christian community, in which relationships are based on mutual respect and consideration for others. At the foundation of our ethos and curriculum are our TERRIFIC (Christian) values which together, provides opportunities for children to develop as resilient, independent, confident and successful learners, with high aspirations, who know how to make a positive contribution to their community and the wider society.
Statement/Principles
The policy outlines the commitment of the staff and Governors to promote equality. This involves tackling the barriers which could lead to unequal outcomes so that there is equality of access and the diversity within the school community is celebrated and valued.
We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. At Sheering school, equality is a key principle for treating all people the same irrespective of their gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010).
Monitoring and Review
The staff member responsible for co-ordinating the monitoring and evaluation is Lorna Brittaine. She will be responsible for:
* Providing updates on equalities legislation and the school's responsibilities in this regard;
* Working closely with the governor responsible for this area who is Mrs Pamela Gaines.
We work together to be joyful, to flourish and to succeed. Through our Christian values, we enable our children to cultivate a life-long love of learning.
At Sheering School Everyone Matters. 'We are God's masterpiece.'
Ephesians 2:10
* Supporting positively the evaluation activities that monitor the impact and success of the policy on pupils from different groups, e.g SEN, Children in Care, Minority Ethnic including Traveller and EAL pupils and Free School Meals, in the following recommended areas:
o Pupils' progress and attainment
o Learning and teaching
o Behaviour discipline and exclusions
o Attendance
o Admissions
o Incidents of prejudice related bullying and all forms of bullying
o Parental involvement
o Participation in extra-curricular and extended school activities
o Staff recruitment and retention
o Visits and visitors
Policy Commitments
Promoting Equality: Curriculum
We aim to provide all our pupils with the opportunity to succeed. To achieve this, we will ensure:
* Curriculum planning reflects a commitment to equality
* The curriculum prepares pupils for life in a diverse society and uses opportunities to reflect the background and experience of pupils and families in the school
* There will be opportunities in the curriculum to explore concepts and issues related to identity and equality
* The promotion of attitudes and values that celebrate and respect diversity and challenge discriminatory behaviour and language wherever it occurs
* The use of images and materials which positively reflect a range of cultures, identities and lifestyles.
Promoting Equality: Achievement
There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability, social background and sexual orientation. To secure the best possible outcomes we recognise that:
* Adults in the school will be expected to provide good, positive role models in their approach to all issues relating to equality of opportunity
* It is important to identify the particular needs of individuals and groups within the school and to use targeted interventions to narrow gaps in achievement
* A range of teaching methods is used throughout the school to ensure that effective learning takes place at all stages for all pupils
* All adults are actively encouraged to fully engage pupils in their own learning.
Promoting Equality: The ethos and culture of the school
* At Sheering school, we are aware that those involved in the leadership of the school community are instrumental in demonstrating mutual respect between all members of the school community
* We strive to achieve a feeling of openness and tolerance which welcomes everyone to the school
* The children are encouraged to greet visitors to the school with friendliness and respect
* The displays around the school reflect diversity across all aspects of equality and are frequently monitored
* Reasonable adjustments will be made to ensure access for pupils, staff and visitors (including parents) with disabilities (this not only includes physical access, but takes account wider access to school information and activities)
* Provision is made to cater for the cultural, moral and spiritual needs of all children through planning of assemblies, classroom based and off-site activities
* Pupils' views are actively encouraged and respected. Pupils are given an effective voice for example, through advocacy, the School Council, pupil perception surveys and there are regular opportunities to engage with pupils about their learning and the life of the school
* Positive role models are used throughout the school to ensure that different groups of pupils feel welcomed and included.
Promoting Equality: Staff Recruitment and Professional Development
* All posts are advertised formally and open to the widest pool of applicants
* All those involved in recruitment and selection are trained and aware of what they should do avoid discrimination to ensure equality of opportunity
* Steps are taken to encourage people from under-represented groups to apply for positions at all levels of the school
* Access to opportunities for professional development is monitored on equality grounds
* Equalities policy and practice is covered in all staff inductions
* All supply staff and contractors are made aware of the equalities policy and practice
* Employment policy and procedures are reviewed regularly to check conformity with
legislation and the impact of policies are kept under regular review.
Promoting Equality: Countering and Challenging Harassment and Bullying
* The school counters and challenges all types of discriminatory behaviour and this is made clear to staff, pupils, parents and governors
* The school has a clear, agreed procedure for dealing with prejudice related bullying incidents and has a nominated member of staff responsible for recording and monitoring incidents
* The school reports to Governors, parents and LA on an annual basis the number of prejudice related incidents recorded in the school.
Promoting Equality: Partnerships with Parents/Carers and the Wider Community
Sheering school aims to work in partnership with parents/carers. We:
* Take action to ensure all parents/carers are encouraged to participate in the life of the school
* Maintain good channels of communication, e.g. through parent forums, to ensure parents' views are captured to inform practice
* Encourage members of the local community to join in school activities and celebrations
* Ensure that the parents/carers of newly arrived pupils e.g. EAL, Gypsy, Roma and Traveller or pupils with disabilities are made to feel welcome.
Responsibility for the Policy
In our school, all members of the school community have a responsibility for promoting equalities.
The Governing Body has responsibility for ensuring that:
* The school complies with all equalities legislation relevant to the school community
* The school's equalities policy is maintained and updated regularly; and that equality schemes are easily identifiable (these may be included within the School Improvement Plan, the school's Accessibility Plan or may be stand alone documents)
* The actions, procedures and strategies related to the policy are implemented
* The designated Equalities Governor will have an overview, on behalf of the governing body, on all prejudice related incidents or incidents which are a breach of this policy and ensure that appropriate action is taken in relation to these incidents.
The Headteacher and Senior Leadership team has responsibility for:
* In partnership with the Governing body, providing leadership and vision in respect of equality
* Overseeing the implementation of the equality policy and schemes
* Co-ordinating the activities related to equality and evaluating impact
* Ensuring that all who enter the school are aware of, and comply with, the equalities policy
* Ensuring that staff are aware of their responsibilities and are given relevant training and support
* Taking appropriate action in response to any prejudice-related incidents.
All school staff have responsibility for:
* The implementation of the school's equalities policy and schemes
* Dealing with incidents of discrimination and knowing how to identify and challenge bias and stereotyping
* Ensuring they do not discriminate on grounds of ethnicity and culture, disability, sexual orientation or other groups vulnerable to discrimination
* Keeping up to date with equalities legislation.
Measuring the Impact of this Policy
The equalities policy and all other relevant policies will be evaluated and monitored for their equality impact on pupils, staff, parents and carers from the different groups that make up our school. The main findings from equality impact assessments will be published for the school community.
Equality Action Plan
Equality Objective No.1
1. To promote an understanding of diversity within our school community with a focus on family structure and disability through stories, toys, visitors etc.
| Unconscious bias training for all staff. | Lorna Brittaine |
|---|---|
| PTFA involvement of buying new resources for the school library and reading books to reflect modern day Britain and the wider world. | LB All teachers |
| To look at opportunities within the curriculum to teach all aspects of an event in history e.g. the involvement of the rest of the world during the two world wars. | LB All teachers |
Equality Objective No.2
To give opportunities for all children to access sport regardless of ability and disability.
| Activity | Lead |
|---|---|
| Audit of PE equipment and purchase of equipment to promote inclusion e.g. different sized balls, bats which encourage hand-eye co-ordination etc | Louise Ansell (PE lead) Sarah Billet (SENCO) |
| To look at access throughout the building to make sure all children and adults can easily access areas to allow them to take part in sport. | LB Pamela Gaines (governor) |
SHEERING CE PRIMARY SCHOOL
Accessibility Action Plan 2020 To be read in conjunction with our Equality Scheme
This can relate very closely to the disability elements of the equality objectives in Section 10 above, except that it covers pupils only whereas the equality plan includes all members of the school community.
| What do we need to do? | How will we do it? | Impact? |
|---|---|---|
| ACCESS TO THE CURRICULUM | | |
| Ensuring that children with learning disabilities can access the curriculum | Draw up appropriate One Plans and ensure they are regularly reviewed. | Children with learning difficulties will meet or exceed their learning targets and will achieve well when compared to all children. Pupil perception interviews will report that these children are confident in their learning. |
| | Provide appropriate resources to enable children to access curriculum – e.g. visual timetables, copying onto coloured paper | |
| | Seek help from outside agencies where necessary | |
| Ensuring that children with physical disabilities can access the curriculum | Provide disabled facilities e.g. toilets and changing area | Pupil and parental perception is that child is safe and cared for in school. |
| | Ensure that all necessary staff are aware of pupils’ physical needs e.g. asthma, eczema and how child deals with these. | |
| | Ensure that all potentially life- threatening needs are communicated to all staff by meeting with parents to obtain advice and putting details of needs and how to deal with them in prominent places – kitchen, office, staffroom. | |
| | Ensure that staff training is up to date e.g. epi pen administration, first aid and a good knowledge of administration of medicines in school. | |
| ACCESS TO BUILDINGS AND GROUNDS | | |
| Ensuring that we are aware of parents and visitors’ disabilities | Ensure that parents and visitors know that they can request assistance at school events by | Parents and visitors will feel that their individual needs are catered for |
| and needs | stating this on invitation letters and providing a visible statement in entrance. | when they visit our school |
|---|---|---|
| | Providing some larger chairs and greater legroom at school events. | |
| Ensuring that we are aware of staff, parents and visitors’ disabilities and needs | Provide a disabled parking space | Parents and visitors will feel valued and that their individual needs are catered for when they visit our school. |
| | Use a larger font for communications from school and internal documents. | |
| | Provide signage that can be easily read and seen from a distance. | |
| | Update and improve front entrance to the school to provide easily accessible doors and ramps. | |
| Ensuring that children with physical disabilities can access the buildings and grounds | Relay paths around perimeter of school to enable wheelchair access | Children using wheelchairs or other mobility aids will be able to access all areas of the buildings and grounds. |
| | Replace fencing and gates at front of school to enable wheelchair access. | |
Equal Opportunities
All pupils (regardless of gender, cultural background, class, disability and ability) will have the opportunity to achieve the highest possible achievements without making impossible demands on them.
All children will be encouraged to value their own and other people's contributions.
Date of policy: October 2020
Date of review: October 2023 | <urn:uuid:d9e2f279-4dfa-4345-a4a7-146706dd2ce2> | CC-MAIN-2025-05 | https://www.sheering.essex.sch.uk/wp-content/uploads/Equalities-and-Accessibility-Scheme-October-2020.pdf | 2025-01-15T03:12:54+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00819.warc.gz | 1,035,167,038 | 2,752 | eng_Latn | eng_Latn | 0.989773 | eng_Latn | 0.996906 | [
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Hire a Teacher
Your objective:
Use simple and direct language to develop a classified advertisement.
Assignment One
1) Open today's newspaper and read several of the help wanted ads.
3) Make note of any abbreviations or words you do not recognize. Create a list of those abbreviations and words, and make your own vocabulary list.
2) Circle at least five ads that catch your attention.
4) Work with a classmate and/or your teacher to determine what the abbreviations stand for, and use a dictionary to define the unknown words.
Assignment Two
1) Based on what you've learned about classified advertisements, write your own to hire a teacher for your class. Think about what a teacher does and what is involved in managing your current classroom.
3) When your ad is completed, look back at it and determine whether or not it needs revising. Then, exchange your ad with a partner and make corrections as necessary.
2) Remember that classified ads are typically charged by the word or by the line, so brevity is important! Make sure your ad includes title, desired qualifications, salary, how to apply and who to contact.
Assignment Three
1) Go back to the newspaper and determine the cost to run a help wanted ad in your newspaper. What is the per word or per line charge?
2) Now calculate the cost for running your newly created classified ad for one day, one week, and two weeks. If your budget is cut, can you eliminate any information in your ad to reduce the costs?
Just for Fun
When your ads are completed, turn them in to your new teacher. S/he will look over the ads and return with a decision about which ads s/he would be most likely to respond to.
Newspapers in Education
The Benton County Daily Record, Northwest Arkansas Times, & Arkansas Democrat-Gazette
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1.) ________210_____________
2.) __________-10___________
3.) ________25, 3_____________
Match 6 Round 1
Geometry: Lines
and Angles
Note: Diagrams are not necessarily to scale:
1) The supplement of angle X measures 30 degrees less than three times its complement. What is the sum in degrees of the measures of the complement and supplement of angle X?
Solve 180-x=3(90-x)-30, so 180-x=270-3x-30, so 2x=60, and x=30. The complement of x measures 60, and the supplement of x measures 150, so their sum is 210.
2.) ∆AFE is a right triangle with the right angle at A. The measure of ÐFEAis (6y+130) degrees, and the measure of ÐDBF is (120-4y). What is the value of y that would make CD s r uu parallel to EG s r uu ?
ÐFEA is complementary to ÐEFA, ÐEFA= ÐBFG by vertical angles, and if the two lines are parallel, then ÐBFG is supplementary to ÐDBF , so 90-(6y+130)=180(120-4y), so -6y-40=60+4y, so 10y=-100, so y=-10.
3.) ABCD is a parallelogram. AE u r uu bisects and intersects CD at point E. The measure of ÐADE is z 2 +30, and the measure of ÐEAB is z+15. What are all possible values for the measure of ÐDEA in degrees?
Match 6 Round 2
Algebra: Literal
Equations
2) If p≠0, solve for all possible expressions of z in terms of p and simplify as much as possible:
3) If a≠1 and b<0, solve for all possible expressions of a in terms of b and simplify as much as possible:
Match 6 Round 3
Geometry:
Solids and
Volumes
1) A spherical scoop of ice cream of radius 4 cm is placed on in a right circular cone of height 12 cm and base radius 4 cm so that half of the ice cream scoop remains outside of the cone. Find the volume of the cone that is not taken up by the ice cream.
2) An octahedron is placed inside a cube so that the 6 vertices of the octahedron meet the centers of each of the 6 sides of the cube. If the cube has volume 64 cm 3 , what is the surface area of the octahedron?
length of one of the sides of the octahedron) - 2 ( )2 , (√2 is half of one of the sides of the
The octahedron consists of 2 square pyramids. If the cube has volume 64 cm 3 , each side of the cube is 4 cm, so the distance from one point to the other on the base of the octahedron is 2√2 cm, and this is the length of each side of the octahedron. To find the slant height of each of the triangles, they would have to be x, where x 2 = (2√2) 2 (the
3) A square pyramid has its base area 16 cm 2 and height 4 cm. A plane parallel to the base is passed through the pyramid so that the volume of the pyramid above the plane is 1 3 of the volume of the original pyramid. How many cm above the base is the plane? Express your answer as a single fraction.
The volume of the original pyramid is 1 3 *4 2 *4 = 64 3 . If the plane passes at z=k, each side of the base of the new pyramid will vary linearly with k, since the sides of the pyramid are lines. As k goes from 0 to 4, each base goes from 4 to 0, so each base will be (4-k). The height of the new pyramid will also be (4-k) by similarity, so we have
1.) _____________
65 3
3
3
________
2.) _______________2_______________________
3.) ________________4_____________________
1) Express in simplest radical as an integer or reduced fraction:
$$4 375 3 + 5 1 3$$
$$9 3 3 3$$
$$4 375 3 + 5 1 9 3 = 4 125 3 3 3 + 5 3 27 3 = 20 3 3 + 5 3 3 3 = 60 3 3 + 5 3 3 = 65 3 3$$
2) What is the value of 2 + 2 + 2 + 2 +... ?
Let x = 2 + 2 + 2 + 2 +... . Then x= 2 + x . Square both sides to get x 2 = x+2, so x 2 -x-2=0, and x= (x-2)(x+1)=0. It is clearly not -1, so x=2.
3) Solve for all positive real values of x: 2x+10- 2= x+12
2
It would be difficult to check the negative answer, so use only the positive answer.
$$Rewrite this as 2 x + 5 - 2 = x +12 2 , so that 2 x + 5 - 2 = x +12 . Square$$
both sides to get 4(x + 5) - 8 x + 5 + 4 = x +12, so that 3x +12 = 8 x + 5 and square both sides again to get 9x 2 + 72x + 144 = 64x + 320, so 9x 2 + 8x - 176=0, which factors to (x-4)(9x+44)=0, so x=4, which checks since √18 - √2 = √8, 3√2 - √2 = 2√2.
Match 6 Round 4 Radical Expressions and Equations
Match 6 Round 5 Polynomials and Advanced Factoring
1.) ___________________-
53
____________________
2.)______________
-
1,2,
±
3
___________________
1.) What is the remainder when 4x 3 - 21x 2 +18x - 26 is divided by x 2 - 6x + 9 ?
When you divide 4x 3 - 21x 2 +18x - 26 by x 2 - 6x + 9, you get 4x+3 with remainder -53
2.) Find the four real zeros of x 4 - x 3 - 5x 2 + 3x + 6
By the Integer Zero Theorem, the only possible integer zeros are ±1,±2,±3,±6. Checking some of them, we find that -1 and 2 yield zero when substituted for x. Dividing sequentially by x+1 and x-2 yields x 2 -3 as the depressed polynomial, so the other two zeros are ±√3.
Match 6 Round 6 Counting and Probability
1.) ______1,3,5,7_______________
2.) _________64____________
3.) __________
131
210
______________
1) If r is an integer such that 0≤r≤8, for which values of r is the expression 8! r!(8 - r)! a multiple of 8?
The row beginning with 1 8 of Pascal's triangle goes 1 8 28 56 70 56 28 8 1. The only multiples of 8 are 8 and 56, and these correspond with r=1,3,5,7
2) At Pepe's Pizza, you can get any of the following items on your pizza: Pepperoni, Sausage, Onions, Anchovies, Mushrooms, or Peppers. If the order in which the items are put on the pizza is not important and you can chose any number of toppings from 0 to 6, how many different kinds of pizza can be made?
For each topping, you may either choose to have it or not. There are 2 choices for each topping, YES or NO. Multiply 2*2*2*2*2*2 = 64
3) 3 red balls, 4 white balls, and 3 green balls are placed in a container. You randomly draw 4 balls. What is the probability that you draw at least 2 red balls or at least 2 green balls? (This is not an exclusive or, so this event includes the event of drawing 2 red balls and 2 green balls.)
P(exactly 3 red) =
C
(3,3)*
C
(7,1)
7
C
(10,4)
=
210
. The situation is the same with exactly 2 green or exactly 3 green, but we've counted the event (exactly 2 green and exactly 2 red) twice,
so we need to subtract this off once, and this is
C
(3,2)*
C
(3,2)
9
C
(10,4)
=
210
.. Probability is
Match 6 Team Round
1.) _____180+8m+20n_____ 4.) _____
(
a
-
b
)
3
(2
a
+
b
)
2
_____
s r uu
s r uu
(2m+5n) °, and the angles shown are measured in degrees, express x-2y+3z+4w in terms of m and n.
1)
If
AB
is parallel to
CD
above and
Ð
FGB
=
Solutions: x=(180-2m+5n), while y, z, and w are all 2m+5n. (180-(2m+5n))-2(2m+5n)+3(2m+5n)+4(2m+5n)= 180-(2m+5n)+5(2m+5n)= 180+8m+20n
2) Water flows through a pipe with a circular cross-sectional area as shown above. The diameter AB at the circular cross section to the left in the picture is 4 meters, and the diameter CD is 3 meters. AC and BDare line segments and the distance between the centers of the two circular cross-sections shown is 6 meters. Find the volume of the part of the pipe between the circle with diameter AB and the circle with diameter CD . Consider the desired volume to be the volume of a frustum of a cone. If the cone were extended to a point on the right side of the picture, the point would be 24 m to the right of AB by similarity. Find the volume of the cone that has AB as its base, and subtract off the volume of the cone that contains CD as its base. So we have
3.) .) If -1<x<1, solve for y in terms of x:.
y
+
2
=
2
y
+
x
2
+
3
Square both sides to
x
2
+
2
x
+
1
=
x
+
1
, which is true only if x>-1, so this is OK. If y=-1-x,
(
-
1
-
x
)
+
2
=
2(
-
1
-
x
)
+
x
2
+
3
, and
x
2
-
2
x
+
1
= -
x
+
1
, which is true if x<1, so this is also OK. So the answers are y=-1+x and y=-1-x
4.) Factor into 5 polynomials with integer coefficients:
If a=b, this adds to zero, so a-b is a factor. Divide by a-b to get 4a 4 - 4a 3 b - 3a 2 b 2 + 2ab 3 + b 4 Again, you find that a-b is a factor, so divide by a-b to get 4a 3 - 3ab 2 - b 3 , and then a-b is again a factor, so divide by a-b to get 4a 2 + 4ab + b 2 , which factors to (2a+b) 2 , so the complete factoring is (a - b) 3 (2a + b) 2
5.) In the game of Yahtzee, 5 regular six-sided dice with sides labeled 1,2,3,4,5, and 6 are rolled at each turn. What is the probability that for a single turn at least 3 dice show the same number? We want p(exactly 3) + p(exactly 4) + p(exactly 5). Suppose the two other dice show the same number. There are 5 C 3 ways to choose locations for the three and the two. There are 6 choices for the number that appears 3 times, and then 5 choices for the number that appears twice. If the two numbers on the other two dice are different, then it's the same, except multiply by 5*4 instead of 5. To find p(exactly 4), there are 6 numbers that can show 4 times, 5 C 4 locations of dice for that number to show, and then 5 numbers that can appear on the single die. There are only 6 ways of all 6 dice showing the same number, so the total is
6.) In the choir, there are N sopranos, N-3 altos, N-1 tenors, and N-4 basses. They arrange themselves in a line. The members of each group may stand in any order, but all the members of each group must all stay in their section.. Let WS, WA, WT, and WB be the number of ways the sopranos, altos, tenors, and basses can be arranged. If the product of WA and WS is 40 times the product of WT and WB, how many members are in the choir?
We have WS = N! WA= (N-3)!, WT=(N-1)!, and WB=(N-4)!, so that N!(N-3)! = 40(N1)!(N-4)! | <urn:uuid:81d3be9b-0215-417b-8ffd-a63b9fce405d> | CC-MAIN-2025-05 | https://www.fcmath.org/wp-content/uploads/sites/4/2018/08/2013-2014-Match-6-solutions.pdf | 2025-01-15T03:30:02+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00823.warc.gz | 793,094,232 | 3,190 | eng_Latn | eng_Latn | 0.930485 | eng_Latn | 0.993155 | [
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21W.755, Writing and Reading Short Stories (Fall 2006)
Shariann Lewitt
Sessions 17 and 18: Where to Start
Exercise: Go around campus like you haven't seen it. Choose one place, look at it. how is it unique. Give a few details.
(Have students write 1 paragraph [3 sentences] about the place. Read them and see how quickly people recognize it.)
Beginnings – Where to begin?
New writers often find beginnings difficult – because it is difficult.
* Beginning
* End (easiest)
* Middle (most difficult for experienced writers)
Make choices about your beginning when you're done (or almost).
The beginning is often the most heavily rewritten.
This does not mean that you can be sloppy in writing the beginning, but it means that you should be aware that the choices you make at first CAN BE CHANGED, and very possibly will be. Unless the beginning just comes, don't feel like every word is set in stone.
This is one of the reasons people have trouble writing—blank paper/screen is daunting and you feel like you have got to get down a great first sentence, or a great first paragraph.
The hook – and the tyranny of the hook
(e.g. instructor's best hook: "I hated my second funeral, which was the only one I managed to attend." Lewitt, Shariann. Rebel Sutra. New York, NY: Tor. ISBN: 978-0812571189.) A hook is a device that startles the reader in the first sentence, that is so compelling that the reader needs to continue the story. This can be useful, but is not always a good idea.
The purpose of the first sentence is to get the reader to read the next sentence. This might appear silly, or self-evident, but writers often think that the first sentence has got to be special, memorable, and make the reader read the entire story. This is not true. The first sentence needs to get the reader to read the next sentence and the one after that. No story can depend entirely on the first sentence.
So—do NOT let that first sentence, or first paragraph, or first page, freeze you.
Think of the hook or the stunning first sentence as being akin to hitting the reader over the head. Yes, this gets the reader's attention. But you can ALSO think of a first sentence (or paragraph) as taking the reader gently by the hand and guiding him/her into the story. It may not be as exciting as being hit over the head, but it is just as effective!
Available choices are:
* Begin before the action begins. (Beware backstory! Writers love backstory but reader do not.)
* Begin in the middle of the action.
* Begin well after action has happened or begun (flashbacks, reminiscent voice).
1
Ways to Begin 1
1. With a generalization (e.g. "Boston girls shouldn't date Southern men.")
2. With dialog
3. With a description of a person
4. A setting and one character
5. Narrative summary (e.g. "My current unfortunate circumstance called to mind a Mr. Applerow who owned a dairy farm down the road from my father's garage.")
6. With a group but no dialog (generalized description of the group)
7. A reminiscent narrator (e.g. "When I first got off the train in Montreal, I didn't know a soul and I had no place to stay.")
8. Establish point of view (1 st person – establish character and voice, 3 rd person – establish voice and character, place)
If you are having trouble and can't quite get the story going, try a different place in time to begin. Begin the story much later and make what is now the beginning flashback. Or begin much earlier in time, in the roots of the now event.
Childhood narrator
- event 3 rd person – words, vocabulary, types of things a child notices
- a specific narrative voice
We all assume we can write from the child's point of view because we once were children. But we forget a lot of what a child's focus is like.
We have to develop the child internally as any other character, but be constantly aware of what is child.
Examples:
The Lovely Bones The Little Friend A Member of the Wedding To Kill a Mockingbird
Childhood narrator is different from a book for children or young adult.
Universal vs. Generic
Universal is good—we can all relate to something universal. But universal does not mean devoid of individuality. We can see through/enjoy the individuality to the essential.
1 Adapted from: Bernays, Anne, and Pamela Painter. What If Writing Exercises for Fiction Writers. 2nd ed. New York, NY: Longman, 2003. ISBN: 0321107179.
21W.755, Writing and Reading Short Stories (Fall 2006)
2
Generic=boring. And we don't believe generic because nothing and no one really IS generic. Generic is a kind of two-dimensional place holder.
3
MIT OpenCourseWare http://ocw.mit.edu
21W.755 / 21W.757 Writing and Reading Short Stories Spring 2012
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Salamanders Need a Home
By Jonathan Regosin and Richard B. Primack, Reprinted from the Newton Tab, August 10, 2016
Spotted Salamander
PHOTO: NEWTON TAB/WICKED LOCAL
COURTESY PHOTO
Children in Newton often see 2- 3-inch-long redbacked salamanders when turning over rocks, logs and boards in forests and backyards. Newton also has larger yellow-spotted and blue-spotted salamanders. However, you would be lucky to see even one of either of them in decades of turning over rocks. The adults live underground for 11 months of year. Nicknamed mole salamanders, they are like a rarely seen neighbor who never leaves the house.
It is hard to know how many yellow-spotted salamanders live in Webster Woods, but a reasonable guess would be several hundred adults. Spotted salamanders are protected by state law; people are not allowed to collect or possess spotted salamanders, and vernal pool habitats and the surrounding forest are given some enhanced protections. In some Massachusetts communities, local bylaws give vernal pools even greater protection than state wetlands law, and roads are even temporarily closed to protect salamanders during their spring migrations.
The recent sale of a large section of the Webster Woods to Boston College threatens what is likely Newton's largest population of yellow-spotted salamanders. Thoreau spoke forcefully of the need to protect such wild animals from destruction, remarking, "I am glad to recognize [a great blue heron] for a native of America why not as an American citizen?" Taking our cue from Thoreau, we hope that Newton residents will act to protect our fellow salamander "citizens" who make their homes in Webster Woods.
Compared to red-backed salamanders, spotted salamanders are massive. They are 4-6 inches long, have the girth of an index finger, and look almost pudgy. People usually see adult spotted salamanders on the first warm rainy nights of March, when they migrate to breed in vernal ponds — small ponds that dry out in summer and lack predatory fish. Spotted salamanders congregate at the shallow margins of such pools, looking for mates.
After the eggs hatch, children can find juvenile salamanders in the water and catch them (for brief observation) with dip nets. When the pools dry out in summer, the young salamanders depart for the surrounding forests, and then return to breed in later years. Many other amphibians such as wood frogs and a great diversity of insects also depend on fish-free vernal pools to complete their life cycles.
In Newton, blue spotted salamanders are found at only one location along the Charles River. Yellow-spotted salamanders live in a few Newton locations, and most abundantly in the Webster Woods at Bare Pond on land now owned by Boston College. It is called Bare Pond because it dries out or is "bare" during the summer. In the spring, nature lovers enjoy lying on rocks at the edge of the small pond where they can study the diversity of small insects, red water mites, and assorted crustaceans moving through the shallow water. Later in the year, many Newton residents enjoy the colorful autumn leaves and bring children to skate and run around on the ice in winter.
Newton's parks and conservation areas support an incredible diversity of native plants and animals and offer unique opportunities for nature study, research, and reflection. As the effects of climate change and warming temperatures continue to be felt, and invasive species such as buckthorn and garlic mustard spread, we can monitor the persistence of native species in the face of these changes— and in some cases intervene to restore native habitats. For example, the Newton Parks and Recreation Department and the Newton Conservators are restoring a meadow for American woodcocks in Nahanton Park, both protecting nature and enhancing the quality of life for Newton residents. With an already high population density and with more home construction on the way, our open spaces offer valuable resources for people to experience nature firsthand, whether to see displaying woodcocks at Nahanton Park, vernal pools in the Webster Woods, or wildflowers and turtles along the Charles River.
The future of Bare Pond and the surrounding upland forest habitat where adult spotted salamanders live now hangs in the balance with the recent sale of a large part of the Webster Woods to Boston College. Developing any of the land just beyond the pond could directly harm salamanders living in the ground and indirectly damage the water quality of the pond.
A little over a decade ago, the city was at a similar crossroads, with Newton's last farm for sale and at risk of being developed. Although many people said it couldn't be done, the community came together to save the farm, and we now have a thriving, economically self-sustaining community farm that is held up as a model for the use of Community Preservation funds. We now face a similar opportunity where action is urgently needed to protect a unique natural area in the Webster Woods for the yellow-spotted salamander, other forest creatures, and future generations of Newton residents. ■
Jonathan Regosin and Richard B. Primack are longtime Newton residents and biologists. Regosin works for the Massachusetts Division of Fisheries and Wildlife. Primack is a professor at Boston University.
9 | <urn:uuid:aaa344c5-c415-49af-b974-726f8623a9d3> | CC-MAIN-2025-05 | https://newtonconservators.org/wp-content/uploads/2018/10/16_09_salamanders.pdf | 2025-01-15T03:58:36+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00825.warc.gz | 434,294,497 | 1,100 | eng_Latn | eng_Latn | 0.997468 | eng_Latn | 0.997468 | [
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Engineering Through Biomimicry
A modified engineering design cycle
1. Research
What do you want to mimic? How does it work in this biological system?
2. Imagine Imitations
How could you copy this system with the materials you have available to you?
3. Choose and Plan
Which of your imitations do you like the best? What will you create?
4. Duplicate and Prototype
Describe how you've copied the living system (sketch, measure, quantify!)
5. Test and Evaluate
- What functions or traits did you leave behind in your replication of this system?
- What are the weaknesses of your design?
- How is your replication superior?
6. Find A Problem That Your Design Could Fix
What problem could your product help solve?
How would you have to modify or redesign your product to solve this problem? | <urn:uuid:c2730dfe-69ed-43fe-a1f8-77a19284e0ef> | CC-MAIN-2025-05 | https://www.sciencefriday.com/wp-content/uploads/2018/06/Biomimicry-Student-Worksheet.pdf | 2025-01-15T02:21:33+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00823.warc.gz | 1,021,898,430 | 171 | eng_Latn | eng_Latn | 0.996823 | eng_Latn | 0.996664 | [
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British Values in Citizenship and PSHE
Year
| 7 | Local Decision Making • The roles played by public institutions and voluntary groups in society and the ways in which citizens work together to improve their communities Rules and Laws in Society • The nature of rules and laws |
|---|---|
| 8 | National Government, Parliament and Democracy • The development of the political system of democratic government in the United Kingdom, including roles of citizens, Parliament and the monarch. • The operation of Parliament, including voting and elections, and the role of political parties. The Justice System • The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals. Debating Skills • How to prepare for a debate, the importance of debating skills, roles involved in debates, discuss topics which could cause debate and have a class debate. |
Citizenship
PSHE
10 Citizenship
* The development of the political system of democratic government in the United Kingdom, including roles of citizens, Parliament and the monarch.
* The operation of Parliament, including voting and elections, and the role of political parties.
* Parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government and the role of citizens and Parliament in holding those in power to account.
* The different roles of the executive, legislature and judiciary.
* A free press
* Other forms of government, both democratic and non-democratic, beyond the United Kingdom.
* The different electoral systems used in and beyond the United Kingdom
* Local, regional and international governance.
* Actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond.
* The United Kingdom's relations with the rest of Europe, the Commonwealth, the United Nations and the wider world.
* Human rights and international law
* The legal systems in the UK, different sources of law and how the law helps society deal with complex problems.
* The different ways in which a citizen can contribute to the improvement of his or her community
Tackling and Preventing Extremism
* Understanding and preventing extremism, how language can divide us, influence and community.
11
Relationships
* Facts and the law relating to marriage, honour-based violence, forced marriage, unhealthy and abusive relationships, domestic abuse, including coercive and controlling behaviour, sexual exploitation, grooming, rape, sexual assault, sexual harassment, sexual violence and Female Genital Mutilation.
Relationships
* The impact of stereotyping, prejudice, bigotry, bullying, and discrimination on individuals and communities.
* The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal | <urn:uuid:b818b3d8-4daa-443a-8c67-19e0d36a084d> | CC-MAIN-2025-05 | https://www.crgs.org.uk/wp-content/uploads/2021/03/British-Values-in-Citizenship-and-PSHE.pdf | 2025-01-15T03:19:53+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00824.warc.gz | 743,148,385 | 563 | eng_Latn | eng_Latn | 0.957038 | eng_Latn | 0.996288 | [
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Henry's Happenings
For the week of: February 10, 2020
* Phonics:
* long i review (i_e, y, igh)
* long e (y, ey)
Reading:
* Read Aloud: Variety of President Read Alouds
* Comprehension Skill: Determining the main idea and details
Math:
* Addition Strategies
Science and Social Studies:
* Presidents in History
* Roles of the President
* Types of clouds and weather
We are so excited to celebrate the adults that we love most for our first annual KISS gathering on Friday. See you at 8:00 am!
Suggested Homework
Spelling: Practice writing your spelling words. You can get creative and make it fun! (rainbow write, write in shaving cream, make with playdough, etc.)
Reading: Practice Fluency for the week and sight words. Try and read every night! https://www.kidsa-z.com/main/Login Teacher: phenry15
Math: Missing Addend Practice
* February 14: KISS Gathering 8:00 am
* February 17: No School
* February 18: Progress Reports Home
* February 24-28: Book Fair
* February 25: Family Night
*Please note the date change!
* March 5: Donuts with Grownups 6:45 am
* March 9-13: Spring Break
* March 26: Spring Pictures
* April 21: 1st Grade Art and Music Showcase | <urn:uuid:b7216eb9-82a6-45dc-ab68-4f7bf85b48c3> | CC-MAIN-2025-05 | https://www.auburnschools.org/cms/lib/AL01901372/Centricity/Domain/1041/FebNL.pdf | 2025-01-15T02:35:33+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00823.warc.gz | 685,359,255 | 320 | eng_Latn | eng_Latn | 0.988197 | eng_Latn | 0.988197 | [
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Adopted by Governors/HT: HT
Review period: 3 Years
Last review date:
Nov 2024
Next Review due by: 31 Nov 2027
Person responsible for policy: Mrs C Powell
At Anchorsholme Academy we want to engage and motivate all learners to recognise and achieve their full potential. Our main aim is to teach our pupils CONFIDENCE, CURIOUSITY, COLLABORATION AND COMMUNICATION SKILLS.
We encourage children to be confident and help them to develop their interpersonal, social and communication skills. A happy, healthy, confident child is a child who will find it easier to learn. We encourage children to talk about experiences and attitudes and prepare them with the knowledge and skills they need for the future. We want children to ask questions about themselves and others curiously and work collaboratively with their peers.
Through PSHE we want to develop pupils' emotional literacy and communication skills to enable them to communicate their feelings and intentions in a safe and clear manner.
Three Part Curriculum
Our curriculum PSHE offer is split into three parts: all learners at Anchorsholme Academy access our core (universal) curriculum offer. This consists of our formal PSHE curriculum as well as additional learning opportunities, for example, public speaking, careers fairs and World Culture Day which are accessed by ALL pupils.
As well as the core PSHE offer, some pupils will access our developmental curriculum offer. These are opportunities offered to some pupils to further enhance their learning: extra-curricular activities, Duke of Anchorsholme, pastoral learning and support, senior pupil leadership roles and GEMS Emotional Literacy Support.
Finally, the third part of our PSHE curriculum offer is our additional curriculum offer. These are often specialised adaptations focusing on the specific needs of a specific pupil, for example, early help resilience work, primary mental health worker, Blackpool SEND team, bereavement support, resilience practitioner, CAMHS support, school nurse or even private counselling.
Objectives
* Offer a supportive climate for learning.
* Provide a foundation for acquiring the skills needed to learn and grow up at ease with oneself.
* Reduce the chances that pupils' education with be interrupted or impaired, for example, by fear of bullying.
* Raise pupils' confidence and self-esteem by reminding pupils and teachers of their importance and the importance of respecting everyone as individuals.
* Increase pupils' motivation and deepen their understanding through providing relevant opportunities for 'real life' learning.
* Improve pupils' ability to reflect on and become responsible for their own learning.
* Encourage children to develop a capacity to convey meaning to a range of audiences e.g. self, other pupils, staff and family.
Approaches to Teaching PSHE
PSHE is organised into termly topics for single subject study, integration with other subjects and the development of cross-curricular issues. All teachers across all key stages have medium term plans covering each theme and this enables progression of PSHE skills throughout the school. Staff choose to use the plans as a guide, as well as tackling and approaching issues or discussions as they arise in class. The PSHE themes are: Me and My Relationships; Valuing Differences; Keeping Myself Safe; Rights and Responsibilities; Being my Best; and Growing and Changing.
EYFS
The Early Years Foundation Stage (EYFS) integrate PSHE into their learning topics. PSHE in the EYFS provides a progression towards the Early Learning Goal for Personal, Social and Emotional Development. Within that goal, children are encouraged to grow in self-confidence and selfawareness, manage feelings and behaviour, and make relationships.
KS1 & KS2
Throughout KS1 and KS2, PSHE is taught using a variety of teaching and learning strategies that involve outdoor learning where possible, visiting professionals and speakers and themed days/weeks where appropriate. Most of the PSHE curriculum is delivered through communicative, collaborative and practical activities.
Key personal and social skills are developed progressively throughout day to day occurrences in every year group such as celebration assemblies and group work/role play/ drama and debates during lessons.
Anchorsholme Academy make the most of 'Shared PSHE', which can take the form of a whole class or group activity where individuals may make contributions. This can take place in weekly discussion opportunities, circle time or in other whole school events, such as celebrations, residential trips, assemblies and productions. In addition, every class is involved in feeding back their thoughts and opinions in weekly class School Council meetings.
Anchorsholme Academy also facilitates the opportunity for 'Independent PSHE'. Class assemblies are a successful way for the children to independently develop their personal skills and self-confidence in public speaking. Furthermore, we encourage the children to participate in extra-curricular activities as we believe they help to develop the whole child and prepare them for opportunities in the future.
National Curriculum Science Links
Key Stage 1
Sc2/2.3a notice that animals, including humans, have offspring which grow into adults
Sc1/2.2d identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Sc2/2.3b find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Sc2/2.3c describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Key Stage 2
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc4/2.1c recognise that environments can change and that this can sometimes pose dangers to living things.
Sc5/2.1b describe the life process of reproduction in some plants and animals.
Sc5/2.2a describe the changes as humans develop to old age.
Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Assessing Pupil Progress
We are constantly observing and assessing the pupils in terms of their personal and social skills and their ability to lead a healthy life; this takes place in all areas of learning, not just PSHE lessons.
In addition, pupils complete pre and post assessment tasks for each unit of work learnt; this allows pupils to reflect on their learning and also aids teachers in assessing the progress their pupils have made.
We take photographs and videos of pupils' participation in all areas of school life.
We assess our pupils against the National Curriculum PSHE strands and key skills which are:
* CORE THEME 2: RELATIONSHIPS
* CORE THEME 1: HEALTH AND WELLBEING
* CORE THEME 3: LIVING IN THE WIDER WORLD
Learning Environment
Anchorsholme Academy provides a variety of opportunities for children's personal achievements to be displayed, for example, Being Brilliant winners at weekly celebration assemblies. We have corridor and classroom displays that highlight examples of excellent work to praise and raise selfesteem of pupils.
PREVENT
As part of our PSHE and RSHE curriculum we strive to promote British Values and build pupils' resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making. Staff members are fully trained in 'The Prevent Duty' should any issues causing concern of radicalisation arise.
Notes Regarding Sex Education in School
(see separate RSE Policy)
Relationships and Sex education should be supported by the school curriculum for personal, social and health education.
In this way, our school can ensure that:
* It is taught by a trained SCARF educator.
* Pupils receive their sex education in Year 6.
* Parents will be informed prior to the lesson.
* Parents have the right to withdraw their child from the sex education lesson.
Children who have not been withdrawn permission by their parents will be taught:
* About the processes of reproduction and birth as part of the human life cycle;
* How babies need to be cared for.
* How babies are conceived and born (and that there are ways to prevent a baby being conceived); and
At primary school level, health education should contribute to the foundation of PSHE and Citizenship. All children must:
* Develop confidence in talking, listening and thinking about feelings and relationships;
* Be prepared for puberty- a statutory lesson which children cannot be withdrawn from however parents will be informed of when this will take place in Year 5 and what they will be taught.
* Be able to name parts of the body and describe how their bodies work; • Protect themselves and ask for help and support; and
RSE and Science
In primary school, statutory RSE elements within the science curriculum focus on factual, biological aspects of human development. These include teaching about the life cycle, reproduction in humans, and changes during puberty. Unlike Personal, Social, Health Education (PSHE), which explores emotional, social, and relational aspects of sex and relationships, the science curriculum provides a neutral, scientific framework. For example, pupils learn about bodily changes during puberty in science, while PSHE lessons might address feelings, consent, and respectful relationships. This distinction ensures that science remains factual, while PSHE fosters personal understanding and social skills
See also Drugs Education Policy for Drugs Education in School. | <urn:uuid:9806234d-21ee-41d5-9c29-16f3e272e8a8> | CC-MAIN-2025-05 | https://www.anchorsholme.co.uk/wp-content/uploads/2024/12/PSHE-Policy-2024.pdf | 2025-01-15T02:02:41+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00829.warc.gz | 675,749,821 | 1,949 | eng_Latn | eng_Latn | 0.991044 | eng_Latn | 0.996 | [
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Palace City Summer Jazz Camp
Piano Audition Materials
A Play the following G dominant bebop scale at the indicated tempo and eighth-note feel
B
Play the following jazz melody ("Tenor Madness") at the indicated tempo and eighth-note feel*
Swing eighth-notes q =
120
*
C Optional: Improvise two choruses over the following progression. If you are able, include left hand comping. If not, feel free to use the play-along that can be found on the Palace City Summer Jazz Camp website: www.palacecityjazz.com/palace-city-summer-jazz-camp | <urn:uuid:bc9923cd-4494-40d4-b2af-303c2c5e366d> | CC-MAIN-2025-05 | http://www.palacecityjazz.com/uploads/1/2/4/9/12493548/pcjcpiano.pdf | 2025-01-15T02:28:56+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00829.warc.gz | 50,194,466 | 125 | eng_Latn | eng_Latn | 0.984193 | eng_Latn | 0.996381 | [
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Madagascar: Ilmenite mining in exchange for forests and people
Mining giant Rio Tinto, the world's second largest diversified miner, has been given permission to open up an enormous mine on the Indian Ocean island of Madagascar that will involve digging up some of the world's most unique forest on Indigenous territory.
The $775 million titanium dioxide mining projected to be carried out in the Fort Dauphin region of the island is being developed by QIT Madagascar Minerals, a subsidiary of Rio Tinto, with 20 per cent owned by the government and support from the World Bank.
Up to 1,000 hectares of land and coastal rainforest bordering the Indian Ocean will be dug up in different phases to extract ilmenite, the mineral which can be used to produce the white titanium dioxide pigment used more and more to colour paint, paper, plastics and toothpaste as lead paint is discontinued due to health impacts. The huge economic growth of China has led to enormous demand for the white pigment, at a time when other ilmenite mines in Australia and South Africa are being exhausted.
The first production will begin in 2008, once a new port has been built, partly with $35 million of funding from the World Bank. The mining project is expected to have an initial capacity of 750,000 tonnes a year and the whole operation could last for 40 years.
Friends of the Earth has opposed the plans from the outset, and even one of their leading directors, Andrew Lees, died 10 years ago in the same forest while investigating the controversial plans for a mine. A botanist with a special passion for waterlands, he was investigating the effect it would have not only on its wildlife, but also on the Malagasy people, many of whom live in the forest.
Madagascar has more groups of unique animals that anywhere else on earth. There are 24 families of species that are found only on the island. Best known of Madagascar's animals are the lemurs, monkey-like creatures with large eyes, of which there are 32 different species. Other creatures under ecological stress are the ploughshare tortoise, the world's rarest tortoise, of which only a few hundred survive today, and the sideneck turtle.
Tony Juniper, head of Friends of the Earth, is aghast that the project has got the go-ahead. The day he got to know of the decision, he said: "This is a very sad day and very bad news for the people of Madagascar. Rio Tinto is exploiting natural resources in the developing world and, once again, it is the local people who will pay the price. This mine will not solve the terrible problems of poverty on the island, but it will damage its precious biodiversity". He said that it was time international laws were introduced to protect the interests of people and the environment. "It is becoming increasingly clear that companies cannot be trusted to do so."
Christine Orengo, Lees's partner said. 'There is terrible poverty in Madagascar, but this is not the best way to alleviate it. Thousands of foreigners will come in to take the jobs, and there are worries about the spread of diseases such as HIV. I fear it's going to destroy one of the most beautiful regions in the world.'
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Rio Tinto has tried to preserve its image against criticisms and promised to replant the tropical forest they have to trash to get to the ilmenite working in areas of 50 hectares at a time. They would remove the ore from the sand and then replace the sand and replant it with trees. As if you can "plant" a thriving and biodiverse ecosystem like a forest!
Juniper said no company could guarantee that its plans would work out in the best way possible. 'You might have lots of plans for environmental protection, backed by lots of experts, but we are looking at a mine which will operate for 40 years.
"What are we going to do if, at the end of it all, there are species which become extinct and a habitat that is ruined and people who are still impoverished? Who's going to be held accountable for that? No one. It's the age-old story of multinationals getting exactly what they want, whatever the environmental cost."
Article based on information from: "Madagascar's unique forest under threat", August, 2005, The Observer, Guardian Unlimited, http://observer.guardian.co.uk/international/story/0,6903,1544101,00.html; Rio Tinto Mine Lifts Hopes of Madagascar Progress, Planet Ark, Mines & Communities Website, http://www.minesandcommunities.org/Action/press704.htm | <urn:uuid:893a3575-e811-4f9b-94bf-57809d554c58> | CC-MAIN-2025-05 | https://www.wrm.org.uy/print/pdf/node/12715 | 2025-01-15T02:01:39+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00830.warc.gz | 1,102,817,585 | 956 | eng_Latn | eng_Latn | 0.998845 | eng_Latn | 0.999182 | [
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Thermal (Heat) Stress Training
Heat stress occurs when our bodies are overheated and our internal 'cooling system' cannot cool us down fast enough or properly. When our bodies fail to cool us down in intense heat the effects can include serious illness or even death. Employees need to understand how they can protect themselves against over-heating and prevent heat stress symptoms that can cause sickness and fatality.
Much of this information pertains to people working—in general—outdoors: road crews, roofers, construction workers, etc. In our environments, however, we can encounter exposure to heat in the Penthouse suites (typically intake and exhaust) and walking between buildings. So it still pays to be aware and understand the very real risk heat and overdoing it entail.
Some basic terminology to know first:
* Heat stress—requires immediate medical attention.
* Heat cramps are a symptom of heat stress and occur when fluid is lost and salt accumulates in muscle cells.
* Heat rash and heat fatigue are other serious conditions of heat stress.
Let's begin with heat stress.
Heat Stress Symptoms
Heat stress symptoms, things that the person experiences when they have heat stroke, include:
-Confusion
-Nausea
-Difficulty thinking clearly.
-Thirst
In extreme cases, they can:
-Have a seizure
-Vomit
-Lose consciousness
Another sign of heat stress: co-workers may notice that the person has stopped sweating. Symptoms of both heat stress and heat exhaustion include headache, dizziness, fainting, wet skin, weakness, and irritability.
Factors That Affect Heat Stress
How can you tell who will be affected by heat stress and suffer Heat Related Illness (HRI)? The question is difficult to answer because there are many contributing factors, such as the person's age, weight, degree of physical fitness, degree of acclimatization, metabolism, use of alcohol or drugs, and a variety of medical conditions, such as hypertension. All of these factors affect a person's sensitivity to heat. However, even the type of clothing the worker wears must be considered. Prior heat injury predisposes an individual to additional injury. It is difficult to predict just who will be affected and when, because individual susceptibility varies. In addition, environmental factors include more than the ambient air temperature. Radiant heat, air movement, conduction, and relative humidity all affect an individual's response to heat.
What Personal Protective Equipment Can Help Prevent Heat Stress?
Again, mostly for those who work outside all the time, but the point is to protect the skin from sunburn and serious injury. To prevent heating under the clothing, it should be worn as loosely as possible. Additional equipment that OSHA guidelines suggest include:
- Wetted clothing
- Body cooling ice vests which are worn underneath clothes
- Terry cloth coveralls
How To Avoid Heat Stress?
First and foremost, be aware of situations where heat stress may be a factor such as having to work outdoors for long stretches on a hot day, or the humidity during the summer. Plenty of people will walk between buildings simply for the exercise, but perhaps that's not a good idea if it's 95° outside with brutal humidity. That short walk for exercise might just be a little too taxing if you've been walking around site all morning.
If you become concerned that you or another employee are susceptible to overheating, make sure you/they are hydrated and let your supervisor know immediately. They may decide it's worth alerting Security for safety sake. Let your supervisor know if you need to rest due to potential heat-related stress.
Why Does Heat Stress Matter?
In 2006, the State of California's OSHA division performed a detailed study of 25 investigations on heat-related illnesses that occurred in 2005 and that resulted in emergency room visits, hospital stays, or deaths. Their findings may be of interest:
* Death resulted in 54% of the cases
* 38% of victims required 24 hours or more of hospitalization
* Average humidity was 29%
* Average temperature was 96°F
* Potable water was present in 100% of cases
* 78% of cases showed inadequate fluid consumption by workers
Nasty headaches, confusion, nausea, vomiting, seizures, even potential death. Inert materials all around us, too, experience heat stress—wood, glass, metals, etc; they can only break or weaken, humans can die. So, yeah, heat stress matters.
Degrees of Heat Stress
As heat stress builds on the body it turns to heat strain. The hotter it gets and/or the longer you are exposed the greater the chance of heat strain developing into a Heat Related Illness (HRI)
Heat-related illnesses are the health effects seen on the body if heat strain is not brought under control. You may become dizzy, experience nausea, lose motor skills or be unable to remove heat from your body. Some severe outcomes include fainting and death. Yes, you just read that, but it bears repeating.
Uncontrolled exposure to heat can cause a number of adverse health effects as outlined below:
Heat Fatigue
Heat fatigue refers to the temporary state of discomfort and mental or psychological strain arising from prolonged heat exposure. Workers unaccustomed to the heat are particularly susceptible and can suffer, to varying degrees, a decline in task performance, coordination, alertness, and vigilance. The severity of heat fatigue will be lessened by a period of gradual adjustment to the hot environment (heat acclimatization).
Heat Rash
Heat rash, also known as prickly heat, is likely to occur in hot, humid environments where sweat is not easily removed from the surface of the skin by evaporation and the skin remains wet most of the time. The sweat ducts become plugged, and a skin rash soon appears. When the rash is extensive or when it is complicated by infection, prickly heat can be very uncomfortable and may reduce work performance. You can prevent this condition by resting in a cool place and by regularly bathing and drying the skin. Employees experiencing heat rash should:
* Try to work in a cooler, less humid environment when possible
* Keep the affected area dry
* Dust powder on the skin to decrease discomfort
Humidity is a measure of how much water vapor exists in a given volume of air. When you see humidity is at 90% that means a given volume of air, say one meter cubed, is 90% saturated with water vapor—this means it can only take on another 10% of water vapor before becoming fully saturated. When you have full saturation at the proper altitude, and there is more 'moist' air than 'dry' air, you get cloud formation.
What does this have to do with thermal (heat) stress? When the air surrounding your body is near saturation (like illustrated above) it can't take in any more vapor (moisture), in this case human sweat. If sweat cannot be absorbed into the surrounding air—because it's very humid—the skin remains wet and sweat ducts can become plugged, leading to heat rash.
What's the fix? Every so often rinse off any exposed skin, like the forearms, hands, and face, or blot them dry if possible. Sure, the rest of your body will sweat too, but the fabric around your body will wick away a lot of that (sweat stains, anyone?). Keeping your exposed skin as free of sweat as possible on a very humid day will help reduce the risk of getting heat rash.
And most importantly, stay hydrated!
Heat Cramps
Heat cramps are painful spasms of the muscles that occur among those who sweat profusely in heat and drink large quantities of water, but do not adequately replace the body's salt loss.
The drinking of large quantities of water tends to dilute the body's fluids, while the body continues to lose salt through sweating. Shortly thereafter, the low salt level in the muscles causes painful cramps. The affected muscles may be part of the arms, legs, or abdomen, but tired muscles (those used in performing the work) are usually the ones most susceptible to cramps.
Cramps may occur during or after work hours and may be relieved by drinking salted liquids. Workers with heat cramps should:
* Stop all activity and sit in a cool place
* Do not return to strenuous work for a few hours after the cramps subside because further exertion may lead to heat exhaustion or heat stroke
* Drink clear juice or a sports beverage
* Seek medical attention if any of the following apply:
* The worker is on a low-sodium diet
* The worker has heart problems
* The cramps do not subside within one hour
Heat Exhaustion
Heat exhaustion includes several clinical disorders having symptoms which may resemble the early symptoms of heat stroke. Heat exhaustion is caused by the loss of large amounts of fluid by sweating, sometimes with excessive loss of salt. A worker suffering from heat exhaustion still sweats but experiences extreme weakness or fatigue, giddiness, nausea, or headache. In more serious cases, the victim may vomit or lose consciousness. The skin is clammy and moist, the complexion is pale or flushed, and the body temperature is normal or only slightly elevated. In most cases, treatment involves having the victim rest in a cool place and drink plenty of liquids.
Victims with mild cases of heat exhaustion usually recover spontaneously with this treatment. Those with severe cases may require extended care for several days. There are no known permanent effects. Treat someone suffering from heat exhaustion with the following:
* Have them rest in a cool, shaded or air conditioned area
* Have them take a cool shower, bath, or sponge bath
* Have them drink plenty of water or other cool, nonalcoholic beverages
Heat Syncope (fainting)
A worker who is not accustomed to hot environments and who stands erect and immobile in the heat may faint. With enlarged blood vessels in the skin and in the lower part of the body due to the body's attempts to control internal temperature, blood may pool there rather than return to the heart to be pumped to the brain. Upon lying down, the worker should soon recover. By moving around, and thereby preventing blood from pooling, the patient can prevent further fainting.
Workers with heat syncope should:
* Sit or lie down in a cool place when they begin to feel symptoms
* Slowly drink water, clear juice, or a sports beverage
Heat Stroke
Between 2008 and 2014, OSHA documented more than 100 workplace fatalities caused by heat stress. In 2014 alone, there were 2,630 heat illnesses and 18 deaths from heat stroke reported. But heat stroke is completely preventable
Heat stroke is the most serious of health problems associated with working in hot environments. It occurs when the body's temperature regulatory system fails and sweating becomes inadequate. The body's only effective means of removing excess heat is compromised with little warning that a crisis stage has been reached. A heat stroke victim's skin is hot, usually dry, red or spotted. Body temperature is usually 105°F or higher, and the victim is mentally confused, delirious, perhaps in convulsions, or unconscious.
Unless a heat stroke victim receives quick and appropriate treatment, death can occur. Heat stroke is a 911 EMERGENCY! Any person with signs or symptoms of heat stroke requires immediate hospitalization. However, first aid should be administered immediately. This includes removing the victim to a cool area, thoroughly soaking the clothing with water or ice, and vigorously fanning the body to increase cooling.
Early recognition and treatment of heat stroke are the only means of preventing permanent brain damage or death, which occurs in 50% of heat stroke victims. Take the following steps to treat a person with heat stroke:
* Call 911 and notify their supervisor
* Cool the worker using methods such as: • Soaking their clothes with water • Spraying, sponging, or showering them with water • Fanning their body
* Move the sick worker to a cool shaded area
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What's Your Programming?
You've discovered how your childhood family influenced your relationships. You learned ways of relating, how to respond to love and to anger, beliefs about every part of your life, and whether you feel valuable or not.
As much as you've worked on overcoming negative patterns, there is one specific time they pop up again: during times of stress. Stress can throw you back into the past.
Reverting to unhealthy behavior patterns can damage your relationship. Prepare for times of stress so you can respond in a healthy and supportive manner.
Do You Respond or React to Life's Challenges?
There are four basic ways people act when something uncomfortable is happening in their relationship:
1. Attack. Attacking is an instinctive reaction when you feel that you must defend yourself. Hence, the common name of "defensiveness." Attacking most often occurs by those who were treated harshly when they were growing up.
* As an adult, they defend themselves by attacking to prevent being hurt emotionally or physically.
* Even if they aren't in physical danger, they revert back to childhood and feel that they are in danger.
2. Retreat. You can retreat emotionally or physically. When you retreat, you either withdraw into yourself or physically leave the area.
* Retreating is not a punishment to the other. It's a method of emotional survival.
3. Freeze. Freezing is the "deer caught in the headlights" reaction. The incident produces so much fear that the person simply shuts down and is incapable of responding. Freezing is also a protective response.
4. Respond. The first three ways of handling stress are reflexive actions. When you respond, you take a deep breath, wait, and then choose how to handle the situation.
* Responding engages the rational and emotional parts of your brain. When you respond, you have a better chance of preventing the situation from escalating.
When you react by attacking, withdrawing, or freezing, you've reverted to childhood.
There are several ways to break this pattern:
1. Get centered and grounded. This is easiest when you know that the stressful situation is coming.
* Take a deep breath and focus on your heart. Imagine breathing in and out of your heart. Then imagine your feet growing roots deep into the ground.
* Being centered and grounded activates both sides of the brain, the rational and feeling side.
* Now, ask yourself, "What's the best course of action?"
2. Discover how old you feel. While focusing on your heart, ask yourself, "How old do I feel?" Allow an age pop into your head.
* The number is usually low, possibly before you started school.
* When you feel like a child, talk to yourself. Tell that hurt child they are okay, and you'll take care of them.
3. Breathe. Taking 2-3 deep cleansing breaths resets your nervous system so you can think more clearly.
4. Get a relationship coach or therapist. Sometimes you need help and direction. A coach or therapist can:
* Help you identify if you really are in danger
* Discover unhealthy patterns of behavior you're not aware of
* Utilize other strategies to assist you in your relationship
* Help you work through childhood incidents which built this unhealthy way of responding. This is best done by a therapist.
Getting Rid of Outmoded Beliefs
As a child, you may have needed to get out of the house or withdraw into yourself, so you could protect yourself. Hopefully, that is not true now. If it is, please call your local crisis hotline to get assistance.
If you feel in danger and your partner has never physically hurt you or demeaned you, and has never threatened you by word or action, chances are you have a belief you don't need anymore.
If you used the process described earlier to discover how old you feel, the little child may believe, "I'm in danger." It's time to change that belief.
Changing Beliefs
Following this process will help you change the beliefs you want to alter or eliminate:
1. Write out the belief you want. Let's use "I'm safe."
2. Imagine a time and place you felt safe and secure. Describe your image in detail using colors, sounds, shapes, smells, and tastes.
* This could be when having fun and feeling safe with your partner.
* You could also form an image of your adult self, protecting your child self.
3. Get in touch with how you feel while imagining being safe. Notice where you feel it, what shape it is, and if it has color.
4. When you feel unsafe but are safe, take a deep breath and bring up the image you developed of feeling safe.
Summary and Reflection
There are four basic ways of handling stressful events: fight, withdraw, freeze, or respond. The healthiest way is to respond by becoming centered and grounded. You can then select the best thing to say or do.
Reactions are your attempt to protect yourself when you feel in danger. These feelings, and the beliefs accompanying them, were ingrained when you were a young child.
If you have beliefs from childhood which are limiting you, you can change that belief.
In the next lesson you'll discover what a pattern of behavior is and how it's different from a mistake. You'll also learn strategies to handle various situations.
Here's What You Need To Do Today
Reflection
4
Copyright © 2020. Dr Grace Anderson. All rights reserved.
1. Describe your typical response to feeling stressed in your relationship.
2. Bring to mind the last time you reacted negatively during a time of stress in your relationship. Go into your heart and ask, "how old do I feel."
3. How do you feel about yourself after you react rather than respond to a situation?
4. Are you willing to make a commitment to yourself to learn to respond rather than react? | <urn:uuid:f82b88a8-464c-46fb-904c-472185a79e5e> | CC-MAIN-2025-05 | https://amazingsuccessacademy.com/wp-content/uploads/2020/02/YTL-Lesson-17-Whats-Your-Programming.pdf | 2025-01-15T03:27:24+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00830.warc.gz | 77,318,548 | 1,193 | eng_Latn | eng_Latn | 0.999163 | eng_Latn | 0.999319 | [
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Brazil: Dams would destroy isolated tribe Enawene Nawe's livelihood
The Enawene Nawe -- a small Amazonian tribe (over 420) who live by fishing and gathering in Mato Grosso state, Brazil -- are a relatively isolated people who were first contacted in 1974. They grow manioc and corn in gardens and gather forest products, like honey but fishing is their main livelihood and fish are a vital part of their diet, as they are one of the few tribes who eat no red meat. During the fishing season, the men build large dams across rivers and spend several months camped in the forest, catching and smoking the fish which is then transported by canoe to their village.
For decades the Enawene Nawe have faced invasion of their lands by rubber tappers, diamond prospectors, cattle ranchers and more recently soya planters - Maggi, the largest soya company in Brazil, illegally built a road on their land in 1997 (this was subsequently closed by a federal prosecutor). Although their territory was officially recognised and ratified by the government in 1996, a key area known as the Rio Preto was left out. This area is tremendously important to the Enawene Nawe both economically and spiritually - this is where they build their fishing camps and dams, and where many important spirits live.
Now, up to 11 dams are planned along the Juruena river, which flows through the Indians' territory. The dams will be funded by a consortium of businesses, many of whom are involved in the soya industry.
The Enawene Nawe are opposing the dams, and have launched an appeal for support to halt their construction. They spoke out:
"We are the Enawene Nawe of Halataikiwa village. We have just been to a meeting. We did not seek this meeting, it was the Brazilians who invited us. Together with our representatives, there were representatives from the Nambiquara, Pareci, Myky, and Rikbaktsa tribes.
At the meeting we spoke with a Brazilian about the building of dams. The Brazilian said, 'Come and look at the first dam we have already built.' He continued, 'The dams are a good thing, not a bad thing. The fish will not die, the water will not become dirty, the forest will not die.'
We communicated clearly to the people who want to build the dams, 'Do not build the dams, we do not want them.' As far as the Enawene Nawe are concerned, we are completely against the dams. We do not want a car nor do we want money. We are thinking about fish, and the water.
The Rikbaktsa people think the same. As soon as we got back home we, the Enawene Nawe, spoke together. After this, we spoke in Cuiabá [the capital of Mato Grosso state], to the public prosecutor. This person said that the situation was very difficult. So then we thought like this: OPAN [Brazilian NGO working with indigenous peoples] and the Federal Ministry of Public Affairs should see the impact report together; and soon we must go to Brasilia so that all the Enawene Nawe can speak there.
We are seeking help from others, as we are very unhappy, very unhappy indeed."
Powered by TCPDF (www.tcpdf.org)
Excerpted and edited from: "Dams threaten fishing tribe", Survival International, http://www.survivalinternational.org/news.php?id=2193, http://www.survivalinternational.org/tribes.php?tribe_id=194 | <urn:uuid:37d31a43-4707-4876-a66b-1b102cf60cb1> | CC-MAIN-2025-05 | https://www.wrm.org.uy/print/pdf/node/12477 | 2025-01-15T02:50:37+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00835.warc.gz | 1,133,394,091 | 743 | eng_Latn | eng_Latn | 0.895843 | eng_Latn | 0.998641 | [
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Unit: LA FAMILIA
Unit Objective: To talk simply about your/a family in Spanish
By the end of this unit we will be able to:
It will help if we already know:
* Remember the nouns for family members in Spanish from memory. Describe our own or a fictitious family in Spanish by name, age and relationship.
*
* Count up to 100 in Spanish.
* Understand possessive adjectives better in Spanish ('my' form only).
Activities we will complete:
Activities to help learn the nouns and articles/determiners for key members of the family. Learning how to say what our/a family members are called and how old they are. Lots of activities to help understand better how to use a possessive adjective (the word for 'my') accurately in Spanish. The reading and listening tasks will be more challenging building up to the final task of a written and/or oral presentation on our/a family.
Skills we will develop:
We will learn to talk and write with more accuracy, fluency and confidence on the topic of family. We will also increase our knowledge of how the Spanish language works by understanding better the role of different words in a sentence. Remembering that nouns have gender and that this impacts the choice of articles and possessives adjectives. Improving our ability to choose these words carefully, applying growing grammatical awareness and using them with higher accuracy.
Grammar we will learn & revisit:
Nouns, articles/determiners & possessive adjectives
Exploring possessive adjectives in Spanish with a focus only on 'my'. Understanding that there are two words in Spanish mi and mis for our one word 'my' in English.
.
* The letter sounds (phonics & phonemes) from phonics and pronunciation lessons 1 and 2.
* Vocabulary from the 'Early Learning' and 'Me Presento' units (how to say your name, age, where you live and nationality and numbers 1-20).
* What a verb is in English and you are already familiar with the Spanish high frequency verbs in first person singular form soy (I am), tengo (I have), vivo (I live) and me llamo (I am called).
Phonics & Pronunciation we will see:
Recommended phonics focus: CA CE CI CO CU ∙ CA sound in única
* CI sound in cien
* CO sound in único
* CU sound in cuarenta, cincuenta
* Stress Placement. Words that end in a consonant (apart from 'n' or 's' should be stressed on the last syllable as in the word. For words that end in a vowel or 'n' and 's' it is normally the second to last syllable like her-man-o, her-man-a ( remembering silent 'h' in Spanish unless a foreign origin word).
* Accents can only be written over vowels in Spanish and indicate the vowel is stressed – regardless of the other rules! As seen in tí-o and ú-ni-ca.
Vocabulary we will learn & revisit:
We will revisit basic personal details (name/age/where you live/nationality) and learn the nouns and articles/determiners for family members, he/she is called and numbers 1-100 plus how to say how old we are. All on the Vocabulary Sheet. | <urn:uuid:ec6553ad-d7c5-4450-b0ab-d33c08ac514d> | CC-MAIN-2025-05 | https://www.midfield.bromley.sch.uk/attachments/download.asp?file=6892&type=pdf | 2025-01-15T03:07:52+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00835.warc.gz | 940,615,363 | 688 | eng_Latn | eng_Latn | 0.997736 | eng_Latn | 0.997736 | [
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Tennessee Tree Day is March 16, 2024. To reserve your trees now through March 4th, go to: https://www.tectn.org/tennesseetreeday.html. The trees go fast, so reserve now.
Last Chance! The next University of Tennessee Master Gardener class at the Sullivan County Extension Office located at 140 Spurgeon Ln, Blountville, TN. starts on January 30, 2024 and continues every Tuesday for 14 weeks from 10AM – 12noon.
Call the Extension Office for information and application form. 423-574-1919
Garden Hits and Myths
By Kate O'Lenic, Master Gardener
The facts, ma'am, just the facts. As Master Gardeners, we are bound by our promise to provide scientific information when it comes to gardening advice. So, today, we are going to blow up some myths and give you the scoop on the proper ways (the hits) to help your garden and avoid doing something that may cause harm.
Myth: Stake newly planted trees. To develop a stable root system and a strong trunk, trees need to move with the wind. Therefore, staking should be avoided. The only time you may need to stake a tree is if it is a bare root and can't stand by itself or if it is planted in a place with very strong wind gusts. However, staking in these cases is done for a short time, generally one growing season. You also need to avoid harming the bark with materials that may rub. In some cases, you may just need to use braces across the ground to stabilize the root ball.
Myth: Paint tree or shrub cuts or wounds. Using products to seal a cut or wound can easily harm the plant. It can promote rotting. Plants have a method of healing themselves. There is no need to seal a wound or cut.
Myth: Add Epsom salts to soil. Magnesium supplements might be OK if you had a soil test that showed a deficiency. Follow the soil test recommendations for the amount to add. Otherwise, you can harm your plants with too much magnesium. There is no evidence that it aids seed germination, uptake of other nutrients or improves plant health or growth. In fact, too much magnesium can reduce calcium absorption and may worsen blossom rot on tomatoes rather than prevent it.
Myth: Keep the burlap on tree root balls when planting. Burlap needs to be removed so the roots can be inspected, and any defects addressed. Roots development may also be hindered by the soil and burlap.
Myth: Use coffee grounds to lower soil pH. Coffee grounds are great to add to the compost pile as a source of carbon and nitrogen. But they are poor at altering the soil pH. If your soil test recommends lowering the pH, elemental sulfur is a good option. Follow the soil test recommendations for the right amount to apply.
Myth: Prevent tomato blossom rot with eggshells or antacids in the soil. Another myth bites the dust. It may be that blossom rot is caused by too much magnesium or ammonium in the soil, or because root damage is hindering water uptake. Adding calcium won't help. Blossom rot can be prevented by consistent watering, not overwatering, and use of mulch. Avoid root damage by cultivating a safe distance from the plants and fertilize according to your soil test recommendations.
Hopefully, you've noticed a recurring theme in this article – soil testing! Yes, it is extremely important to know your soil. Testing is best done in the early fall but can be done now so that any amendments needed have time to adjust the soil in time for the spring growing season. Soil tests are available through your local Agriculture Extension Agency. You will find instructions on how to sample your soil and receive a container for sending the sample to the testing lab. You will receive a written report with recommendations for amending the soil to improve productivity. And it is an inexpensive way to ensure you have healthy soil.
There are many resources online that help debunk gardening myths. All you need to do is search for garden myths .edu. You'll be amazed at how much information you will find from reliable, scientific sources when you add .edu to your search. Another way to assess information is to apply the CRAAP test. Yes, that really is the name of the test. The acronym stands to Currency, Relevance, Authority, Accuracy and Purpose. You can download a pdf of the test at https://library.csuchico.edu/sites/default/files/craap-test.pdf
One other incredible resource for a wide range of gardening and horticulture myth busting is at https://puyallup.wsu.edu/lcs/
Resources
"Debunking Garden Myths", https://extension.psu.edu/debunking-garden-myths
"Gardening Myths: Five Myths That Are Just Too Good to be True", https://hortnews.extension.iastate.edu/2020/05/gardening-myths-five-myths-are-just-too-good-
be-true
"Some garden myths and what science has to say", https://extension.oregonstate.edu/node/96711/printable/print
"Coffee grounds, eggshells and Epsom salts in the home garden", https://extension.umn.edu/manage-soil-nutrients/coffee-grounds-eggshells-epsom-salts
How do I ask a question?
If you have a question for the Master Gardeners, submit them to us on our website at www.netmga.net. Click the link at the top of the page, "ASK A MASTER GARDENER" to send in your question. Questions that are not answered in this column will receive a response from a Master Gardener to the contact information you provide. | <urn:uuid:72e04a9c-2b54-4f3d-acc5-707039b98619> | CC-MAIN-2025-05 | https://www.netmga.net/app/download/7127448543/Garden+Hits+and+Myths+-+Trees%2C+soil%2C+vegetables.pdf | 2025-01-15T03:02:21+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00835.warc.gz | 963,283,474 | 1,227 | eng_Latn | eng_Latn | 0.997933 | eng_Latn | 0.998168 | [
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* MOVIE LISTINGS, C2
* COMMUNITY CALENDAR, C6
* NUPTIALS, C2
* WORSHIP SCHEDULE, C7
TEST YOUR GRASS GRASP
How well do you know that plot you mow all summer? Take this true-false quiz.
T
F
1.
Maintain blue- grass lawns at a
height of 2.5 to
3.5 inches.
2.
Lawn clippings should be left on
the lawn if they are not excessive.
3. Water lawns infrequently, but when you water, water deeply.
4.
Thatch is caused by
excessive lawn clippings.
5.
The ideal time to de-thatch or
aerate a lawn is in the fall.
6. The ideal time to control white grubs is July 15 to Aug. 15.
7. Moles burrow through lawns and gardens and feed on bulbs and roots.
8.
Mole control is best obtained
through the use of Diazinon on
the lawn to kill the grubs they
feed on.
9.
The ideal time to establish a
new lawn is early spring.
10.
Annual rye grass is a good
grass for shady lawns.
Answers
1.
T
5.
T
2.
3.
T
T
6.
7.
T
F
4.
F
8.
F
Compiled by Dick Huber of
Greenwood, a master gardener
9.
F
10.
F
STAFF PHOTO BY MATT OOLEY Sharon Parish, a master gardener, prepares to rake leaves and brush in her backyard. Parish has converted the entire backyard of her Franklin home into a garden.
DAILY JOURNAL
ACCENT
www.thejournalnet.com
The constant gardeners
Franklin master gardener Sharon Parish sits at her kitchen table facing the window to her garden. No matter the season, various types of birds flit in and out of Parish's backyard retreat.
To begin landscaping what was a pasture 10 years ago, Angela Arnold just started planting things in front of her Franklin home. Her yard is now full of green memories, she said.
On this particular pre-spring day, four red birds perch on tree limbs.
As she watches the birds, Parish gives her hints for for preparing your yard and garden for spring.
SPRUCING UP THE GARDEN
Make sure any plants or seeds you purchase can survive in Indiana's Zone 5 climate.
Cut grass shorter than normal the first time you mow to encourage green-up.
Prune trees and shrubs while they are still dormant. Don't prune early-blooming trees and shrubs.
Pros tell you how to make your yard the envy of the block
Cut back ornamental grasses to about about 3 inches.
Plant pansies in March around St. Patrick's Day
Check evergreen trees for bag worms. (They look like tiny pine cones.) Pick off and destroy.
Plant berry bushes and grapevines and fertilize existing ones.
Clean up winter debris and cut dead perennials.
"I wanted that home feeling," she said. "So a lot of the plants in our yard are from my parents' yard and my grandma's yard. That's what means the most to me."
Arnold shares her knack for landscaping on a budget.
YARD DESIGN ON A DIME
Get starts of plants and trees from friends and family members.
Collect seeds from your flowers to restart next year.
Place a flower pot in the place where a woven seat used to be in an old chair.
Start new plants from seed. It's cheaper than buying plants.
Instead of buying garden ornaments, make simple decorative items with material you have at home.
Paint a saying or add a splash of color on a discarded brick or rock. Place your artwork in a flower bed.
Plant a flower inside of an old boot.
Place some water and a few rocks on a clay saucer. Butterflies love to land and drink and sun themselves.
COMPILED BY SHERRI EASTBURN
INSIDE
More gardening tips plus where to take a free lawn-care class.
PAGE C8
GET PERSONAL
Photographer creates cherished art from the smiles, tears of children
Motherhood instills love for capturing images of tykes
"Alli, can you say monkey?" Mundy said to lighten the mood. "Can you cross your feet and lean back a little bit against Josh?"
BY SHERRI EASTBURN DAILY JOURNAL STAFF WRITER email@example.com
A child photographer's studio might be one of the busiest places to work.
As the children of Kenn and Melisa Petty of Greenwood entered the childfriendly studio at Celebrity Kids, 6-yearold Alli immediately made her way across the room to play with a tea set.
Her younger brother, Sam, 3, climbed on top of a table to perch on a bench. Older brothers Josh, 15, and Ben, 10, studied images on a computer screen.
Photographer Sweela Mundy greeted the children, all wearing pink and khaki. She has been taking pictures of the Petty family for five years.
Photographer Sweela Mundy coaxes the look she wants from some young subjects during a recent photo shoot.
After a comment about how tall Sam had grown since she had last seen him, Mundy got down to business.
Photographing children requires the ability to move fast, think faster and talk frequently to keep their attention.
Mundy gathered the siblings on a large piece of white cloth for a group
shot.
STAFF PHOTOS BY SCOTT firstname.lastname@example.org
Photographer Sweela Mundy arranges the dress of 6-year-old Alli Petty of the Center
Grove area. Mundy has three children of her own whom she enjoys photographing.
Mundy snapped a few frames, stepped from behind the camera and moved the Center Grove-area family into another pose.
"This is a serious one. So no smiles," she said as several more clicks erupted from the camera.
In this Greenwood studio where she has worked for five years, Mundy has quick access to several choices of backdrops.
A shelf filled with various props, including pieces of lace, stuffed animals, hats, chairs and benches, is close by. Outfits of all types, including football and baseball equipment, fairy costumes and various vintage clothing, are avail- able in the room next door. To change the scenery again, Mundy
(SEE ART, PAGE C8)
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Fat facts
Types of Blood Fats
The Cholesterol Family
Cholesterol is a fatty substance made by our liver and found in our blood. Cholesterol is also present in some foods (this is known as dietary cholesterol). Cholesterol has many important functions but too much cholesterol can cause fatty deposits to build up in the blood vessels. This makes it harder for blood to flow through and can cause blockages leading to heart disease or stroke.
Risk factors that can contribute heart disease:
What does your cholesterol blood test tell you?
Total cholesterol
This includes the good and the bad types of cholesterol (see below).
HDL (high density lipoprotein) cholesterol
This is "good" cholesterol which can help protect against coronary heart disease (CHD). HDL cholesterol can remove "bad" cholesterol from the lining of the arteries. The higher the level of "good" cholesterol, the better for your heart.
LDL (low density lipoprotein) cholesterol
This is "bad" cholesterol and can deposit in the inner lining of the arteries increasing your risk of coronary heart disease (CHD) and may eventually lead to a heart attack or stroke.
Triglycerides
This is another "bad" fat. High levels of triglycerides can lower "good" cholesterol (HDL) and increase your risk of coronary heart disease (CHD). High triglycerides can be caused by eating foods high in fat and energy, by being overweight and drinking alcohol.
What to aim for?
(Ref: Diabetes Management in General Practice, Diabetes Australia 2012)
Cholesterol in Food
Dietary cholesterol is found only in animal foods. Highest levels are found in eggs, offal, fatty meats, and some shellfish. Dietary cholesterol can increase LDL cholesterol levels, but to a lesser degree than saturated and trans fat. Moderate amounts of cholesterol-rich foods can be included if blood cholesterol levels are well controlled.
Fats found in food
Blood cholesterol levels can be affected by the type and amount of fat we eat. There are several different types of fat found in food (Table 1):
Saturated fat is "bad" fat as it can raise LDL cholesterol levels and can increase the risk of developing heart disease.
Polyunsaturated fat is "good" fat. There are two main types of polyunsaturated fat:
- omega 6 fats: can lower the "bad" LDL cholesterol and reduce the risk of heart disease.
- omega 3 fats: not only lower LDL cholesterol but can also lower triglycerides and have many other benefits for the heart. Omega 3 fatty acids are found in several plant oils and in even greater quantities in fish. The omega 3's from fish have been shown to be the most protective. In large doses, omega 3 fats from fish oil supplements have also been shown to have an anti-inflammatory effect, thereby reducing the symptoms of rheumatoid arthritis. Most Australians consume inadequate amounts of omega 3's.
Monounsaturated fat is "good" fat which lowers LDL cholesterol and triglyceride levels and increases HDL cholesterol in the bloodstream.
Trans fat is "bad" fat which increases LDL cholesterol levels and lowers HDL cholesterol. Trans fat is found in most foods containing saturated fat and is also produced in the manufacture of some margarines. Look for margarines with less than 1g of trans fat per 100g (less than 1%).
Table 1: Types of fat found in various foods.
* Good sources of omega 3 fats
What can you do to improve your blood fats?
Maintain a healthy weight.
Limit takeaways and fatty snack foods such as crisps, chocolate, cakes, pastries and high fat biscuits. Choose healthy alternatives such as fruit, low fat crackers and fruit loaf.
Use lean meats, trimmed of visible fat. Remove skin from poultry.
Use low fat milk and yoghurt.
Cheese is high in saturated fat. Limit to 1-2 slices, up to four times a week. Lower fat cheeses such as ricotta, cottage and light cheddar are better choices.
Use small amounts of poly or mono-unsaturated oils and margarines.
Increase dietary fibre from legumes, fruit, vegetables, wholemeal or wholegrain bread and cereals.
Eat fish 2-3 times a week preferably deep-sea fish such as sardines, mackerel, herring, tuna and salmon.
Limit alcohol intake. Aim for no more than two standard drinks a day.
Exercise regularly. Aim for at least 30 minutes a day for five or more days of the week.
Quit smoking.
How much fat should we eat?
Although too much fat in the diet is unhealthy, we still need to eat a certain amount of fat (approximately 25 – 30% of our total calorie/kilojoule intake should come from fat). The average adult should consume less than 20g of saturated fat a day.
| | Activity Level | Kilojoule (Calorie) Intake | Total Fat Intake Per Day (grams) |
|---|---|---|---|
| Women | Moderately active Sedentary Aiming for weight loss | 8400 (2000) 6300 (1500) 5000 (1200) | 55 – 65 40 – 50 30 – 40 |
(Nutrition for Life – Catherine Saxelby 2006)
(Total Fat and Saturated Fat – National Heart Foundation Guidelines)
Fat content of various foods
| High fat choice | Fat (g) | Saturated fat (g) | Lower fat choice | Fat (g) |
|---|---|---|---|---|
| Milk, full cream, 1 cup | 9 | 6 | Milk, reduced fat (1.4%) 1 cup | 3.5 |
| Cheese, full fat, 30g | 10 | 6.5 | Cottage cheese, reduced fat, 30 g | 1 |
| Yoghurt, full fat, 200g tub | 7 | 4 | Yoghurt, diet, 200g tub | 0 |
| Chicken leg with skin, 100g (bone) | 12 | 4 | Chicken breast, no skin, 100g | 5 |
| Lamb forequarter chop, untrimmed, 100g (raw) | 20 | 5 | Lamb forequarter chop, trimmed, 100g (raw) | 11 |
| Beef mince, regular, 100g | 15 | 6 | Beef mince, lean, 100g | 7 |
| Pork midloin chop, untrimmed, 100g (raw) | 17 | 7 | Pork midloin chop, trimmed, 100g (raw) | 2 |
| Salami, 3 slices, 30g | 12 | 5 | Lean ham, 30g | 2.5 |
| Butter, 1 tbsp | 16 | 10 | Margarine, extra light, 1 tbsp | 6 |
| Potato crisps, 50g | 15 | 6.5 | Low fat crackers (Salada) x 4 | 0.5 |
| Chocolate, 1 row, 25g | 7.5 | 5 | Dried fruit, 30g | 0 |
| Fish and chips, 1 serve, average | 38 | 11 | Dim Sims, steamed, 3 | 12 |
| Pizza, pan, meat supreme, 2 slices | 24 | 9 | Pizza, thin crust, vegetarian, 2 slices | 9 |
Commonly asked questions
Q: Should I use food products that contain 'plant sterols'?
A: Plant sterols occur naturally in plants. There is evidence that they are effective in reducing total cholesterol, when 2-3 grams of plant sterols are consumed per day. In addition to the small quantities of these substances naturally available in fruit and vegetables, they are now allowed to be added to some margarines, low fat milk, breakfast cereals and low fat yoghurts. As part of a healthy balanced diet these products may be beneficial in lowering cholesterol levels by an average of 10%. It is recommended to include 2-3 serves per day (one serve is equivalent to 2 tsp plant sterol enriched margarine or 1 cup milk). Be careful of unwanted weight gain that may result from using extra margarine. Discuss with a dietitian.
Q: Should I be adding Psyllium to my food?
A: Psyllium is a seed husk high in soluble fibre. Cholesterol can be lowered by increasing soluble fibre intake from a variety of foods like oats, oat bran, barley bran, legumes, lentils, fruits, vegetables, grains, rice and pasta. As part of a healthy well balanced diet psyllium may be beneficial in lowering cholesterol levels. Manufacturers mainly add psyllium to breads and cereals. It can also be bought in powder form and added at home to breakfast cereals, drinks and casseroles. Drink extra fluid if adding psyllium to your diet to avoid constipation.
Q: Should I be having soy milk and soy products?
A: Soy products are plant derived and hence are cholesterol free. The protein found in soy products is thought to assist in lowering LDL cholesterol and prevent clogging of arteries. Soy products can be part of a healthy diet as long as they are low in fat and calcium enriched. Twenty five grams of soy protein a day, as part of a diet low in saturated fat, may reduce the risk of heart disease (you can get this in 2 to 3 cups of soy milk per day).
Q: Should I be avoiding eggs if my cholesterol is high?
A: No. Although eggs contain a moderate amount of dietary cholesterol, they also contain a number of valuable nutrients (such as protein, zinc and vitamins). Cholesterol in foods is less of a concern to heart health than saturated or trans fats. For people with type 2 diabetes, egg intake should be limited to less than 6 eggs per week. Use low fat cooking methods such as boiling or poaching.
Q: Should I be taking fish oil capsules?
A: The Heart Foundation currently recommends consuming at least two to three serves of oily fish a week (150g per serve). Eating oily fish helps reduce your risk of coronary health disease as it contains healthy omega 3 fats. If you are unable to meet the recommended dietary intake you can use fish oil capsules and/or omega 3 enriched foods to supplement your intake. If you choose to take fish oil supplements, make sure you use standard fish oil rather than cod liver oil. Although cod liver oil is a good source of omega 3 fats, it also contains vitamin A which, in large doses can be harmful and has been associated with lower bone density (a potential risk for bone fracture). Useful web sites for more information on fish oils are: www.omega-3centre.com, www.heartfoundation.com.au
Q: What about plant based omega 3's?
A: The National Heart Foundation recommends 2g per day of plant based omega 3 fats. This is equivalent to two slices of soy and linseed bread or 30g of walnuts to improve heart health.
Q: Is it ok to eat nuts?
A: Nuts are a good source of protein, polyunsaturated and monounsaturated fat, and can help reduce cholesterol and risk of heart disease. However because they contain a lot of energy, be careful of unwanted weight gain. Look for raw or dry roasted and unsalted nuts. 30g of nuts 5 x per week may reduce cholesterol by 10%.
References:
*Cholesterol, Triglycerides and Coronary Heart Disease, Heart Foundation Australia 2010 – 2012
*Healthy Eating and Cholesterol, Heart Foundation Australia 2010.
*Diabetes Management in General Practice 2012/13, Diabetes Australia, 2012.
Acknowledgements: RAH, Modbury Hospital, LMHS, Ambulatory & Primary Health Care Services
Non-English speaking:
For information in languages other than English, call the Interpreting and Translating Centre and ask them to call The Department of Health. This service is available at no cost to you, contact (08) 8226 1990.
The information contained within this publication does not constitute medical advice, and is for general information only. Readers should always seek independent, professional advice where appropriate.
For more information:
Diabetes Centre Royal Adelaide Hospital North Terrace ADELAIDE SA 5000
Ph: 8222 5111
Diabetes Centre The Queen Elizabeth Hospital 8 Woodville Road WOODVILLE SA 5011
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Available online at www.ejal.eu http://dx.doi.org/10.32601/ejal.710178
Eurasian Journal of Applied Linguistics, 6(1) (2020) 1–21
EJAL
Eurasian Journal of
Applied Linguistics
The effects of L1 use and dialogic instruction on EFL writing
Ayfer Tanışa* , Feyza Harman Şensoyb , Derin Atayc
a Kırklareli University, Kırklareli, 39000, Turkey
b
King's College London, London, WC2B 4BG, United Kingdom
c
Bahçeşehir University, İstanbul, 34353, Turkey
Received 18 February 2019 Received in revised form 12 May 2019 Accepted 19 June 2019
APA Citation:
Tanış, A., Harman Şensoy, F., & Atay, D. (2020). The effects of L1 use and dialogic instruction on EFL writing.
Eurasian Journal of Applied Linguistics, 6(
1), 1-21.
Doi:
10.32601/ejal.710178
Abstract
This paper investigates the effects of three different types of prewriting instruction on Turkish students' L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at a state university. Students were allocated into three groups randomly. In the control group the prewriting phase was carried out with monologic instruction in L2, while in one of the experimental groups, it was done with dialogic instruction in L2 and in the second experimental group, dialogic instruction was conducted in L1. Data were collected by means of pre-and post-writing tasks of the students and semi-structured interviews, and analyzed with Kruskal-Wallis and Mann Whitney tests and through pattern coding, respectively. The statistical results indicated that the group who used their L1 during pre-writing stage with the help of dialogic instruction had higher mean scores than the group who was instructed monologically and the group who was instructed through dialogic instruction in L2.
© 2020 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: Dialogic instruction; EFL writing; L1; L2.
1. Introduction
Developing learners' writing skills in L2 has been a concern in tertiary education for a long time (Jordan, 1997). Writing is a complex, meaning-making, cognitive phenomenon in which multiple factors are at play (Byrnes & Manchón, 2014). Thus, the requirements for successful writing are often difficult to meet for many students in their L1 (Bereiter & Scardamalia, 1987; Graham & Perin, 2007), and the task becomes much more complex and demanding for those who have to write in a foreign language and who are additionally expected to cope with the institutions' literacy expectations.
Writing plays a significant role in promoting language learning and development because of the problem solving nature of writing itself and the attention paid by
*
Corresponding author. Tel.: +090-507-841-96-88
E-mail address
: email@example.com http://dx.doi.org/
10.32601/ejal.710178
learners to language use and processing (Byrnes & Manchón, 2014). In Turkey, writing in English for academic purposes is a skill to be acquired in undergraduate programs; however, research conducted on L2 writing, though few in number, revealed that Turkish language learners find writing to be the most difficult language skills to master (Abdel Latif, 2007; Kurt & Atay, 2007; Sağlam, 1993). Many Turkish students regardless of their L2 proficiency, feel under "stress" about not being able to "think of anything" or "generate ideas" on the given topic. Working as English instructors for years, we have realized that low writing performance of the Turkish EFL students is beyond their L2 proficiency, which, according to Ortega (2012), is a need yet "not a sufficient condition" (p.412) for the development of L2 writing. Thus, we believed that a structured planning stage inducing active student participation and engagement would improve students' L2 writing skills. Thus, our aim in the present study was to explore if there was any improvement in the L2 writing performance of EFL students as they were engaged in a structured pre-writing tasks based on dialogic instruction (DI) in L2 and L1.
1.1. Pre-writing instruction
Planning, or pre-writing stage is considered to play a major part in the writing process, (Bereiter & Scardamalia, 1987; Caccamise, 1987; Levy & Ransdell, 1995). It is during this initial stage when learners are expected to set goals for the writing task, originate ideas in relation to these goals and arrange them to facilitate action, translate and make the writing production easier (Hyland, 2003; Williams, 2005). As suggested in Kellogg's model of writing process (1996), formulation entails planning, and the writers try to retrieve ideas and knowledge to build a new text and linguistic elements through planning stage.
Teachers also try to elicit opinions through different strategies and techniques such as concept mapping (Ojima, 2006; Ruddell & Boyle, 1989), writing a story based on a picture (Ghavamnia, Tavakoli, & Esteki, 2013), outlining (Kellogg, 1988), clustering (Becker, 1991), dialogue journals (Urzua, 1987), brainstorming (Scott, 1996; Sebranek, Meyer, & Kemper, 2000; Williams, 2005), categorizing ideas and class discussions (Martinez‐Gibson, 1998), dyads and triads (Freeman & Freeman, 2001), free writing (Vacca, Vacca, & Mraz, 2010; Williams, 2005), drawing (Byrd, 2011), graphic organizers (Novak, 1998), four column charts (Auman,1999), and L1 use for planning (Akyel, 1994; Beare, 2000; Friedlander, 1990; Krapels, 1990; Sevgi, 2016; Wang, 2003). Pre-writing techniques necessitate students' active involvement, which is found to facilitate their L2 writing skills (Hornung, 2000; Rau & Sebrechts, 1996). Students make personal connections and review vocabulary necessary to complete the final product more communicatively and successfully (Byrd, 2011; Kramsch, 1993; Strasma & Foster, 1992). In that sense, pre‐writing activities help them either activate existing schemata or create new input for vocabulary, syntax and cultural content for the writing task (Carrell & Eisterhold, 1983; Kroll, 1990; Swaffar, 1988). Thus, in the present study we adopted DI as pre-writing strategy and examined its potential for improving learners L2 writing.
1.2. Dialogic versus monologic instruction in L2 writing
The theoretical foundation of DI arises from the work of Bakhtin (1984), who, by demonstrating how the voices of other people get interwoven into what we say write and think, suggests that a person's thinking and knowing occurs in and through dialogic speech (Teo, 2016).
In the last years, DI has been extensively characterized as a pedagogical approach that engages learners in the cooperative creation of meaning and can be enacted through a range of possible talk strategies in the classroom setting (Alexander, 2006; Gregory, 2007; Webb, Franke, Ing, Wong, Fernandez, Shin, & Turrou, 2014; Wells, 2000). DI opens the space for students to question the ideas and opinions from their peers, teachers or textbooks so there is greater construction of knowledge. There are some key distinguishing characteristics that appear in dialogic classrooms (Mercer & Littleton, 2007; Scott, Mortimer, & Aguiar, 2006). Responsibility for the content of talk is shared by the individuals within a group and they ask questions in turn and evaluate each other's answers (Splitter & Sharp, 1995). There is an "ongoing communicative interchange that acknowledges differences in knowledge, experience or ability without reifying them" (Burbules, 1993, p.34). Pimentel and McNeill (2013) claim that expressing a thought with reasoning, formulating ideas and elaborated explanations on the student talk can reflect dialogic discourse. DI is totally in contrast with monologic instruction (MI) in which knowledge is transmitted unilaterally from teacher or textbook to students (Alexander, 2008; Galton, 2007). Such instruction still dominates classroom practice in many parts of the world (Alexander, 2006; Burns & Myhill, 2004; Kumpulainen & Lipponen, 2010; Parker & Hurry, 2007) and research conducted in Turkey also demonstrates that despite national strategies to promote more interactive approaches to L2 teaching and learning, traditional, teachercentered monologic practices are still widely adopted and that teachers remain strictly in control of class talk (Altinyelken, 2011; Hatipoglu Kavanoz, 2006).
A major reason for selecting DI is that it is recognized to be effective in improving students' higher order thinking skills (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2008; Schwarz, Neuman, & Biezuner, 2000; Wegerif, Mercer, & Dawes, 1999), questioning skills (Reznitskaya, Kuo, Clark, Miller, Jadallah, Anderson, & Nguyen-Jahiel, 2009) and ultimately idea generation capabilities (Sedova, Sedlacek, & Svaricek, 2016) during L2 writing process.
A number of studies conducted on DI in L1 settings in primary (Mercer, Dawes, & Staarman, 2009), secondary (Gillies, 2016; Otten, Engledowl, & Spain, 2015) and in tertiary education (Hajhosseiny, 2012) on various subjects, generally in science and maths, have shown that when teachers make regular use of certain dialogue strategies, students' participation in class and their educational outcomes are likely to benefit (Mercer & Dawes, 2014, p.439).
Additionally, some of the researchers have investigated the role of dialogic interactions through journals and the results of these studies have revealed that
learners have developed a sense of audience, voice and power in their writing process by means of these dialogue journals (Mahn, 2008; Peel, 2014; Urzua, 1987). As such, dialogue creates opportunities for students to enhance ideas through mutual shaping which are shared and open to learning both with and from the students (Han & Hyland, 2015; Steward & Mcclure, 2013). Motlhaka and Makalela (2016) also assert that the use of dialogic pedagogy as a strategy and L1 to generate ideas facilitate university students' L2 writing development that would not be possible in traditional, monologic academic teaching approaches as students construct their desired voices in writing through the use of compensation and social strategies by means of the dialogic instruction when they translanguage between L1 (Sesotho) and L2 writing (English).
Thus, we believe that regular use of DI in the planning stage of writing will facilitate meaningful interaction among learners and enable the teacher to respond to the diverse cultural educational and writing needs of students "clarifying meaning and resolving ambiguities" (Hyland & Hyland, 2006, p. 8). DI will foster awareness in the students and progressive understanding to construct their desired voice in L2 writing (Motlhaka & Makalela, 2016).
We also implement DI in L1 Turkish as an alternative in this study. In order to enhance the L2 writers' confidence in preplanning stage of writing, the students are encouraged to use their L1 to generate ideas associated with a topic, and to develop strategies that could facilitate their L2 writing development.
1.3. L1 use in L2 writing
A great deal of research has concentrated on the inclusion of mother tongue in L2 writing (Cohen & Brooks-Carson, 2001; Wang & Wen, 2002; Woodall, 2002) suggesting that the inclusion of L1 might be productive in the writing process for text generation (Cumming, 1989), L1 knowledge transfer to the target one (Edelsky, 1982; Friedlander, 1990), ideas and content development (Beare, 2000; Knutson, 2006; Lay, 1982; Wang, 2003; Whalen & Mennard, 1995; Woodall, 2002), as well as task management, explanation and clarification (Akyel, 1994; Kim, 2010). However, there is a scarcity in the studies investigating the effects of DI and L1 integration in EFL classrooms.
Thus, the following research questions were addressed in this study:
1. Is there a statistically significant difference in the writing performances of students who are exposed to MI in L2, DI in L1 and DI in L2 in the planning stage of the writing lesson?
2. What are L2 learners' opinions about the use of MI in L2, DI in L1 and DI in L2 used in the planning stage?
2. Method
2.1. Participants and setting
The present study was conducted in the Academic English Writing I course given to freshman students at a Turkish state university. 45 Turkish EFL students, 20 female and 25 male with a mean age of 18.44, participated in this study. All groups, each with fifteen students, were taught by one of the researchers of this study, an experienced EFL instructor working at the institution for nine years. At the time of the study, the English proficiency of the participants was B1 level (CEFR) as obtained from the English proficiency test given by the institution.
At the beginning of the study, students in all three classes, randomly assigned as control and experimental groups, were asked to write an essay on their daily routines. A non-parametric test, Kruskall Wallis Test, revealed that there was not a statistically significant difference between the three classes regarding their L2 proficiency (X²=0.064, p=.968).
2.2. Data collection and analysis
Data obtained from the students' pre and post essays were analyzed through an analytic rubric developed by the testing office of the participants' university. Statistical analyses on the validity and reliability of the rubric were conducted by the testing office of the university. The rubric is composed of task achievement (35 points), vocabulary (20 points), grammar (20 points), cohesion- coherence (15 points), spelling (5 points) and punctuation (5 points), and is 100 points in total. The task achievement is evaluated separately for introduction paragraph (10 points), body paragraphs (15 points) and conclusion paragraph (10 points). 5 points are cut for each of the following: if there is no title, if there are two are or missing indents or if there is no hook for the introduction paragraph. The introduction paragraph was evaluated for the thesis statement, whether it controls the essay well and whether background information goes from general to specific relating to thesis well making the reader familiar enough with the topic. The body paragraphs were assessed in terms of effectively supporting the thesis statement, starting with an effective topic sentence, and whether the arguments and examples sufficiently support and explain the topic. The concluding paragraph was evaluated according to the clear and well-developed concluding sentence and comments, predictions or suggestions that are appropriate to the essay. The grammar section included whether structures are level appropriate and the ability in sentence formation. Similarly, the vocabulary section evaluated whether level and topic appropriate word choice or word use is available. Cohesioncoherence section assessed whether the essay expresses one definite main idea with no irrelevant sentences and it has a logical flow and progression of ideas with correct conjunctions and transition signals. Finally, correct punctuation, spelling and capitalization were also evaluated.
Each essay was graded by two EFL instructors of the same institution and the average scores of the raters were taken as the final score. The interrater reliability was found to be 0.93 for the pre-test and 0.96 for the post-test. The scores of participants in all three groups were analyzed by means of Statistical Packages for
the Social Sciences (SPSS) through Kruskal-Wallis tests followed by Mann Whitney tests in order to find out whether there was a statistically significant difference between their writing scores. These nonparametric tests were chosen to measure and analyze performances of the groups as the number of the participants in each group was smaller than 30. However, since the number of analyses needed for a conclusion was higher, the chance of a Type I error increased.
Semi-structured interviews, lasting about 20 minutes, were conducted with 5 students randomly selected from each group to explore their perceptions regarding the type of pre-writing instruction they were exposed to. Turkish was used in the interviews. Students were informed about the audio-recording at the very beginning of the interview and asked to give informed consent. Interview data were analyzed by means of pattern coding, as suggested by Miles and Huberman (1994). For inter-rater reliability the semi-structured interviews and pre-and post-writing tasks were evaluated by both of the researchers. All of the students were informed about the research at the very beginning of the study and asked to give informed consent before taking part in the study.
2.3. Procedure
In all three groups, students were regularly assigned writing tasks on the same topics including their job future jobs, their favorite sports, their fears and ways of avoiding them, the importance of honesty, and lastly the reasons of immigration to other countries at the end of each week. We designed DI to be used in the experimental groups according to the DI principles of Sedova, Sedlacek and Svaricek (2016), and Smart and Marshall (2013). DI in our study was implemented during planning stage of the writing class and lasted for 15 minutes. The following four components suggested by Sedova et al. (2016) were implemented in a structured way.
(1)Student talk with reasoning: Students were encouraged to productively participate in the joint construction of knowledge, think and publicly present their thoughts (Ex.1).
Excerpt 1 (taken from Lesson 4-Immigration)
Teacher So, can you tell me why you think that these people in the picture immigrate?
Student It seems to me that they are very sad at first. Then I looked at the picture carefully and think they have to move their houses because of war. The wars caused them to leave their hometowns, their belongings, their families all behind. Poor countries are suffering as they cannot deal with powerful ones. Think about the Syrian people.
(2)Teachers' open questions of high cognitive demand: The instructor asked authentic questions with many possible answers that necessitated logical thought. Within DI, this type of question was regarded as a productive means of inducing dialogue. As the English level of the class was intermediate (B1) it was necessary to modify the cognitive demand accordingly. Thus, question level (from questions requiring lower-order thinking to ones requiring analysis); and question length (from
focusing on correct answers to focusing on evidence and reasoning) changed gradually as the study went on, as suggested by Smart and Marshall (2013).
Ex 2 (taken from Lesson 5-Honesty)
Teacher So, can you tell me why you think that person telling a white lie for the sake of others is called a liar?
(3)Teacher uptake refers to situations in which the teacher built on what had been said by the student. (Ex 3)
Ex 3 (taken from Lesson 1-Future Jobs)
```
Teacher So, would you like to be a software engineer after you graduate? Student Yeah. Teacher Why yes? Student Um, because it's a good job for me. Teacher And what is good? Try, try to tell me what is good about it? Student Um, because I like writing codes and programming languages. Teacher What happens when you write codes? Student You can create new applications that make our lives easier and better. Teacher How will they make our lives easier and better? Student For example, think about facebook and whatsapp. They help us communicate with other people easily.
```
(4) Open discussion is one of the outstanding features that distinguish this method from the monologic method in the L2 pre-writing process. The teacher created an atmosphere and context for open discussion including a sequence that consisted of at least three or four participants who reacted to each other.
Ex 4 (taken from Lesson 5-Honesty)
```
Teacher Do you think all lies are wrong, or not? Why? Student 1 I think some lies are OK as they make people happy. Does that make sense? Student 2 No. Student 3 I mean all lies aren't wrong, because it's not possible to tell the truth all of the time and people sometimes don't want to hear the truth and you may need to tell white lies not to make them sad. Student 2 Yeah, exactly. Student 4 But, I think a good person or good friend always tells the truth. Student 1 OK, for example when you ask a close friend to go to a football match. He doesn't want to. Do you prefer he says "I'm sorry. I cannot go. I am busy tomorrow." OR "No thanks. I don't really want to go." Student 4 But it depends.
```
In dialogic L1 group, not only the students but also the teacher switched codes back and forth in L1 and L2.
On the other hand, MI in L2, used in the control group, was implemented with the dominance of teacher driven activities and traditional strategies. For instance, before writing an opinion essay about the importance of honesty, the teacher made use of a piece of a picture related to telling white lies to generate ideas on the given topic and raise students' background knowledge. After asking a few closed-ended questions, the teacher directly talked about the picture. The teacher sometimes made use of the same pre-writing materials and activities in the pre-writing stages of the lessons but differentiating the methods she applied in each group as indicated in Appendix A.
At the end of the study, semi-structured interviews (Appendix B) were conducted with five students from each group to have in-depth understanding with respect to the effects of the treatment on students' beliefs, feelings, and experiences in L2 writing skills.
3. Results
3.1. Quantitative results
Quantitative data of the research were obtained from the participants' writing scores. The statistical tests that were applied in the present study were KruskalWallis test, and Mann Whitney tests. The first research question concerns the effects of three different types of instruction on EFL learners' writing skills and whether L1 inclusion together with DI makes a change in students' writing performances.
The pre-test that was conducted at the beginning of the study indicated that there was not a statistically significant difference between the writing scores of monologic L2, dialogic L2 and dialogic L1 groups (X ²= 0.064, p = .968).
In order to understand whether the post-test scores of the three groups at the end of the study showed significant differences and to answer if the students' writing performances indicate any differences according to the type of treatment they received, a Kruskall Wallis test was applied.
Table 1. Kruskall Wallis test results comparing post-test scores
Table 1 shows the results of Kruskall Wallis post-test writing scores of students who were instructed with different methods for 5 weeks. The results of the analysis indicate that the post-test scores of the students differ significantly according to the instruction type that they received, (X² = 25.174, p < .001) with a mean rank writing score of 10.13 for monologic L2 group, 24.90 for dialogic L2 and 33.97 for dialogic L1 group. This finding shows that three instruction types for pre-writing stage have different effects to increase the writing performances of the students. When the mean ranks are considered, after the treatment, dialogic L1 group has the highest writing
performance, and dialogic L2 and monologic L2 groups follow it. In other words, it was found out that the group who used their L1 during pre-writing stage with the help of DI had higher mean scores than the group who were instructed monologically and the group who were instructed through DI in the target language.
In order to see the difference between the control group who was taught monologically in L2 and one of the experimental groups who was instructed dialogically in L2, Mann-Whitney U test was run on the writing scores of the participants to test whether the scores of two independent groups differ significantly. After a 5-week treatment, it was seen that there is a statistically significant difference between the writing performances of students who were instructed dialogically and monologically, U = 32, p = .001. When the mean ranks were considered, the results indicated that the writing scores were greater for the dialogic L2 group than for the monologic L2 group, as can be seen in table 2. This finding shows that using DI techniques during the pre-writing stage of writing classes is effective to increase the writing performances of students.
Table 2. The results of Mann Whitney U test comparing post-test writing performances of monologic L2 and dialogic L2 groups
In addition, to find out the differences related to the L1 inclusion or exclusion between DI groups, another Mann Whitney test as indicated in table 6 was applied and the results showed that there is a statistically significant difference between the writing performances of dialogic L2 and dialogic L1 students, U = 60.5, p = .031. The writing scores were greater for the dialogic L1 group than for the dialogic L2 group, as shown in table 3, when the mean ranks were analyzed.
Table 3. The results of Mann Whitney U test comparing post-test writing performances of dialogic L2 and dialogic L1 groups
This finding shows that the inclusion of the mother tongue during the pre-writing stage of writing classes is effective to increase the writing performances of students.
3.2. Qualitative results
The content analysis of data conducted by means of semi-structured interviews revealed that under the main category of perceptions of students on L2 writing, such subcategories as reflection on L2 writing including the reasons of L2 writing need and
impacts of L2 writing on students' beliefs; benefits of L2 writing tasks; idea generation process which indicated the main differences between MI in L2, DI, and DI with L1 use in warm-up stage emerged. The findings of the content analysis showed that students found L2 writing necessary for their future career and for their L2 language development in general. Accordingly, the results of the interviews revealed the fact that all of the participants in monologic L2, dialogic L2 and dialogic L1 groups have positive perceptions regarding their L2 writing and general language development with the reasons of feeling more self-confident in L2, being more motivated, willing to communicate and expressing oneself more actively as a result of five week writing courses. Furthermore, the participants emphasized the benefits of five week tasks for their language development including vocabulary, grammar, idea generation, and coherence and cohesion. Lastly, the main differences between three groups were revealed in idea generation process in relation to warm-up stages of the lessons. While the monologic L2 group relied on traditional methods for generating ideas including translation and keeping notes; most of the DI students highlighted that they made use of open discussions and talking with reasoning. Additionally, high number of students in DI L1 group mentioned the positive impact of L1 use for generating ideas in the warm up stage of the lesson.
3.2.1. Reflection on L2 writing
18.104.22.168. Reasons of L2 writing need
When the students were asked questions related to L2 writing to explore their feelings, attitudes and their ideas; it was found out that most of the students found L2 writing important for their future career (12/15) while only two of them focused on the significance of L2 writing for their L2 language development in general as indicated in the following quotes:
I think writing in English is an essential requirement for engineers as we need to communicate in English to work in international companies and interact with foreign customers, colleagues, and bosses. (S5)
I want to work in an international car company in production department, so I have to create engines and be involved in the production process. It means that the most important thing I need is writing in English to share my knowledge, ideas and write projects. (S9)
I will write codes in English and I want to be an academician. For these reasons, I have to write academic articles in L2. It is an obligation for me. (S1)
I strongly agree that if we develop our L2 writing skills, then we will have a chance to improve our English completely and our proficiency levels will be higher. (S3)
22.214.171.124. Impacts of L2 writing on beliefs
Accordingly, when the students were asked to reflect their ideas on whether fiveweek courses had any impact on their attitude toward writing skills and the reasons, all of the 15 students mentioned positive feelings and ideas regarding their L2 writing and general language development with the reasons of feeling more self-confident in
L2 (7/15), being more motivated (4/15), willing to communicate (2/15), expressing oneself more actively (1/15) as evident in the following quotes:
Actually, I feel myself much more competent in writing a paragraph now. Because, in the previous years, we used to write about simple and boring topics specifically about daily routines, introducing ourselves, describing the famous people, etc. (S14)
I am really pleased with engaging in writing nowadays, as I feel myself developed in writing and vocabulary compared to the last weeks. I can organize my writing logically and I learned using transitions between ideas. (S8)
I am self-confident after 5 weeks. I think the writing tasks have a positive impact on idea generation and vocabulary and grammar knowledge as well. (S2)
3.2.2. Benefits of L2 writing tasks
When the students were asked whether they benefited from the tasks they have written for five weeks and the reasons, each of the participants mentioned the benefits in terms of language development including vocabulary (6/15), grammar (5/15), idea generation (2/15), coherence and cohesion (2/15) in relation to five-week treatment as shown in the following quotes:
I improved my content specific vocabulary knowledge while writing the tasks. (S13)
I had a chance to form meaningful grammatical units and become more aware of rules, structures while forming sentences. (S7)
I became aware of the conjunctions to organize my ideas and the flow of the paragraph. (S11)
The best thing for me is creating more and more ideas and questioning my experiences before writing. For example, I generated many ideas related to my future job and realized the responsibilities I should have in this process. (S4)
3.2.3. Idea generation process
When the students' process of finding ideas to write the tasks were investigated, the dialogic L2 group and the dialogic L1 group students mentioned the effects of warm-up stages of the lesson to generate ideas necessary for writing. Most of these dialogic L2 instruction students highlighted that they made use of open discussions (3/15), while rest of them mentioned talking with reasoning (2/5) as shown in the following quotes:
I enjoyed the questioning of everything. For instance, when we say we want to be engineers, the teacher asked for a reason. When I gave a justification to help the society, she asked how I will achieve this and wanted me to clarify many issues on even a single topic. (S2)
Discussions with my classmates were helpful as I took notes and made use of them while writing. (S6)
On the other hand, except for one of the students, all of the dialogic L1 group of students (4/5) mentioned their positive beliefs regarding the L1 use in the warm-up stage of the lesson to describe the idea generation process as evident in the following quotes:
Using our L1 while sharing our ideas and discussing the topic helped us a lot. Let's say, if I couldn't express my thoughts in Turkish, I may not achieve it in English and cannot participate in class discussions. (S8)
What I like most is that we had a discussion on the importance of honesty, telling white lies and expressed us how acceptable they could be. It facilitated my writing and made it easier to express myself both orally and on paper. (S13)
I think we should think and create ideas in L2 to be able to write in L2. If one feels the obligation of using L2 then s/he can be successful, if not, s/he will never feel the necessity of using the target language. (S1)
However, most of the monologic L2 instruction group students generally mentioned more traditional methods including translation from L1 (3/5) while the rest of them mentioned keeping notes and making lists (2/5) considering the idea generation process regarding L2 writing as indicated in the following quotes:
Before writing, I wrote my ideas in Turkish and then, I tried to translate them into English with the help of the online dictionaries. (S6)
I expressed my ideas and made a list to make use of them while writing. Actually, it helped me a lot. (S12)
What's more, four of the monologic L2 instruction group students mentioned that idea generation is the biggest challenge they faced in L2 writing while one of them stated that he didn't have any difficulty in generating ideas as shown in the following quotes:
It was highly hard for me to generate ideas as it was same in Turkish, too. I cannot make up make mind how I should start and what I can write. (S5)
I think generating ideas is the most enjoyable part as you feel yourself into writing process and the theme. (S3)
In the light of these findings, it is clear that all of the participants in monologic L2, dialogic L2 and dialogic L1 groups have positive perceptions regarding their L2 writing and general language development at the end of five week courses. In this vein, the participants pointed out the benefits of five week tasks for their language development including vocabulary, grammar, idea generation, coherence and cohesion. On the other hand, the main differences between three groups emerged during the idea generation process of the warm-up stages of the lessons. While majority of students in DI L1 group mentioned the positive impact of L1 use for generating ideas in the warm up stage of the lesson, the monologic L2 group mentioned traditional methods for generating ideas including translation and keeping notes. However, most of these DI students emphasized the benefits of the open discussions and talking with reasoning for generating ideas.
4. Discussion and Conclusion
The present research aimed to explore and compare the effects of monologic instruction and DI as well as DI in L1 and L2 on students' writing performance in relation to the pre-writing stage of the writing process. The objective of this research was to find out the ways that enable and trigger students' thinking skills and idea generation process in L2 while producing a price of written work on a certain topic. Additionally, this research aimed to examine learners' perceptions and beliefs related to L2 writing in general, DI and L1 vs. L2 use in writing classes. To this end, an experimental study was conducted in three classes and different methods as well as mediums were employed to reveal the best method to encourage student thinking time and producing skills. Also, interviews were conducted with the learners to investigate their perceptions.
Quantitative findings of the study which were found out through the medium of pre-and post-writing tasks indicated that the group instructed through dialogic L1 had the highest scores for five weeks during the research process compared to monologic L2 and dialogic L2 groups' writing performances. Additionally, pairwise comparisons between monologic L2 and dialogic L2 groups disclosed that the writing scores were greater for the dialogic L2 group than for the monologic L2 group. These findings were in accordance with the earlier research by Lee (2016) who pointed out that monologic classroom discourse hindered the collaborative understanding and the chances of creating knowledge by teachers and students and that dialogic interactions enhanced the learning opportunities of students. Equivalently, Gillies (2015) reported that teachers who employed DI were able to stimulate their students' thinking, enabling them to answer by reflecting, assisting students to build bridges between their previous knowledge and the upcoming data. Similar to the findings of the present study, Zwiers and Crawford (2011) suggested that dialogic talk which enabled a more profound phase of thinking helped learners arrange and systematize their ideas in writing. Furthermore, the findings of the comparisons between dialogic L1 and dialogic L2 groups' writing performances revealed that the scores of the students who were instructed through dialogic L1 were higher in comparison to performances of the students who were in the dialogic L2 group. This result was similar to those of a number of studies (Atkinson, 1987; Bruen & Kelly, 2017; de la Colina & Mayo, 2009; Nation, 2003; Storch & Wigglesworth, 2003) in the literature in the same degree. In the same manner, Cook (2001) mentioned that the conscientious and righteous inclusion of L1 enhanced the efficiency and learning. Some studies (Cumming, 1989, 1990) also indicated that writing was bilingual and that learners already possessed the knowledge of their mother tongue before they started to learn a foreign language.
The qualitative findings of the study obtained by means of the semi-structured indepth interviews which aimed to find out the perceptions of students' toward L2 writing by elaborating on their beliefs, feelings, and experiences through monologic L2, dialogic L2, and dialogic L1 instruction, supported the findings of the reviewed literature. For instance, the participating students asserted positive attitudes towards the use of L1 in the warm-up stage of the lesson to generate ideas, organize their thoughts and plan their writing process. In accordance with what Cumming (1987)
revealed, learners benefited from their L1 to create ideas and to control their written product. In the same vein, L1 was claimed to be an effectively used tool in the prewriting stages of the writing process as supported by Akyel (1994) who found out the positive effects of L1 use in L2 writing in terms of supporting the learners to create and plan their opinions in their L1 and L2. In parallel with the findings of this previous study, Kim (2010) also revealed that the students benefited from translating their own written work and emphasized the positive impact of L1 use as a supportive mechanism for increasing writing performance. In that sense, in this study, the participating students in the dialogic L1 group specifically figured out the positive effects of using L1 in idea generation process in relation to the warm-up stages of the lesson. Furthermore, even the monologic L2 students also relied on translation strategies from their L1 while trying to create ideas appropriate for their writing tasks.
Another result of the study which was in accordance with the findings of the previous studies was related to DI in L2 which was implemented in the warm-up stage of the writing process of the students. In this context, the participants in this study had positive perceptions towards the DI activities particularly in the pre-stage including discussions, student talk with reasoning and interactions with their peers. This finding supported the previous research conducted by Choi, Tatar, and Kim (2014) who claimed the importance of dialogic interactions in improving L2 students' construction of new ideas depending on their background knowledge. In addition, as suggested by Alexander (2013), DI is a medium for broadening learners' reasoning skills and propelling their learning. In the light of the findings of this study, DI both in L2 and L1 was found out to be an effective tool for improving students' thinking skills, enhancing their idea generation strategies, raising background knowledge on a topic, and as a result, supporting student' L2 writing performances.
Furthermore, the results of the study which indicated that the majority of the EFL learners have positive beliefs in relation to L2 writing also supported the reviewed literature. For instance, as suggested by Ismail (2011), the students had high perceptions about the importance of ESL writing skill for their academic study and their future career. In line with this, the findings of the content analysis in this study showed that the students found L2 writing necessary for their future career and for their L2 language development in general. This result indicated that EFL students were aware of their needs to improve their writing proficiency in English. This result was also in accordance with another study conducted by Mazdayasna and Tahririan (2008) about the EFL needs of Iranian undergraduate students and revealed that the L2 students were aware of their needs and the requirements to improve their general language proficiency for writing performances.
The strength of the present study arose from the gap it aimed to fill in the literature suggesting a new understanding of DI with an integration of the mother tongue of students by enabling them to think systematically and critically in the process of pre-writing stage of the writing lesson. Although a number of studies mentioned in the previous sections examined the DI and L1 use on their own
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separately, this study, with a more elaborate manner, aimed to define the interaction roles of the teachers and students and suggested a medium of instruction, which was the mother tongue of the students.
As for the limitations of the present study, sample size would be larger with multiple cases and the implementation period would be longer to examine the longterm objectives of the DI in L1 and in L2 on students' L2 writing performances in further research. Furthermore, further studies could investigate the whole process of writing as this study was restricted to the warm-up stages of the writing process.
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Appendix A. Components of dialogic instruction in L2 and in-class examples
A.1. Read each situation. Imagine you are in the situation and choose your answer. Then discuss your choice with your partner.
Situation 1: Your grandmother gives you a watch. You don't like it. What do you say?
Grandmother: "I got this for you."
You: "Thank you. I really like it." OR "Thank you. It's not really my style, though."
Situation 2: A classmate asks you to go ice-skating. You don't want to. What do you say?
Grandmother: "Do you want to go ice-skating tomorrow?"
You: "I'm sorry. I can't go. I'm busy tomorrow." OR "No thanks. I don't really want to go."
A.2. Read each statement in the survey. Check Agree or Disagree. Compare your answers in a group via giving justifications.
TELL the TRUTH!!!
1. It's possible to tell the truth all of the time.
2. People do not want to hear the truth.
3. A good friend always tells the truth.
4. Some lies are OK because they make people happy.
5. All lies are wrong.
Appendix B. Semi-structured interview questions in English
1. What do you think about L2 writing? Do you think it is important? If yes, in what ways it is important? If not, why?
2. Do you prefer pre-writing activities in L1 or L2? Why? (talking with reasoning, teacher's open ended questions, teacher uptake and open discussions)
3. Did you enjoy warm up stages of the writing process? If so, why? If not, why?
4. Did you benefit from the tasks you have written for five weeks? If so, what were the benefits? If not, why not?
5. Did these five week course have a positive impact on your attitude toward writing skills? If so, why? If not, why?
6. How did you find ideas to write? What kind of a process was it?
7. Describe the challenges you faced before and while writing that you experienced.
8. How did you find the five week writing lessons compared to the previous ones? What were the differences you experienced?
Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the Journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
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Ysgol Penmaes
Challenging Bullying Policy:
Rights, Respect, Equality
Policy Review
This policy will be reviewed as detailed in the school's policy review cycle. It may also be necessary to review and amend it sooner to reflect both local and national changes.
| Headteacher: Angharad Bryn-Jones | 07.12.23 |
|---|---|
| Chair of Governors: Clancy Brett | 07.12.23 |
| Next review date: Dec 2024 | |
Introduction:
Our Mission Statement is clear:
Successful Healthy Individuals Nurturing Excellence (SHINE)
Our Vision is simple:
At Ysgol Penmaes we continually strive to do more than just educate; it is our aim to offer every pupils the opportunity to achieve their full potential in a safe, secure and enriching environment. We offer a curriculum that promotes ambitious, capable and informed pupils at a developmentally appropriate level. Penmaes places a strong focus on the well-being of all, facilitated through highly effective communication processes. Learning is delivered in a way that facilitates an immersive multi-sensory curriculum, that is fun and provides real life authentic experiences to help build resilience; positively impacting development, whilst ensuring the promotion of collaboration and independence. We, as a special school, ensure a common language for learning. We celebrate and embrace Cynefin/place, and planning, teaching and learning ensures a broad, balanced and creative curriculum promoting the four core purposes of the Curriculum for Wales whilst encouraging pupils to be the best they can be.
Our School Values are fundamental:
* Friendship and kindness
* Resilience and perseverance
* Empathy and trust
* Communication and respect
* Responsibility and teamwork
* Positivity and creativity
* Tolerance
All of our values promote healthy, positive relationships. By modeling the values, we aim to raise pupils' self-esteem and confidence in learning, whilst creating a positive school community environment for all.
Policy statement:
We want every child to be safe and happy in our school. We believe that the key to this is for us all to have self-respect, respect for others and respect for property. At Ysgol Penmaes everyone has the right to:
* Feel safe and respected.
* Be able to learn to the best of his/her ability.
* Be treated equally equal.
Everyone is expected to:
* Be responsible for their own behaviour.
* Respect the rights of others.
* Share our values.
Legislation:
This policy is formulated in line with Welsh Government statutory guidance:
Challenging Bullying: Rights, Respect, Equality. Statutory Guidance for Governing Bodies of Maintained Schools (2019)
The guidance states that:
* Governing bodies must have regard to this statutory guidance when exercising their functions relating to the conduct of a school and making arrangements for safeguarding and promoting the welfare of children and young people who are pupils at the school.
* Governing bodies must have regard to this statutory guidance when exercising their functions relating to promoting good behaviour and discipline at schools.
* This statutory guidance refers to legal duties, and to matters to which persons must have regard. It identifies Welsh Government expectation, outlines good practice, and makes recommendations.
* School governing bodies are accountable for ensuring effective policies are in place to safeguard and promote the welfare of children and young people in accordance with Welsh Government guidance and for monitoring its compliance.
* The Welsh Government expects school governing bodies and individual school governors to act at all times with honesty and integrity and be ready to explain their actions and decisions to staff, pupils, parents/carers and anyone with a legitimate interest in the school.
This policy should be read in conjunction with the following policies and guidance:
* Safeguarding and Child Protection Policy
* Pupil Discipline, Behaviour and Physical Intervention Policy
* Preventing and tackling bullying Advice for headteachers, staff and governing bodies 2017
* GDPR Policy
* Social Media and E-Safety
* Cyberbullying: Advice for headteachers and school staff DfE
* Personal and Social Education Policy (PSE)
* Protection of Children Act 1978
* Malicious Communications Act 1988
* Criminal Justice Act 1988
* Children Act 1989 & 2004
* Education Act 1996
* Protection from Harassment Act 1997
* Human Rights Act 1998
* Education Act 2002
* Sexual Offences Act 2003
* Children Act 2004
* United Nations Convention on the Rights of the Child (UNCRC)
* United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
* Education and Inspections Act 2006
* pupils Travel (Wales) Measure 2008
* Equality Act 2010
* Rights of Children and Young Persons (Wales) Measure 2011
* Social Services and Well-being (Wales) Act 2014
* Serious Crime Act 2015
* Counter-Terrorism and Security Act 2015
Rationale:
All pupils in Ysgol Penmaes have a disability and/or ALN diagnosis so it is important to raise awareness that promotes a holistic approach to challenging bullying. Reports from Mencap and the Anti-Bullying Alliance show that children and young people with disabilities and/or ALN are more likely to experience bullying than their peers. A study by the Institute of Education in 2014 found that even after controlling other factors that might influence the likelihood of a child being bullied, at age seven a child with ALN is twice as likely to be bullied as a child with no SEN.
pupils with a disability and/or ALN pupils may be more vulnerable to bullying because:
* Negative attitudes towards disability or perceived disability
* A lack of understanding of different disabilities and conditions
* They may not recognise they are being bullied
* They may be doing different work or have additional support at school
* They may be more isolated than others due to their disability or condition
* They may find it harder to make friends as a result of their disability or condition
* They may exhibit perceived bullying behaviour due to their disability or condition, e.g. autistic pupils may not be aware of other people's personal space, or pupils with attention deficit hyperactivity disorder (ADHD) may interrupt conversations or talk over other pupils
* They may experience lots of change, e.g. moving from a mainstream to a special school or pupil referral unit, or spending periods of time in hospital.
Bullying - a universal definition:
A widely acceptable definition of bullying is:
'Behaviour by an individual or group, usually repeated over time, that intentionally hurts others either physically or emotionally.'
There are a number of distinct elements associated with bullying:
* Intention to harm – bullying is deliberate with the intention to cause harm. Those who bully others are often skilled at knowing exactly how to humiliate or hurt their target, picking on key aspects of their appearance, personality or identity that produces the effect wanted. They seek out the area in which they have power over their target
* Harmful outcome – someone or a group is hurt physically or emotionally. They can be isolated, humiliated or made fearful. Their sense of self-worth is reduced
* Direct or indirect acts – bullying can involve direct aggression such as hitting, as well as indirect acts such as spreading rumours, revealing private information about someone or sharing intimate images with people for whom the information/images were not intended
* Repetition – bullying usually involves repeated acts of negative behaviour or acts of aggression. An isolated aggressive act, such as a fight, is not usually considered bullying . Yet any incident can be the start of a pattern of bullying behaviour which develops subsequently. That is why incident records are so valuable
* Unequal power – bullying involves the abuse of power by one person or a group who are (perceived as) more powerful, often due to their age, physical strength, popularity or psychological resilience.
The definition of bullying is to be used in staff training, when supporting pupils, and to clarify the position for parents/carers. This will help to make the policy clear and consistent for the whole community.
What is not bullying?
Bullying is behaviour that is intended to hurt, is repeated and usually happens where there is an imbalance of power (when it is hard for the person being bullied to defend themselves). This means that one off incidents are not usually bullying behaviour though they may still be frightening and harmful.
Bullying damages healthy self-esteem, replacing positive beliefs about oneself and beliefs linked to shame, disgust, criticism, incapacity, powerlessness and helplessness
Bullying can take many forms:
* Physical – kicking, tripping someone up or shoving them, injuring someone, damaging their belongings or gestures of intimidation
* Verbal – taunts and name-calling, insults, threats, humiliation or intimidation
* Emotional – behaviour intended to isolate, hurt or humiliate someone
* Indirect – sly or underhand actions carried out behind the target's back or rumourspreading
* Online – using any form of technological means, mobile phones, social networks, gaming, chat rooms, forums or apps to bully via text, messaging, images or video
* Relational aggression – bullying that tries to harm the target's relationships or social status: drawing their friends away, exploiting a person's special educational needs (SEN) or long-term illness, targeting their family's social status, isolating or humiliating someone or deliberately getting someone into trouble
* Sexual – unwanted touching, threats, suggestions, comments and jokes or innuendo. This can also include sextortion, so called 'revenge porn' and any misuse of intimate, explicit images of the pupils targeted
* Prejudice-related – bullying of a pupil or a group of pupils because of prejudice. There are many examples of prejudice-related behaviour. Some of these might include:
* stigmatising a pupils with a disability or SEN
* using homophobic, biphobic, transphobic, sexist or racist language
* actively trying to remove any religious clothing such as a hijab, kippah, turban, cap or veil
* using sexist comments, unwanted touching or the taking of images without permission
* commenting on someone's appearance such as their weight or hair colour.
Impact of Bullying:
Bullying and unkindness whether physical or emotional are entirely unacceptable at Ysgol Penmaes. It conflicts sharply with the school's principles and we will always treat it seriously. Bullying is now classified as an 'adverse childhood experience'.
'Bullying does much more damage than you'll ever know. When you have thoughts of bullying or doing or saying anything mean to anyone—don't do it, just let it go.' Ty Howard.
Universal Provision:
Staff, Parents, Governors and Other Stakeholders
Successful implementation of an effective anti-bullying strategy to challenge and prevent bullying in schools must involve the whole school community. Taking a whole-school approach is more
likely to succeed than a single initiative by a teacher or group of pupils. This policy has been written with input from a range of stakeholders.
Raising Awareness
To raise awareness, staff and the link Governor will be expected to undertake annual training provided by the Anti Bullying Alliance https://learning.anti-bullyingalliance.org.uk/
Governors
All members of the Governing body should be familiar with the school Challenging Bullying Policy and statutory guidance provided by the Welsh Government https://www.gov.wales/sites/default/files/publications/2019-11/rights-respect-equality-statutory-
guidance-for-governing-bodies-of-maintained-schools.pdf
Parents, Caregivers and Other Stakeholders
Parents, Caregivers and Other Stakeholders should have easy access to the school Challenging Bullying Policy and statutory guidance provided by the Welsh Government, as well as the Complaints Procedures Policy if not satisfied with the outcome https://www.gov.wales/sites/default/files/publications/2019-11/rights-respect-equality-guidancefor-parents-and-carers.pdf
Pupils:
Anti-bullying work will be embedded in the curriculum rather than an isolated annual event.
Proactive measures to Challenging Bullying include:
* RSE sessions that promote positive relationships (see RSE policy).
* Whole School Approach to Mental Health and Wellbeing (WSAMHWB) that focus on pupils mental health (see WSAMHWB policy)
* Pupil Behaviour, Discipline and Physical Intervention approaches to positive behaviour (see Behaviour, Discipline and Physical Intervention policy)
* Digital Competence Framework lessons, including Internet Safety Day, Safer Online and Social Media.
* Lessons provided by external providers including PC Skyrme, CAMHS and Spectrum.
* Weekly assemblies (see Collective Worship schedule).
* Ysgol Penmaes will take part in Anti Bullying Week annually. Activities are planned by each class.
* School council campaigns/voice.
* Clear policy for managing behaviour, including strategies for challenging bullying behaviour and promoting respectful relations off school premises.
* Expected behaviour on transport and while walking or cycling to and from school, educational visits or other placements such as work experience or college courses
* Expected behaviour that does not threaten the health or safety of pupils, staff or members of the public. In such circumstances, Team Teach may be required.
* Offer strategies and reassurance to pupils who may feel threatened or intimidated by the behaviour of a small minority of their peers or from 'stranger danger'
* Provide reassurance to members of the public about school care and control over pupils and thus protect the reputation of the school.
* Provide protection to individual staff from harmful conduct by pupils of the school when not on the school site.
All pupils will have easy access to the statutory documentation:
YOUNG PEOPLE
https://www.gov.wales/sites/default/files/publications/2019-11/rights-respect-equality-guide-forchildren.pdf
YOUNG ADULTS
https://www.gov.wales/sites/default/files/publications/2019-11/rights-respect-equality-guide-foryoung-people.pdf
Signs a child may be being bullied:
* Unexplainable injuries.
* Lost or destroyed clothing, books, electronics, or jewellery.
* Frequent headaches or stomach aches, faking illness.
* Changes in eating habits: skipping meals or binge eating.
* Difficulty sleeping or frequent nightmares.
* Loss of interest in schoolwork, appearance, hobbies.
* Sudden loss of friends or avoidance of social situations.
* Feelings of helplessness or decreased self esteem.
* Anxiety/depression
* Self-destructive behaviours.
Signs a child may be bullying others:
* Getting into physical or verbal fights.
*
Being friendly with those who bully others.
* Becoming increasingly aggressive.
* Having unexplained extra money or new belongings.
* Blaming others for their problems.
* Not accepting responsibility for their actions.
* Becoming increasingly competitive and worrying about their reputation or popularity.
Response to Bullying:
Ysgol Penmaes must comply with their legal duty to safeguard and promote the welfare of pupils and any other legal duties. There is a need to support those who are being bullied, and those that perpetrate bullying. Depending on the situation, support can be received from Teachers, Thrive or Elsa practitioners, SLT, or external services listed in Appendix 1. Bullying behaviour can be a sign of some bigger problem at school, home or elsewhere in a child or young person's life. Domestic violence, punitive parenting, neglect, bereavement or parents/carers parting can be revealed when working with pupils who bully. This policy needs to be used in conjunction with the school's Safeguarding Procedures Policy.
Children and young people who witness bullying and do nothing to help the target or stop the situation may feel bad or guilty about it later. Bystanders who laugh or join in the bullying are at risk of becoming bullies themselves. The Welsh Government expects schools to ensure children and young people who are bystanders to bullying understand that they have the power to challenge the bullying, either by intervening – if they feel safe to do so – or by reporting it immediately to a member of staff or trusted adult. Ysgol Penmaes offer a range of ways for pupils to report bullying:
* Trained peer supporters or 'buddies'
* Quiet and private spaces to talk
* Intervention trained staff available at key times
* School nurses or counsellors
* Feedback boxes
When a suspected bullying case comes to the attention of the school, the adult who was the first to hear about it will consider whether it is bullying (by using the definition of bullying) and then forward the case to the SLT team if necessary.
The team members will:
* discuss the situation with the bullied pupil
* discuss the situation with the pupil(s) who have taken part in the bullying
* organise follow-up discussions with children
* inform parents of the cases which have been addressed by the team
The Welsh Government expects pupils who are bullied to be encouraged, where possible, to keep evidence of the activity. Evidence may be:
* threats or images sent on or offline by messaging, conversations, notes or images, damaged clothing or other belongings, online conversations or notes.
* Bystanders may also be able to provide witness statements or additional evidence.
* Dates and times when things happened should be noted.
* Screen grabs can be saved as online evidence.
NO ONE SHOULD GO THROUGH BULLYING ALONE.
Dealing with Incidents On and Off School Premises:
Ysgol Penmaes will only impose sanctions when the pupils are on the school site or under the lawful control or charge of a member of staff. A sanction could be imposed while a pupil is on a school trip, but not while the pupil is on their journey to or from school. In such circumstances, the member of staff could indicate to the pupils that they have been seen misbehaving and/or engaging in bullying behaviour and will receive a sanction; however, the member of staff must wait until the pupils are next in school to apply the sanction.
This includes behaviour on activities arranged by the school such as:
* work experience placements
* educational visits
* sporting events
* behaviour when wearing a school uniform in a public place.
In such cases, the following factors will be taken into account:
* the severity of the misbehaviour
* the extent to which the reputation of the school has been affected
* whether the pupils/pupils in question was/were wearing the school uniform or was/were otherwise readily identifiable as a member/members of the school
* the extent to which the behaviour in question would have repercussions for the orderly running of the school and/or might pose a threat to another pupils or member of staff (e.g. bullying another pupils or insulting a member of the staff)
* whether the misbehaviour in question was on the way to or from school;
* whether the misbehaviour in question was outside the school gates or otherwise in close proximity to the school
* whether the misbehaviour was while the pupils was on work experience, taking part in a further education course as part of a school programme or participating in a sports event with another school (i.e. when the pupils might be expected to act as an ambassador for the school) which might affect the chance of opportunities being offered to other pupils in the future
* whether the pupils/pupils were truanting.
Responding to Incidents
The graduated response is as follows:
Stage 1: Daily report/Class based sanctions/Parents contacted (a decision will be made as to whether incidents need to be reported using the LA processes and procedures)
Stage 2: SLT Team involvement/Assistant Headteacher meet with parents
Stage 3: Deputy Headteacher meet with parents
Stage 4: Headteacher meet with parents
Stage 5: Best interests Professional Meeting
There are a variety of intervention methods that could be used to deal with bullying:
* Mediation – this involves helping the perpetrator and target of bullying talk about the issue and agree on a solution
* Restorative approaches – built on values, which separate the person from the behaviour. They promote accountability and seek to repair any harm caused in a situation
* Building resilience – strengthening the pupil's ability to effectively cope, adjust or recover from being bullied or facing other sources of trauma, stress or adversity; equipping pupils with a solid foundation or emotional resilience by ensuring that they feel accepted.
* Peer support – is about children and young people feeling accepted and included by other pupils. It can help individuals feel like they belong in a school and can be an important factor in reducing bullying and conflict. It can be encouraged in schools in both informal and formal ways.
* School sanctions – Ysgol Penmaes may use disciplinary sanctions, as set out in school policies, to address bullying. The consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable.
Recording and Reporting
The Welsh Government advises that schools should carry out a self-evaluation exercise seeking feedback from both staff and pupils to measure the extent of bullying behaviour present. This should be completed on an annual basis and feedback should advise further policy updates.
Incidents of bullying are recorded under 'Bullying" on CPOMS. The response is graduated and has consequences at every stage. Parents of the victim and the instigator (no matter which stage the pupil is at) are informed about every single bullying incident. Racial incidents are also recorded on a Powys Proforma and logged with the Local Authority Schools' Effectiveness Coordinator.
Complaints Procedure
Having reported an issue regarding bullying to the school, if a pupil or their parent/carer does not feel that the school has taken it seriously or has not addressed their concern to a satisfactory standard, they can make a formal complaint, which is detailed in the school Complaints Policy.
Appendix 1: External Support Services
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Simple Calculator
In this tutorial we will create a simple calculator to Add/Subtract/Multiply and Divide two numbers and show a simple message box result.
Let's get started
First create a new Visual Basic Windows Form Project
Lets call it simpleCalcVB.
From the tool box we need the following
1. 2 text boxes
2. 4 buttons
3. 1 label
This is the view of the Form now
Arrange your components so it looks like this
Now let's change the text property in each of these components
Label1 -> Change text to Simple VB Calculator
Button1 -> change text to +
Button2 -> change text to –
Button3 -> change text to *
Button4 -> change text to /
Each button to a calculation for us and then return a result on screen.
Lets get started with the code now.
First of all right click on the form and Click on Show Code
This is what the code view looks like at the moment. We don't have any code to run except the Form 1 class there. All the code for this program will go inside that class.
We need to create two different variables first. These variables will be used to store the numbers from each text box. I know you are already thinking about integers; well you are not wrong we do a number variable however we want one that can hold decimal numbers and not just whole numbers.
```
PublicClassForm1 Dim numA As Double Dim numB As Double EndClass
```
Integers hold numbers such as 1, 2, 30, 45, 67542 its all whole numbers but since we have a division button on the mix we will need to a simple division calculation and with an integer we cannot do that. So double variables can hold numbers such as 1.2 , 12.221211 and so on.
Now go back to the design view and double click on the plus button.
```
PublicClassForm1 Dim numA As Double Dim numB As Double PrivateSub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button1.Click EndSub
```
EndClass
Once you double clicked on the button, visual studio will automatically add the line of code in your project. These lines are now linked to the button 1 which is out plus sign.
Now lets add the following code inside this function
numA = Convert.ToDouble(TextBox1.Text)
This line is calling the numA variable we created earlier and storing some value inside it. Now since the user will be using those text boxes to enter the numbers they want to calculate they will be stored as Text or Strings. Now we cannot do maths with strings because well you know why. Anyhow since our numA variable is a double we will have to convert them to a double type of data and store them inside it. Hence the line Convert.ToDouble() Inside the brackets we can put in our target which we want to convert in this instance it's the Textbox1 and we are looking for the value which the user has put inside it that's the text portion of Textbox1 hence its Textbox1.Text.
numB = Convert.ToDouble(TextBox2.Text)
Doing the same thing as above except with numB and TextBox2.Text
Now then how can we view our result to the user? We will use a text box.
Lets try this
MessageBox.Show(numA+numB) since its adding the values together
That worked.
Now lets go back and double click on the Minus, Multiply and Divide button and add the following code
```
PublicClassForm1 Dim numA As Double Dim numB As Double PrivateSub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button1.Click 'this is the plus button function numA = Convert.ToDouble(TextBox1.Text) numB = Convert.ToDouble(TextBox2.Text) MessageBox.Show(numA + numB) ' notice the plus symbol EndSub
```
```
PrivateSub Button2_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button2.Click 'this is the minus button function numA = Convert.ToDouble(TextBox1.Text) numB = Convert.ToDouble(TextBox2.Text) MessageBox.Show(numA - numB) 'notice the minus symbol EndSub PrivateSub Button3_Click(ByVal sender As System.Object, By Val e As System.EventArgs) Handles Button3.Click 'this is the multiply button function numA = Convert.ToDouble(TextBox1.Text) numB = Convert.ToDouble(TextBox2.Text) MessageBox.Show(numA * numB) 'notice the multiply symbol EndSub PrivateSub Button4_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button4.Click 'this is the divide button function numA = Convert.ToDouble(TextBox1.Text) numB = Convert.ToDouble(TextBox2.Text) MessageBox.Show(numA / numB) 'notice the divide symbol EndSub EndClass
```
Notice where the symbols changed for the calculations, it's inside the message boxes.
MessageBox.Show(numA + numB)
MessageBox.Show(numA - numB)
MessageBox.Show(numA * numB)
MessageBox.Show(numA / numB)
Here are the results
See the decimal is working in the end. Now go make something else.
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Authored by: Lilas Randrianarivony
Grow NYC 51 Chambers Street Room 228 New York, NY 10007 www.grownyc.org
The following unit covers GrowNYC's environmental education unit on Habitat Restoration and Water Health through a Watershed Education and Tree Stewardship Module.
Integrated into this 10 page document are detailed lesson plans of the four sessions of the water portions, which includes: the National Geographic "Thirsty World" map, Department of Environmental Protection and New York City watershed maps and the two watershed building lessons. Examples of the handouts distributed in classrooms will be available. Educational materials will vary depending upon grades being taught (middle-school vs. high school material). However, vocabulary and handouts will include basic earth and environmental science terms and concepts.
The materials needed to create the watershed models can be purchased from a stationary store (i.e.: Jam Paper, Pearl Paint) and discount stores (i.e.: Dollar Store, Jack's World). For the service project focused on habitat restoration through tree stewardship and adoption, the organization usually provides the tools for students to borrow for their class session such as trowels, cultivators, weeders, garbage bags, etc.
Such experiential hands-on activity in addition to the in-class curriculum is crucial for students as it enables them to see the lessons come to life by their actions. They will be able to increase their understanding of the natural environment and foster deeper relationships with their peers.
This program is conducted annually in the fall and spring at different schools located throughout New York City. For the fall program, around early fall around late September to mid-November is optimal for Tree stewardship portion, prior to the winter season. The spring program begins early March; in-class lessons are taught so the students can have some background information on current world water status as well as local water quality. Towards mid-March into mid-April, the two lessons on model-building and tree-mulching and planting will take place before the concluding activity with GrowNYC, the partner school and the community.
1)
Habitat Restoration and Water Health:
Watershed Education and Tree Stewardship Modules
Introduction -
Current World Water Status: "A Thirsty Planet"
(National Geographic, September 2002)
Freshwater quality has been declining over the years, causing famine, diseases and ultimately death in the southern hemisphere where availability is scarce. With about 1,400 million km3 of water on Earth, with 97.5% is held in oceans, only 2.5% is fresh water available for agriculture, industrial and domestic use worldwide (a combination of groundwater and surface and atmospheric water). With the population at 6.2 billion in 2002, one third of the world lacked access to clean drinking water. Developing countries use ¾ of their water largely on agriculture: access to irrigation is central to crop productivity, food security and the livelihoods of small farmers (Cominelli, et al., 2009). In contrast, in the United States and Europe, only about 35% is for agricultural purposes whereas 50% of their water consumption is for industrial use (FAO 2002).
This 31" x 20" double-sided map shows the obvious decline in the world's water supply and quality. (Figure 1) Scattered on the maps, students can find facts about all four corners of the world and their water status: renewable water sources and usage per country; areas where water is a major concern. A review questionnaire is handed out focusing on general information, the Parana River Basin in South America, the Colorado River Basin, Lake Chad in Central Africa, the Tigris and Euphrates Watershed between Turkey, Syria and Iran, the Yantze River Basin in China, the Murray-Darling Watershed in Australia, and, finally, potential health risks we face because of water pollution.
Refer to Appendix 1.1: A Thirsty Planet Review Questionnaire.
2) Local Water Quality
a. Watersheds and Pollutants
A watershed is defined as "a geographic area whose rainfall, snowmelt, streams and rivers all flow or drain into a common body of water, such as a reservoir, lake or bay" (DEP). Efforts focus on preventing contaminants from human and animal activities as well as construction materials (pavement, cement, salts from roads…) from polluting the surface water supply, addressing both point and nonpoint pollution source. (Figure 2)
A point source, defined by the U.S. Environmental Protection Agency (EPA), is "any single identifiable source of pollution from which pollutants are discharged, such as a pipe, ditch, ship or factory smokestack" (Hill, 1997). Effluent is the discharge of one or more pollutants emitted by electronic or chemical factories. Some point source pollution may mix with urban runoff during rain events, picking up chemicals and more pollutants before entering the sewer system untreated.
Nonpoint sources is the result of rainfall or snowmelt moving over and through the ground (EPA). It picks up and carries organic and non-organic human and animal pollutants before depositing into the nearest water body. This remains as a threat to our water quality because of the diffused sources.
b. Natural vs. Urban Watersheds
Watersheds are defined by topographic boundaries that direct rainfall and snowfall to drain in a common stream, river or lake. From the highest point of a watershed, small tributaries form feeding into small villages and farms and percolates downward. With gravity as the main physical force, water is continuously recycled through the evapotranspiration process.
Natural and urban watersheds share several distinct characteristics: "(1) upland zones that intercept, infiltrate, and transport rain as groundwater and surface water flow; (2) riparian zones that border surface water bodies, filter surface water runoff, and provide shade that can lower water temperature; and (3) surface water bodies, such as rivers and lakes, that provide habitat, food, and water to aquatic and terrestrial species" (City of Bellevue 2003).
Usually represented as narrow strips of land, riparian zones are ecosystems along stream, creeks or river margins. Due to its water-rich soils, riparian flora and fauna are different and extremely beneficial as compared to those found in nearby communities (Freitag and McGinley and Tollner 2010).
Refer to Appendix 1.2: Natural Watershed Figures.
4 |
Page-Habitat Restoration and Water Health
c. Urban Development Consequences
Groundwater filtering through the soil is also part of the watershed. However, the lack of vegetation in urban areas and increase of impervious surfaces such as roads, cement and asphalt covering the soil in addition to buildings impedes natural filtration. This is the main cause of combined sewage overflow (CSO) following a rain or snowstorm where the sewer system flow exceeds average capacity. During the Habitat Restoration portion, we partner with other organizations such as TreesNY to help revitalize urban communities by planting trees and vegetation to minimize CSO events.
Evapotranspiration: combined processes of evaporation and plant transpiration from the Earth's land surface to atmosphere
Runoff: excess water flowing over land once soil is infiltrated to full capacity from rain and melt water
Infiltration: process of surface water entering the soil
Impervious (surface): does not allow to pass through; an impenetrable surface (examples: pavements, roads, sidewalks…)
The consequences of urban development include difficulties such as natural infiltration as groundwater recharge. As seen in Figure 4, because of the amount of buildings and impervious infrastructures in a city like New York, in addition to the deficiency of trees and vegetation, there is only 10% shallow infiltration and 5% deep infiltration compare to natural ground cover (25% shallow, 25% deep).
An example of the processes of urban watersheds as represented below in Figure 5 show urban runoff flowing into the storm drain and sewer system where untreated storm water is released into a nearby stream.
Urban heat island is extremely common as well where temperatures in metropolitan areas are warmer than rural surroundings as these surfaces absorb incoming solar radiation and re-radiate it in the form of heat. "The annual mean air temperature of a city with 1 million people or more can be 1.8–5.4°F (1–3°C) warmer than its surroundings. In the evening, the difference can be as high as 22°F (12°C)" (Urban Heat Islands: Compendium of Strategies, EPA). | <urn:uuid:b3935252-d82d-4e03-8ae7-800a941b03ba> | CC-MAIN-2018-30 | http://researchandlearning.qwriting.qc.cuny.edu/files/2013/06/Lilas-Watershed-Education-Unit.pdf | 2018-07-18T19:43:03Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.25/warc/CC-MAIN-20180718193656-20180718213656-00089.warc.gz | 308,365,291 | 1,804 | eng_Latn | eng_Latn | 0.98696 | eng_Latn | 0.993438 | [
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Home Maintenance and Maintenance Course Syllabus Mr. Gifford
Objective: This course is designed to give students insight and skills into basic home maintenance and improvement. Students will learn various skills necessary for maintaining and improving a home. Class time will be split between the classroom and shop activities.
Classroom and Shop Knowledge:
Safety test
Understand acceptable shop rules and regulations
Understand proper equipment operation
Demonstrate proper equipment usage
Coursework:
This course is designed to be completed from a "hands on standpoint". Therefore, the majority of the activities in the classroom will be completed in the shop. Often, shop activities will begin in the classroom where direction and explanation will be provided before engaging in physical activities. The material covered in class will include, but is not limited to the following:
Introduction to:
Building Trades
Class Overview
Writing assignments
Notebooks
Safety and Laboratory Management
Basic construction skills
Selecting and using wood and metal fasteners
Repairing and maintaining a home plumbing, electrical systems, and heating and cooling system
Electrical principles, terminology, and safety
Electrical wiring
Computing Insulation values and planning attic ventilation
Home energy efficiency and solar heating
Maintaining fireplaces, wood heaters, and solar heating
Planning for painting-preparing surfaces-applying paint
Repairing walls, ceilings, and trim
Residential pest control
Adjusting and maintaining doors and windows
Repairing and maintaining the roof
Estimating home concrete needs
III. Evaluation:
The course will consist of daily grades and test grades. Each grade will carry equal weight to comprise 100%.
Class Behavior:
Class Behavior is extremely important in this class. Students will often work on their own which requires a mutual understanding of the rules within the class. Each student must be wearing a long sleeve shirt, pants and closed toe shoes when working in the shop.
Makeup or late work is the responsibility of the student
Students should never horseplay in the classroom or shop area
Each student is expected to actively participate in all activities
Speak only when it is your turn
Unruly or disruptive behavior will not be tolerated | <urn:uuid:24a2d81e-bcf3-4f50-806f-58f33b858456> | CC-MAIN-2018-30 | http://re-2.org/UserFiles/Servers/Server_15569/File/FHS%20Home%20Repair%20Course%20Syllabus.pdf | 2018-07-18T20:19:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.25/warc/CC-MAIN-20180718193656-20180718213656-00095.warc.gz | 316,777,138 | 429 | eng_Latn | eng_Latn | 0.996588 | eng_Latn | 0.997039 | [
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Andrew Shirk, Research Ecologist, Climate Impacts Group, University of Washington
Ecology is the study of how species interact with their environment and each other. I have devoted my career to ecological studies because I'm alarmed at the rate at which we are losing biodiversity (i.e. the diverse array of species on Earth). Biodiversity provides us with clean air, clean water, food, natural resources, and the amazing experiences that that come from interacting with and observing species. The field of ecology can help us to not only understand the root causes of extinctions but also offer solutions to help conserve our natural heritage.
There have been 5 'mass extinctions' (i.e. a widespread loss of biodiversity over short time periods) in the history of life on Earth. The last mass extinction occurred 66 million years ago when an asteroid impact killed of 75% of all species, including most of the dinosaurs. Recently, over the past century or so, extinctions are occurring over 1000 times more often than the typical background rate observed in the periods between mass extinctions. The causes include a slew of human influences on the planet, including conversion of native habitats into farms and cities, over exploitation (e.g. fishing, hunting, logging, etc.), pollution, and spread of disease and invasive species. As an example of the magnitude of the problem, one quarter of all species of mammals are now at risk of extinction. This has led scientists to declare the onset of a 6th mass extinction. Unlike past mass extinctions, this time, the cause is largely man-made.
As we enter an era of rapid climate change, the threat of extinction is expected to increase even further for many species. That's because climate change often forces species to move to find suitable habitats when their currently occupied habitat changes and becomes unsuitable. In the past, these 'range shifts' generally occur over hundreds or thousands of years. But the recent rapid pace of climate change is forcing these shifts to occur much faster - on the order of decades. To make matters worse, as species shift their ranges, they now have to navigate through a host of man-made migration barriers (e.g. highways, cities, and farms). If they are unable to move fast enough and far enough through this modern landscape to track their suitable habitat over time, they will reach a 'dead-end' and go extinct.
I think the threat climate changes poses to our biodiversity is not fully appreciated, and a game is a brilliant way to help tell this story. To 'survive climate change', species will need to navigate a perilous and constantly changing landscape to track suitable habitat over time and space. A game based on this concept could raise public awareness of this issue and hopefully compel people to support actions to help solve the problem - things like limiting greenhouse gas emissions, protecting habitat, protecting wildlife corridors, and finding ways to mitigate the movement barriers (e.g. wildlife overpasses on roads) we've created.
If this interests you, please contact me by email at email@example.com or by phone at 360-7538516 (9a - 5p, and I'm also available 6-9p during the April 6th 'mixer'). If you want to learn more, you can also find a technical review of conserving biodiversity under climate change here: https://depts.washington.edu/landecol/PDFS/Schmitz%20et%20al.2015.pdf and a more general discussion of climate impacts on ecosystems, species, and habitats here: https://fortress.wa.gov/ecy/publications/publications/1201004g.pdf. | <urn:uuid:9aef9a3c-4794-40e5-a234-a3454cc6ba19> | CC-MAIN-2018-30 | https://conservation.uw.edu/wp-content/uploads/sites/3/2018/04/AndrewShirk.pdf | 2018-07-18T20:19:21Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.25/warc/CC-MAIN-20180718193656-20180718213656-00097.warc.gz | 623,252,423 | 742 | eng_Latn | eng_Latn | 0.998062 | eng_Latn | 0.998062 | [
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Smoking: Hazards of Smoking
What are the risks of smoking to smokers?
Cigarette smoking is the greatest cause of preventable deaths in the US. On average, people who smoke die 5 to 10 years earlier than people who don't smoke.
Smoking increases the risk of many health problems, such as:
* lung cancer (most people who have lung cancer are smokers or people who live with smokers)
* other cancers such as cancer of the esophagus, mouth, cervix, or bladder
* other lung diseases, such as emphysema
* heart disease
* ulcers
* stroke
* hip fractures
Smoking can make sleep problems worse. Smokers also tend to get colds and other respiratory infections more often.
Smoking is especially harmful if you have:
* lung disease, such as asthma
* diabetes
* heart or blood vessel disease
* high blood pressure
* a family history of one or more of these problems.
* high cholesterol
Smoking affects pregnant women and their unborn children. If you smoke while you are pregnant:
* You have a greater risk of losing your baby during pregnancy.
* Your baby may have trouble breathing at birth.
* Your baby may have a low birth weight.
* Your child may have more respiratory infections, ear infections, and asthma.
* Your baby has a greater risk of dying from SIDS (sudden infant death syndrome).
Recent research suggests possible links between mothers who smoke and attention-deficit disorder (ADHD) in their children. And there is a greater chance that children of smokers will become smokers themselves.
The more cigarettes you smoke each day, the greater your risk of disease. Switching from cigarettes to a pipe or cigars may not lessen the risk of disease if you continue to inhale the smoke. Cigar and pipe smokers are at the same risk for cancers of the mouth, lip, larynx, and esophagus as cigarette smokers. Fortunately, if you stop smoking, many of these risks decrease.
What are the risks of smoking to nonsmokers?
Exposure to tobacco smoke is dangerous to children and other nonsmokers.
The term secondhand smoke is used for smoke breathed by nonsmokers. It is a mixture of the smoke given off by the burning end of a cigarette, pipe, or cigar and the smoke exhaled from the lungs of smokers. Being near someone who is smoking is called passive smoking. If you are regularly around someone who smokes at least a few cigarettes a day, your risks of medical problems are similar to the increased risks for smokers. A nonsmoker in a very smoky room for 1 hour with several smokers inhales as many bad chemicals as someone who has smoked 10 or more cigarettes. | <urn:uuid:d9839123-5335-4d0b-9431-b945456157b2> | CC-MAIN-2018-51 | http://wwwnorthshorefamilynet01.businesscatalyst.com/assets/smoking.pdf | 2018-12-12T20:45:49Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00453.warc.gz | 517,334,546 | 559 | eng_Latn | eng_Latn | 0.998921 | eng_Latn | 0.998921 | [
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GRAND RIDGE TENNIS COURT RULES
The following rules of etiquette are mostly common courtesy, and should be followed whether you're playing tennis at this club or at public courts. Most of us know the right thing to do; we just need a gentle reminder every now and then.
Make a court Reservation
If you do not have a court reservation, immediately give up your court to anyone who shows up and has the reservation. You should always make a reservation. Reservations are done online, accounts are free. See the Grand Ridge website for links to the Skedda system.
Show respect and courtesy
To your opponent(s), your partner, and others on or near the courts. Keep your voice down and confined to your court as much as possible so as not to disrupt players on adjacent courts. If you get into a loud dispute with your opponent, take it off the court and away from other players.
Do not walk onto or behind a court during a game
Wait for the players to finish the game, or minimally the point, before walking onto their court. It is very distracting to have someone disrupt a game in progress, so if you must cross another court, do so after the game is finished, and go around the court, not through the middle.
Do not retrieve your ball from the other court
As with the above, it is common courtesy not to disrupt players on court during a match. If your ball rolls onto an adjacent court, wait for them to finish the game and kindly ask for "a little help" to get their attention. Under no circumstances should you run over onto their court in the middle of a game to retrieve the ball yourself.
Always wear proper tennis shoes
This isn't because of the club dress attire, it's because black-soled shoes leave marks on the courts that are difficult to get off. Make sure you wear tennis shoes onto the courts. The proper shoes also give your feet the needed lateral support when running down balls, and making abrupt changes in direction.
Use the tennis courts for tennis
A great deal of money goes into maintaining tennis courts, and it is not for BMX racing with bicycles or roller hockey and rollerblading. These other activities can damage the court surface, leaving it unplayable for tennis players, and can result in a large expenditure for repairs. Do not use soccer balls on the courts.
Close the gate behind you
Whether you're coming onto the courts, or leaving, it is common courtesy to close the gate behind you. This will keep the balls inside the confines of the gate and they won't roll outside.
Pick up after yourself
Don't leave empty soda cans or old tennis balls out on the court when you leave. Dispose of any garbage you have in trash containers on or near the court – if there aren't any, take it with you. If you have old tennis balls that you don't want anymore, don't leave them on the court – put them in one of the ball receptacle provided in each building for us to donate.
Monitor children on the courts at all times
Everyone who plays tennis wants to encourage kids to play the game as well, but the kids must also follow these rules. Since kids can tend to get distracted, it's up to the adults with them to assist. Stray balls, running around and yelling are actions that need to be managed.
Have fun!
The entire objective of playing tennis, aside from being good aerobic exercise, is to have fun. You can follow these rules of etiquette and still have a good time on the courts - the players on adjacent courts will appreciate it. | <urn:uuid:8777bba6-938f-4fb1-986a-d40e1b16d0e4> | CC-MAIN-2018-51 | https://grandridgegolf.com/wp-content/uploads/2018/07/Grand-Ridge-Tennis-Court-Rules.pdf | 2018-12-12T20:36:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00452.warc.gz | 633,281,085 | 733 | eng_Latn | eng_Latn | 0.999386 | eng_Latn | 0.999386 | [
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Wheat Allergy – the Facts
This information sheet focuses primarily on a condition known to doctors as immediate onset IgEmediated wheat allergy. This is an overreaction of the body's immune system to proteins in wheat and usually occurs quite quickly after initial contact with wheat. The allergic response may range from mild or moderate symptoms (such as itching, rashes, hives and swelling) to a more severe reaction (such as difficulty breathing, wheezing and loss of consciousness). This fact sheet gives guidance and advice for people with this form of allergy.
As wheat can also cause a number of other medical conditions, we have covered these briefly further on. They include:
* Delayed onset wheat allergy – also referred to as non-IgE antibody mediated wheat allergy
* Coeliac disease – an autoimmune reaction to the gluten protein in wheat and some other cereals
* Wheat intolerance – either due to a non-coeliac wheat protein hypersensitivity (which can mimic the symptoms of coeliac disease), or an intolerance to the carbohydrate in wheat.
If you or your child suffers adverse symptoms that you believe are triggered by wheat, it is vital to understand which of the above conditions is causing them. You should see your GP as soon as possible.
Throughout this fact sheet you will see brief medical references given in brackets. More complete references are published towards the end.
Immediate onset IgE-mediated wheat allergy
Our aim is to provide information that will help you or your child to get appropriate medical help, avoid products containing wheat, minimise risks and know how to treat any allergic reactions should they occur.
What is immediate onset IgE-mediated wheat allergy?
Food allergy occurs when the body's immune system reacts to a harmless food component, usually a protein, because it mistakenly registers that substance as a threat. In people with immediate onset food allergy, the immune system has produced substances called immunoglobulin E antibodies (IgE). When these IgE antibodies identify the presence of the allergenic food in the body (in this case wheat), they trigger the allergic reaction. Most people react when they eat wheat or wheat products, but a reaction can be triggered by touching or breathing in wheat, although this is rare.
Gluten is one of the many proteins in wheat. If you are allergic to wheat, you may be reacting to gluten and/or other proteins.
Symptoms
Symptoms may occur within seconds to minutes after the food is eaten, but can happen up to two hours after exposure. You may show some or all of the following:
Mild-to-moderate symptoms
Fortunately most reactions show only mild-to-moderate symptoms, which can be treated with antihistamines. These symptoms include:
* Itching
* Nettle rash (also known as hives or urticaria)
* Tingling or itchy mouth, runny nose
* Swelling of the lips or face (angioedema)
* Abdominal pain.
Severe symptoms (known as anaphylaxis)
Emergency medical help must always be sought for potentially life-threatening symptoms. Adrenaline must be given and an ambulance called. Severe symptoms include:
* Swelling of the tongue or throat
* Difficulty breathing and/or swallowing, cough, shortness breath
* Voice becomes hoarse, husky
* Severe symptoms of the digestive tract – such as severe abdominal pain and profuse vomiting
It's important to remember that digestive symptoms can also occur with other wheat-induced conditions. When severe digestive symptoms occur rapidly as part of anaphylaxis, other allergic symptoms such as nettle rash (hives or urticaria) and angioedema (swelling) will usually also be present.
Remember the importance of getting expert medical advice.
Anaphylactic shock
On rare occasions the symptoms of anaphylaxis may progress to full anaphylactic shock, where blood pressure drops sharply and the person becomes pale, limp, floppy and may lose consciousness and stop breathing. This can happen very quickly.
Getting a diagnosis
Your GP will be able to refer you, if appropriate, to an allergy clinic (see www.bsaci.org/find-a-clinic for your local clinic).
If you are referred to an allergy specialist, they will discuss your symptoms with you in detail as well as your medical history. You will usually need allergy skin prick tests and/or blood tests in the clinic to make the diagnosis. These tests are very simple to perform but a healthcare professional with the right skills is needed to interpret them correctly. For example, many people with an allergy to grass pollen will have a positive skin-prick test to wheat even if they have no symptoms to wheat. This is due to shared proteins in wheat and grass pollen. The results of both skin prick tests and IgE blood tests will therefore need to be interpreted taking into account your own history of reactions. In most cases the diagnosis will be confirmed by a clear medical history supported by positive allergy tests. Should either the medical history or the allergy tests not be clear, the clinic may then need to conduct an oral food challenge with wheat. This involves eating very small amounts of wheat, gradually increasing the amount until either a reaction occurs or allergy is discounted. Such an oral food challenge must be carried out under careful specialist observation.
If diagnosed with immediate onset IgE-mediated wheat allergy, you must avoid all wheat and wheat products. How severe any reaction is likely to be cannot be accurately predicted. Skin prick and blood tests can only suggest the likelihood of a further reaction, but not how mild or severe it may be.
If you have experienced a severe reaction before, or if your reaction was triggered by a small amount of wheat, you will need to be prepared for any future accidental reactions possibly being severe.
If you are asthmatic, it is very important that your asthma is well-controlled and you take any prescribed treatment as instructed. Asthma – especially when poorly controlled – is known to be a major risk factor for more severe allergic reactions.
Always record details of any reactions to show to your consultant.
Treating symptoms
A positive diagnosis should mean that the allergy clinic develops a written allergy action plan for you. Injectable adrenaline may be prescribed for self-administration, as well as antihistamines.
The adrenaline injectors currently prescribed in the UK are EpiPen, Jext and Emerade. These injectors are designed for self-administration.
If you are prescribed an injector, it should be carried with you at all times – with no exceptions. Adrenaline must be administered as soon as a severe reaction is suspected and an ambulance called.
Symptoms may worsen and more than one injection of adrenaline may be required to control the reaction. Oxygen and steroids may be needed, and you are likely to need hospital monitoring in case of a second reaction (known as a biphasic reaction).
If you are prescribed an adrenaline injector, you will need to know how and when to use it. Ask your GP or allergist for advice on this. You can also find help on the website relevant to the injector you carry.
*
Emerade: www.emerade-bausch.co.uk
* EpiPen: www.epipen.co.uk
* Jext: www.jext.co.uk
Make sure that your family, friends, colleagues, and school or nursery if appropriate, know about your allergy and how to spot and treat the signs of anaphylaxis.
Outgrowing your allergy
Wheat allergy is most common in children, but is usually outgrown in the pre-school years (Wood, 2003). Wheat allergy in adults is rare and may be associated with exercise.
Wheat and exercise
For some people, an allergic reaction to wheat can only occur in conjunction with exercise. If they eat wheat without exercise, symptoms do not occur (Matsuo et al., 2005; Romano et al., 2001). The correct medical term for this is 'wheat dependent exercise-induced anaphylaxis' (WDEIA).
Any exercise-induced allergy is complex and needs the expert diagnosis of a specialist at an allergy clinic. The specialist will be able to consider which cases require an adrenaline injector to be prescribed.
Other conditions triggered by wheat
The following conditions are different to immediate onset IgE-mediated wheat allergy and require separate approaches to diagnosis, treatment and dietary management. It is vital to consult your GP.
Delayed onset wheat allergy (non-IgE mediated wheat allergy): This type of allergic reaction is caused by special cells in the immune system. It does not involve IgE antibodies. Symptoms are delayed for several hours or even days after eating wheat, for example diarrhoea or worsening of eczema.
Coeliac disease: This is a lifelong autoimmune condition triggered in sensitive people when they eat gluten. Gluten is a cereal protein found in wheat, rye and barley. People who react to gluten develop damage to the lining of the small bowel. This damage decreases the ability of the gut lining to absorb nutrients, which can result in pain, gastro-intestinal symptoms and in the long term nutritional deficiencies. Your GP can perform a blood test to screen for coeliac disease. See www.coeliac.org.uk/symptoms
Wheat intolerance: This does not involve the immune system. Symptoms include digestive discomfort, diarrhoea and bloating.
If you have tummy or bowel symptoms that you suspect may be triggered by wheat it is important to see your GP as soon as possible. Wheat may not necessarily be the cause. Your doctor will first consider whether you should have an initial blood test for coeliac disease. There are no blood or skin tests that can confirm the diagnosis of either non-IgE wheat allergy or wheat intolerance so a trial elimination of wheat may be suggested, followed by a planned reintroduction, ideally under the guidance of a dietitian.
Avoiding wheat
If you need to avoid wheat it is vital to read food labels carefully every time you shop as food producers sometimes change the ingredients they use. It is helpful that all pre-packaged food sold within the EU, including the UK, must declare and highlight the presence in the ingredient list of major allergens including cereals containing gluten, of which wheat is one.
There are also strict regulations governing food sold in catering establishments. When eating out or buying takeaway food, food businesses must provide information on major allergenic ingredients including cereals containing gluten. This information can be provided orally and/ or in writing. If information is provided orally, the food business will need to ensure that there is some sort of written signage that is clearly visible, to indicate that allergen information is available from a member of staff. Systems should also be in place to ensure that, if requested, the information given orally is supported in a recorded form to ensure consistency and accuracy.
You should question staff very directly, asking whether wheat is an ingredient of the food you have chosen or whether there is a risk of cross-contamination. Don't be afraid to ask the waiter to check with the chef. Make it clear that you have a life-threatening allergy, if this is the case.
Schools and nurseries should be able to cater for allergen-free diets and you will need to agree a school or nursery written Allergy Action Plan with them.
Ingredients which might contain wheat include:
* Processed foods including gravy, salad dressings, sauces, soups, Yorkshire pudding and burgers. There are many other examples.
* All types of bread including rolls, malt bread, chapatti, pitta, naan, paratha, croissants, soda bread and fancy breads. Wheat-free bread is available in many supermarkets. Food labelled 'gluten free' may not necessarily be suitable for people with wheat allergy (see our section below headed Gluten-free foods).
* Wheat-based breakfast cereals. Look out for anything with wheat in the name, as well as bran. And read ingredient lists carefully.
* Pasta and other wheat products. Avoid any pasta made with wheat or semolina. Pasta is found in some soups such as minestrone. Other wheat-based foods to avoid include couscous, rusks, pizza, spelt and semolina.
* Desserts and sweet things. Anything containing wheat or wheat flour is a problem food including cakes, crackers, pastries, ice cream wafers and cones, biscuits, doughnuts and batter.
* Hydrolysed vegetable protein (HVP) can be derived from wheat and is used to give a savoury flavour to products such as sauces, soups and gravies.
* Modified starch. Avoid modified wheat starch and raising agents such as baking powder unless it is wheat-free.
* Beers can also contain wheat as well as barley, and they will certainly contain gluten.
The above list covers many wheat-containing foods, but there may be others.
'Gluten-free' foods
Under EU law, products labelled 'gluten-free' must contain no more than 20 parts per million of gluten. This sounds like a tiny amount and such products may prove tempting for people with wheat allergy.
Be aware that the description 'gluten-free' is based on the principle that this level will be safe for people with coeliac disease. Some people with wheat allergy react to amounts less than 20 parts per million if a reasonable portion is eaten. There is not enough research to determine what level of wheat is safe for people with wheat allergy, so we advise all those affected to avoid 'gluten-free' foods (unless you can be sure that wheat is not an ingredient). Remember too that gluten may not be the only protein in wheat to which you may react.
Wheat protein isolates
If you suffer unexplained reactions to a food such as pizza or pasta, but can eat bread and other wheat products, you may have an unusual type of allergy.
An ingredient known as wheat protein isolate or deamidated wheat is used in the food industry. It is commonly added to pasta and pizza dough but also used to increase the protein content of nutrition bars, granola bars, cereal coatings, baked goods and meat substitutes (Leduc, Moneret-Vautrin, Guerin, Morisset, & Kanny, 2003) (Denery-Papini et al., 2012). Very rarely, some people can develop an allergy to the wheat protein isolate but not to wheat.
A specialist allergy diagnosis is needed to determine whether you are one of the small number of people with this problem.
Key messages
If you suffer symptoms that you suspect are caused by eating wheat, it is vital to see your GP as soon as possible. You may be referred to a specialist.
* Always be vigilant when food is around
* Check food labels and avoid wheat and wheat proteins
If your allergy could possibly be life-threatening the following points are particularly important:
* Be proactive when eating out - tell people if your allergy is life-threatening
* Learn how and when to use your adrenaline auto-injector
* Make sure those around you know how to spot and treat the signs of anaphylaxis
* Ensure that asthma is well managed
* Use the resources available from the Anaphylaxis Campaign website and support groups
* Always carry your prescribed medication everywhere you go.
Reviewers
The content of this Fact Sheet has been Peer Reviewed by Dr Trevor Brown, Consultant Paediatric Allergist, Ulster Hospital, Belfast; and Sue Clarke, Specialist Allergy Health Visitor with a sensitivity to gluten.
Disclaimer – The information provided in this leaflet is given in good faith. Every effort has been taken to ensure accuracy. All patients are different, and specific cases need specific advice. There is no substitute for good medical advice provided by a medical professional.
About the Anaphylaxis Campaign – "supporting people with severe allergies"
The Anaphylaxis Campaign is the only UK charity to exclusively meet the needs of the growing numbers of people at risk from severe allergic reactions (anaphylaxis) by providing information and support relating to foods and other triggers such as latex, drugs and insect stings. Our focus is on medical facts, food labelling, risk reduction and allergen management. The Campaign offers tailored services for individual, clinical professional and corporate members.
Visit our website www.anaphylaxis.org.uk and follow us on Twitter @Anaphylaxiscoms. Our helpline is manned 9am – 5pm Mon-Fri on 01252 542029.
References
Denery-Papini, S., Bodinier, M., Larre, C., Brossard, C., Pineau, F., Triballeau, S., . . . Moneret-Vautrin, D. A. (2012). Allergy to deamidated gluten in patients tolerant to wheat: specific epitopes linked to deamidation. Allergy, 67(8), 1023-1032. doi:10.1111/j.1398-9995.2012.02860.x
Leduc, V., Moneret-Vautrin, D.-A., Guerin, L., Morisset, M., & Kanny, G. (2003). Anaphylaxis to wheat isolates: Immunochemical study of a case proved by means of double-blind, placebo-controlled food challenge. Journal of Allergy and Clinical Immunology, 111(4), 897-899. doi:10.1067/mai.2003.1345
Matsuo, H., Morimoto, K., Akaki, T., Kaneko, S., Kusatake, K., Kuroda, T., . . . Morita, E. (2005). Exercise and aspirin increase levels of circulating gliadin peptides in patients with wheat-dependent exercise-induced anaphylaxis. Clin Exp Allergy, 35(4), 461-466. doi:10.1111/j.13652222.2005.02213.x
Romano, A., Di Fonso, M., Giuffreda, F., Papa, G., Artesani, M. C., Viola, M., . . . Zeppilli, P. (2001). Food-dependent exercise-induced anaphylaxis: clinical and laboratory findings in 54 subjects. Int Arch Allergy Immunol, 125(3), 264-272. doi:53825
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ICE BREAKERS AND TEAM BUILDING ACTIVITIES
Over the years, literally hundreds of warm ups, games, ice breakers and movement activities have been developed by Project Adventure, The New Games Foundation, and other similar organizations. Effective use of warm up exercises helps set the tone for trying in a supportive, non competitive atmosphere.
The actual sequence of warm up activities varies because of differences in length and goals of individual programs. However, introductory activities should, where possible, be used to achieve the following goals:
Development of Level of Comfort: Of primary concern to a newly forming group is to reach a level of comfort with the new members. These first activities focus on learning names and general information about the people with whom the participants are building a relationship.
Development of Trust: The appropriate sequencing of activities is vital to the development of group trust, when the group functions together and takes care of its members. De inhibitizers help to move the comfort levels of people (physically, socially, emotionally, intellectually and even spiritually) closer together.
Development of group cooperation and initiative: The ability to cooperate in a fun and engaging way is a theme of many of the most effective warm ups, and in turn, reinforces the trust level and problem solving skills of the group.
Development of a sense of body and awareness of movement.
LOW LEVEL INITIATIVES
Initiatives consist of an ever expanding archive of tasks that challenge groups in a number of ways. Initiative tasks will consistently have a clear objective that is obtainable if the group manages itself well. Each initiative task will contain any number of the following group dynamic, components that must be managed well by the peoples skills in order to successfully achieve the goal.
Some of these factors include;
!
Decision Making!
Problem Solving!
Communication
! Cooperation
! Support!
Trust
! Managing Diversity
! Leadership (Situational)
! Accessing Strengths and Weaknesses
The more of these components that are necessary for achieving the task will generally determine whether the initiative is considered a light initiative or a heavy initiative. The other factor that determines the level of the initiative is the;
Level of Risk
involved in the participation. The level of risk is in relation to the activity's physical, social, emotional, intellectual and spiritual comfort levels of the client. (Therefore a light initiative to some people could be considered a heavy one to others.)
Warning:
Care must be taken to make sure the flow of your activity choices are consistent and based on the needs and preferences of the client and not the facilitator.
TRUST SEQUENCE
Trust means:
"I know that you will not deliberately or accidentally, consciously or unconsciously take unfair advantage of me. It means: I can put my situation at the moment, my status and self esteem in this group, our relationship, my job, my career, even my life, in your hands with complete confidence."
McGregor notes that trust is a delicate aspect of relations, influenced more by actions than by words. Trust can be destroyed quickly and easily one act can do it. Trust is a feeling influenced by needs, expectations, guilt, anxieties, and the like, and it is based on people's perceptions of others and their behaviour, not on objective reality.
Therefor the process of developing trust among group members should be gradual and transitional. By the very nature of trust people must and may need to be encouraged to step outside their comfort zone in order to grow or gain awareness. The art of knowing how much to encourage, push or challenge is refered to by some as "Edge Work or Edge Crafting."
SPOTTING
Spotting is a human safety net provided by other people for the person (s) doing an activity. It is the primary safety system for Initiative problems and trust activities. Basic spotting techniques should be taught to participants through introductory activities and then modified or added to as the demands of specific elements require. Falling off things is to be expected. Proper, alert spotting helps prevent falls from causing injury. Regardless of the specific spotting techniques being used, the primary principle is to protect the participant's head and upper body through physical support.
Teaching spotting is one of the most important tasks in any ropes course experience. Careful instruction is required because potential spotters oftentimes do not recognize their importance until called upon to protect someone. Here are some key aspects to remember in teaching spotting to a group:
1. Effective spotters follow the movements of the participant doing the activity especially in the case of traversing elements. By paying close attention to the participant's movements, the spotter is forced to follow whatever movement the participant makes and positions the spotter to respond to a fall.
2. Spotters need to be able to move in and dampen any motion in a swinging activity; e.g. when swinging onto a landing as on the Nitro Swing.
3. Developing a sequence for teaching the spotting of each element.
4. Practice spotting using activities designed to reinforce proper technique; i.e. partner trust falls, trust circle etc.
5. Be clear in explaining how good spotting enhances and develops trust among participants. Joking about not catching someone has no place on an adventure based program activity.
6. Carefully distinguish the differences, among spotting, catching, and assisting.
7. Supervise spotters closely, reminding them of proper technique as needed.
8. Rotate spotters so everyone has a chance to spot and is used to spot other appropriately sized participants.
9. Pay close attention to the number of spotters required to spot each element effectively. Size, strength, weight, fatigue, and group dynamics factors may also affect minimums.
Warning:
Spotting is a very important part of some of the higher risk initiatives. The previous information should not be considered sufficient to begin using activities that require spotting. It is meant as a reminder of key safety issues for people with proper training in spotting methods. Improper spotting is very dangerous and should not be taken lightly. We recommend that anyone using activities that require spotting should participate in our Navigator Training Workshop or equivalent with another adventure based experiential education company.
CIRCLE GAMES
1. Rubber Chicken Name Toss
A foolish object like a rubber chicken is tossed around and open circle and when someone catches the chicken they introduce themselves until everyone has been introduced. They may like to add where they are from or other info in addition to their name.
2. Group Juggle
Part A: Once the names are learned then participants toss the chicken to someone calling their name. Leader starts by calling out their name and the name of the person they intend to throw to. For example, APeter to Jennifer.@ When Peter has Jennifer=s attention he tosses the chicken. Jennifer then says AJennifer to Albert@ and tosses the bird to Albert. Each person tosses to a new person until the last person has caught the chicken or object being tossed. The last person thrown to should be the leader. Ask people to remember who they tossed it to and try another round to ensure the flow is accurate and people are attentive.
Part B: Leader starts the group juggle again with same person beginning as last time. After the first object has the names called for throwing introduce another object. Introduce 8 to 10 objects. Make the objects different sizes and weights to add to the commotion and challenge of staying attentive. Pace the start of each new object to keep the flow lively.
3a. Clap shoot
3b. Zip, Zap, Zop
Leader starts by saying Azip@ as they clap their hands together with arms outstretched in front of them pointing at the person in the circle they are Azipping.@ This person in turn gestures to the next person in the circle and says Azap@ as they decisively point with palms together. The next person says Azop@ and the 4th
person returns to saying Azip.@ The game continues and speeds up or starts again if someone misses the zip, zap, zop order.
4. Pass the Clap
Leader starts by turning to the person on their right in the circle and clapping his or her hands together. The person to their right tries to clap simultaneously with the leader in an attempt to catch the clap being given. This person then turns to their right and claps in synchronicity the person on their right. The clap is passed in turn slowly at first to warm up so that each person catches the clap with their partner on their left then passes the clap on by turning and sharing simultaneously with the person on their right. Each person claps twice each turn one to catch and the second to pass. Allow some practice then encourage speeding up to as fast as possible and it can get really fast so stay aware.
5. Nod and Switch
Leader demonstrates by nodding to another person in the circle. If the person nods back they have acknowledge their willingness to switch places. The two then walk slowly towards each other and pass each other to take up the place of the previous person. If the person does not nod back then go on to another person. After a couple of demonstrations let the group try.
5b. Can I come in? No go next door… People switch behind you.
6. Have You Ever?
This fun game requires a volunteer to enter the circle. Ask people to establish their spots around the circle and close in so there are no gaps. The object of the game is for the center person to find a spot in the circle. There job is to ask a question that leads with, AHave you everY.?@ Those who have done what the question asks must enter the center and find a new place in the circle. The last one in the middle gets to ask the next question. Example, Have your every pierced your ears? Those who have pierced ears move the rest stay put. Note, stepping sideways to find a new spot is not allowed.
Note: Can also be done as, "I Have Never" Have everyone sit in a circle except one person. The person in the middle says something that they have never done (ie. I have never drank. or I have never worn a dress). All the people who have never done that have to get up and find an empty seat (from someone else who just got up). The person stuck without a seat is now in the middle. This game has no time limit.
7. Monkey, Bear, Elephant
This game starts with a tight circle and one person in the middle. Their job is to stump the person they are calling to act as an animal so they can take their place in the circle.
The center person points at someone in the circle and yells out of the three animals for them to act out. They count 1001, 1002, 1003 and if someone on the team goofs they enter the center and the pointer takes their place in the circle.
Demonstrate the animal actions before the pointing begins. Monkey: Person pointed to makes the "eeek Yeeek" sound while scratching their armpits monkey style. The people to the left and right of the monkey must immediately begin picking nits off the monkey=s head or shoulder and gesture at eating them. Bear: Person pointed to shows claws out in front and growls. People on either side of the Abear@ must cower back with horrified looks on their faces. Elephant: Person pointed to stretches out one arm with their head in their armpit while flopping the wrist to emulate a trunk and making the elephant Abraaala@ sound. People to the left and right of the elephant immediately use their arms to form the elephants ears on either side.
8. Fox and Hare
This is a great trust and sensory game. The props needed are 2 blind folds and two containers holding something that rattles, Pop can with stones works well, Make certain that the 2 shakers sound differently Circle members form a safety barrier with hand palm up to provide a fence and guide players safely.
9. Human Knots
Great cooperative game for up to 12 in a group. Divide into smaller groups if working with more than 12. People in circle cross their outstretched arms and step forward until everyone is touching shoulders. Each person reaches across the circle and holds the hand of someone opposite to them. Hold a different person in each hand. The group is tasked with undoing the knot without letting go.
Equilateral Triangle and shield tag pick three people to two others.
Card game simulation of being left out. Finish with compliments to each other.
10. Two Truths and a Lie
Group of 6 to 8, each person tells the others 2 things that are true that they have done and one thing that is a lie. The others get to ask one question each to flush out the lie. Participants can vote on which experience they think is the lie
11. Sufi hands left down right up hover above each
12. Floor Games
Wink murder (drop coin persons hand count 1003 then die Silent leader circle one leaves leader starts slow gestures person returns 3 quesses
TEAM BUILDING
LINE UP
The low medium level initiative allows the group to begin experientially problem solving and adapting to communication challenges.
EQUIPMENT None, Alternate version 1 Blindfold per person
NUMBERS
6 30
RULES
Version 1: MUTE LINE UP
Everyone is instructed that they are not allowed to speak throughout the activity. After this the group is told that they must line up in a particular order while continuing not to talk or make vocal sounds of any type. Some typical Line Ups include; Oldest to Youngest, With the business Longest to Shortest, Birth Place from West Coast to East Coast, etc.
Alternate Version: BLINDFOLD LINE UP
This version challenges the group to a larger extent because it involves trust. Each person is asked to close their eyes. They are then asked if they would be comfortable wearing a blindfold if they think that they cannot keep their eyes closed for about 10 min. When everyone is ready, the group is taught how to touch appropriately (hand movements should be up and down with palms down, not pushing forward). They are then told that they are also not allowed to talk for the activity as well as not being able to see. The group is then instructed to line up from tallest to shortest (no talking, no looking).
TYPICAL FOCUS: Group Formation, Inclusion/Exclusion, Communication, Leadership
SAFETY CONCERNS
For the Alternate version when people are blindfolded, the facilitator must monitor physical safety (bumping into things), and personal space safety (safe touching).
ALL ABOARD
This highly cooperative activity allows group to problem solve with an increasing demand for a supportive and trusting environment.
EQUIPMENT
1 Tarp or 1 Table Cloth or 1 Pallet Sized Surface not high off the ground.
1 Role of Masking Tape
NUMBERS
6 18 (For larger group run two or more of the same initiative)
RULES
Have the group stand around the Table Cloth or Surface (This area must be a size that is relatively easy for the group to stand on together). Now ask the group to stand on the surface (metaphor: could be managing themselves at work) so that no one is touch anything except the surface an deach other. In order to prove they can mange the task they must sing a song while staying on the surface. (ie Row Row Row your boat ... Our team is but a Dream!) If anyone touches anything bbut the surface during the activity they must start again. When they complete this challenge, increase the challenge by folding part of the tablecloth or tarp, or taking the masking taping and using it to cut off a part of the original Surface area. Now get them to do the same task with the smaller area.
After each success, trim off another amount of the orignial area, and increase the challenge. They must sing every time they try a new challenge.
Continue to challenge them until they and you think they have accomplished their best.
It is often helpful to process the experience between levels of the challenge as well as the end.
TYPICAL FOCUS: Group Formation, Inclusion/Exclusion, Communication
Cooperation, Support, Trust, Criteria for Effective Teamwork, Increasing Demands or Expectations, Leadership
SAFETY CONCERNS
Clear the immediate area of any obstacles that people may fall into. Monitor for people who may be psychologically uncomfortable with the close proximity of people.
As the challenge increases, so does the real risk. Allow only one person on backs or shoulders per facilitator that is spotting.
UNDERSTANDING DECISION MAKING STYLES
This is an educative and awareness based exercise that help clarify different decision making styles and when these styles are used or should be used in the organization.
EQUIPMENT
1 Flip Chart
1 Jar Full of Beans (at least 1 Litre and you need to know how many beans are in it)
1 Calculator if your math skills are not real strong.
NUMBERS 6 20
RULES
Prepare two flip charts that look like these ahead of time.
The activity consists of allowing the group or an individual to decide how many beans are in the jar using different decision making styles. You will do them all, one after another.
#1 Authority without Discussion
Take out the bean jar and select the most senior person (based on organizational chart) tell them that without asking anyone else they must decide how many beans are in the jar. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority without discussion?" After getting a resoponse move to the next decision style.
#2 Authority with Discussion
Take out the bean jar and select the most senior person (based on organizational chart) tell them that after a two minute discussion with the group they must decide how many beans are in the jar. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority with discussion?" After getting a resoponse move to the next decision style.
#3 Expert Member
Allow the group to quickly vote on who they think has the most expertise for determining how many beans are in the jar. When they have selected this person must decide how many beans are in the jar for the group. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority without discussion?" After getting a resoponse move to the next decision style. '
#4 Majority Vote
Use the second flip chart with the numbers on it for this exercise. Allow people to vote for the number that they think is closest. Go through them in order, 500, 1000, 1500, 2000, 2500, 3000, then 3500. They one with the most votes determines how many beans the group thinks are in the jar. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority without discussion?" After getting a resoponse move to the next decision style.
#5 Minority
Select a small group of people (less than 1/3), maybe a management team. Instruct them to have a discussion and for them to decide how many beans are in the jar. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority without discussion?" After getting a resoponse move to the next decision style.
#6 Averages
Each person gives their own vote. Type these into a calculator and divide by the number of people. This will give you the average of opinions. When you have recieved their answer write it on the flip chart and ask the following question, "When and in what situations do people think it is appropriate for decisions made by authority without discussion?" (Not as many exapmple except for numerical ones.) After getting a resoponse move to the next decision style.
#7 Concensus
This one will take too long to get and they may not even be able to get a true concensus. Facilitate a discussion of when this style is appropriate and when it is not or what are the strengths and weaknesses of this particular style.
TYPICAL FOCUS Decision Making Styles, Leadership, Inclusion/Exclusion
SAFETY CONCERNS None.
LOOK UP LOOK DOWN
This is a fun introduction activity that can be used to randomly split people into pairs.
NUMBERS
8 50 (If larger numbers run two games at the same time.)
RULES
Everyone stands in a large circle. When the facilitator says, "LOOK DOWN" everyone must look at their feet. The facilitator will then say, "LOOK UP!" At this point people must look up, and look directly at the eyes of one other person in the group. If that person is looking at you (so you are looking at each other) then you are out of the game (or you are partners). If they are not looking at you then you are safe. You cannot look at the same person twice, until you run out of people. As people start pairing off or get put out of the game, the circle must close in until 2 3 people remain as the winners and the final group.
To keep people included give eliminated pairs a common assignment to do while the others finish (Make the assignment helpful and useful.)
TYPICAL FOCUS
None Play for Play's Sake Forming (Very Lightly ie Avoiding Eye Contact) Avoiding Conflict (Very Lightly ie Avoiding Eye Contact)
CLOTHESPIN TAG
This is a simple high energy tag like game to warm people up.
EQUIPMENT
Three (3) Clothespins per person
NUMBERS 10 200
RULES
Everyone must stay within a designated area. (If it is too big people will build up speed and cause accidents, keep it relatively confined.) Each person clips their three clothespins onto their clothing, somewhere they don't mind being touched, somewhere other people won't mind touching them and it has to be visible. When the Facilitator says "GO!", each person must try and collect as many clothespins as they can from other people. When they take one off someone, they must immediately clip it onto their clothing. They therefore cannot have any more that one in their hands at any time. People cannot cover them. Allow the game to continue for a minute or two then stop it. Get them in a circle and see who has the most. Ask them a simple question about the team, about themselves or the organization.
The second version is played immediately after the first. Everyone must get threee clothespins again. The object this time is to get rid of your clothespins. You do this by taking them (1 at a time) off your own clothes and clipping them onto other people. If it does not fully clip and falls to the ground, it is still yours. "Go!"
TYPICAL FOCUS None Play for Play's Sake, Competition vs Sharing
SAFETY CONCERNS
MOVE YOUR BUTTS
This is an active ice breaker that allows an interactive way of getting to know some commonalities and differences within the group.
EQUIPMENT Chairs (1 chair for each partcipant)
NUMBERS 10 200
RULES
Everyone sits on a chair that are arranged in a circle with little space between chairs. The facilitator stands in the center. S/he will then ask a question to the group (ie Who is excited to be at this meeting?). Those who would answer yes, or those to whom the question applies must stand up and quickly (not run) move to another seat across the circle. People cannot take the seat on either side of where they were just sitting. They also cannot sit back in the same chair. Who ever does not get a chair must ask the next question. Give them a few practice tries before they must ask a question. Have a few questions prepared. The questions will start out light (ie Do you have a dog? Have you been to Disney World?) but after a few questions encourage people to ask question that are more helpful for people to know about the people they work with (ie Who gets frustrated when
people can't make clear decisions? Who thinks our greatest accomplishment as a team was the 2000 Winter Brochure?)
End the game while they are still enjoying it (don't let it get boring).
TYPICAL FOCUS Play for Play's Sake, Diversity
SAFETY CONCERNS
Warn and don't allow people to move too fast, collisions may result. Warn and don't allow people to fight for chairs, collisions may result.
THREE'S A CROWD
This is a fun introduction activity that allows group to see in a playful way what dynamics can be created when seeking cooperation and concensus.
NUMBERS 8 50 (If larger numbers run two games at the same time.)
RULES
The group is divided equally into three smaller groups. Each of these groups is then instructed to huddle together and come up with a very simple action and simple sound that goes with it. The action and sound should be done together and only last a second or two and everyone must be able to do it. Each group must decide on one action and sound for their whole sub group.
Once the three groups have selected their action and sound instruct them to get in a big circle that still keeps the groups separate. As in the following diagram;
Choose one group and instruct them that when you say, "One, two, three, three's a crowd!", that you would like them, and only them to show the other groups their action and sound.
Do this once. Then get them to do it again. Now get everyone to do this group's action and sound. Repeat this process for the second group. (Get them to say it twice and everyone to say it once. Repeat this process for the third group. (Get them to say it twice and everyone to say it once.
Say, "Now that you have learned everyone's action and sound, the real challenge starts." Instruct them that when you say, "One, two, three, three's a crowd!", the next time you want everyone to do the first action/sound, then everyone to do the second action/sound, and then everyone to do the third action/sound in sequence. (Everyone does all three in the order you choose.) Do this enough times so that they get it down clearly and so that each action and sound is distinct. (Usually 2 or3).
Now instruct the groups to get back in their huddle. They must now select one of the three action/sounds, they could select their own or another group's. They have 40 seconds to select one and they cannot tell the other groups, it is a secret. When they have selected tell them to return to the large circle.
The next thing you are going to do is tell them that the action they just selected is what we call the fourth action. They already know the first three (we practiced the sequence 1, 2, 3.) Instruct them that the next time you say, "One, two, three, three's a crowd!" you want all groups to do the first, then the second, then the third action/sound and then the fourth action/sound which is the one their group just selected.
Now you tell them the goal:
"The object is, without checking in with the other groups, that our fourth action and sound is the same."
If they are successful great, if they are not instruct them to return to their small group and reselect the fourth action/sound, it can be the same or different. Continue until they are successful or until it is hopeless. If they are successful in getting the fourth, then allow them to choose a fifth or even a sixth, but no more than that.
TYPICAL FOCUS None Play for Play's Sake, Cooperation and Competition, Conflict and Compromise
PLAY DOUGH
This is a fun introduction activity that can be used to randomly split people into pairs.
EQUIPMENT
A Can of Play Dough for each group A Table for each group Paper (or Flip Chart) A Marker
NUMBERS 8 50
RULES
The large group is divided into smaller groups of no less than 3 and no more than 8. Five or six is a great number. When the groups are divided up sit them at their own table. Ask each group to select a representative to some up to you. When every group has a representative around you give the following instructions; "I am going to write a word on this piece of paper (or flip chart is better), these representatives will run back to the tables pick up the play dough and create something with it so you can guess the word I wrote.
Here are the most important rules, 1. They cannot talk or make any sound, (ie making a barking sound with a big lump of clay for a DOG) 2. They cannot make whatever they create move in any way (ie driving a lump of clay around for a CAR) 3. When your group say the word point at the person and they must yell it out very loudly. and 4. They cannot just throw the clay down and play Charades.
Ocassionally you can tell them they can break the movement rule if the word is really difficult (ie for the word ECLIPSE have two round balls moving in orbit of one another.) When the first round is over ask for another representative. Play as many times as they have people or for as long as they seem to be enjoying it (stop it before they get bored). You can loosely keep track of points.
TYPICAL FOCUS None Play for Play's Sake
PUT THE OLD MAN IN HIS PLACE
This is a fun introduction activity that makes people laugh hysterically.
EQUIPMENT
Chairs equal to the number of people, less one.
NUMBERS 6 25
RULES
Everyone sits in an open circle of chairs. You stand in the center. The task of the person in the center is to get a chair. The person in the center must move around the circle point o someone and say one of two things
"PUT!"
or
"Put The Old Man In His Place!"
In order to stay out of the center the people in the chairs must respond a certain way. If the center person just says, "PUT!" the person in the chair being pointed at should say nothing. If they say anything they go in the center. And you get their chair.
If the person in the center says, "Put The Old Man In His Place!", then the person being pointed at must say the word, "PUT!" before they center person finishes their sentence. If they do it in time they are safe. If they are slow and the center person says the whole sentence, before they say, "PUT!" then they loose their seat.
Keep going until people seem to be getting a little tired or they stop laughing as hard. Make note, as long as you point at people, almost anytrhing goes, you can do it real fast, "PUT!", "PUT!", "PUT!", "PUT!", "Put The Old Man In His Place!", "PUT!" You can get someone who just sat down, whatever you want.
TYPICAL FOCUS
None Play for Play's Sake
SAFETY CONCERNS
Psychologically people can be uncomfortable in the middle, bail them out if they look like they are suffering too much.
UNMUSICAL CHAIRS
This is an energetic little ice breakers that doesn't require athletic ability.
EQUIPMENT
A Sturdy Chair per person. (no arms or wheels on chairs)
NUMBERS 8 25 (If larger numbers run two games at the same time.)
RULES
The chairs are placed in a circle with no space in between the chairs. Everyone sits in a chair except you. This leave one empty chair. The group is told that it is their responsibility to fill any seat that is empty to their left. Allow them to try. As one person moves over then another person has to move to fill the new vacant seat, and so on around the circle. If the center person manages to get into a seat the person who was responsible for
filling it gets to be in the center. Warn people not to throw themselves too hard at the chairs (they can get really excite and energetic and therefore careless). Remind them of this safety issue as the game gets more active.
Continue the game until people get so good a filling seats that people have little hope of finding a seat. You can also add another empty chair to the circle so that there is more responsibility and more options for the center person.
TYPICAL FOCUS None Play for Play's Sake, Accountability to Responsibilities (Very Lightly)
SAFETY CONCERNS
Warn people not to throw themselves too hard at the chairs (they can get really excite and energetic and therefore careless). Remind them of this safety issue as the game gets more active. Move anything dangerous away froim the outside of the circle in case someone goes through. Make sure chairs are sturdy so they don't collapse.
PRO BALL
DESCRIPTION
This is a high energy, high active play break. It is kind of like dodge ball except a little more intellectual.
EQUIPMENT
Large space with no chairs, tables and nothing breakable in it. Basically a large open space. 2 5 Soft Throwable Balls (5 6 inch diameter)
NUMBERS
6 20
RULES
Everyone spreads out in the room. To start two (groups of 12 or less) or three people (12 20 participants) are given one of the balls. It is their job to throw the ball at someone in the room (Advise them not in the head). After this anyone can pick up one of the balls if it is near them. If, when someone throws a ball they hit someone, that person sits down on one knee but stays in that spot. They must stay there until whoever hit them gets hit. So if Don hits Person #1, and then gets the balls again and hits Person #2 and Person #3 all these people will be down waiting for Don to get hit. When he does get hit all of the people Don hit stand back up and are in the game again. If you don't know who hit you, just ask, people are usually more than willing to rub it in.
There is one other way a person can stand back up, that is if a stray ball rolls next to them, they can grab it, and then they can stand up again. They cannot crawl to get one they must stay where they are and wait for one to come to them. And they cannot pick up the ball that just hit them (that would be too easy).
There are a few rules for people when they carry a ball.
1. You are not immune, if you get hit by a ball when you have a ball, you muts go down and give your ball to the person who hit you.
2. When you have a ball you can only take three steps with before you throw it (like basketball). If you take anymore than 3 steps whoever catches you gets your ball and you go down on one knee. You are out as if the person who caught you had hit you.
3. When you have the ball you can only have it for 3 seconds before you throw it (One one thousand...).If you take anymore than 3 seconds whoever catches you gets your ball and you go down on one knee. You are out as if the person who caught you had hit you.
4. If you hit someone in the head, you go down on one knee as if the person you hit had hit you.
5. You are allowed to defend. If you catch a ball that is thrown at you the person who threw it goes down.
ADD MORE BALLS IF IT SEEMS TOO FEW, BUT DON'T GET TOO MANY
TYPICAL FOCUS
None Play for Play's Sake
SAFETY CONCERNS
Make sure the room is clear of dangerous objects.
Warn people about hitting others in the head.
If the balls are too small they could hurt someone's eyes.
If the balls are too hard they could hurt.
If the balls are too light for their size you can't throw them.
If anyone has had a recent injury, heart condition , or something that would be agrivated by running around, warn them and ask them that if they want to play keep a dfensive posture (some of the best players know how to stay in one spot and do it well).
AUTO TAG
DESCRIPTION
This is a fun warm up activity.
EQUIPMENT
Blinds fold equal to half the number of people. Soft balls equal to half the number of people.
NUMBERS
8 30 (If larger numbers run two games at the same time.)
RULES
Everyone gets a partner. One of the partners is asked to put on a blindfold. They are then given a ball. The partner who is not blindfolded (the guide) must lead their partner around the room. Their task is to hit the other blindfolded people (not in the head) with their ball. The sighted partner leads them around, lines them up and tells them whe to throw. If you hit the sighted person nthing happens, but if you hit the blindfolded person, then the tagged partners switch postitions (guide becomes blindfolded, and visa versa).
When you have thrown your ball, the blindfolded person must retrieve it. The guide cannot touch it, and you cannot grab someone elses ball.
TYPICAL FOCUS
None Play for Play's Sake
SAFETY CONCERNS
Leading people around blindfolded can be physically dangerous (clear dangerous obstacles and warn participants to be cautious).
Some people are psychologically uncomfortable with a blindfold on (challenge by choice).
JUNG PANG PU
DESCRIPTION This is a fun ice breakers that allows people to move around and interact.
EQUIPMENT None.
NUMBERS 25 +
TIME: 5 minutes to explain instructions. Up to 10 minutes to play. Extra time depending on the debriefing.
INSTRUCTIONS
This is a game of evolution. It is a metaphor of growth and adaptation to change environments. Everyone starts from the bottom level (Amoeba) and tries to reach the highest level (Choose A. Supreme Enlightened Being or Choice B. Dignified Team Player). Jung Pang Pu loosely translated means "I want to challenge you" or "I want to give you some awareness". People move about the room and try and find someone else at the same evolution level. When they find someone they approach each other. They put one hand out in front of them, one fist in the other open hand. They then say Jung Pang Pu while moving the fist hand up then onto their open palm on each word. When they say Pu and Bring their hand down they will show either ROCK, PAPER or SCISSORS.
They look like this:
Rock: Is a fist.
Paper: Flat hand.
Scissors: Two fingers spread apart like scissor blades.
Who ever wins based on the following list goes up one level of evolution. If you lose you go down a level unless you are still at the lowest level because you can't go lower.
Rock: Breaks the scissors and wins.
Paper: Covers the rock and wins.
Scissors: Scissors cut the paper and wins.
As an example Don and Frank are both Frogs. Don shows Paper and Frank Shows Rock. This means Don wins (Paper covers rock). Frank would go down to a fish and Don would go up to a gorilla.
As a human things become a little more interesting. If you lose as a Human you don't just go down one level you drop all the way to the Amoeba level. Starting over. And to increase the risks, in order to move from the Human level to the (Supreme Enlightened Being or Dignified Team Player) you must win twice as a Human. If you win once and lose the second time you still go all the way to the bottom.
Levels: Model the following for participants
Amoeba (Action: Hands by head like antennea Sound: Me, me ,me ...)
Fish (Action: Fish lip pucker and hands flat together wiggling back and forth out in front.
Sound: None, its hard to do with fish lips)
Frog (Action: One hand on top of other and hop around room Sound: "Better idea" in a ribbit frog voice) Gorilla (Action& Sound: As determine by one brave volunteer, typically stratch underarms and say ooo ooo) Human (Action: Hands behind back walking proudly Sound: Hello how are you, Hello how are you) Supreme Enlightened Being (Action Standing against wall with hands at shoulder height chanting omm) OR Dignified Team Player (Action: Sitting in a chair Sound: None)
DEBRIEF
Stop the game and invite like minded levels to stand together.
Q1. How is this game like working at XYZ organization or in your product or service market?
Q2. How is this game NOT like working at XYZ organization or in your product or service market?
BLIND SQUARE
DESCRIPTION
This highly cooperative activity allows group to problem solve with an increasing demand effective communication.
EQUIPMENT
1 Blindfold per person
1 Large Rope
NUMBERS
6 18 (For larger group run two or more of the same initiative)
RULES
Each person is asked to close their eyes. You then ask if they feel like they would like a blindfold to wear, knowing that they may need to have their eyes closed for 10 minutes or more. Get them to raise their hands. Hand out the blindfolds. From this point on no one will be permitted to open their eyes or lift the blindfold. When everyone is ready, you tell them that you are going to bring them a rope. They must grab it with both hands and not let go. Their task is that as a group and without letting go of the rope they must make a perfect square using the whole rope to make the four sides.
When the group feels like they are finished they will lower it to the ground. You will instruct them when to remove the blindfolds. Tell the group that they must all agree that the rope is in a perfect square before putting it to the ground.
TYPICAL FOCUS Communication Listening Inclusion/Exclusion Process Management Leadership
SAFETY CONCERNS
Clear the immmediate area of any obstables that people may fall into. Monitor for people who may be psychologicaly uncomfortable with the close proximity of people and the blindfolds.
STORY STONES
DESCRIPTION
This activity helps groups articulate the past, present and future perceptions of their organization.
EQUIPMENT
1 Bag of Assorted (Size, Shape, and Color) Small Rocks and Stones per Group
NUMBERS
6 25
RULES
Version 1:
Divide large group into groups of 6 8. Insruct the small groups to dump the rocks out of the bag onto a work surface. Now tell them that they need to create something with half of the rocks that represents how the group worked together in the past. Then they will use the other half of the rocks to build something that represents how they isee the team working together in the future. It will be necessary for the facilitator to show a few examples, by changing the location, proximity and groupings of the rocks. Rocks can represent departments, people, cleints pretty much anything with the structure of your organization.
This can also be done with a third of the rocks for past, a third for present, and a third for future.
After they have been given some time, allow them to present their creations, perceptions and visions with the other groups.
Version 2:
Instructions for Version 2 are almost the same but have three (3) groups, one group should do past (people who have just joined the team should not be in this group), one group will do the present and one group should do the future. After they have been given some time, allow them to present their creations, perceptions and visions with the other groups..
TYPICAL FOCUS
Vision and Mission, Expectations, Group Formation
SUCCESS STORIES
DESCRIPTION
This activity involves people sharing their reflections on the value of success.
EQUIPMENT Flip Chart Paper Markers
NUMBERS 6 25
RULES
Divide the large group into smaller groups of 4 6. Each small group will take some flip chart paper to a table or a wall. As a small groups they will brainstorm their perceptions as to what they think success looks like for their team (not the whole organization). Suggest that some measures may be Task related, some Maintenance and some Process (if they know these terms).
When they are ready bring all the charts together and hang them beside each other. Allow some time for people to read what other groups have written. Identify any common reflections. Also allow people to inquire as to the meaning of any which they do not understand.
Next have everyone get a marker. Tell them that each of them is allowed to mark 5 Stars besside the Measures of Success that they think are the most important. They can put one (1) Star of Five different items or put more than one of their Stars on any item that may be very important to them.
When people have finished distributing their votes. Look again for commonalities and total the success measures with the highest number of votes. This creates a vision and values statement for the team to measure its own success because it compares their performance to their own standards and expectations.
TYPICAL FOCUS
Vision For Success Team Expectations Values Clarification Leadership
SAFETY CONCERNS
Clear the immediate area of any obstables that people may fall into. Monitor for people who may be psychologicaly uncomfortabel with the close proximity of people.
As the challenge increases, so does the real risk. Allow only one person on backs or shoulders per facilitator that is spotting.
HELIUM STICK
DESCRIPTION
The low medium level initiative allows the group to begin experientialy problem solving and learn how interdependence can be challenging.
EQUIPMENT On light weight collapsible tent pole Two large washers
NUMBERS 10 16
RULES
The is told to stand on either side of a tent pole lying on the ground. Half the group should be on one side, half on the other. You will put one washer on each end of the tent pole. These washers will represent the client. The cannot fall off of the tent pole. Now you will pick up the tent pole and instruct two or three people to place two fingers from each hand underneath the tent pole, at about waist height, to keep it from falling to the floor after you let go. Tell people their fingers can only go under the pole, not on top and they can't wrap around the side of the pole (You are the Judge). Don't get too many people just 3 or 4. (If you have too many the stick will quickly go up, up, up hense the name of the activity and hence the challenge)
Now you tell them that the pole itself represents your team dynamics. Their task is to lower the pole to the ground without losing the washers. However all team members must be included and this is not easy to do. To symbolize this everyone must have two fingers from both hands touching the pole at all times when the pole is below the instructors waist. If anyone's fingers come off below your waiste they must start agina from waiste height. Also if the washers fall off the have failed to serve the client well and must start again. After they understand the rules allow the rest of the participants to join the other by putting their fingers under the pole.
At some point it may be necessary for you to intervene and call a "Staff Meeting" for them to discuss strategy instead of slowly going crazy. It is also sometime effective to place a person in charge who does not have their fingers on the pole. Their role is to make sure things are successful (the responsible and accontable person).
TYPICAL FOCUS Interdependence Leadership Inclusion/Exclusion Communication Trust Support
SAFETY CONCERNS None.
HEALTHY TEAM FUNCTIONING
KEY PUNCH
This is one of the best problem solving initiatives that can address a diverse number of topics or issues.
EQUIPMENT 10'*15' rope or tape rectangle 30 Pie plates or rubber discs (numbered 1 through 30) Stop Watch
NUMBERS 6 15 (If more people run two identical initiatives)
SETUP
The Key Punch is set up like this, with numbers randomly place throughout the 10 foot by 15 foot rectangle;
RULES
The group is stood in a planning area that does not allow them to see the setup. The setup is explained to them from this area which is called their planning area. Their task is, "As a group how ever they decide to do it, they must touch the numbers in order from one to thirty as fast as they can. The spots are often reffered to as priorities or tasks the group needs to get done in a certain period, but adjust this based on your metaphor. They only have to touch each number one time. The time starts from when the first person leaves the starting area and end when the last person gets back to the starting area. They will have six (6) attempts or trials to get the fastest time they can. They can spend as much time planning in the planning area as want but will have an overall time limit of 45 minute. The maximum time that can be spent during each trial is 2 minutes. If on their second try they stay in for any more than 2 minutes, off the watch excluding error adjustment, it will count as an additional trial(in this example their 2nd and 3rd).
They cannot move the rectangle or the spots.
There are three ways that the group can make errors;
The first is simple, they cannot hit the numbers out of order. There is a 5 second error for every number missed or out of order.
The second is for ineffective communication. Because the communication in this group is not as good as it should be sometimes, you will have a handicap. You can talk as much as you want when you are in the planning area, but when you are out touching the numbers they cannot talk. The only thing they can say are numbers. (ie They an say, "Three! Three!, but cannot say "Get Three!") They will get a 5 Second error for everytime they say a word.
The third type of error is for getting in other's way. In order to limit confusion in this business we don't want to get in each other's way. So because of this you are not allowed to have any more than one person inside the rectangle at any one time. This means that if someone is touching the floor or a spot inside the rectangle and someone else make contact with the floor or another spot you will get a 5 second error.
To keep track of times, use the following time chart.
TYPICAL FOCUS
Too many to list.
SAFETY CONCERNS
The floor surface should not be slippery and the spots should not move easily on the floor. If people are have to move around the circle to find their next number warn them about bumping into others as they search and move.
Toward the final tries people often get very excited, warn them about slipping bumping or tripping.
GROUP JUGGLE
DESCRIPTION
This activity allows the group to solve problems and manage Task Maintenance Process Leadership skills.
EQUIPMENT
Soft throwable objects. (Enough for more than one person)
NUMBERS 6 25
RULES
Ask your group stand in a circle facing one another, and so that the circle's diameter is no more than 12 15 feet.
You keep the pile of throwable objects nearby and lob a person across the circle. Instruct them to continue to throw it to someone else who hasn't had the ball yet. Tell people to remember who they threw it to. Continue until everyone has held this ball once and get the last person to throw it back to you. This will be referd to as the sequence of the ball. Do not throw the ball to the person next to you.
Once everyone knows the sequence, you start the ball again, but this time include another ball and then another and eventually another until there are six balls being kept aloft simultaneously. If a ball drops at any time, have them return the balls to you and start again at the highest number that the group managed to accomplish before dropping. You can get the group to set their own goal for number of balls to juggle.
TYPICAL FOCUS
70/15/15, Inclusion/Exclusion, Role Clarity, Support, Norms and Expectations
SAFETY CONCERNS
Make sure the objects you are throwing will not hurt someone.
70/15/15 MAP
This is a technique helping people understand Task Maintenance Process and for assessing how well the team manages to balance the 70/15/15 rule within their work environment.
EQUIPMENT
3 Flip Chart (Labeled TASK MAINTENANCE PROCESS)
NUMBERS 6 25
RULES
Part 1:
Divided the large group into three (3) smaller groups. Each group will go to one of the flip chart. Their task is to have discussion or brainstorm examples of how they actually see either TASK MAINTENANCE PROCESS in their organization. People will brainstorm only in the catergory on their flip chart. You will need to float around and help facilitate information gathering.
(The Process Chart is the hardest)
After a significant amount of time, rotate the groups if the charts are not full. If they are full have the groups present their information. This presentation can be just a summary of findings or a more interesting way is to give the groups time to prepare a presentation where each group must SELL their part of the 70/15/15 rule to the other groups as being the most important part. TASK MAINTENANCE PROCESS
Part 2:
Now that people have a clear understanding of the components of the 70/15/15 Rule. Take some time to explain the layout of time percetages that theory suggest is healthiest (TASK 70% MAINTENANCE 15% PROCESS 15%. After this give each person the following 70/15/15 Map and have them decide what percentage (over a a year) do they spend in each area. After everyone has drawn their 70/15/15 maps. Give them time to eflect as to what consequences or benefits have developed as a result of the time the spend or don't spend in each area. Allow them to present their reflections to the group (Maps, Consequence and Benefits)
TYPICAL FOCUS Group Formation Inclusion/Exclusion Communication
Cooperation Support Trust Criteria for Effective Teamwork Increasing Demands or Expectations Leadership
SAFETY CONCERNS
Clear the immediate area of any obstacles that people may fall into. Monitor for people who may be psychologically uncomfortable with the close proximity of people. As the challenge increases, so does the real risk. Allow only one person on backs or shoulders per facilitator that is spotting.
METAPHOR TRAINING
In developing metaphors for and from the adventure based experience, participants need to learn what a metaphor is and the reasons for using them. We encourage you to have a discussion early in the course, focusing on the value of making metaphors. Below are some of the points that you may want to cover.
1. A metaphor is an image, symbol, story, or ceremony that stands for something else. It is the bridge or connection between two things. So, metaphors can help connect the adventure based experience back to the home, school, or work place.
2. Metaphors can enhance the transfer of the experience; this is because memory is a series of images or pictures. If one's pictures are clearer, graphic, and engaging, they will be easier to remember and use back home.
3. People think in images and metaphors unconsciously, and sometimes these images may prevent them from achieving personal growth. Being aware of one's metaphors can help in replacing old or outdated images with more useful ones.
4. At various times during the course, discussions will be held to explore and to create metaphors for what is transpiring.
Once participants understand the importance of metaphor making, you can begin metaphor training. Below are some exercises that you may want to do with your groups to help create an understanding of the value of making metaphors and train the associate mind to make connections in this way.
1. Pick two things or objects and have the group brainstorm how they are alike or similar. Start with some easy ones, then have students pick two things, and let the creative mind stretch in finding similarities.
Examples:
Tree and blade of grass. Each are alive, growing, longer than wide, point to the sun etc. Stove and Car. Each are a type of machine, use fuel to operate, have moving parts etc.
2. Have participants pick an object from the outdoors and bring it to the group. Then have them create a simile about it. "This ________________ is like a ________________." Then take the next step by saying "This ____________ is like a __________ in that ____________." You can have each person do it for their object, and when the group gets efficient, have the whole group do it for one person's object.
Example:
"This stick is like a building." ". . . in that it is straight and erect." "This pebble is like a marble in that it rolls away easily." "This feather is like a backscratcher in that I can reach hard to get areas."
3. Participants can do the above exercise once it is mastered using the emotions as the simile stem.
Examples:
"Happiness is like a bird in that it can take you many places." "Held in Anger is like a volcano in that when you explode, people get hurt."
4. Pick certain outcomes from an activity, like cooperation, trust, compassion, understanding, and exhilaration. Pick one word first and ask students, :If this was a picture or image, what would it be a picture or image of ?"
Examples:
Cooperation could be an image of an air balloon floating upwards."
USING PARTICIPANT METAPHORS
It is important to train your ears to recognize participants' metaphors and then try to incorporate these metaphors in your responses. Using students' metaphors will help students know they have been heard and honored. People have a special relationship with their metaphor or stories, like they do with their names. We know communication can be enhanced when we use the person's name. The same is true for metaphors. The success of storying experiences provides persons with a sense of continuity and meaning in their lives, and
they rely upon this for the ordering of daily lives and for the interpretation of further experiences (Combs & Freeman, 1990).
All stories have a beginning, middle, and ending or a history, present, and future. So, participants' interpretations of current experiences is as much future shaped as it is past determined. It is knowing and understanding the participants' stories that we can help process their new experiences.
An example of using participants' stories or metaphors will help illustrate this process. Nancy spoke about feeling like she "was in a barrel and barely peeking over the edge." when she was in a new situation. We talked about the barrel and gave feedback to her, like, "it seems like you came out of the barrel during the last activity. What was that like for you ?"
In the participants' case, we either used their metaphor or an aspect of their life story and utilized it as a symbol and means to enhance the communication and processing. The metaphor or story tells you the type of boat that they are navigating down the stream of their lives. We then jump in with them and use their specific language to help improve their steering and propulsion, so that they can arrive at new territories, landings, or choices in their lives.
7 STEPS FOR CREATING THE APPROPRIATE FRAMES FOR THE METAPHORIC EXPERIENTIAL ACTIVITY
"WHAT I DO TRANSFERS TO WHAT THEY LIVE"
1) State & rank the goals of the client develop an awareness of the interconnected nature of the organizational team in the client group.
STORY WHAT "MATCHES" WITH THEIR STORY ?
EX. GROUP JUGGLE (recipe bread) what you bring is a piece to make a connection
GOAL: _____________________________________________________________________
2) Select metaphoric adventure experience
3) Identify successful resolution to the therapeutic issue
4) Strengthen isomorphic framework
5) Review Client motivation
6) Conduct experience with revisions
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August 2008
Glimpsing Victoria's future climate
Climate change projections indicate that Victoria's climate in the decades ahead will be different to that of the past. Farmers will need to modify their practices to manage the risks presented by the change in climate.
Key facts
* Climate model projections are tools for understanding how the climate will respond to increased greenhouse gas concentrations.
* Unknown future greenhouse gas levels and climate model uncertainty mean there a range of projected climates.
* Temperature projections for Victoria are for continued warming over the coming decades.
* Rainfall projections for Victoria are more mixed than for temperature but most of them indicate a drying trend, particularly during winter and spring.
* The combination of projected warming and less rainfall has serious implications for streamflow in Victoria.
* Potential threats from climate change exist for agriculture in Victoria.
* Farmers need to prepare for unavoidable climate change, as well as help reduce greenhouse gas emissions.
Climate model projections
Climate projections are computer model simulations of the climate. We use them to understand how the world's climate will respond to the rapid increase in atmospheric greenhouse gases associated with human activities.
The projections indicate a wide range of possible future scenarios. There are two main reasons for this:
* We do not know precisely how greenhouse gas concentrations will vary in future. Due to demographic, economic and technological factors, a range of greenhouse gas emission scenarios are possible for the 21st century.
* The climate system is so complex that it is not possible for models to predict the exact state of the Earth's climate several decades into the future.
Scientists use a range of different independent climate models and emission scenarios to estimate future climate. From the spread of these model projections, they can identify the changes that are likely to occur, and those that are less certain.
Climate models are constantly being improved with higher resolution and inclusion of more climate system processes, leading to greater confidence in climate projections.
Using climate projections
The uncertainty of climate projections makes it difficult for farmers and policymakers to incorporate model output directly into the decisions they make. Nevertheless, climate projections can help them identify potential long-term threats and opportunities associated with climate change.
The climate projections we present here are based on the average projections provided by different climate model simulations using low, medium and high emission scenarios. Further information about these projections can be found at:
http://www.climatechangeinaustralia.gov.au
Changes in mean rainfall
By 2030, annual rainfall in Victoria is projected to decrease by up to 5% relative to the climate around 1990 (Figure 1).
By 2070, a decrease of 5–10% is most likely under a low greenhouse gas emission scenario, or a 10–20% decrease under a high emission scenario. Winter and spring rainfall is likely to decrease, whereas changes in summer and autumn rainfall are less certain.
We expect natural climate drivers to strongly influence rainfall variability for many decades to come, counteracting and adding to the projected human-induced changes.
Changes in drought and extreme rainfall
Potential evapotranspiration is projected to increase over Victoria. Evapotranspiration is the combination of evaporation from soil and water surfaces, and transpiration from vegetation. When these changes are combined with the projected declines in rainfall, an increase in aridity and drought occurrence is likely.
Projections show an increase in daily precipitation intensity and an increase in the number of dry days, suggesting that Victoria's rainfall patterns will have longer dry spells interrupted by heavier rainfall events.
Changes in mean temperature
We are more confident in the projections of mean temperature than those for rainfall.
By 2030, annual average temperatures over Victoria are projected to increase by at least 0.6°C, relative to the climate around 1990 (Figure 2).
By 2070, this increase is at least 1.0°C under a low emission scenario, and at least 2.5°C under a high emission scenario. Less warming is expected in coastal regions.
Projected warming during spring and autumn is similar to the annual increase, but slightly greater for summer and slightly less for winter.
Changes in extreme temperatures
Along with the increase in mean temperatures, an increase in the frequency of very hot days and nights is likely. Projections indicate that by 2030 Victorian towns will experience a few more days per year above 35°C than they do now, and about twice as many by 2070 under a high emission scenario. Conversely, the frequency of frosts and very cold days and nights is likely to decline.
Changes in other climate variables
Other projected climate changes with potential to impact agriculture in Victoria include:
* increases in solar radiation (sunshine) in winter and spring
* small decreases in relative humidity
* small increases in wind speed in winter and decreases in autumn
Changes in severe weather
Vulnerability to changes in severe weather varies regionally. Potential changes that may impact agriculture in Victoria include:
* higher bushfire risk
* fewer cool season tornadoes
* increased hail risk in the far east of Victoria
Changes in runoff and streamflow
The combination of projected warming and less rainfall has serious implications for runoff and water storage.
By 2030, streamflow into Victorian dams is projected to decline by 7–35% relative to historical average flows.
General threats to agriculture
More general threats to agriculture across southern Australia include:
* decline in productivity due to increased drought and bushfires
* crop yields benefiting from warmer conditions and higher carbon dioxide levels, but vulnerable to reduced rainfall
* greater exposure of stock and crops to heat-related stress and disease
* earlier ripening and reduced grape quality
* less winter chilling for fruit and nuts
* southern migration of some pests
* potential increase in the distribution and abundance of some exotic weeds
Planning for change
Farmers in Victoria need to prepare for climate change, as well as help mitigate global warming by reducing greenhouse gas emissions. While further human-induced warming is inevitable, the great range in projected climates by 2070 indicates that we still have a choice about the type of climate we will have by the end of this century.
Further information
The information presented here is sourced from:
* the Climate Change in Australia report: http://www.climatechangeinaustralia.com.au
* the Intergovernmental Panel on Climate Change: http://www.ipcc.ch | <urn:uuid:85f84f65-2e8d-45e9-b1eb-780e44bdc5b8> | CC-MAIN-2018-51 | http://www.climatekelpie.com.au/Files/FactSheet20.pdf | 2018-12-12T21:52:49Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00454.warc.gz | 334,206,067 | 1,272 | eng_Latn | eng_Latn | 0.997956 | eng_Latn | 0.998164 | [
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October 2008
Observed climate change: Victoria
Victoria's climate is changing. Farmers have long been aware of natural cycles in the climate associated with factors such as El Niño, but now human-induced climate changes are becoming apparent. These changes will have significant impacts on the way Victoria is farmed.
Key facts
* Victoria's climate has changed substantially over the past 100 years.
* Since the 1950s, the state has experienced a pronounced warming trend, with 2007 being its warmest year on record at 1.2ºC above average.
* Rainfall changes are less clear, with wetter conditions dominating the period from the late 1940s to the late 1990s.
* 1997–2007 is the state's driest 11-year period on record.
Observed changes in rainfall
At the annual time scale, Victoria's rainfall patterns show that conditions were relatively dry from 1900 (the Federation Drought) to the late 1940s (Figure 1). The middle decades of the 20th century, in particular the 1950s and 1970s, were rather wet, with major floods a common occurrence. Since 1996, rainfall has been consistently low and 1997–2007 is the state's driest 11-year period on record.
Figure 1: Annual average rainfall (mm), Victoria
Victoria's mean autumn rainfall has decreased over the past 100 years (Figure 2), reflecting a delayed autumn break in rainfall. Spring rainfall has tended to increase. The delay of the autumn break has become very pronounced over the last 20 years and is responsible for a severe reduction in river flows across Victoria.
Against the historical background of variability, trends in rainfall are not meaningful for Victoria. For example, rainfall trend maps show little change since 1900 despite the fact that 1997-2007 has been exceptionally dry (Figure 3).
In contrast, since the 1950s the rainfall trend is strongly downwards (Figure 4), though this partly reflects the very wet conditions around the middle of last century.
It is more accurate to think of Victoria's rainfall as tending to vary between wetter and drier periods, rather than searching for simple trends from wet to dry.
Observed changes in drought
Victoria has a history of short and severe droughts, which often coincide with El Niño events. These droughts include those occurring in 2006, 1982 and 1972.
Droughts tend to be less frequent during the wetter decades and more common during the drier periods, such as since the mid-1990s. For example, only two major drought years occurred between 1950 and 1990.
Observed changes in temperature
Temperature records for Victoria show strong warming since the 1950s (Figure 5).
The state's warmest year on record was 2007, when the mean annual temperature was +1.2ºC above the 1961–90 average. The total warming since 1910 is near 0.9ºC, most of which has occurred since 1950. This warming is consistent with warming elsewhere in the world.
Both maximum (day) and minimum (night) temperatures show warming, though with considerable year-to-year variability. Much of this variability is driven by the large ranges in maximum and minimum temperatures which we tend to experience during drought years i.e. particularly cool nights and particularly warm days, relative to the average. Since 1997, the combination of low rainfall and global warming has resulted in particularly high maximum temperatures (Figure 6) and a series of notable heatwaves.
Module 3 — Observed climate change: Victoria
In large towns and cities in Victoria, the upward trend in minimum temperature has been particularly marked due to urban development, also referred to as the 'heat island effect'. This effect adds to global warming, and, in the case of Victoria's larger towns, means that cold nights and frost are becoming rare.
Observed changes in evaporation and cloud cover
Analyses of trends in pan evaporation and other climate variables show mixed results. Accompanying the recent reduction in rainfall, cloud cover has decreased since the 1960s, particularly during autumn and winter.
Observed changes in severe weather
The warming of the 20th century has resulted in fewer very cold days and nights, and more very hot days and nights. Recent summers and autumns, in particular, have had a number of exceptional heatwaves. There have been fewer days of extremely heavy rainfall and notably few flood events since the mid-1990s.
Observed changes in Victoria's weather drivers
The dry conditions experienced in Victoria since the mid-1990s are due to the prevalence of highpressure systems during autumn and winter, causing fronts and low-pressure systems to be weaker and to occur further south.
What is causing the changes we have observed?
Scientists are confident that warming over Australia in recent decades is linked to global increases in greenhouse gas concentrations caused by human activities.
It is premature to definitively link the recent extended dry in Victoria to climate change. However, this dry is very unusual in the context of past rainfall variability and has clearly been exacerbated by the higher temperatures.
Further information
The information presented here is sourced from:
* Bureau of Meteorology's climate change tracker: http://www.bom.gov.au/climate/change
* the Climate Change in Australia report: http://www.climatechangeinaustralia.com.au
* the Intergovernmental Panel on Climate Change: http://www.ipcc.ch
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Acidosis in Horses
What is acidosis?
Horses have a limited capacity to digest starch in the stomach and intestines. Feeding too much starch can "overload" the digestive capacity in the intestines and the excess starch will flow undigested to the hind gut, where it is fermented by the microbial organisms that live in the hind gut. These organisms normally produce volatile fatty acids (VFA) that are used by the horse for energy. When high NSC feeds are fed, excess amounts of starch can flow into the hindgut, and the organisms can produce lactic acid. The lactic acid causes a rapid decrease in pH (<4), i.e. increased acidity or acidosis, which is the same as occurs in feedlot cattle.
The rapid decline in pH causes death of the
microbial organisms, release of microbial toxins, and reduced fermentation in the hindgut. These conditions can lead to laminitis and colic, and reduced appetite, and deficiencies in B Vitamins.
How do I know my horse has acidosis?
Feet problems such as lameness, laminitis (founder), ringbone or navicular disease
Tail rubbing due to the level of acidic material in the droppings causing irritation
Loss of appetite and diarrhea
Rancid smell from droppings due to the amount of dead microbial flora being passed
Mouth problems such as sores (mouth ulcers) and teeth sensitivity (evident when eating hay)
Acidosis
What causes acidosis in horses?
The most common cause of acidosis in horses comes from the rapid introduction of grains to the diet. Any feed that contains grains will increase the starch component of the diet and as previously described with "overload" digestion in the small intestines causing changes in the bacterial species in the hind gut, resulting in lactic acid build up and acidosis.
How diet helps acidosis
Diets that are low in starch and sugar fructans or preferably grain free may be more easily digested by the horse and provide a more natural diet. Some feed process grains to help them become more digestible, CoolStance coconut meal is 100% grain free and contains low levels of starch and sugars (NSC 11%).
Recommended Stance horse feed for acidosis in horses
Horses require digestible energy (DE) both for maintenance of body functions and for performance. Most hay and pasture can provide sufficient DE for maintenance, and low levels of activity, however horses cannot eat enough of these feeds to provide energy for higher levels of performance. For most performance horses, it is necessary to feed a high DE feed to provide the extra energy. Most traditional energy feeds are based on grain or grain based by-products which contain nonstructural carbohydrates (NSC), i.e. sugar and starch. Overfeeding of these feeds, coupled with under work is a major cause of many of the metabolic disorders including laminitis, colic, EMS and fizzy behavior.
To avoid acidosis, select feeds with a balanced profile of non NSC (oil and fiber), and NSC (sugar and starch) energy which provide <12% total NSC
The Stance Equine Feeding System outlines several feeds
These include
Cool Fibre contains a low NSC (7%), high level of digestible fiber, and MCT from coconut oil, and can be used to dilute high NSC grain based feeds (not available in the US)
CoolStance contains <12% NSC, which reduces the amount of fermentable sugars and starch.
CoolStance and PowerStance contain MCT in the coconut oil.
For more information or to order CoolStance, please call 803-647-1200 or e-mail email@example.com | <urn:uuid:519b52ba-e4ee-425c-8606-7a8f977fdda1> | CC-MAIN-2018-51 | https://stanceequineusa.com/wp-content/uploads/2016/04/Acidosis.pdf | 2018-12-12T21:40:54Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00453.warc.gz | 758,467,442 | 769 | eng_Latn | eng_Latn | 0.996943 | eng_Latn | 0.996909 | [
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Wildlife Friendly Fencing
Steve Amesbury Email: firstname.lastname@example.org,
Introduction
Many people in Australia, especially wildlife carers, have been concerned for a long time about the entanglement of wildlife on barbed wire fences, and some have investigated local solutions. However the issues surrounding the problem require a coordinated national approach. Carol Booth recognised this, and through the distribution of an Action Plan, galvanised support for such an approach. Carol's support was instrumental in the successful application for a grant from the Threatened Species Network (TSN) of the World Wide Fund for Nature (WWF). The grant to Tolga Bat Hospital, was announced on Threatened Species Day, 7 September 2006 and runs to April 2008.
Although the WWF project has a limited life span, the WFF (Wildlife-friendly fencing) project is on-going. It will gather is own momentum as greater sections of the community become involved. We liken the 'wildlife-friendly' fencing concept to that of 'dolphin-friendly' tuna, and the issues of barbed wire entanglement to that of ghost nets that entangle sea animals.
The WFF project will begin the long process of raising public awareness of the impact of barbed wire on all wildlife, especially those already threatened with extinction. The flagship species for the project are Spectacled flying fox (Pteropus conspicillatus), Grey-headed flying fox (Pteropus poliocephalus) and Mahogany Glider (Petaurus gracilis).
We will introduce the concept of "wildlife friendly fencing" to the public, and trial fencing methods that minimise the likelihood of harm to wildlife. The challenge is to make fencing more visible to animals, especially at night. The project is looking for 'champions' within various industries (eg beef, dairy), various landscapes (eg wet undulating, dry flat) and various regions, who will be the pioneer adopters of new fencing approaches, and be the focus of education & awareness building. The project will develop case studies that are then available for others to gain ideas for their properties.
It is an enormous task as there are millions of kilometres of potentially harmful barbed wire fencing across Australia. Funding from WWF is targeting Queensland, in particular the Atherton Tablelands and south-east Queensland. Bat Rescue Inc will administer the project in southeast Queensland. The full extent of the project wil be determined by the amount of interest and co-sponsor support we can muster. So far, Bat Conservation International, RSPCA Queensland, and Australian Ethical Investments have leant their support financially; and RSPCA Australia, Wet Tropics Management Authority and Wildlife Preservation Society of Queensland are providing in-kind support.
Barbed wire is an icon in the Australian landscape that has remained unchallenged for too long. There are non-harmful fencing alternatives that are currently in use and that we are trialling with this project. Fencing is integral to good land management but it needs to be done in a way that is wildlife-friendly.
Photo: Ashleigh Johnson Keeping people out in South America
The WWF will involve the following activities:
1. Working with landholders to develop case studies of wildlife friendly fencing. Each time we rescue an animal off a fence, we will try to engage the landowner in the project. We have budgeted for plain wire and a range of other materials to mitigate the impact of barbed wire. Landowners fall into the following categories:
- Minimal involvement – education and deterrents
- Moderate involvement – education, removal of barbed wire & replacement
- Significant involvement – all of the above on a larger scale, possibly an element of research for inclusion as a case study.
2. Develop communication materials
- Dedicated website www.wildlifefriendlyfencing.com
- Brochure and CD / DVD with detailed information
- Appropriate information at barbed wire outlets
- Caps, T-shirts, bookmarks
- A3 posters for rural field days, envirodays, conferences etc
- Press releases for media – printed, TV, radio
- Signs for participating landowners
- An educational film, sponsored by BCI Bat Conservation International (in USA)
The website will provide the project with maximal exposure and accessibility. We will be able to change and update information, as we continue collecting more case studies and more partners. We will seek a link to it from the websites of a broad range of organizations.
3. Invite barbed wire manufacturers, distributors and retailers into partnerships for the provision of educational materials at points of sale.
4. Develop partnerships with NRM groups; NHT committees; peak rural bodies, wildlife and animal welfare groups; wildlife rescue groups and government for distribution of information. We will target industry with high perimeter barbed wire fencing, golf clubs as well as rural landholders.
5. We would like all barbed wire fencing projects funded with public money eg NHT funds, to be assessed for 'wildlife friendliness' and appropriate measures taken before funding is approved eg a conservation agreement describing fencing methods.
6. Raise awareness of the need to monitor barbed wire fences, and the immediate reporting of any entangled wildlife. This will lead to a greater percentage of entangled wildlife being released, as an early rescue usually ensures fewer injuries. It is vital that the public know who to contact for rescue and we are extremely fortunate in Queensland that RSPCA has a 24hour wildlife rescue number 1300ANIMAL.
Injuries - Birds
When a bird flies it does not look directly ahead of itself, but instead will scan the area a distance off. In nature, obstacles such as trees are quite obvious to a flying bird, while the thin strands of a barbed wire fence are not so obvious.
Owls and other birds often fly into the top strands of these types of fences and are then caught in the barbs, unable to struggle free, and so frequently dying slow, agonising deaths. The Birds of Prey Working Group is investigating various methods to make fences more visible, in particular to nocturnal birds, and this will prevent countless unnecessary death'. Endangered Wildlife Trust, South Africa
Photo: Ashleigh Johnson Ibis
Injuries - Bats
Injuries in flying foxes include:
* Mouth. In desperation many bats will try to bite themselves off the barbs. This can result in severe damage to the roof of the mouth, loss of teeth and even fractures of the jaw.
* Wing membrane. Most bats are caught on the fence by their wings, and this results in tearing, puncturing, severe bruising, inflammation and death of tissue.
* Bones. Bones can be broken, or stripped bare.
* Body. Bats can be entangled by the hair and skin anywhere. The resulting puncture wounds can be of varying severity.
Do not be tempted to rescue the bat and let it go. There is usually a die-back process in the wing that may not be evident for several days. The damage may look quite minimal at first, but lack of blood supply to the wing while it is still entangled can lead to a surprising amount of dieback, or loss of wing membrane
Photo: Ashleigh Johnson. The dieback that occurs some days after rescue. The resulting slit will make it impossible for this bat to fly.
The Little Red flying foxes are affected more than the 3 larger species of flying foxes, presumably as their flight is weaker in windy conditions. It is not uncommon for large numbers of Little Red flying foxes to get caught over a few weeks, especially when the young cannot fly well enough to cope with windy conditions. On the Atherton Tablelands, these mass events usually occur in August to October. In 1994, 442 Little Red flying foxes were caught, mostly along one 10 km stretch of barbed wire. Little Reds occur across northern and eastern Australia extending inland long distances depending on the availability of flowering trees.
We have often rescued bats from government-funded fences that are protecting revegetation plantings from cattle. The irony is that one goal of the revegetation plantings is to improve biodiversity, but when bats come to offer their seed dispersal and pollination services, they are caught. As the plantings increase in height, the situation often improves.
Injuries - Gliders
Gliders are commonly caught on barbed wire fences. Good work is being done by the Wildlife Preservation Society of Queensland through their Glider Network.
The Mahogany Glider of far north Queensland is listed at both the federal and state levels as endangered. There have been 10 taken off fences in the last decade, 5 of which died, 2 released and 2 in captivity and 1 currently in care.. Daryl Dickson's experience with these animals has shown if the damage is not too severe, the membrane will heal remarkably well without stitching. As with all other species, no one is aware of the real number entangled by fences.
Photo above by Louise Saunders, not a Mahogany glider, a sugar glider
Guidelines
There are two broad options:
(a) replace or remove the barbed wire and
(b) make the barbed wire fence more visible.
As far as we know, there has been no research on the relative effectiveness of barbed wire and other fencing options for various purposes, or the impacts on wildlife of different fencing options. The suggestions below are preliminary, so you may use these suggestions at your own risk. We welcome any information you have about fencing and wildlife. We propose to develop a comprehensive wildlife friendly fencing guide once we have sufficient case studies completed.
A. REMOVAL / REPLACEMENT / ALTERNATIVE FENCING MATERIALS
1. Use plain wire or other fencing material: The best option is for barbed wire not to be used at all in fences. Replacing the top one or two strands with plain wire will resolve most problems#. Other fencing options include the use of 'borderline' or 'knightline', which are solid high tension nylon sighter 'wires' (no steel), used mainly for horse fencing. Knightline glows in the dark. They are significantly more expensive than plain wire, but would be useful in high-risk areas.
2. Remove fences: In high risk situations, such as along ridgelines or around wetlands, the best option is to remove the fence altogether and erect else-where if need be.
3. Cover the barbs on existing fences: Barbs can be covered with tubing, particularly in entanglement hot spots. Gadgets have been designed for splitting poly pipe quickly and for applying the pipe to the fence. See photos below. In entanglement hotspots, another option is to install an 'apron' of chicken mesh or similar over the fence.
# Ballina Shire has recently replaced the barbed wire on the two top strands of a fence around four sewage treatment ponds (Cheryl Cochran, FFICN, 2005). In Townsville, the 10th Terminal Regiment of the Australian Army installed plain wire on all their fences to avoid entanglements of juvenile bats which are released on its land and other bats at the Ross River colony (Dominique Thiriet, pers. comm. 2006).
4. Use electric fences: Electric fences can be effective to control stock access, although the vegetation management required to maintain them can be costly and time consuming, particularly in northern Australia. Sometimes cattle are prepared to suffer electric shocks, and the fences may not be effective. Some sorts of electric fences may also kill and injure some native wildlife. For example, some animals respond to electric shocks in ways which make them particularly vulnerable to death on electric fences, e.g. snakes often curl around a wire after being shocked, sugar gliders may wrap their tails around the wire and echidnas curl up in a ball ( Lund & De Silva 1994, cited by Long & Robley 2004). We are still undecided about the efficacy of electric fencing as a WFF option.
Photo: Cheryl Cochrane
Above: The polypipe splitter device that simultaneously splits and installs the pipe over barbs. The gadget has been developed by a member of the Northern Rivers Wildlife (Cheryl Cochran, Northern Rivers Wildlife Carers pers. comm.. Feb 2006).
B. IMPROVED VISIBILITY
Barbed wire can be made more visible to animals by adding visible and/or audible markers to the fence, such as tape, plastic flags, metal tags, and aluminium cans. Considerations include the danger to cattle, introduction of waste to the environment, the effort required for installation and maintenance, and the cost.
Plastic ribbon or second-hand car yard bunting/flags cannot be used where there are cattle as they may eat stray plastic, suffer digestive problems and die. Plastic flagging can be used to mark fences on army bases or rural rubbish tips.
1. Electric tape: Discarded white electric fence tape can be strung above the top strand of barbed wire, secured to wooden fence posts with fencing staples ro to star pickets with cable ties. If tying lengths of tape together, avoid loose ends if likely to tempt grazing livestock.The tape offers good visibility, as it is white and shimmies in the wind; it also acts as a physical barrier. It is cheap, quick and easy to put up, especially over long distances.
Photo: Ashleigh Johnson. Landowner Brian Naughton with old electric fence tape as a marker.
2. Plastic signals: Plastic bunting, flagging made from surveyors tape, or plastic warning tags such as those used on road-works, can be added to barbed wire to provide a visual and aural warning to wildlife. Bunting needs to be replaced annually because of deterioration. Second-hand bunting can be obtained from caryard dealers. Plastic flags made from tape are cheap, but need to be regularly replaced due to deterioration. Flags need to be placed at least every 30 cm or so. A flying-fox has been entangled on barbed wire less than 40cm from flagging (Dominique Thiriet pers. comm. Feb 2006). Plastic should not be used on stock fences.
Bunting has apparently been successful at preventing flying-fox entanglements for >10
years at the Rockhampton rubbish tip (Nigel Tuckwood, Waste Coordinator, Rockhampton City Council, pers. comm. April 2005) and also at the Amberley airforce base ( Rebecca Worrill, Civilian Environment Officer, Amberley Airforce Base, pers. comm.. April 2005).
3. Metal signals: Metal tags or other shiny objects, such as metal plates or beer cans, can also act to make barbed wire more visible. Metal tags have been used on a DPI facility in Cleveland with no bat deaths recorded since (Louise Saunders, Brisbane Bat Rescue, pers. comm. April 2005). Aluminium one-person pie dishes are simply bent and clamped by hand over the barbed wire (Meredith Ryan, pers. comm. April 2005).
Metal plates have been installed between the top two barbed strands atop a cyclone mesh fence around a power substation in the Pilbara. In this case, barbed wire was required since substations should meet Australian Standards regarding the Restriction of
Photo:Jon Luly. Metal tags.
Entry (point 10.4; AS 2067-1984) and plates were considered to be the best alternative (Kyle Armstrong, pers. comm. March 2006).
Beer cans have been used by iron ore mining companies in the Pilbara (Kyle Armstrong, pers. comm. March 2006) and on camel fences at Newhaven, Birds Australia's property in the Northern Territory.
4. Others: Brightly-coloured plastic balls (like airstrip powerline markers) have been used to prevent power line strike by cranes in Europe and the US and may also be useful for fences. These would be a relatively expensive option for extensive lengths of fencing.
C. OTHER OPTIONS
1. Remove food trees: Food trees close to barbed wire could be removed if this is the reason flying-foxes are getting caught. Unless the tree is a weed, however, this is not a good option for wildlife, and can be expensive.
2. Manage vegetation: In some cases, managing the height of vegetation may prevent entanglements. Birds and bats tend not to be caught on surrounding barbed wire once closely-planted trees grow to fence height. Where fenceline grass is long, bat deaths may be reduced. Furthermore, hedges of vegetation can be planted to replace barbed wire fences – prickly vegetation may inhibit access as well as barbed wire. Regular vegetation management is probably not feasible on relatively large properties.
3. Check fences: Improved surveillance of fences and timely rescues would save some entangled creatures, however this will not address the causes of entanglement. While it may not be realistic to expect farmers with many kilometres of fences to regularly check them, this could reasonably be asked of landholders with short fences, such as those in industrial areas or rural residential areas. It should be requested in addition to other measures.
For up-to-date information visit www.wildlifefriendlyfencing.com | <urn:uuid:8826b23d-5553-4b3b-b220-5e1f52c95cb5> | CC-MAIN-2018-51 | https://www.awrc.org.au/uploads/5/8/6/6/5866843/amesbury_steve_fencing.pdf | 2018-12-12T22:07:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00455.warc.gz | 836,019,271 | 3,536 | eng_Latn | eng_Latn | 0.997727 | eng_Latn | 0.998145 | [
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the native tribes of pdf
Pages in category "Native American tribes" The following 21 pages are in this category, out of 21 total. This list may not reflect recent changes ().
Category:Native American tribes - Wikipedia
The Native American tribes in Virginia are the indigenous tribes who currently live or have historically lived in what is now the Commonwealth of Virginia in the United States of America.. All of the Commonwealth of Virginia used to be Virginia Indian territory. Indigenous peoples have occupied the region for at least 12,000 years. Their population has been estimated to have been about 50,000 ...
Native American tribes in Virginia - Wikipedia
OVERVIEW OF FEDERAL TAX PROVISIONS RELATING TO NATIVE AMERICAN TRIBES AND THEIR MEMBERS Scheduled for a Public Hearing Before the SENATE COMMITTEE ON FINANCE
OVERVIEW OF FEDERAL TAX PROVISIONS RELATING TO NATIVE
How did the Native Americans used to live and how do they live now? Find out with this series of 3rd grade reading comprehension worksheets featuring passages about some OF the different tribes in the United States.
17 Native American Tribes - Education.com
The Map Of Native American Tribes You've Never Seen Before : Code Switch Aaron Carapella couldn't find a map showing the original names and locations of Native American tribes as they existed ...
The Map Of Native American Tribes You've Never - NPR.org
2a) "Urban Indians" What is an urban Indian? Because many Native American people are no longer actively associated with a particular reservation or tribal band â€" they are sometimes referred to as "urban Indians.". This cultural phenomenon is a result of 'well-meaning' government influences like the 19th century Indian school system, and 20th century relocation programs that encouraged Native ...
TOP 50 QUESTIONS ABOUT AMERICAN INDIAN TRIBES Frequently
SHASTA. The Native People of Northern California and Southern Oregon consist of several Tribes, known as the Shasta Nation, the Modoc Tribe, the Wintu Tribe, and the Pitt River Tribe.
NATIVE AMERICAN CULTURE - PAGE 2 - greatdreams.com
For Tribes. This resource guide was developed to help American Indian/Alaska Native (AI/AN) tribal leaders and community members make informed decisions about genetics research participation.
For Tribes | Genetics
The guide "Tribal Nations and the United States: An Introduction" developed by the National Congress of American Indians seeks to provide a basic overview of the history and underlying principles of tribal governance.
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Across
Down
1. [Friday's Lesson] Read Proverbs 22:22. What does it mean to exploit someone? Praise God that He wants us to defend & help the less ____. Ask Him for help to do so.
2. "What if they get ____?" "They'll get over it when they realize how much trouble you've saved them. And the court advisors are there to save you trouble."
3. FTWTF - Power Point
6. [Monday's Lesson] Read Proverbs 22:1-5. Search Look up the words "insight," "prudent," "____," "discretion," & "discerning." List the definitions in your Bible study journal.
9. As Rehoboam greeted his father, his ____ growled.
11. "One day you will be king," he said. "You will inherit great wealth, but your good name is more ____. You must treat the rich & the |poor alike, & use your wealth to help the poor. Never turn anyone away as long as |you can help.
12. FTWTF - Title
4. "He's given me wisdom in many difficult situations," Solomon said, nodding. "The more I listen to Him, the more I learn about His ways. Something I've learned is how much God wants me to help ____ who are in bad situations."
5. FTWTF - Power Text
7. "The most important thing you can do is to continue worshiping God. Don't become ____ of your wealth & power. Remember, it all comes from Him. If you trust God, work hard, & treat people fairly, your reign will be blessed."
13. "Your Highness," Solomon's steward said to Prince Rehoboam, "the ____ are ready. The king wants you to come to his quarters."
8. ____ frowned. "How am I supposed to remember all of this?" "I'm writing it down for you," said Solomon.
10. "Of course. You'll have friends," replied Solomon. "Take good care of them. Always be ready to help them, even when it's not convenient. If you see them doing something harmful, ____ them."
14. Finally Solomon asked, "You know what they call me?" "The wisest man in the world," said Rehoboam. "And do you know why?" "Because you asked God for ____, & He gave it to you," recited Rehoboam.
© 2012 General Conference Sabbath School Department | <urn:uuid:ace6df9b-d586-4712-841d-38786e6ce831> | CC-MAIN-2018-51 | https://www.juniorpowerpoints.org/assets/juniors/Puzzles/2012/3Q/L03.pdf | 2018-12-12T22:17:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00456.warc.gz | 946,684,726 | 528 | eng_Latn | eng_Latn | 0.999274 | eng_Latn | 0.999274 | [
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HOMEWORK
Board recognizes that education research has shown a positive correlation between meaningful and purposeful homework and student achievement. Homework offers an opportunity to deepen understanding of material, practice new skills, and to promote critical thinking and creativity, effective study habits, individual initiative, self-discipline and responsibility. Homework helps inform parents of their child's educational progress and encourages communication between school and home. The Board believes that reasonable, educationally sound, relevant and regular outside-of-class homework assignments are an important part of the total educational program.
The Board expects that homework will be assigned accordance with the following principles:
A. Homework should be viewed as a means of extending learning opportunities beyond the school day.
B. Meaningful, purposeful homework that is directly related to the curriculum produces the strongest achievement gains.
C. Meaningful homework helps students develop goal setting, self-discipline, time management and organizational skills.
D. Homework offers an opportunity for parent involvement and monitoring their child's educational progress.
E. Homework proves teachers with additional opportunities for assessing student progress and determining instructional needs.
F. Immediate, specific feedback must be given to students in order for homework to be effective in enhancing student learning.
G. Homework must be realistic in length and difficulty given the students' abilities to work independently.
H. Homework should emphasize quality rather than quantity.
I. The amount of homework assigned should be gradually increased from grade to grade. As a child advances through school, it is reasonable to expect that the amount of homework can be increased using the following guidelines based on the National Teachers Association recommendations:
Grades Pre-K -K 10-15 minutes three times a week;
Grades 1-2
10-20 minutes, four nights a week;
Grades 3-4: 30-40 minutes, four nights a week;
Grades 5-6: 40-60 minutes, four nights a week;
Grades 7-8: 1.5-2 hours, four or five nights a week; and
Grades 9-12:
1.5-2.5 hours, five nights a week.
These guidelines are for all subjects combined.
The Board encourages professional staff at each grade level and/or academic department to work together to achieve consistency in assignment and assessment of homework. The building principal, in consultation with professional staff, may develop homework guidelines to achieve this goal.
Adopted:
November 3, 2005
Revised: November 4, 2013 | <urn:uuid:44ede7e9-12d1-4489-9cb7-f828445f9dd7> | CC-MAIN-2018-51 | https://059fd30f-a-c95ba92d-s-sites.googlegroups.com/a/rsu29.org/rsu-29/district-information/rsu-29-policy-documentation/IKB-%2011-4-13.pdf?attachauth=ANoY7coXI0mM3ySn7WI7lhctMFaPOFpKGevcxR6K5rxNM7DvWQZdqF3YnHZQapGRjuxZlLNaZsyw__zhgtjuNiPhqpyUIDnY-Jrxpl1cT1JYLxNZjvALDLTGkHV2zFoKWdiJNpast1RSZBIR7wwCqzC9QtGD3uCkQjMktclROGmI3HcmmqwCI_qV3ETEYGoImJQB8JhsGrgYdsjjLgaJGnPUuFuOW6nw5EirgVI-sXvPJt3S6Sh_8mf0LxO2wV4b-8tSmp-hgAfZYnx9cJYeL3amscZsIWf5nQ%3D%3D&attredirects=0&d=1 | 2018-12-12T22:25:45Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00458.warc.gz | 527,492,527 | 505 | eng_Latn | eng_Latn | 0.993591 | eng_Latn | 0.994712 | [
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Joey Scout Section
Leader:
Date: Theme: International ---Africa Meeting Type: Normal
The story of Ging Gang Goolie
http://www.cubs.benowie.com/Cubs/CubGames/ging_gang.html
Ging Gang Gooli
During the first World Jamboree B.P. was looking for a song that everyone could sing, no matter what their language was.
Ging Gang Gooli was the result.
It is of no language, but it means a lot of fun. The story was apparently created later.
In the deepest darkest Africa there is a legend concerning the Great Grey Ghost Elephant. Every year, after the rains, the great grey ghost elephant arose from the mists and wandered throughout the land at dawn. When he came to a village, he would stop and sniff the air, then he would either go around the village or through it. If he went round the village, the village would have a prosperous year, if he went through it, there would be hunger and drought.
The village of Wat-Cha had been visited three years in a row by the elephant and things were very bad indeed. The village leader, Ging-Ganga was very worried, as was the village medicine man Ha-la-shay. Together, they decided to do something about the problem. Now Ging-Ganga and his warriors where huge men with big shield and spears. They decided to stand in the path of the elephant and shake their shields and spears at it to frighten it away. Hay-la-shay and his followers were going to cast magic spells to deter the elephant by shaking their medicine bags as the elephant approached which made the sound shalawally, shalawally, shalawally.
Very early in the morning of the day the Great Grey Elephant came, the villagers gathered at the edge of the village, on one side were Ging-Ganga and his warriors, (indicate right) and on the other was Hay-lashay and his followers (indicate left). As they waited the warriors sang softly about their leader Ging gang gooli, gooli, gooli, gooli, watcha, Ging, gang, goo, Ging gang goo, Ging gang gooli, gooli, gooli, gooli, watcha, Ging, gang, goo, Ging gang goo, As they waited the medicine men sang of their leader Heyla, heyla sheyla, Heyla sheyla, heyla ho, Heyla, heyla sheyla, Heyla sheyla, heyla ho, And they shook their medicine bags Shalli-walli, shalli-walli, Shalli-walli, shalli-walli, And from the river came the mighty great grey elephants's reply Oompa, oompa, oompa ... The elephant came closer, so the warriors beat their shields and sang loouder (signal warriors to stand and beat their thighs in time) Ging gang gooli, gooli, gooli, gooli, watcha, Ging, gang, goo, Ging gang goo, Ging gang gooli, gooli, gooli, gooli, watcha, Ging, gang, goo, Ging gang goo, Then the medicine men rose and sang loudly Heyla, heyla sheyla, Heyla sheyla, heyla ho, Heyla, heyla sheyla, Heyla sheyla, heyla ho, And they shook their medicine bags Shalliwalli, shalli-walli, Shalli-walli, shalli-walli, And the mighty great grey elephant turned aside and when around the village saying Oompa, oompa, oompa ... There was great rejoicing in the village and all the villagers joined together to sing ... Ging gang gooli........
The story titled "The Great Grey Ghost Elephant" was written by Dorothy Unterschutz, a Scouter from Edmonton, Alberta, Canada. It was published for the first time in Scouts Canada's "The Leader" magazine in the June/July 1991 issue (page 7).
Supplied by : Ron Taylor Service Scouter, Edmonton Region email@example.com
Story repoduced by kind permission of:
Kevin 'RR' Wright (Campfire Kev)
Giraffes Can't Dance
By Giles Andrecle and Guy Parker-Rees
Gerald was a tall giraffe Whose neck was long and slim But his knees were awfully bendy And his legs were rather thin
He was very good at standing still And munching shoots off trees But when he tried to run around He buckled at the knees.
Now every year in Africa They hold a jungle dance Where every single animal Turns up to skip and prance.
And this year when the day arrived Poor Gerald felt so sad Because when it came to dancing He was really very bad.
The warthogs started waltzing And the rhinos rocked 'n' rolled The lions danced a tango Which was elegant and bold
The chimps all did a cha-cha With a very Latin feel And then eight baboons teamed up For a splendid Scottish reel
Gerald swallowed bravely As he walked towards the floor But the lions saw him coming And they soon began to roar
"Hey! Look at clumsy Gerald" The animals all laughed "Giraffes can't dance you silly fool Oh Gerald don't be daft."
Gerald simply froze up He was rooted to the spot "They're right" he thought, "I'm useless" Oh I feel like such a clot.
"Excuse me" coughed a cricket Who'd seen Gerald earlier on "But sometimes when you're different You just need a different song."
Listen to the swaying grass And listen to the trees To me the sweetest music Is those branches in the breeze.
So imagine that the lovely moon Is playing just for you Everything makes music If you really want it to.
With that the cricket smiled And picked up his violin Then Gerald felt his body Do the most amazing thing.
His hooves had started shuffling Making circles on the ground His neck was gently swaying And his tail was swishing round
. He threw his arms out sideways And he swung them everywhere Then he did a backward somersault And leapt up in the air.
Gerald felt so wonderful His mouth was open wide "I am dancing! Yes, I'm dancing I am dancing" Gerald cried
Then one by one each animal Who'd been there at the dance Arrived while Gerald boogied on And watched him quite entranced.
They shouted, "it's a miracle. We must be in a dream. Gerald's the best dancer That we've ever seen."
So he crept off from the dance floor And he started walking home He'd never felt so sad before So sad and all alone
"How is it you can dance like that? Please Gerald tell us how But Gerald simply twirled around And finished with a bow
Then he found a little clearing Then he raised his head and looked up And he looked up at the sky At the moon and stars above The moon can be so beautiful "We all can dance," he said. He whispered with a sigh. "When we find music that we love." | <urn:uuid:74445c3c-0c01-4e60-b237-8fd6e3ec3bda> | CC-MAIN-2018-51 | http://joeyscouts.com.au/resources/gwsjoeys/world/Africa.pdf | 2018-12-12T22:13:52Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00458.warc.gz | 160,719,683 | 1,478 | eng_Latn | eng_Latn | 0.836691 | eng_Latn | 0.997278 | [
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Persistence Pays Genesis 41
One night while Joseph was in jail, the king had a dream. He dreamed he was standing beside the river and suddenly seven fat healthy cows came out of the river and started eating the grass along the riverbank. Then seven ugly skinny cows came up out of the river and ate the fat cows.
The king woke up. "This dream means something!" he said to himself and went back to sleep.
He had another dream. In it seven big fat bunches of grain were eaten up by seven skinny dried out bunches of grain.
"I need to know what these dreams mean," he said.
He called in anybody who he thought might know, but no one did. By this time, the king was quite upset. Then his own servant, the same one who had been in jail with Joseph, remembered he knew someone who knew about dreams. He said to the King, "Your majesty, I know someone who can tell you what your dreams mean. I met him in jail. His name is Joseph."
After Joseph changed his clothes he was brought before the king. "I had a dream," the king told Joseph. "No one can explain it, but they tell me you know the meanings of dreams. Can you tell me?
"I can't do it by myself," Joseph said, "but God can."
The king told Joseph about both his dreams. When he had finished Joseph said, "God is telling you that for the next seven years there will be plenty of rain and food. But after that will come seven bad years, with no rain and not enough food. People will be thin and hungry, and some will die."
"That's bad! What am I going to do?" the king exclaimed.
"Save some of the food from the good years. Put it all in safe places. Then when the bad years come, there will be enough for everyone to eat," Joseph told him.
The king liked the plan and he knew just the person to put in charge. "Joseph, God has told you these things. No one is as wise as you are. I can see that God is with you. I'm putting you in charge of my palace. You are now the governor of all Egypt!" And he gave him a new coat, a gold chain and a ring.
Over the next seven good years Joseph had lots of servants collect a great amount of food and put it away until the bad years came. The plan was going well.
The seven bad years came and food wouldn't grow, but there was plenty of food in store in Egypt because of all Joseph's good work. He was persistent in trusting God. And we see how God was putting him in a place of great importance.
In other countries though, people were going hungry, the food was running out. One of those countries was the land where Joseph had come from, the place his father and brothers still lived.
People would die if they can't get enough food and Joseph's family didn't have much left. | <urn:uuid:0c5ee1de-6150-411e-9e0d-449a8efd87eb> | CC-MAIN-2018-51 | http://godspace.org.au/corrections_and_change_files/Y18_BR_L10_Gen41Summary.pdf | 2018-12-12T21:02:01Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00458.warc.gz | 128,973,597 | 612 | eng_Latn | eng_Latn | 0.999855 | eng_Latn | 0.999855 | [
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August 2008
Glimpsing Queensland's future climate
Climate change projections indicate that Queensland's climate in the decades ahead will be different to that of the past. Farmers will need to modify their practices to manage the risks presented by the change in climate.
Key facts
* Climate model projections are tools for understanding how the climate will respond to increased greenhouse gas concentrations.
* Unknown future greenhouse gas levels and climate model uncertainty mean there is a range of projected climates.
* Temperature projections for Queensland indicate continued warming over the coming decades.
* Rainfall projections for central and southern Queensland indicate a drying trend during winter and spring. Projections for the far north are mixed.
* Potential threats from climate change have been identified for agriculture in Queensland.
* Farmers need to prepare for unavoidable climate change, as well as help reduce greenhouse gas emissions.
Climate model projections
Climate projections are computer model simulations of the climate. We use them to understand how the world's climate will respond to the rapid increase in atmospheric greenhouse gases associated with human activities.
The projections indicate a wide range of possible future climates. There are two main reasons for this:
* We do not know precisely how greenhouse gas concentrations will vary in future. Due to demographic, economic and technological factors, a range of greenhouse gas emission scenarios are possible for the 21st century.
* The climate system is so complex that it is not possible for models to predict the exact state of the Earth's climate several decades into the future.
Scientists use a range of different independent climate models and emission scenarios to estimate future climate. From the spread of these model projections, they can identify the changes that are likely to occur, and those that are less certain.
Climate models are constantly being improved with higher resolution and inclusion of more climate system processes, leading to greater confidence in climate projections.
Using climate projections
The uncertainty of climate projections makes it difficult for farmers and policymakers to incorporate model output directly into the decisions they make. Nevertheless, climate projections can help them identify potential long-term threats and opportunities associated with climate change.
The climate projections we present here are based on the average projections provided by different climate model simulations using low-, medium- and high-emission scenarios. Further information about these projections can be found at:
http://www.climatechangeinaustralia.gov.au
Changes in mean rainfall
By 2030, annual rainfall across the southern half of Queensland is projected to decline by up to 5% relative to the climate around 1990 (Figure 1).
By 2070, the projected decline is up to 10% under a low emission scenario, and up to 20% under a high emission scenario.
Projected rainfall changes for northern Queensland are mixed, resulting in a best estimate of little change for this region. Winter and spring rainfall is likely to decrease in central and southern Queensland, but changes in summer and autumn rainfall are less certain.
We expect natural climate drivers to strongly influence rainfall variability for many decades to come, counteracting and adding to the projected human-induced changes.
Changes in drought and extreme rainfall
Potential evapotranspiration is projected to increase over Queensland. Evapotranspiration is the combination of evaporation from soil and water surfaces, and transpiration from vegetation. When these changes are combined with the projected declines in rainfall, an increase in aridity and drought occurrence is likely.
Climate projections show an increase in daily precipitation intensity and an increase in the number of dry days, suggesting that Queensland's rainfall patterns will have longer dry spells interrupted by heavier rainfall events.
Changes in mean temperature
We are more confident in our projections of mean temperature than those of rainfall.
By 2030, annual average temperatures over Queensland are projected to increase by up to 1°C in coastal areas and up to 1.5°C inland, relative to the climate of recent decades (Figure 2).
By 2070, this increase is up to 2°C across most of the state under a low emission scenario, and up to 4°C under a high emission scenario. Slightly less warming is expected in coastal regions.
The amount of warming projected for summer and autumn is similar to the annual increase, but slightly less for winter and slightly more for spring.
Changes in extreme temperatures
Along with the increase in mean temperatures, an increase in the frequency of hot days and nights is likely. Projections indicate that by 2030 Queensland towns will experience many more days per year above 35°C than they do now, with very large increases in frequency by 2070 under a high emission scenario. Conversely, the frequency of frosts and cold days is likely to decline across the state.
Changes in other climate variables
Other projected climate changes with potential to impact agriculture in Queensland include:
* small decreases in relative humidity inland, with little change along the coast
* small increases in average wind speed in southeast Queensland
* increased intensity of tropical cyclones
Potential impacts
The vulnerability to climate change varies across Queensland and across agricultural sectors. General threats for agriculture include:
* decline in productivity due to increased drought
* crop yields benefiting from warmer conditions and higher carbon dioxide levels, but vulnerable to reduced rainfall
* greater exposure of stock and crops to heat-related stress and disease
* less winter chilling for fruit and nuts
* southern migration of some pests
* potential increase in the distribution and abundance of some exotic weeds
Planning for change
Farmers in Queensland need to prepare for climate change, as well as help mitigate global warming by reducing greenhouse gas emissions. While further human-induced warming is inevitable, the great range in projected climates by 2070 indicates that we still have a choice about the type of climate we will have by the end of this century.
Further information
The information presented here is sourced from:
* the Climate Change in Australia report: http://www.climatechangeinaustralia.gov.au
* the Intergovernmental Panel on Climate Change: http://www.ipcc.ch | <urn:uuid:d308d175-f46e-43b8-8048-d5b31d07db6a> | CC-MAIN-2018-51 | http://www.climatekelpie.com.au/Files/FactSheet24.pdf | 2018-12-12T21:52:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00458.warc.gz | 358,137,976 | 1,190 | eng_Latn | eng_Latn | 0.997712 | eng_Latn | 0.997974 | [
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FACES OF LUTHERAN MISSIONS IN INDIA
Eduard Raimund Baierlein
Born: April 29, 1819 in Sierakowsky, Poznań, Poland
Died: October 12, 1901 in Clarens, Montreux, Switzerland
Courageous Leipzig Mission Society missionary who, despite many physical ailments, served both in the Saginaw Valley in Michigan and in South India.
©2019
CONCORDIA HISTORICAL INSTITUTE
THE MELIM ONLINE PROJECT
concordiahistoricalinstitute.org
Christ showed grace to Eduard Raimund Baierlein despite repeated rejections and setbacks. Disowned by his father after Eduard embraced the Lutheran faith at age 21, Baierlein struggled to find purpose and direction in his life until he began studies to be a missionary of the Evangelical Lutheran Mission of Leipzig. Here he studied the Bible and the Lutheran Confessions under "old Lutheran" Karl Graul, preparing to be sent to share the Gospel with the people of India.
Baierlein and his wife arrived in Frankemuth, Michigan on June 10, 1847, after suffering from attacks of fever and cholera during the 44 day voyage in close quarters.
However, Baierlein became ill a few days before the ship was scheduled to leave for India. While he was recovering, the Leipzig Mission received a request to send a missionary to work under F. A. Craemer in evangelizing the local Chippewa Indians in Michigan. (Craemer had been sent to begin mission work in Michigan in 1845 by Wilhelm Löhe of Neuendettelsau, Germany.) The Leipzig Mission board selected Baierlein to assist Craemer in America.
Baierlein begins to learn the Chippewa / Ojibwa language. They decide that Baierlein would be much more effective if he would live among a neighboring tribe who would welcome his evangelism and the schooling of the children of the tribe. He is welcomed by Chief Bemassikke and his people and begins to live with them on July 19, 1848. Baierlein begins to minister to the physical and spiritual needs of the people and names the mission outpost "Bethany."
Baierlein proclaimed the Gospel on two continents despite being disowned by his father and beset with recurring illnesses.
to the Sadras mission and to the poor fisher-people there. While continuing his study of Tamil, Baierlein opens a school and orphanage. On March 8, 1855, Baierleins' mourn the loss of their fourth child, Theodosius, who dies of cholera. Eduard begins to build a little church building utilizing blocks from the old and abandoned Dutch settlement. The church is dedicated on July 29, 1855, and Baierlein preaches to the gathered crowd in Tamil. Mark 1:15 is painted over the church doors: "The time is fulfilled, and the kingdom of God is at hand; repent and believe in the Gospel."
After almost 6 years of mission work in Michigan, Baierlein is called by the Leipzig Mission to travel to India. On May 19, 1853, Baierlein, his wife and three small children leave Michigan for Germany. He is commissioned in Leipzig August 30, 1853 and leaves for India, arriving in Madras on December 17. He is assigned
On January 4, 1856, Baierlein becomes seriously ill and travels to Tranquebar for treatment. The doctor sends him to a more temperate climate in the mountains in order to recover. The family is blessed with their fifth child, Peregrina.
It is at this time that missionary Ochs begins to demand renunciation of caste for all converts to Christianity. Other Leipzig Mission missionaries disagree with Ochs' demand to eat a meal or drink a cup of tea from someone of another caste as a prerequisite for becoming a member of a local Lutheran congregation. Baierlein is sympathetic but renounces this demand and threatens to resign. Leipzig informs the missionaries in India to solve the caste problem among themselves—with Christian love and patience.
From the end of 1857 until the summer of 1858, Baierlein resumes missionary work, but in Tranquebar to fill in for absent director Cordes. He then returns to Cuddalore—as the Cuddalore and Sadras mission posts have been combined by decision of the annual missionary conference. Baierlein moves from Sadras to Cuddalore and dedicates a new church building there on December 25, 1859.
Baierlein is struck with fever in 1860 and is sent back to Germany to recover. Peregrina dies while the couple is in Germany.
The couple returns to India in December of 1872. Baierlein is assigned mission work in Bangalore. In the spring of 1886, he suffers a heart attack and is ordered to return to Germany. He dies in Clarens, Switzerland, on October 12, 1901.
Undaunted, Baierlein returns to India in November of 1862 to rebuild the church in Cuddalore. Despite successes there, Baierlein's wife becomes seriously ill and returns to Germany. Eduard, suffering from severe headaches and weakness also returns to Germany in March of 1871.
Walter P. Schoenfuhs. "Eduard Raimund Baierlein." Concordia Historical Institute Quarterly. 27:3, 4; 28:1 (1954–1955).
FACES OF LUTHERAN MISSIONS IN INDIA
Eduard Raimund Baierlein
* April 24, 1819 Born to Graf von Valseck in Sierakowsky, Poznań, Poland. Baptized in Roman Catholic Church.
* 1843 Enrolls at the Leipzig Evangelical Lutheran Mission and trains for mission service in India. Studies under Karl Graul, a vocal supporter of the integrity of Scripture and the Lutheran Confessions.
* 1840 Disinherited by father after period of restlessness followed by conversion to Lutheranism. Changes his family name to "Baierlein" (Little Bavarian) and joins the Breslau Free Church.
* 1846 Commissioned to leave for India after successfully completing coursework. Becomes seriously ill two days before ship leaves for India.
* July 19, 1848 Baierlein begins to live with Chief Bemassike's people on the Pine River. Calls mission outpost "Bethany."
* April 19, 1847 Leaves for Frankenmuth, Michigan after being commissioned for service as a Leipzig Mission missionary to Chippewa / Ojibwa Indians. Both Eduard and his wife suffer illness (cholera?) in cramped quarters on the way to North America. Arrives in New York City May 31, 1847. Arrives in Frankenmuth June 10, 1847 and continues the work of Craemer in conducting classes in Christianity, German, English and mathematics. Preaches in Chippewa every Sunday (at first with aid of interpreter).
* Baierleins' blessed with three children while living in Michigan: Theodosia, Theophile, and Ulrike.
* July 17, 1852 Leipzig Mission writes letter to LCMS and Baierlein that he is now assigned to mission work in South India.
* Clashes with whiskey traders and Methodists. Contributes articles about missionary life to Der Lutheraner. Leipzig Mission missionary E. G. H. Miessler arrives to assist Baierlein.
* May 19, 1853 Leaves with family for Germany after 6 years of service in Michigan. Stops and addresses Buffalo Synod in convention and LCMS in convention. Boards ship in New York City June 28, 1853. Arrives in Bremen July 25, 1853 and visits Wilhelm Löhe. Addresses attendees at annual Dresden mission festival.
* December 17, 1853 Arrives in Madras. Attends annual mission conference where Baierlein is assigned to Tamilspeaking fisher-people around the coastal town of Sadras. First converts are from the poor of Sadras. Baierlein opens a school and orphanage.
* August 30, 1853 Commissioned in Leipzig for service in India.
* March 8, 1855 Baierlein's fourth child, Theodosius, dies from cholera. Buried in Sadras.
* July 29, 1855 Church building dedicated. Baierlein preaches in Tamil.
* Begins building church building with blocks from old, abandoned Dutch settlement. Motto over church doors from Mark 1:15, "The time is fulfilled and the kingdom of God is at hand. Repent and believe the Gospel."
* January 4, 1856 Baierlein becomes seriously ill and is forced to move to Tranquebar for treatment. Baierlein sent to more temperate mountain climate of Ootacamund for about 12 months. Baierleins' are blessed with fifth child, Peregrina.
* December 1857—Summer 1858 Temporarily reassigned to Tranquebar during absence of Mission Director Cordes.
* Leipzig Mission conference in Tranquebar decides to combine Sadras and Cuddalore missions. Baierlein returns from the mountains December 1856 and moves to Cuddalore January 2, 1857 after first preaching in Sadras on Christmas Day.
* December 25, 1859 Dedication of new church building in Cuddalore.
* 1860 Struck with fever during trip to neighboring town and villages. Doctor sends Baierlein back to Germany for complete rest. Leaves for Germany July 12, 1860 and arrives January 17, 1861. During time in Germany, Peregrina dies.
* Leipzig Mission missionary Ochs demands renunciation of caste at conversion to Christianity. Other Leipzig Mission missionaries disagree with demands imposed by Ochs for convert to either eat a meal or drink a cup of tea prepared by someone of another caste. Baierlein sides with those opposed to Ochs' demands. Threatens to resign from Leipzig Mission. Leipzig informs Baierlein and other Leipzig Mission missionaries in India to solve caste problem themselves—with Christian love and patience for each other. Upon reflection Baierlein writes that only the Word of God can solve the caste problem.
* July 24, 1862 Boards ship for India. Arrives at Madras November 1862. Rebuilds church building in Cuddalore and adds a bell in the new bell tower. Reinstates services every day at 6 o'clock in the morning. Increasing numbers of locals seek instruction and Baptism. In summer of 1863 the mission was blessed by 80 converts. Served 24 local communities around Cuddalore. Baptizes 100 souls in 1864.
* November 19, 1872 Baierlein and his wife board ship to return to India. Arrive in Bombay December 19, 1872. Assigned to Bangalore. Preaches the Gospel in Tamil and English. Church dedicated in Bangalore August 23, 1874.
* Early 1870 Wife of Baierlein suffering from illness and returns to Germany. Eduard follows in March 1871 after severe headaches and physical weakness.
* 1879 Recognized for 25 years of missionary service by Leipzig Mission, but constantly ill.
* Writes In the Wilderness with the Red Indians: Missionary to the Michigan Indians, 1847–1853 (first published in 1889).
* Spring 1886 Baierlein suffers heart attack and is ordered to return to Germany. Leaves India April 1886.
* October 12, 1901 Dies in Clarens, Montreux, Switzerland.
Eduard Raimund Baierlein
Mission work is a work for eternity. It is true that godliness has the promise of this life and of that hereafter; it is true that the outward temporal life of the Christian is very different to that of those who live without God; it is true that joy in the Lord is the strengthening of life here, and the consolation of everlasting life does not suffer even the most bitter sorrow of earth to penetrate to the most inmost depth of the soul; ... . But a Christian who has known the Lord and has Him in his heart never can be [unhappy]. ... there in the light of the eternal sun ... will it be clear and visible how ... much has been won by the salvation of one single soul. And if the angels in heaven, who live in eternal joy, are yet able to rejoice over one sinner that repents, how much more will we be able to rejoice over the hundreds who have turned from darkness to light, from their dead idols to the living God! May the blessing of the Lord rest upon, and His saving love preserve our station of Cuddalore now and in the future, and whoever loves Him let him answer—Amen!
—from Baierlein's Land of the Tamulians (174) | <urn:uuid:c5993065-b762-47c5-b08f-2120fc11d90c> | CC-MAIN-2019-22 | https://concordiahistoricalinstitute.org/wp-content/uploads/2019/05/4-BAIERLEIN-HANDOUT.pdf | 2019-05-21T00:30:44Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00512.warc.gz | 435,664,080 | 2,757 | eng_Latn | eng_Latn | 0.996903 | eng_Latn | 0.996913 | [
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Fungi 101 workshop
Christian Marr : Aumanita Alchemy (www.aumanita.com) Organic Grower's School, March 2019, Mars Hill University, North Carolina
Current data and analytical techniques support a conclusion that Kingdom Animalia and Kingdom Fungi arose from a common ancestor.
Note: This diagram depicts the life cycle of a Basidiomycete fungi.
In order to properly identify and understand the diversity of fungi, it is crucial to learn the proper terminology of fungal anatomy and taxonomy.
Fungi have been found to grow on a wide variety of substrates! Studies show success on diverse materials, including:
* Wood wastes, paper products
* Cereal straws and grain hulls
* Coconut fibers
* Corncobs
* Coffee plants and waste
* Tea leaves
* Sugarcane bagasse
* Banana fronds
* Seed hulls (cottonseed, sunflower, and oil-rich seeds)
* Almond, walnut, pecan, peanut hulls
* Soybean meal, roughage (Okara) and soy waste
* Artichoke waste
* Cactus waste: saguaro and prickly pear, yucca, agave
The field is wide open for new discoveries and experimentation! Get creative and work with resources that are locally abundant to you and perhaps are currently only a waste-stream. You could easily compile new cultivation data to the field and actively create new bioremediation solutions! Also, thinking in terms of co-cultivation of fungi and plants!
Fungi Ecology
Fungi, together with bacteria, are the principal decomposers (saprophytes) in the biosphere. Fungi are virtually the only organisms capable of breaking down lignin in wood. Fungi, by breaking down substances, release critical building blocks from the bodies of dead organisms and make them available to other organisms.
Mycorrhiza is a symbiotic relationship between fungi and plant roots. In most mycorrhizae, the fungal hyphae actually penetrate the outer cells of the plant root and extend far out into the soil (endomycorrhizae). In some mycorrhizae, the fungal cells grow between but do not penetrate the roots (ectomycorrhizae). Benefits of this complex yet harmonious relationship include:
* Enhanced plant efficiency in absorbing water and nutrients from soil.
* Reducing fertility and irrigation requirements.
* Increased drought resistance
* Increased pathogen resistance/protection
* Enhancing plant health and vigor, minimizing stress
* Enhanced seedling growth
* Enhanced rooting of cuttings
* Enhanced plant transplant establishment
* Improved phytoremediation of petroleum and heavy metal contaminated sites
Color of arrows show potential for substitution – example, a water purification plant can replace natural water filtration/purification process.
Soil degradation reduces its ability to provide ecosystem services. Ecosystem services are mostly provided by soils biotic community. Biodiversity is critical to ecosystem functioning and sustainable land management. Naturally biodiverse populations of soil biota and/or artificial inoculation of the soil with specific antagonistic bacteria, fungi and nematodes are known to effectively control a variety of pests and diseases.
One teaspoon of highly productive soil = 40+ miles of fungal hyphae and 20 million – 2 billion bacterial bodies
Fungi are widespread in nature and have conquered nearly every ecological niche. Fungi occur not only in terrestrial but also in freshwater and marine environments. Moreover, fungi are known as a rich source of secondary metabolites. Despite these facts, the ecological role of many of these metabolites is still unknown and the chemical ecology of fungi has not been investigated systematically so far. | <urn:uuid:f8a61044-07b1-421b-a75e-1af9c936cb3e> | CC-MAIN-2019-22 | https://organicgrowersschool.org/wp-content/uploads/2019/04/MUSHROOMS-Fungi-101-Christian-Marr.pdf | 2019-05-21T00:48:16Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00513.warc.gz | 580,408,494 | 750 | eng_Latn | eng_Latn | 0.947042 | eng_Latn | 0.99154 | [
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Life on Earth Workshop
Date: May 4, 2019; Time: 01:00 – 05:00 PM
K.W. Neatby Building Central Experimental Farm 960 Carling Avenue Ottawa ON K1A 0C6
Free admission & Ample free parking
Insects, an indispensable component of life on Earth
overview
Insects are the most diverse group of living organisms comprising approximately 80% of the world's known species. They probably constitute the largest biomass of terrestrial animals on Earth. Despite often being regarded as annoying and pesky, insects play vital roles in sustaining the Earth's life sup porting systems by providing essential ecosystem services and one of the most important food sources in the food web.
objective
To bolster understanding and appreciation of a group of living organisms commonly known as bugs, Biodiversity Conservancy International (BCI) will provide a half day educational workshop to highlight the indispensable role of insects in sustaining life on Earth as mentioned above.
PROGRAM
01:00 – 03:00 PM - Presentations
1. Welcome and Introduction - P.T. Dang, Scientist, BCI President.
3. From waste recycling to pollination, ecosystem services of insects as exemplified by scarab beetles Bruce Gill, Scientist & Biodiversity Editor-in-Chief.
2. Sand dune insects of the world– Hume Douglas, Scientist, AAFC
4. General question period.
03:00 – 05:00 PM – Exhibitions and Interactive learning
1. Preserved insect collections (Henri Goulet & Hume Douglas).
3. Posters – Biodiversity of the Pinhey Sand Dunes (P.T. Dang & Henri Goulet).
2. Live insects, reptiles and amphibians (Andrew Mott).
4. Scientific periodical: Biodiversity - published by BCI (Canada) and Taylor & Francis (UK) (TD Trinh).
5. Exhibitions from selected local organizations (Joanne Hakkaku).
Credits: Pollinating Bee (Photo: Livelifelove); Monarch Butterfly (Photo: Lindsey Brendel)
The workshop is supported by. | <urn:uuid:eb09455d-8593-4dd2-9964-d04bddf2db84> | CC-MAIN-2019-22 | https://kscdcc.files.wordpress.com/2019/05/ecosystem-servic.pdf | 2019-05-21T00:52:59Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00513.warc.gz | 532,531,656 | 443 | eng_Latn | eng_Latn | 0.961285 | eng_Latn | 0.961285 | [
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Project Perch's mission is to protect and nurture the Burrowing Owl in SE Florida.
A real life HOOT, join now!
Project Perch's BuOw Blog 6
Friday, July 19, 2013
Behaviors, Activity Patterns and Time Budgets of Burrowing Owls
When we first started watching the owls in April, their behavior seemed "normal" to us and what we expected. By midMay, we could not believe the amount of food the male was bringing back to the burrow. As the darkness lifted in the morning each day, we would wait to see what new surprise the male had left there for the female and the owlets. There was a lot to watch, the burrow was always busy with activity and we were really having trouble keeping up. Then in early June the burrow flooded during Tropical Storm Andrea, and in a few days, the hunting efforts diminished and their behaviors went back to "normal".
So many people have commented to us on how enjoyable it is to watch this pair of burrowing owls. They seem to always be around and hanging out together. More recently, we were watching them in the morning, from 8 to 9 am, and the female was out and she seemed to be enjoying some time in the sun, stretching, fluffing and working on her feathers. She seemed to be relaxing or "loafing", a behavior we had not really seen before. Then came the Cooper's hawk and the owls did nothing but stay in the burrow and scan the sky. So we were wondering and talking about how Burrowing owls really spend most of their time.
Movements and Activity Patterns of Saskatchewan Burrowing Owls in Breeding Season
In 1990, Haug and Oliphant published the first study of both diurnal and nocturnal movements and activity patterns of Burrowing owls. They classified the owls' behaviors into the following categories: foraging, roosting, loafing, nesting, and raising young. "Diurnal observations showed that male owls foraged at all hours of the day but spent most of the day roosting or loafing within 50m of the burrow. They were occasionally seen foraging for insects farther than 50m, but they were never seen to travel farther than 250m. Adult owls were never seen hunting or carrying small mammals during the day." 1
"Peak activity hours, as determined by flights >50m from nest burrows, occurred between 2030 and 0630 hours. Males became more active, frequently engaging in long-distance flights and hovering, suggestive of foraging for small mammals. Most of this activity began within 1 hour of sunset and ended at sunrise. The results of the study indicated that male owls were predominantly nocturnal and flew long distances to find food during darkness. From the time the young hatched until their independence, the adults were also observed foraging for insects within 250m of the nest burrow during daylight hours." 1
All of this corresponded perfectly with what we saw in May. We had always told students that the owls were "crepuscular", active at dawn and dusk and that they mostly ate insects (80-90% of diet) with an occasional small mammal. When we describe them going forward, we will make the distinction that we are describing the non-breeding season. During the breeding season, the male owl is working hard all night and bringing back all sorts of small mammals.
Behaviors Common to Florida Burrowing Owls
In 2000, Bowen was the first to describe the behaviors common to Florida Burrowing owls and included the following categories: territory defense, hunting, preening, roosting, feeding young and burrow maintenance.
Behavior of Adult and Juvenile Florida Burrowing Owls in a Rural Environment in Breeding Season
Part of Robert Mrykalo's thesis in 2005 was a behavioral study on Florida burrowing owls in a rural environment. Mrykalo included the following categories for adults: scanning, hunting, preening, thermoregulation, feeding self/young, digging and vocalizing. 3 He included the following categories for owlets: scanning, dozing, wing stretching, being fed, digging, vocalizing, flying practice and running into the burrow. 3 Behavioral observations ranged from 1-4 hours, were done at 5 minute intervals using a spotting scope from 100m away. 3 Mrykalo's work was the first to include the behaviors of juvenile owls.
Scanning was the most frequently observed behavior for both females and males with or without young and the second most observed behavior was thermoregulation. 3 For females with young and for males with or without young, the third most observed behavior was hunting. 3 For females without young, the third most observed behavior was preening. Mrykalo also determined there was no relationship between sex and behavior or sex and location. 3 Scanning was also the most frequently observed behavior in owlets and the second most frequent behavior was practice flying and the third was running into the burrow. 3
We had posted about the owls warming themselves in the morning by tucking one leg up underneath them, an adaptation called "rete mirabile". Now that we were in the middle of a Florida summer, we had seen the owls doing all sorts of things to cool themselves. We had posted pictures and information about their "gular flutter", their droopy wings and all sorts of pictures of them shading themselves, the burrow, and each other. For Florida burrowing owls, staying cool in the summer takes some work.
Effects of Translocation on the Behavior of Florida Burrowing Owls
Anders Nixon studied two populations of Florida burrowing owls in 2006. The first owls were in their natural habitat. The second group had been relocated to a new area with an artificial burrow system and support fed water, 20 crickets and 2 mice per day for 18 days and then released. Observations were conducted on randomly chosen owls from both groups and they were watched for 30 minutes in the morning or the afternoon. Observations occurred 2 days a week for 6 hours. "Times, events and approximate location (i.e. at burrow/on perch, at burrow/on ground, away from burrow/on ground and away from burrow/on perch) were recorded." 4 Nixon studied the second group of owls before and after their relocation.
Behaviors were reduced to behavioral events and in Nixon's study the following events were included: scanning, gular flutter (cooling), scanning and cooling, hunting, preening, resting, comfort movements (stretching, yawning, fluffing feathers), pellet regurgitation, burrow maintenance, aggression, interspecies interaction, burrow decoration, and flight practice (juveniles), cannot be ascertained (either in burrow versus out of burrow). 4
The top three day time behaviors observed for the owl populations were as follows:
There were significant differences in scanning and resting time between the control and treatment group. Even though differences in behavior were present in the relocated group, before and after relocation, there were no statistically significant differences. 4
Recently, when we started seeing the Cooper's hawk, we were reminded that the owl's main focus all of the time is to stay safe. The owls spent almost all of their time scanning skyward and retreating into their burrow. They must stay vigilant if they are to keep ahead of their predators, especially aerial ones.
The First Diurnal Time Budget of Florida Burrowing Owls in the Non-Breeding Season
In 2008, the first study was published that looked at the non-breeding season time budget of burrowing owls. LaFever, LaFever, Catlin and Rosenberg (2008) used the following list to categorize the owls behaviors: agonistic, alert, comfort movements (preening, yawning, or defecating), feeding, locomotive (flying or running), out of sight (either in burrow or away from burrow based on radio transmitters) and resting. 5
"The major finding of the study was the high percentage of time owls spent within the nest burrow during the nonbreeding season, contrary to the previous understanding of the owls' ecology from which management guidelines are based." In this study, the males spent most of their time alert, 58% for males and 43% for females and the females spent most of their time in the burrow during early afternoon, 19% for males and 46% for females. Some inter gender differences remained into the non-breeding season. The study suggested two explanations for this. The first was that the female was conserving energy to be in prime condition to breed. The second was that the male was protecting the female from predation and mate guarding or protecting the female from unmated males. 5
The official breeding season has just ended. Once the young have fledged, some owls disperse. Both juveniles and adults can become more nocturnal and arboreal. Mealey reported that this coincided with the onset of the summer rains which floods some burrows. 6 Come August and September, the hawks migrate through Florida and some biologists have correlated that to the dispersion of the owls; others say it is how the owls have adapted to the firedependent ecosystem they have historically relied upon. When these owls lost their young in Tropical Storm Andrea, we immediately wondered if they would disperse, but they haven't.
Some owls, especially urban school yard owls, have been reported to be year round residents, sometimes breeding multiple times a year. The parents of these owls have been observed doing just that. These young owls did not disperse last year and so we are hoping that they might stay put again this summer, only time will tell. This last study only proves how important the burrow is to the owls year round. The hawk visits reminded us how happy we were that these owls have stuck close to their burrow. We are also happy they know where all of the other burrows are in the area and can find them quickly if they need to.
Sources:
1 Haug, Elizabeth A. and Lynn W. Oliphant. 1990. Movements, Activity Patterns, and Habitat Use of Burrowing Owls in Saskatchewan. The Journal of Wildlife Management, Volume 54, No. 1, Jan 1990, pp. 27-35.
2 Bowen, Pamela. 2000. Demographic, distribution, and metapopulation analyses of the burrowing owl (athene cunicularia) in Florida. Thesis, University of Central Florida, Orlando, Florida.
3 Mrykalo, Robert. 2005. The Florida Burrowing Owl in a Rural Environment: Breeding Habitat, Dispersal, Post-Breeding Habitat, Behavior and Diet. Master's Thesis, University of South Florida.
4 Nixon, Anders. 2006. Effects of Translocation on the Florida Burrowing Owl, athene cunicularia floridana. University of South Florida, http://scholarcommons.usf.edu/etd/2648/
5 LaFever, David H., LaFever, Kristin F., Daniel H. Catlin, and Daniel K. Rosenberg. 2008. Diurnal Time Budget of Burrowing Owls in a Resident Population During the Non-Breeding Season. The Southwestern Naturalist, Mar 2008, pp. 29-33. http://people.oregonstate.edu/~rosenbed/articles/Lafever%20et%20al%20SWNAT%20in%20press.pdf
6 Mealey, Brian. 1997. Reproductive Ecology of the Burrowing Owls, Speotyto Cunicularia Floridana, in Dade and Broward Counties, Florida. Falcon Batchelor Bird of Prey Bird of Prey Center, Miami Museum of Science, Florida. http://www.instwildlifesciences.org/Mealey.BUOW1997.pdf | <urn:uuid:25ce5391-7979-4a70-ba1f-0b4d526a79dd> | CC-MAIN-2019-22 | https://www.birdingadventures.com/livecam/blog/blogentry16.pdf | 2019-05-21T02:12:04Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00511.warc.gz | 724,060,653 | 2,578 | eng_Latn | eng_Latn | 0.917788 | eng_Latn | 0.998333 | [
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Laboratory 1B: RC circuits
written by: M. Rao
Revision Date: August 18, 2016
Reading capacitors
* Big capacitors (Electrolytic) capacitors are easy to read. For example: 500MF represents 500 micro farad. All big capacitors are polarized.
* Tantalum capacitors are silvered colored cylinders. They are also polarized with a + mark and metal nipple mark the positive end. For example 4R7µ represents 4.7 µF. R marks the decimal places.
* The same capacitor may also be marked as +475K which means 47 × 10 5 pF (4.7 µF). A pF is 10 − 6 times samller to µF.
* Mylar capacitors are yellow cylinders. 0.01 M is jut 0.01 µF. These caps are not polarized; the black band marks the outer end of the foil winding. Orient them at random in your circuits.
* Cermaic capacitors are little orange like pancakes. Very good for high frequencies. For example the reading
2
Z5U
0.02 M
1 kV.
means Z5U : ceramic capacitor type
M is 20 % tolerance marking. 0.02 means 0.02
µ
F. 560 M means 560 pF.
1 kV means the capacitor can stand 1000 V.
* CK05 are little boxes with their leads 0.2 inch apart. They are handy for inserting into a printed circuit. This has resistor like marking. 101K is 100 pF.
* In some cases, the capacitors polarity can be identified as cathode (shorter lead) and anode (long lead). Anode represents positive polarity, where as shorter one represents negative polarity.
Capacitors conduct current only for a differential change in voltage across it. The capacitor can charge to a maximum posible ratings and can discharge back to close zero (ideally). This property of capacitor to retain its original value is heavily used in electronics industry in the form of switches, actuators, switches and many more. Relation of capacitance and voltage with charge is shown below:
Q = C V
* The instructor will explain the capacitor equation. Visualize how this curve will look like.
* Check the RC (time-constant) while charging and discharging. Connect a Resistor of 100 k Ωand a capacitor of 10 µF as shown in the Figure 1. Note that this capacitor has a long terminal which is positive and short terminal which is the negative polarity.
Apply a DC voltage of 5 V to the circuit. Measure the change in voltage across the capacitor in the Oscilloscope. For getting the signal on the Oscilloscope, you may have to turn the time/div and volts/div knob and position level appropriately. Notice that after few seconds, the voltage remains constant.
* Switch offthe power supply and notice a drop in voltage across the capacitor.
* Now switch on the power supply i.e the capacitor gets charged. After 10 seconds, connect the wire going from the breadboard to the positive of the power supply, to ground of your circuit. Note that ground of your circuit should be common to instruments negative terminal. Check the discharge cycle and time it takes to discharge. What is the differance between the earlier discharge time and this particular discharge time.
* Let us apply AC square wave signal of 5 Vp-p, 1 Hz from the signal generator instead of DC supply. Check the charging and discharging of the signal. Capture one such cycle of charging and discharging with respect to input signal and produce the plots in the lab report. Determine the time constant for the output to drop to 37%. Does this equal the product RC ? Measure the time to climb from 0% to 63%. Is it same as that of time to fall to 37%.
Differentiator and Integrator
* Differentiator circuit: Build the circuit on the breadboard as shown in the Figure 2. Check your output for triangle wave input of 10 Vp-p. Capture the image of input and output in CSV format and draw this plot in your lab report.
*
Integrator circuit: Build the circuit on the breadboard as shown in Figure 3. Check your output for square wave input of 10 Vp-p. Capture the image of input and output in CSV
format and draw this plot in your lab report.
Figure 2: Schematic representation of an differentiator circuit using R and C components.
Multisim
Multisim is a simulation tool made available by National Instruments. This simulation tool is a drag and drop tool to simulate your electronic circuits. Your instructor will guide you in getting started with Multisim. You can use this tool, to build your circuit and then use the image in your lab reports.
Repeat the I-V experiments for 10K Ωand 20K Ω. Also repeat the voltage-divider circuit of 10K Ωand 10K Ωand provide the plot of simulation in your lab report.
Also verify whether the RC Differentiator and Integrator circuits work in Multisim as you have realized in Experiments. | <urn:uuid:6f351c5c-12de-47ed-87fa-2fff540b87a0> | CC-MAIN-2019-22 | https://bel.aravindvoggu.in/lab2/lab2.pdf | 2019-05-21T01:02:02Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00511.warc.gz | 406,932,877 | 1,119 | eng_Latn | eng_Latn | 0.983863 | eng_Latn | 0.997926 | [
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Do not use calculators, books, notes, or help from others. Give yourself one hour of undistracted time to solve all problems.
1. Evaluate the following. Show every step. Do not use calculators. Do not use decimals.
6 2 (j) √ 3 4 − 2 √ 5 + √ 3 −8 =
− + 1 1 2 (r) 3 = 1 3 − 2 2 3
3 2 (c) 5 − 3 =
(a) 5(2 − (−3)) =
(b)5 − (2(−3)) =
(d) 3 2 5 · 3 =
(e) 3 2 5 ÷ 3 =
5 4 (f ) 3 · 2 + 3 =
5 (g) 3 + 2 4 3 =
5 (h) 3 − 2 + 4 = 3
(i) 10 + 5(7 − (1 − (−2))) = 20 − 3(2 − 1) − 2
(k) √ 8 2 + ( √ 5 121)5 =
(l) −2 2 + (−3) 2 + √ 16 =
(m) 2 2 − 3 =
(n) − 2 2 3 =
2 2 (o) − 3 =
1 7 (p) 2 + 2 = 3 5 4 − 4
2. Find the circumference and the area of a circle with radius 3 inches.
Circumference:
Area:
3. Find the area, perimeter, and diagonal of a rectangle with dimensions 2 in by 5 in.
Area:
Perimeter:
Diagonal:
4. Find the area, perimeter, and diagonal of a square of side length 5 in.
Area:
Perimeter:
Diagonal:
5. The length of a rectangle is twice the width. The perimeter is 60 in. Find the dimensions of this rectangle.
Length:
width:
6. Find the volume and the surface area of a box with length 3 in, width 2 in and height 10 in.
Volume:
Surface area:
7. Find the volume of a can in the shape of a cylinder with height 5 ft and radius of the base 4 ft.
Volume:
8. Find the area and perimeter of the right triangle with legs of lengths 3 cm and 4 cm.
Area:
Perimeter:
9. A rectangle with dimensions 8 by 6 is inscribed in a circle, as shown on the picture. Find the area of the shaded region.
Area of the shaded region:
10. A sweater costs $200. If you have a coupon for 20% off and a coupon for $30 off, which coupon will save you more money? How much will you save when you purchase this sweater with the coupon?
Better coupon:
Money you save using this coupon:
11. Your salary increases from $50,000 by 4%. What is your new salary? If the tax rate is 12% by how much did your tax increase (in dollars)?
New salary:
The taxes increased by:
12. Draw a line passing through points A(2, 0) and B(−6, 0). What is the slope of this line?
Drawing:
Slope:
13. Put the following numbers in an increasing order:
1 , 3 1 3 3 5 , , , 2 5 2 6
Fractions in an increasing order:
14. Your grandmother has $8,000. She gives half to your mother. Your mother gives half of her money to you. You give half to your sister, and your sister gives half to her friend. The friend gives half to charity. How much money does each now have?
15. Expand and simplify:
(a) 2x(3x − 1) + 3x 2 − 7x =
(b) (3x + 2)(4x − 1) =
(c) (2x − 3) 2 =
Grandmother:
Mother:
You:
Sister:
Sister's friend:
Charity: | <urn:uuid:1a2f0437-d9ae-48ae-aa59-e18ddb9f4e68> | CC-MAIN-2019-22 | https://math.njit.edu/sites/math/files/lcms/docs/108pretest.pdf | 2019-05-21T01:16:57Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00516.warc.gz | 562,059,458 | 887 | eng_Latn | eng_Latn | 0.772796 | eng_Latn | 0.977093 | [
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Cooling cows efficiently with water spray
16 May 2016
Dairies use intermittent sprinkler systems to cool cows in warm weather, but little experimental work has been done to determine how much water is needed to achieve beneficial effects. A group of dairy scientists conducted a study at the University of California, Davis, to examine the effects of using low-flow sprinkler systems that cut water use for this purpose by nearly 75%. Their research is published in the current issue (June 2016) of the Journal of Dairy Science.
abatement that can be achieved with even less water. An alternative to reducing sprinkler flow rate may be to apply higher flow rates for a shorter duration," added Chen. Reducing water usage by using higher flow rates for a shorter duration could also reduce spray drift, which reduces sprinkler cooling efficiency and is a concern at larger scales than the current study.
"Dairies vary widely in the amount of water used to cool cows," explained lead investigator Jennifer M. Chen, of the Department of Animal Science, University of California, Davis, but using more water results in diminishing returns and minimizing water use is a sustainability concern for US dairy production.
Chen and colleagues compared the effects of high and low water use on cattle behavioral, physiological, and production responses, and evaluated heat abatement in relation to water use. The authors determined that the low-flow sprinkler systems were just as effective as the high-flow systems in mitigating the effects of heat in California's hot, dry climate, despite using only about one-quarter as much water.
Cows had lower body temperatures when given access to sprinklers, but the low-flow and high-flow systems delivered similar benefits.
Cows produced more milk when given access to sprinklers, but both types provided similar benefits.
Cows exhibited similar behavior when given access to both types of sprinklers. They showed similar patterns in time spent near the sprinkler-cooled feeding area, near the uncooled water trough area, and lying down, and experienced similar changes in feed consumption with temperature.
"Future work should evaluate the degree of heat
"Water use on dairies increases in the summer because cows drink more water and dairy farmers use water sprinklers to keep cows cool. This new research demonstrated that a "low-flow" sprinkler system that uses nearly 75% less water cooled cows just as well as a traditional high-volume system. Low-flow sprinklers conserve valuable natural resources without sacrificing cow comfort on-farm," said Matt Lucy, PhD, editor-in-chief, Journal of Dairy Science, and professor of animal science, University of Missouri, USA.
More information: Jennifer M. Chen et al, Cooling cows efficiently with water spray: Behavioral, physiological, and production responses to sprinklers at the feed bunk, Journal of Dairy Science (2016). DOI: 10.3168/jds.2015-10714
Provided by Elsevier
1 / 2
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APA citation: Cooling cows efficiently with water spray (2016, May 16) retrieved 20 May 2019 from https://phys.org/news/2016-05-cooling-cows-efficiently.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | <urn:uuid:f5f1ae5b-d377-4d9f-a091-c9eb10027d3a> | CC-MAIN-2019-22 | https://phys.org/pdf382622641.pdf | 2019-05-21T01:23:30Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00515.warc.gz | 600,863,528 | 689 | eng_Latn | eng_Latn | 0.992651 | eng_Latn | 0.997107 | [
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http://camdenlifejustice.wordpress.com + http://facebook.com/camdenlifejustice
Catholic Social Teaching Resources for Families
In 2009 Bergoglio made headlines when he criticized the government, claiming it was "immoral, illegitimate and unjust" to allow inequality in Argentina to grow. "Rather than preventing that, it seems they have opted for making inequalities even greater," he said. "Human rights are not only violated by terrorism, repression or assassination, but also by unfair economic structures that create huge inequalities."
—Cardinal Jorge Bergoglio, now Pope Francis
Learn
+ Poverty, USA: http://www.povertyusa.org 5-minute video (Tour Poverty, USA), education and prayer resources
+ Global Rich List: http://www.globalrichlist.com An interactive way of putting money in perspective
+ Stop the Hunger: http://www.stopthehunger.com Hunger statistics updated in real time
+ Miniature Earth Project: YouTube search "Miniature Earth" If the world were a village of 100 people, how many would…
+ Spent: http://www.playspent.org "Choose your own adventure"-style activity that simulates living in poverty
Pray & Reflect
+
Rob Bell's "Rich":
Google Video search "Rob Bell Rich"; click version dated
October 24, 2010
12-minute video that connects care for the poor with faith and Scripture
+ First-World Problems Rap: YouTube search "First world problems rap" A funny reflection on we can often let little things bother us
+ Catholic Relief Services Prayers: http://education.crs.org/prayers Try "The Lord's Prayer: Little by Little We Change the World"
Act
+ Free Rice: http://www.freerice.com Trivia game in which each correct answer leads to 10 grains of donated rice
+ Kiva: http://www.kiva.org Make a loan of $25 to an aspiring entrepreneur in the developing world
+ 10,000 Villages/SERRV: Philadelphia location or Fair Trade bazaar here! Fantastic gifts and crafts made by fairly paid adults around the world
+ USCCB Action Network: Google search "USCCB Action Network" Email, write, and call lawmakers about key Life & Justice issues | <urn:uuid:db3818ae-53a4-4b54-a346-3ba878c3a8a2> | CC-MAIN-2019-22 | https://camdenlifejustice.files.wordpress.com/2013/03/catholic-social-teaching-resources-for-families1.pdf | 2019-05-21T00:43:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00515.warc.gz | 429,564,866 | 467 | eng_Latn | eng_Latn | 0.986024 | eng_Latn | 0.986024 | [
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03 December 2014 – Persons with disabilities can benefit enormously from the latest technological advances, yet too many don't have access yet to these essential tools. That's why this year's International Day of Persons with Disabilities ( IDPD ) focuses on sustainable development through technology.
It is estimated that more than one billion people around the world live with some form of a disa bility persons with disabilities are benefitting from rapidly evolving
, of whom 2-4 per cent experience considerable difficulties in functioning. In recent years, assistive technologies
, a European open-source construction set which allows using a large set of sensors and actuators.
(AT), such as AsTeRICS
But according to the World Health Organisation, even in high-income countries , between 20
1 / 3
and 40 per cent of people with disabilities don't have their needs met for assistance with everyday activities. Additionally, up to 80 per cent of the disabled people live in developing countries, thus lacking access to essential tools, such as Apps on smartphones or interactive whiteboards.
Sustainable Development: The promise of technology
The observance of this year's International Day of Persons with Disabilities (IDPD) will be celebrated under the theme 'Sustainable Development: The promise of technology'. Ensuring accessibility for, and inclusion of, persons with disabilities is important for achieving internationally agreed development goals, such as the Millennium Development Goals .
"Through adaptive, assistive and inclusive technology, persons with disabilities can make the most of their potential in their communities and in the workplace. Employers can harness technology to create an enabling environment for persons with disabilities to find productive employment and fully use their skills and capacities", Ban Ki-moon stated in his official message for IDPD 2014.
"Let us spare no effort to ensure that policies, programmes, guidelines and 21st century technologies are accessible to persons with disabilities, and sensitive to their perspectives and experiences."
During the day, UNDESA will host multiple panel discussions at the UN Headquarters, identifying key issues and trends with regard to technology and how the post-2015 development agenda can promote an inclusive path to development.
2 / 3
"Let's unite the different skills we have, to find solutions, to make society accessible to everybody," said Ms. Daniela Bas , Director of UNDESA's Division for Social Policy and Development.
"Leave the 'dis' at home and bring the ability."
3 / 3 | <urn:uuid:a0f8353b-6035-47ca-9e93-ff5bce5cfa68> | CC-MAIN-2019-22 | https://unric.org/en/latest-un-buzz/29555-access-to-technology-improves-everyones-life?format=pdf | 2019-05-21T00:22:47Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00515.warc.gz | 675,930,342 | 496 | eng_Latn | eng_Latn | 0.996779 | eng_Latn | 0.996864 | [
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About your Diagnosis:
Pneumonia is s term that refers to inflammation of the lung. Bacterial pneumonia means that inflammation is caused by a bacterial infection. Bacteria gain access to the lungs either through inhalation or via the bloodstream. Infections occur when the bacteria overwhelm the defense mechanisms. The following conditions may weaken your body's defense mechanisms and thus increase the risks for bacterial pneumonia:
[x] Old age
[x] Smoking
[x] Chronic alcohol use or misuse.
[x] Chronic lung disease
[x] Congestive heart failure
[x] Diabetes.
[x] Chronic kidney failure
[x] Human immunodeficiency virus (HIV) infection.
[x] Use of drugs that are designed to lower your body's immune system such as anticancer agents and prednisone.
[x] Recent viral respiratory tract infections.
Pneumonia can also occur in usually healthy individuals of all ages. There are many different types of bacteria that can cause pneumonia. Streptococcus and Mycoplasma are common causes for pneumonia on otherwise healthy individuals. Those with chronic illnesses can be affected by staphylococoous. Haemophillus, legionella and types of bacteria that are normally found in the intestinal tract. Bacteria normally found in the mouth can also cause pneumonia when they are accidentally inhaled into the lungs during seizures or coma.
Tests are performed to determine the cause and severity of pneumonia, including chest x rays and analyses of sputum and blood. Despite these tests, the responsible bacteria is often not identified. Your doctor will then consider the circumstances in which the pneumonia began and the severity of the illness to help guide treatment. Other conditions may cause pneumonia-like symptoms, including heart failure, blood cot to the lungs and cancer.
Living with your diagnosis:
Treatment: Pneumonia can range from a mild illness to a life threatening condition. Common symptoms are fever, cough, chest pain and shortness of breath. Phlegm may be yellow or green and contain blood. With some types of pneumonia, muscle aches, nausea/ vomiting, fatigue and weakness are prominent. Severe pneumonia is signaled by rapid breathing (greater than 30 breaths per minute), low blood pressure, temperature greater than 102 0 F, and
PNEUMONIA
confusion. Complications of pneumonia include inflammation and infection of the pleura (the layer of cells lining the outside of the lung), lung abscess, spread of infection outside the lung (to the brain, joints, etc.) ad lung failure therapy. More severely ill patients are hospitalized and receive several types of antibiotics when their condition stabilizes. Hospitalized patients may also receive supplemental oxygen and special respiratory care to help clear the phlegm. If there is fluid build up around the lung this will be sampled to look for infection. Mechanical ventilation in an intensive care unit used if the lungs are temporarily unable to take up oxygen and expel carbon dioxide. Duration of anti biotic therapy ranges from 7 to 10 days in most cases. Therapy for 14-21 days longer may be necessary for certain bacteria and in those individuals with other chronic medical disease.
The Do's:
[x] Take your antibiotics exactly as prescribed. If you miss a dose, simply resume with the next dose and continue to take the pills as scheduled until they are gone.
[x] Use acetaminophen and aspirin (except in children) to help decrease fever and to treat pain.
[x] Drink plenty of fluids (6 to 8 glasses per day) and / or breathe moist air to help raise phlegm.
[x] Obtain a pneumococcal vaccine if you are older than 65 years or if you have any chronic illness. This vaccine is designed to improve your defense against streptococcus pneumoniae, which is one of the most common causes of pneumonia.
[x] Let your doctor know amount any allergic reactions to antibiotics that you have had.
The Don'ts:
Home treatment of pneumonia with antibiotics should be avoided if the home environment is not stable and conducive to rest and recovery.
When to Call Your Doctor:
[x] You suspect a pneumonia because of fever, green or yellow sputum production, increases shortness of breath or chest pain.
[x] Symptoms continue or worsen after 48 hours of antibiotic therapy.
[x] If you note dusky- colored skin, lips or fingernails.
[x] Nausea/ vomiting prevent you from taking your antibiotics exactly as prescribed.
Antibiotics are the main stay of treatment and should be started as soon as pneumonia is suspected. For milder disease, oral antibiotics are used. Improvement is usually noted within 48-72 hours form starting Dehydration develops because of vomiting and /or diarrhea. | <urn:uuid:2c4b2fdf-afb3-4a77-9e96-ee52badf84ea> | CC-MAIN-2019-22 | https://www.zulekhahospitals.com/download/28Pnemonia.pdf | 2019-05-21T01:22:00Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00514.warc.gz | 1,026,058,361 | 955 | eng_Latn | eng_Latn | 0.998321 | eng_Latn | 0.998321 | [
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TOPICS
Ask an American: The Cherokee Language; regard versus consider; remember versus memorize; knock on wood
_____________
GLOSSARY
tense – a form of a verb that indicates or shows time, or whether an action is complete
* Why is "ate" the past tense of "to eat"?
tone – the way one's voice sounds, and especially how high or low a voice is * Your voice has such a beautiful, deep tone. Have you considered becoming a professional singer?
inflection – the way that one's voice goes up or down when speaking * The phrase, "Do you mind?" can have two different meanings depending on your inflection.
bits and pieces – a little bit at a time, or with many different pieces of information coming from many different places
* The intelligence agency receives bits and pieces of information from people all over the world, and uses them to try to identify threats to national security.
from the heart –
with a lot of feeling and emotion
* Her books are very popular because she writes from the heart.
to provide for – to give someone, especially a child, the things that he or she needs
* Ava and her husband have more children than they can provide for.
trustworthy – can be trusted; reliable and honest; dependable * Are you sure he's trustworthy? I'd be worried about giving him our bank account information.
foster – related to temporary care for a child, especially when there are problems in the child's family home and his or her relatives cannot care for the child * As children, we were put in foster care while our mother recovered from her addiction to drugs.
1
as if – a phrase used to talk about something that didn't really happen, but seems to have happened
* He says he's exhausted and he's acting as if he didn't sleep at all last night, even though I know he slept for at least seven hours.
to regard – to pay attention to; to look at something without looking away; to be evaluated as; to think of someone in a specific way
* Many people regard Yellowstone National Park as one of the most fascinating natural areas in the United States.
to consider – to think about something or someone carefully; to look at someone or something carefully and thoughtfully
* They're carefully considering whether they should buy a home or continue to rent.
to remember – to have or keep an image or idea in one's mind of something or someone from the past, to cause something to come back into one's mind * Do you remember the time when we stayed up all night baking cookies?
to memorize – to learn something so well that one is able to remember it perfectly
* How many poems have you memorized?
knock on wood – an idiom that expresses the hope that a good thing will happen or continue to occur, or that a bad thing will not happen.
* Knock on wood, we'll have good weather for the outdoor wedding this weekend.
WHAT INSIDERS KNOW
Artificial Languages Created for TV & Movies
While the Cherokee and other groups of people "struggle" (work hard under difficult circumstances) to preserve their dying languages, other people are creating new languages for television and movies. Movie producers hire "linguists" (people whose job is to study languages) to create new languages for their characters to speak.
The movie Avatar is about a group of creatures called the Na'vi who live on another planet and speak the Na'vi language. A linguist at the University of Southern California named Paul Frommer created the Na'vi language, developing vocabulary, grammar, and more. It has taken him several years and the language now has about 1,000 words. He hopes it will continue to grow if and when Avatar becomes a series with additional movies.
The TV show Star Trek also created its own language, Klingon. Klingon was created by a linguist named Marc Okrand and it has become very popular among Star Trek fans (people who like Star Trek very much). Serious fans study Klingon and speak it with each other. The Elvish language created in by J.R.R. Tolkein for his series of books, The Lord of the Rings, is another example of a language that has become popular among fans.
Obviously many people enjoy studying these "artificial" (fake; not real) languages, and they are a good "exercise" (practice for academic purposes) in understanding grammar and syntax. However, some people criticize the amount of time and energy spent to create and study these artificial languages. They believe that the same time and energy could better be spent studying dying languages and helping communities preserve their linguistic "heritage" (things that are passed down from one generation to the next).
COMPLETE TRANSCRIPT
You're listening to ESL Podcast's English Café number 236.
This is English as a Second Language Podcast's English Café episode 236. I'm your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.
Our website is eslpod.com. On it, you can visit our ESL Podcast Store, which has some additional premium courses in business and daily English that I think you will enjoy. You can also download the Learning Guide for this episode, and all of our current episodes. The Learning Guide contains lots of additional information, including a complete transcript of this episode, vocabulary words, definitions, sample sentences, cultural notes, and a comprehension quiz on what you're listening to now.
On this Café, we're going to have another one of our Ask an American segments, where we listen to other native speakers talking at a normal rate of speech – a normal speed. We're going to listen to them and explain what they are talking about. Today we're going to talk about the way that the Cherokee, a group of Native Americans, or American Indians, are trying to preserve their language by teaching it to their children. And as always, we'll answer a few of your questions. Let's get started.
We have an unusual topic for today's Ask an American; it's about a very specific but important issue among the Native American, or American Indians, those who were here in the land we call the United States long before the European colonists arrived. This is the issue of language preservation. "To preserve" means to keep, to make sure it doesn't disappear. This is actually in many Native American communities a question of language revitalization. "To revitalize" is to bring new life to something. The basic problem is that many of the Native American tribes – a "tribe" is a group of, in the United States, American Indians – many of the tribes no longer speak the language. This is, in part, because the U.S. government, in many cases, forced them to give up, or abandon, the language and they weren't allowed to speak it. But in recent years there has been an interest in revitalizing, or reviving, the language in many of these tribes.
Today we are talking specifically about the Cherokee, or a group of Native Americans who live in Oklahoma and North Carolina mostly. Their "ancestors,"
the people who came before them, spoke this Cherokee language; unfortunately very few Cherokee children speak the language today.
We're going to start by listening to a quote from Renissa Walker, who is in charge of the language, history, and cultural preservation program for the Eastern Band of Cherokee Indians – the eastern group of Cherokee Indians. We'll listen first as she talks about the Cherokee language. Try to understand as much as you can, and then we'll go back and explain what she said.
Let's listen:
[recording]
It's a very, very, very difficult language, because in Cherokee, there are so many verb tenses and then you have tones and inflections.
[end of recording]
She says that Cherokee is a very difficult language to learn, and she gives three reasons why she thinks this is true. First, she says that Cherokee has many verb tenses. A verb "tense" (tense) is a form of the verb that indicates or shows time, or whether an action has been completed. For example, you probably know in English we often use terms like the present tense: I do, I go, I am; the past tense: I did, I went, I was; and the future tense: I will do, I will go, I will be. Renissa says that Cherokee has many tenses, and she thinks this makes it difficult to learn, or acquire, the language.
She also says that Cherokee has many tones and inflections. These are words that we use to describe some languages. "Tone" is the way your voice sounds, whether it is high or low. I can speak in a high tone, like this, or a low tone, like this. I can also speak in a sad or happy tone. Many languages, such as Chinese, are tonal languages, meaning the meaning of the word depends on how you pronounce it – how the tone is. "Inflection" is the way that one's voice goes up or down when speaking. For example, to ask a question in English, the inflection usually goes up at the end of the sentence: "Are you having a good time?" We don't say, "Are you having a good time?" That's not the normal form of a question. So if I change the inflection and my voice goes down, it no longer sounds like a question.
Renissa is explaining that Cherokee, she thinks, is difficult to learn because it has many verb tenses, tones, and inflections. I don't quite agree with Renissa about this. Languages are not more or less difficult because of the different elements in them. Languages are more or less difficult to pick up, or to acquire, depending on how much of the language is comprehensible to you – how much you can understand. If you speak a language such as Spanish and you are trying to acquire, or pick up, Italian it will be easier for you because of the similarities. It will make what you are listening to – the language, the message – more comprehensible, more understandable, so you will probably pick up Italian more quickly. However, the important thing is the comprehension. If you can present language in such a way that it is comprehensible, it doesn't matter how many verb tenses or inflections or tones it may have as long as you're getting lots of what we call comprehensible input – comprehensible language. But that's for another Café!
Let's go back, then, and listen to Renissa's quote one more time:
[recording]
It's a very, very, very difficult language, because in Cherokee, there are so many verb tenses and then you have tones and inflections.
[end of recording]
Next, we'll listen to someone who is trying to pick up Cherokee as an adult. This is the voice of Michell Hicks; he's the principal "chief," or leader of the Eastern Band of Cherokee Indians.
Let's listen:
[recording]
My grandma was fluent. My dad understands. He speaks some, but he only taught in bits and pieces, and so that's how I learned. And I'm still learning. I'm not that fluent but, uh, I know a lot of phrases, I know a lot of words.
[end of recording]
You'll notice that Michell's English has a very Southern accent. He's talking about learning Cherokee as an adult. He starts by saying, "My grandma was
fluent." "My grandma" is my grandmother. When we say someone is "fluent," we mean they can speak the language just like someone who grew up with the language, like a native speaker, or close to a native speaker.
Michell says that his dad understands; this is actually quite a common pattern. The grandmother speaks and understands Cherokee, the father understands things but doesn't speak it very much, and the son doesn't understand or speak it. This is why by the third generation, when an immigrant family comes over to, say, the United States, usually by the time of the grandchildren, the grandchildren have pretty much lost their family language. Not always, but it does happen quite, quite commonly.
Getting back, then, to Michell, he says, "My dad understands. He speaks some (he speaks some Cherokee), but he only taught bits and pieces." The expression "bits and pieces" means a little bit at a time, or many different pieces of information coming from many different places. When you learn something in bits and pieces, you're not getting the whole picture; you're not getting everything. Someone says, "Do understand what he said?" and you say, "I could only understand him in bits and pieces," a little here, a little there, but not everything. Michell says that's how he learned Cherokee, but he also says, "I'm still learning. I'm not fluent, but I know lot of phrases," he says, "I know lot of words."
Let's go back and listen to Michell one more time:
[recording]
My grandma was fluent. My dad understands. He speaks some, but he only taught in bits and pieces, and so that's how I learned. And I'm still learning. I'm not that fluent but, uh, I know a lot of phrases, I know a lot of words.
[end of recording]
Earlier we listened to Renissa, now we're going to listen to Renissa's mother, Myrtle Driver. She speaks Cherokee fluently. We're going to listen first to her speak a little Cherokee, so what you're going to hear in the beginning of this quote is someone speaking the Cherokee language. I don't speak Cherokee, so I can't translate. After that, she'll start speaking English, and that's what we'll talk about.
Let's listen:
[recording]
I think the most important part of being Cherokee is the language. When I speak my own language, I'm speaking from the heart. When I'm speaking English, I'm speaking from here.
[end of recording]
When Myrtle starts speaking English, she says that part of being Cherokee is the language. Part of being in the Cherokee tribe, having a Cherokee identity, I suppose, is the language that the Cherokee speak, or used to speak. She says that when she speaks her own language, Cherokee, she's speaking from the heart. Obviously she doesn't mean that the words are literally coming from her heart – they're coming from her mouth and throat. The phrase "from the heart" means with a lot of feeling and emotion. Very often, we try to think carefully about what we're going to say; we think we're being logical. But when we're very passionate about something, when we have strong feelings about something, we speak from the heart, we are sharing our true thoughts and feelings. This is what happens to Myrtle when she speaks Cherokee: she speaks from the heart.
She says, "When I'm speaking English, I'm speaking from here," and she points to her head. Although she speaks English, then, it isn't what expresses, or what she uses to express her deepest feelings and emotions.
Let's listen to her quote one more time:
[recording]
I think the most important part of being Cherokee is the language. When I speak my own language, I'm speaking from the heart. When I'm speaking English, I'm speaking from here.
[end of recording]
Myrtle, who, remember, is the mother of Renissa, who we heard earlier, now explains that although she speaks Cherokee fluently, she wasn't able to teach her daughter. The reason is that she sent her daughter to live with a non-
English as a Second Language Podcast www.eslpod.com
ENGLISH CAFÉ – 236
Cherokee family – a foster family. Let's hear her talk about that and then we'll go back and explain.
[recording]
In order for me to go to school so that I could provide for my children, I had to put her with a trustworthy foster home, and she liked it, even though I wanted her to know, you know, that she was Cherokee.
[end of recording]
She starts by saying that in order for me to go to school so that I could provide for my children, I had to put her (her daughter) with a trustworthy foster home. To "provide for" someone means to be able to give someone, especially a child, the things that he or she needs. Providing for a child means giving him or her a home, food, clothing. This is what most parents, of course, try to do for their children. Myrtle needed to get an education, but she couldn't do that and still provide for her children so she decided to put her daughter, temporarily, in a trustworthy foster home. Something that is "trustworthy" (one word) is something that can be trusted, something that you can have faith in. A trustworthy person is someone who is honest and reliable. Myrtle put her daughter in a trustworthy foster home. A "foster (foster) home" is a home where a child lives temporarily, especially if his or her own parents cannot take care of him, or that the government decides that the parents are unable to take care of the child, they may be placed in foster home. We talked about foster care in English Café 204, so you can listen to that episode to find out more about how foster care works here in the United States.
So Myrtle put her daughter in a foster home and says that her daughter liked it, but the daughter didn't learn to speak Cherokee while living with her foster parents because the foster parents did not speak Cherokee themselves. Myrtle says that of course she wanted her daughter to know that she was Cherokee, and have that Cherokee identity.
Let's listen one more time:
[recording]
9
In order for me to go to school so that I could provide for my children, I had to put her with a trustworthy foster home, and she liked it, even though I wanted her to know, you know, that she was Cherokee.
[end of recording]
Our final quote also comes from Myrtle. Myrtle wanted Cherokee children to learn to speak and read the Cherokee language, so she translated a book by Charles Frasier called Thirteen Moons. The "moon" is what is up in the sky; it goes around the earth. The book, however, is about the forced migration of the Cherokee people in 1838. That is, it's about the way that the Cherokee people, who were living in the southeastern part of the United States, were forced by the U.S. government to move to the central part of the United States, particularly to the State of Oklahoma. This is a famous and unfortunate part of American history, how the American Indians, or Native Americans, were treated. So, this is a book for children to talk about that event. Let's hear her explain why she decided to translate this book into Cherokee.
[recording]
He wrote it as if he experienced it. He wrote about some of the things that actually happened to the Cherokee people. And now we have our immersion children that will one day read it. And they'll read it in the Cherokee way, as if grandma were sitting there telling them what actually happened.
[end of recording]
She begins by saying the author, Charles Frasier, wrote the book as if he had experienced it. The phrase "as if" is used to talk about something that didn't really happen, but seems to have happened. So an actor, for example, who is playing the part of Abraham Lincoln isn't really Abraham Lincoln; he's talking at and acting as if he were Abraham Lincoln. So, Charles Frasier didn't experience the forced migration of the Cherokee people himself, but he writes as if he had, meaning the book seems to be written by someone who was on this forced march – this forced migration.
"He wrote," Myrtle says, "about some of the things that actually happened (during this time). And now we have our immersion children that will one day read it." "Immersion" is the idea – the name given to schools that have children come in and learn a different language; everything is done in the second language.
There are many immersion programs throughout the world; all lot of them try to do this – try to teach another language by immersing. "To immerse" means literally to put under water. But here, the idea is that you are completely surrounded by the language, and that's what they are doing for these young Cherokee children.
Myrtle says the children will read it – this book, when they can – in the Cherokee way, as if grandma were sitting there telling them what actually happened. Notice again we have the phrase "as if." Grandma isn't actually going to be there telling them the story because they are reading it in the book, but it's as if – imaginary idea – as if grandma were actually there reading the story – telling the story to the children.
Let's listen one more time:
[recording]
He wrote it as if he experienced it. He wrote about some of the things that actually happened to the Cherokee people. And now we have our immersion children that will one day read it. And they'll read it in the Cherokee way, as if grandma were sitting there telling them what actually happened.
[end of recording]
That's the story, then, of the language preservation and revitalization that is taking place in some Native American tribes and communities here in the U.S.
Now let's answer a few of your questions.
Our first question comes from Klaus (Klaus) in Germany, of course. Klaus wants to know the difference between "regard" and "consider." For example: "Do you regard him as a good swimmer?" versus "Do you consider him a good swimmer?"
"Regard" means to – or can mean to pay attention to something, to look at something. "She regarded the painting." That's one meaning, not a very common one. A more common meaning that I think Klaus is interested in is to be evaluated as, to think of someone in a special way: "The police regard that man to be a suspect," or "They regard him as a suspect." It's more common to use
"as" after this expression "to regard." "I regard my brother as a very good hockey player."
"Consider" can also be used in this way; "consider" can also mean to think about someone in a particular way: "I consider my brother to be a good hockey player." Notice we don't use "as" in this particular use of "consider." "Consider" can also mean that you are thinking about something carefully: "I am considering my options." I'm thinking about them carefully. You could also say, "I'm considering going to Jamaica mon ." I'm considering it – I'm thinking about it.
Our next question comes from Eun Mi (Eun Mi) in South Korea. Eun Mi wants to know the difference between "remember" and "memorize."
To "remember" something is to have an idea in your mind of something or someone from the past. It could be a person, it could be a piece of information, and you are able to come up with that information right now – you're able to think of that information. "I remembered all of the answers when I took the test (or the exam)." I was able to go back into my memory and remember them – and think of them now and use them.
"Memorize" means to learn something so well that you are able to remember it perfectly. Usually we use the verb "to memorize" when we're talking about specific words or numbers or facts. Sometimes young children in grade school in the U.S. will memorize all of the capitals – the state capitals in the U.S. for all 50 states. They memorize them – they repeat them to themselves, they go over and over them until they know them.
So, "memorize" is what you do, in a way, so you can remember something later. They're not the same; you can't use them the same. "Memorizing" is an act of learning, and "remembering" is an act of, we would say, "recalling," bringing to mind again.
Finally, William (William) in China wants to know the meaning of the idiom, or expression, "to knock on wood."
"Knock on wood" is an idiom that we use when we are hoping that something good will happen, or something bad will not happen that; it hasn't happened yet. We're expressing a hope – we're expressing a desire, a want. For example: "I have not been sick this year with the flu, knock on wood." The "knock on wood" means I hope I don't get sick in the future either. Or, "I'm going to ask my
girlfriend to marry me. Knock on wood that she'll say yes." I'm hoping that she will say yes.
"To knock" means to, usually, take your hand and hit a hard object. We talk about knocking on the door; you make a sound on the door so that the person inside will open it for you. "To knock on wood" means to take your hand and hit wood, a type of material that comes from trees. You may actually see somebody take their hand and find a piece of wood and knock on it as they're talking to you to demonstrate – to illustrate this expression.
It actually comes from, I think, very ancient, what we would call superstitious belief that there were spirits – there were these define elements that lived in the tree. When you were in danger, then, you would go to the tree – the thickest part, the bottom of the tree and you would ask the spirit inside for help. And knocking on the wood was a way of, I suppose, getting their attention. However, I could be wrong about that explanation. Knock on wood I haven't completely given you the wrong information!
Remember you can email us if you have a question or comment. You can memorize our email address, it's not too difficult: firstname.lastname@example.org. We will consider all of your questions; we regard all of our listeners as being very important to us, of course!
From Los Angeles, California, I'm Jeff McQuillan. Thank you for listening. Come back and listen to us next time on the English Café.
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U7 Session 10
Objectives
BECOME FAMILIAR WITH THESE SMALL BLACKS WARM UPS ON SMALLBLACKS.COM
Activity 1: Corner ball
Objective:
Quick passing between teams.
Equipment:
One ball, four cones.
Group size:
10 - 20 players split into two teams.
Area:
10 x 10 metre grid.
Drill explanation:
Both teams stand inside the grid marked out by cones.
The ball is passed among the members of one of the teams with the aim being to corner and tag a member of the opposite team with the ball.
Players must not run outside the grid.
All members can move anywhere in the area but once the player is in possession of the ball they must not move.
When the ball is dropped, those who have been tagged re-enter the game.
The team loses possession when the ball is dropped. [newline] 5. Once a player is tagged, they must leave the game.
COACHING TOOLBOX SESSION PLAN U7
Observation:
Moving to space.
How can we find space?
U7 Session 10
Questions:
Accurate passing.
What are all the different ways we can pass the ball?
Activity 2: Shadow run
Objective:
To practise quick evasive movement.
Equipment:
One ball per pair.
Group size:
Any number, even number preferable.
Area:
20m x 20m.
Drill explanation:
One of each pair has a ball.
Continue for 5–15 seconds depending on the pace desired. Give a similar period of recovery and repeat the drill.
On the coach's call the ball-carrier runs evasively at speed. The fellow group member tries to follow keeping only one metre away.
Observation:
Questions:
Ball in two hands.
Move feet quickly.
Find space.
How can we make sure we don't run into each other?
Progression:
On the coach's call, the ball-carrier turns, sets and feeds to their partner who becomes the front runner.
The ball-carrier faces the partner, who tries to remain directly in front of the ball-carrier. If the partner is passed, the players swap roles.
Game Activity: Rippa game
Objective:
Utilise game as platform for game understanding.
COACHING TOOLBOX SESSION PLAN U7
What are the different ways we can dodge?
Progression:
The team being tagged can try and intercept the ball to regain possession.
U7 Session 10
Full RIPPA Rugby rules. 1
6 rips per team (then turnover). 3
Play on half the field. 2
No reserves if under 20 players. 4
Observation:
Run straight.
Use two hands to rip.
Questions:
Pass before you get ripped.
What's the best way to rip someone?
COACHING TOOLBOX SESSION PLAN U7
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YSGOL RHIWABON
SEX AND RELATIONSHIPS EDUCATION (SRE) POLICY
This policy was adopted/updated by the Governing Body on:
Signed: ______________________________________ Chair of Governors
Date: _______________________________________
The policy will be reviewed: Autumn Term 2017
This policy has been developed with regard to the National Assembly for Wales Circular 11/02, the Personal and Social Education Framework (ACCAC, 2000) and the revised National Curriculum published 2008. SRE in school should also be viewed with regard to Healthy Schools initiatives in Wrexham, and the school's Personal and Social Education programme.
Effective SRE is essential if young people are to make responsible and well informed decisions about their lives. SRE aims to help pupils learn to respect themselves and others in order to move with confidence from childhood through adolescence into adulthood. SRE at Ysgol Rhiwabon aims to prepare pupils for the opportunities, responsibilities and experiences of adult life, and enable them to develop considered attitudes, values and skills which influence the way they behave.
Sex and Relationships Education involves lifelong learning about physical, moral and emotional development.
This policy will outline:
- how SRE is provided in school;
- the sources of guidance available to pupils
- the involvement of health professionals and external organisations in the sex and relationships programme
Introduction
Aims
Definition of SRE
Policy Elements
- other sources of help, advice and support for pupils, parents and staff
Procedures
SRE in the National Curriculum
The Key Stage 3 topic of reproduction includes sexual reproduction and this is included in the year 7 science scheme of work. In addition to the biology of sexual intercourse, IVF is included in the scheme, as is an introduction to contraception. This course is designed to be delivered against the need for stable relationships and family life.
Sexual reproduction is not included in GCSE Science specifications.
SRE in PSE
The PSE Framework describes a continuity in SRE from Key Stage 1 to Key Stage 4.
PSE is delivered in specific lessons by Form Tutors, other teaching colleagues and outside agencies.
At Ysgol Rhiwabon this is delivered as follows:
- the year 7 PSE programme, delivered by teachers, includes the topic of puberty.
- The school nurses are in school in year 9 to teach about Sexually Transmitted Infections (STIs). There is also a drama production which year 9 pupils see which addresses teenage pregnancy. The drama is entitled 'What Am I Going To Tell Mum?'
- In year 8 a member of the school nursing team teaches pupils about contraception.
- The year 10 PSE programme includes lessons on teenage pregnancy and abortion.
- Sexuality and relationships are included in the year11 PSE programme , delivered by teaching staff.
SRE in RE
The RE syllabus is set by the Wrexham Area Standing Advisory Council on Religious Education (SACRE)
- The year 11 RE syllabus contains a unit on sex and relationships which includes marriage, love, responsibilities, commitment, contraception.
Support
The circumstances in which pupils and parents need support with regard to SRE vary from the general to the specific and urgent. Regardless of the situation, support must always be sensitive and confidential (other than in child protection cases, where there is a clear policy and procedure which must be followed.)
Sources of support for students include:
- Teaching staff, especially Form Tutor, Lead Learner
- NSPCC counsellor – Mrs Butler
- Pastoral Support Manager – Mrs Hellen
- Educational Social Worker – Mrs Thomas
- Youth Workers – Ms Williams, Miss Lloyd
- School Nurse – Mrs Hill
- Plas Madoc Communities First ( Venue Youth Club)
- Infoshop
- CYFLE ( teenage Mums)
- www.youngwrexham.co.uk
- Cefn Mawr Health Centre
Sources of support for parents include:
- Lead Learners, Form Tutors and Pastoral Support Manager
- Relate Family Counselling
- Educational Social Worker
Related Documents:
A strategic framework for promoting sexual health in Wales (Welsh Government)
Entitlement
Parents have a right to withdraw their children from all or part of sex and relationships education provided at school except for those parts included in the statutory National Curriculum.
Parents are asked to consult with school as early as possible if they have any concerns regarding SRE so that alternative arrangements can be made.
Monitoring and Evaluation
The Students' Committee of the Governing Body will review the policy annually.
Monitoring of SRE will be via Line Mangers for the relevant curriculum areas.
Sex and Relationships Advice
The Web
www.youngwrexham.co.uk Look at Health in the 'info' zone for any health worries.
School Nurse
Mrs Janet Hill is available via the school office, or in her office.
Your GP
Will see students in confidence on any health matter.
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Child Learning Comes Naturally
Parents can use the everyday activities in their homes and communities to support their children's participation in activities, children's attempts to interact with people or materials, and their efforts to do new things. You can encourage your child's participation and learning during everyday activities by providing your child opportunities to do what he or she can and likes to do during everyday activities, responding positively to your child's attempts to interact with you and others, and helping your child do new and different things.
Watch a video of this guide
Encouraging Your Child's Participation and Learning
* Watch your child during everyday activities to find out what he or she likes to do and the things he or she is able to do. Notice the objects, people, activities, and actions that are your child's favorite things to do, get your child to smile or laugh, be excited, or stick to an activity. Watch for the things your child can do that help him or her participate in different activities.
* As soon as you notice your child starting to interact with people or materials in an activity, encourage your child to keep interacting by responding positively to him or her. Show your enthusiasm and pleasure with your child's actions by joining in the activity and taking turns with your child, repeating your child's actions, or saying something positive about what your child does.
* Provide your child lots of opportunities to be involved in activities that match the things he or she is able to do and likes to do. Use toys and materials that can capture your child's attention and interest. During the activities, give your child lots of opportunities and enough time to try to start interactions with toys, materials, you, or others.
* Encourage your child to stay involved in an activity by continuing to provide interesting materials and responding right away to his or her actions. Try to match the intensity of your response to the level of your child's behavior. Try not to disrupt your child's actions.
* While your child is involved in the interest-based activities, notice what captures his or her attention. Pay particular attention to how your child starts to do something on his or her own, tries to start interactions with you or other people, or starts to play with toys and other objects in the activities.
* Consider your child's special characteristics that influence how he or she participates in the activity. Give your child different types and the amount of support he or she needs to participate. You might use a special seat that supports your child when interacting with toys. Or you might help your child physically by holding a toy, so your child can reach it.
* During any of the activities, encourage your child to try to do something slightly new or different. Praise your child for trying new things, encourage your child to vary his or her behavior, show him or her how to do something a little bit differently, or add toys or materials that encourage your child to do something new or different. Give your child plenty of opportunities to practice things he or she is just learning to do in the activities.
A Quick Peek
Pilar knew that her daughter Esme loved putting things in containers and doing activities together, especially helping with chores. Esme was excited when Pilar suggested that it was time to take clothes out of the dryer. "I do it! I do it," Esme exclaimed. Together they started taking the clothes out of the dryer. Pilar saw that Esme named the owner of the clothing as she dropped each piece in the laundry basket. "Mami. Papi. Esme," she would say. Pilar smiled and repeated the names Esme said each time she put something in the basket. Then as Esme dropped a pair of her pants into the basket and said, "Esme," Pilar responded with "Esme's pants." Esme grinned and reached for another pair of pants, saying "Esme's pants," as she handed them to Pilar. Pilar said, "Yes. Esme's pants. Esme's pink pants." Esme laughed with delight and said, "Pink pants. Pink pants. Esme's pink pants." Pilar continued to help Esme name the articles of clothing along with the owner as they completed the chore together.
You'll know the practice is working when…
* Your child stays involved in activities for longer periods of time
* Your child starts an interaction with you or with toys/ materials more often
This practice guide is based upon the following DEC Recommended Practices: Instruction 1, 2, 3, 4, 5, 7 The DEC Recommended Practices are available at http://dec-sped.org/recommendedpractices
* Your child does things in new and different ways during everyday activities
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Chapter 1 : What Is Keto Diet? Why Does Keto Work So Well For Weight Loss?
Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied.
Holiday shoppers will be able to buy the ultimate gift of naming one of 12 species recently discovered in protected areas created by Rainforest Trust and its partners across the tropics. Pre-bidding starts today with the final auction taking place at an invitation only event in Washington, DC on December 8th. All other pre-registered bidders can participate by phone and online. Our auction will enable the public to help us do that. Imagine having a spectacular new species named after a loved one or an organization and knowing that their legacy is tied to saving a species! The auction showcases 12 new-to-science species. Among the finds are an Ecuadorean blue-eyed yellow frog; a Colombian frog with leopard-like coloring; speckled red and bright green frogs; an orchid from a Colombian cloud forest that has flame-like orange and rose-colored petals; an orchid with a center resembling peach slices; a deadly trap jaw ant with a mandible that opens to degrees; a grey forest mouse with soft fur and rounded ears; a legless amphibian that looks like a worm; and a giant-eyed red salamander. All proceeds will be matched and directly protects the habitat of the specific plant or animal, helping save them from extinction. The auction takes place primarily online and by phone. Pre-bidding starts November 8 online. In person, online and phone bidding starts at 8pm ET that evening for pre-registered bidders. Both are donating their services. Salaman has discovered a number of species and was the first person to organize a species naming auction in to raise funds for conservation work. Today, Rainforest Trust has brought together a record number of species to be named all at once through an auction. Naming a species is a one-of-a-kind opportunity for people, companies and nonprofits that are: Interested shoppers should visit https: Rainforests are among the most important natural resources. They mitigate climate change, are a source of scientific discovery and support unique plants and animals that are essential to biodiversity and therefore a healthy planet. Rainforest Trust focuses on purchasing and protecting rainforests acre by acre. Over the last five years, they have saved one acre every 13 seconds. For more information, visit www. View source version on businesswire.
Chapter 2 : World Science Festival
High above the world-class observatories that dot Hawaii's dormant Mauna Kea volcano, floating farther yet over the hostile and nearly inaccessible peaks of Mt. Everest, lies a summit waiting to be conquered.
Org a new B2B Resource Community for business professionals. Collaborating with our professional business community, we make it easy to promote your events around the corner, online and around the world. Additionally you can promote and inform our community of your local, regional and global business-to-business events too. Sign up at our site for free and post your event http: You might want to check out Brand ManageCamp http: Our 14th annual will be held Sept , in Las Vegas. Reach out via the website if you would like to experience it for yourself. Or check out the hundreds of testimonials to see what others are saying… Michael Gerard Thanks Len. Tracie Rollins Great list Michael. What about the rest of the world? Michael Gerard Thanks for the comment Becky. Do send in your recommendations. Aaron Harrison Michael, excellent list. Figured I would share another conference to check out. The event will be held on June 13, , with Rand Fishkin serving as the first of our keynotes for You can check it out here: You can find out more at http: Just a heads up! Check us out over at http: Hope you can join us in Las Vegas in May! Alice Kim Great list Michael! Feel free to reach out to me, I would love to share more information about ONTRApalooza regarding speakers, workshops, pricing, etc. For now, check out: Rebekah Dumaup Awesome list, Michael! Will definitely share this Ultimate List! Janelle James Hi Michael. Check it out at ShareLikeBuy. Can you tell us how many people you expect to be there, and if you have a hashtag or dedicated Twitter account for it? Lukas Mehnert great post! Could you also add:
Chapter 3 : Knowledge Summit: The Ultimate Goal of Science
The ultra long duration balloon, with its day maiden flight planned for , provides a long-term facility in a near-space environment for many types of science. This is a stratospheric mountaintop well worth the climb.
Most of the research has focused on the very high fat standard keto diet. Russell Wilder at the Mayo Clinic to help treat kids with epilepsy seizures. In more recent years, the popularity of the low carb or Atkins diet has prompted a resurgence of interest into the keto diet plan, this time as a highly effective method of losing weight â€" and losing fat, in particular. A lot of people have found the keto diet helps them stay healthy and in shape. Advocates include top athletes like Ben Greenfield, as well as people who have struggled with weight issues for a long time like Jimmy Moore. Sounds like a great plan right? The main confusion has arisen due to 2 very similar sounding words: They sound similar but are actually very different. Ketoacidosis, on the other hand, is a very serious condition that typically occurs in type 1 diabetics and very rarely in end-stage type 2 diabetics. This is a highly dangerous situation, and patients with ketoacidosis may fall into dangerous comas. And Are There Other Benefits? This is probably the question you care most about â€" can you lose weight on a keto diet? There are many reasons why a keto diet could perhaps help you lose weight and many of these reasons are similar to the reasons why low carb and Paleo diets work: A keto diet plan is not the only or even a perfect answer to this problem, but it is a good answer. Please note that a low carb or Paleo diet could also be a keto diet! I highly recommend you check out our Paleo diet vs. I was constantly hungry! I used to go to sleep hungry and upset because I could never seem to eat less than calories. When we mix carbohydrates and fats in the same meal, we actually want to eat more. Well, if you have poor metabolic flexibility, then eating carbohydrates is almost always going to make you hungry an hour or two after a meal. That may well be why your friend or spouse can do a diet for a month and drop 20 pounds while you gain 5 pounds following the same plan. A keto diet plan may help certain health conditions like type 2 diabetes, gut dysbiosis, sleep disorders, fatigue, etc. Is A Keto Diet Safe? But the fact is our body can live without carbohydrates just fine as long as you eat plenty of good fats and protein. However, our brains do require glucose a form of carbohydrate. It sounds like we therefore need to eat carbohydrates to supply sufficient energy to our brains daily. As anyone who has ever done a week- or month-long water fast knows, humans can last a lot longer than a few days without food. So, where does that glucose to supply our brain come from when we fast for a week? In fact, the more fat you have on your body, the longer you can survive. Listen to our podcast with Dani Conway about how to create a keto plan based on your own body. Not really it depends on how you interpret the Atkins diet and what you eat on it: Some people replace the carbohydrates they would otherwise be eating with more lean meat thereby increasing the protein intake but not the fat intake. And unfortunately, eating too much protein is one thing that can prevent your body from getting into ketosis, which is the main benefit of keto. Of course, if you think Atkins stands for a high fat diet, then what you think of as Atkins could be much closer to the keto diet. However, many people do call the more modern form of the keto diet where you eat higher carbs and protein than in the traditional epilepsy studies a Modified Atkins Diet. How is Paleo different from Keto? More specifically, the differences between the Paleo and keto diets lie in their emphasis. Paleo emphasizes the ancestral diets and looking at food quality nutrient density and avoiding toxins like gluten. However, you can follow a Paleo plan and be in ketosis. Or you can be eating an unhealthy non-Paleo Keto diet filled with inflammatory low carb or high fat foods e. Given that the ketogenic diet has only recently become very popular, there is a dearth of reliable studies on it. If you want to read more about the science behind ketosis, then I highly recommend checking out Dr. The keto diet is relatively simple in terms of the rules you have to follow. Eat Lots of Fats. Eat Moderate Amount of Protein. Click here to get the keto diet food list emailed to you directly. Jimmy has a detailed 3-step plan in his book to determine your carbohydrate tolerance. For serious athletes, the carbohydrate amount might be higher depending on your level of training. Stephen Phinney, MD suggest that to calculate your minimum and maximum protein intake for staying in ketosis, you should multiply your weight measured in lbs by 0. I weigh lbs, so for ketosis, my minimum protein intake per day is x 0. Jimmy writes in his book that Dr. Donald Layman suggests limiting protein
amounts to 30g per meal and no more than g per day. The key factor in the ketogenic diet is the rearrangement of macronutrients to make fat the primary fuel source. And yes, that does mean you end up eating quite a bit of fat! This is another area where there is debate. Some serious athletes like Ben Greenfield and Chris Kelly find ketosis to really help their athletic performance, but there are only a few scientific studies that back this up. Reviews of their work suggest that a keto diet may help with endurance sports, but may not be great for sports that require bursts of power. Even Ben Greenfield puts a big red warning on his keto diet review, detailing his experimentation while training for Ironman Canada. He suggests some potential health risks with hardcore training on a keto diet. And one last note on keto diets for athletes â€" if you are doing some serious training, then the amount of carbohydrates you can eat and still be in ketosis may be well higher than generally recommended. For example, Ben Greenfield was consuming between grams of carbohydrates during his Ironman training. The easiest way to measure whether your body is in ketosis or not is to measure the ketone levels in your body. To make things complicated, there are actually 3 types of ketones: You basically pee on these or dip them into some of your urine that you collect. The strip will change color in proportion to levels of AcAc. Blood Ketone Meters along with ketone measuring strips. This is very similar to the blood glucose meters and in fact, they also work as a blood glucose meter if you buy the glucose measuring strips â€" you prick your finger with an lancet and then use the ketone measuring strips connected to the blood ketone meter to soak up a small drop of blood. The blood ketone meter will then do its thing and give you a blood ketone level reading. Breath Ketone Meter Ketonix Sport. This is a new meter that was recently released to measure ketones in your breath. You warm up the meter for a few minutes, blow into the meter for seconds, and then it gives you a reading. This turns out to be a slightly complicated question to answer. The optimal ketone levels for you will depend a lot on what your goals are for being on a keto diet. Check out this post for a more comprehensive answer. Jamie Koonce has here defended the keto diet for women. But Stacy and Sarah suggest otherwise in this talk. And if you do try a keto diet, remember that the basic tenets of a Paleo diet still apply i. I highly encourage you check out our keto diet food list link below.
Chapter 4 : DataHack Summit | Where Humans Meet Artificial Intelligence
He is a science writer, exercise and nutrition consultant, outdoor enthusiast, lecturer and founder of Knowledge Summit Research Group. He has conducted primary research in the areas of attention, memory and behavioral nutrition.
Traditional data binding vs Angular data binding: Angular wins hands down! Controller holds state and behavior Digging Deeper So, what exactly is a service? Lazily instantiated singleton services Different controllers have different scopes Scope inheritance at work 7: Emit and broadcast events 9: The template expanding directive 6: Using the templateUrl property 3: Functions in the templateUrl property 5: Custom directives with the restrict option 4: Using the same directive in different controllers 4: Understand how isolated scopes work 3: The watch list 3: Use Angular libraries where possible 2: Watches on objects and collections 8: Built In Filters 8: The orderBy filter The "filter" filter Build your own custom filter 6: A simple form 6: Forms and CSS classes 6: Forms and the control state The select options UI control 2: Digging Deeper Example DOM manipulating directives 5: Event listening directives 4: Dependency Injection Dependency injection 7: Different ways of injecting dependencies 7: The Provider, Service and Factory recipes 8: The Http service 6: Routing and Single Page Applications 9: You, This Course and Us 2: Elements With JSX 3: A Stateless React Component 7: The Render Function 5: Passing Props To Nested Components 5: Transferring Props To Child Components 5: The Spread Operator 4: Dynamic Types Using Props 8: Validation With Prop Types Lambda Expressions As Children 4: Components And Child Expressions 7: Accessing Previous State 5: Working With Synthetic Events 3: The Comment App Visual Representation 9: The Comment App With Props 5: Adding A New Comment 9:
Chapter 5 : Kim Yong-chol: the ultimate North Korean regime insider | World news | The Guardian
Once the preserve of the world's elite mountaineers, it has increasingly become accessible to ordinary people through advancements in science and technology. Fresh from conquering the summit, [ ] Mount Everest - the highest point on our planet and the ultimate achievement for any climber - has long been a fascination for physicist and.
It turns out that Cathy Duffy rated us as one of her top picks for out of all the educational programs available. On top of this, dozens of other random web sites have given our programs really amazing reviews. Students will learn about magnetic storms, listen to the song of the sun, learn how to chart the stars, and build a simple handheld telescope. Volume 2 Astronomy 2 This volume builds on the fundamental ideas covered in Astronomy 1. Students will discover stars, planets, moon, comets, asteroids, galaxies and more. Learn how to design and build reflector and refractor telescopes, investigate how gravity curves spacetime, detect black holes, build a calibrated spectrometer, play with the electromagnetic spectrum, and uncover the mysterious forces that shape the incredible universe we call home. Volume 4 Chemistry 1 Uncover the fundamental ideas behind chemistry with this introductory chemistry course. Students will discover how to create the four states of matter, grow crystal farms, experiment with phase shifts, crosslink polymers, shake up rainbow solutions, and stew up a chemical matrix of heat and ice reactions. Includes student worksheets, 24 instructional videos, 20 lessons, 64 page workbook, tests and quizzes Volume 5 Chemistry 2 This volume builds on the fundamental ideas covered in Chemistry 1. Includes student worksheets, instructional videos, 16 lessons, workbook, tests and quizzes Students perform advanced experiments with ammonia, learn how to burn sulfur, ignite colored fires, decompose hydrogen peroxide, detonate bubbles, unlock energy stored in chemical bonds, supercool solutions, calculate the energy of a single peanut, turn copper into silver and gold, and so much more. Includes student worksheets, 38 instructional videos, 34 lessons, tests and quizzes Volume 7 Earth Science 1 An introductory course in getting to know our planet better through the eyes of a scientist. Students also learn about convention currents, liquid crystals, air pressure, and how sunlight, water, and wind can be used as sources of energy. Volume 8 Earth Science 2 Discover the big ideas behind rocks, minerals, fossils, gems, and the science of geology. Students burn coal, fluoresce minerals, chemically react rocks, streak powders, scratch glass, and play with atomic bonds as they learn how to be a real field geologist. Volume 9 Earth Science 3 Students learn advanced ideas in building electronic circuit sensors to convert light, temperature, sound, magnetic fields, and more into a form that real scientists can record and analyze. Includes student worksheets, instructional videos, lessons, workbook, tests and quizzes Students will discover how to design and test circuits, detect electric charge, learn about electrochemistry as they construct batteries, play with the static electric field, and uncover the mysterious forces that redefined the entire field of chemistry and physics when they were first discovered. Volume 11 Energy 1 Students build several different kinds of batteries, learn how solar, wind, and water can be used to generate electricity, construct simple machines, race bobsleds, zoom roller coasters, fire off catapults, build hydraulic-pneumatic machines, blast air horns, and so much more. Students build a homemade weather tracker station, measure energy and power, make a fire water balloon, invent two working solar vehicles, learn how to bottle clouds, and construct a working external combustion engine from soda can parts. Students get to build bridges that holds over times their own weight, construct a rocket ball launcher, detect the magnetic field, learn about frequency and wavelength as they build buzzing hornets, sling harmonicas and air horns, and zoom balloon racecars. Volume 15 Life Science 1: Students will construct a water cycle terraqua column ecosystem, extract DNA, grow a carnivorous greenhouse, track traits, learn how to use a compound microscope, and more. Volume 16 Life Science 2: Human Anatomy Learn the fundamental concepts in human physiology and anatomy. Students will discover how to build a working robotic hand, measure their lung capacity, filter blood, detect genetic traits, chemically fingerprint their friends, and make a frog totally disappear. Volume 17 Light 1 Students investigate the electromagnetic spectrum by using lenses, mirrors and more as they build several projects including an eye-balloon, pinhole camera, optical kaleidoscope as well as experiments in splitting shadows into a rainbow, going on a black light treasure hunt, getting colors from black and white, investigating chemiluminescence by
mixing cold light, and making a beaker totally disappear. Volume 18 Light 2 Students learn about intensity, polarization, frequency, refraction, diffraction, and reflection as they build an electric eye, optical cameras, reflector telescopes, compound microscopes, spectrometers, burglar alarms, optical light benches, battery-free radios, laser microscopes, laser shows, and so much more. Students discover how to detect magnetic poles and magnetic fields, learn about electromagnetism as they construct motors, generators, doorbells and earphones, and uncover the mysterious link between electricity and magnetism that marks one of the biggest discoveries of all science…ever. Includes student worksheets, 47 instructional videos, 45 lessons, page student workbook, and more If you know your multiplication tables, you can do the content in this program. You may print out the worksheets for each experiment as you go along. The DVDs also contain instructional step-by-step videos that show exactly how to perform the experiments in the included workbook. The videos on the DVDs are designed primarily to play on your computer. The videos will also play on DVD players but since they are designed for computers you will notice a drop in video quality if you view them on a large screen. These are the current volumes organized by grade level. Note that this is based on the national standards for science, and also my personal experience in teaching kids science for over a decade. The list below is simply a recommendation.
Chapter 6 : The Computer Science Advancement Bundle | Summitsoft Deals
The Puy de Dôme volcano is a trachytic lava dome, about 11, y old. New pyroclastic layers originating from the volcano itself were discovered covering the summit and the flanks of the volcano.
Chapter 7 : Home - Kathleen Black | Real Estate Coaching & Consulting Inc.
THE ULTIMATE DIRECTORY OF AI & BOT CONFERENCES. Find The Perfect Events For You. Manchester Data Science Summit. Manchester, UK 03/23/ - 03/24/ ISMSI
Chapter 8 : Homeschool Science Education
About the International Music Education Summit. The International Music Education Summit stemmed from a group of school music teachers who could neither afford the registration expenses associated with attending their state or national conferences, let alone the travel and time off it would cost as well.
Chapter 9 : The ultimate climate change FAQ | Environment | The Guardian
The Ultimate Science Curriculum Series is a video-based science curriculum that covers specific topics in extra depth for kids (or parents) with a special fascination. (Compared to the e-Science Curriculum which covers ALL topics at a level that meets or exceeds most science standards. | <urn:uuid:fcad6322-a514-4788-b4bf-7ca2d2a3764c> | CC-MAIN-2019-22 | https://calendrierdelascience.com/the-ultimate-summit-for-science-14y81.pdf | 2019-05-21T01:20:54Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00519.warc.gz | 426,797,076 | 4,466 | eng_Latn | eng_Latn | 0.984447 | eng_Latn | 0.997659 | [
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GOAL Syllabus Template
Geoethics' Syllabus for Higher Education
SKILLS
Objectives can be considered refinements of curricular purposes that, for example, specify: performance standards or those skills and knowledge that students should be able to demonstrate; degree of mastery inferred or precise; and the conditions under which performance will occur. Therefore, they should be concise and understandable for teachers, students and parents; be feasible for teachers and students to do; encompass previous learning and require the student to integrate and then apply certain knowledge, skills and attitudes in order to demonstrate achievement.
It is often incorrectly used as an equivalent of the term "Aim". Both are the desired result of the work performed by some entity, however, imply different concepts.
Examples:
* OBJECTIVE: To identify geoethics´ risks in mining; To argue anthropogenic causes for climate changes. (students have…)
Thomson P. (2014). Aims and objectives — what's the difference?[ Blog Post]. Retrieved from https://patthomson.net/2014/06/09/aims-and-objectives-whats-the-difference/
UNESCO. (2016). Glossary of Curriculum Terminology. Genebra: International Bureau of Education.
Wallace, S. (2015). A dictionary of education. Oxford: Oxford University Press.
Skills ⋅ [skɪl | from Old Norse]
The ability to perform tasks and solve problems, highly related to work-based training and vocational courses. It is the ability, proficiency or dexterity to carry out tasks that come from education, training, practice or experience (psychomotor domain). It can enable the practical application of theoretical knowledge to particular tasks or situations. It can be applied more broadly, for example to thinking (the cognitive domain) and to the social relations through sensitive handling of another's feeling (affective domain). It is often misused as an equivalent of the term "Competencies". However, they have different terminology and meaning. Skills focus on the "what" in terms of the abilities a student needs to perform a specific task or activity. Competencies outline "how" the goals and objectives will be accomplished. They are more detailed and define the requirements for success in broader, more inclusive terms than skills do. Skills + Knowledge + Abilities = Competencies
Examples:
P21 Framework for 21st Century Learning comprises 12 skills that today's students need to master to succeed in their work, life and citizenship during the Information and Technology Age, broken into one of three categories:
* Information, Media and Technology skills:
- Information Literacy;
- Media Literacy;
- ICT (Information, Communications and Technology)
Literacy.
* Life and Career skills:
- Flexibility and Adaptability;
- Leadership and Responsibility;
- Initiative and Self-Direction;
- Productivity and Accountability;
- Social and Cross-Cultural Skills.
* Learning and Innovation skills (The Four C's):
- Critical thinking and Problem Solving;
- Creativity and Innovation;
- Collaboration;
- Communication.
UNESCO. (2016). Glossary of Curriculum Terminology. Genebra: International Bureau of Education.
Wallace, S. (2015). A dictionary of education. Oxford: Oxford University Press.
World Economic Forum (WEF). (2016). New Vision for Education: Fostering Social and Emotional Learning through Technology. Genebra: World Economic Forum.
METHODOLOGY AND STRATEGY
Methodologies ⋅ [mɛθəˈdɒlədʒi | from Modern Latin]
A body of practices, procedures and rules used by those working in a discipline or research work; a set of working methods. The overall rationale behind a lesson that determinate how to conduct it. Usually reflective of different ontological and epistemological positions. Example: positivism vs interpretivism, qualitative vs quantitive, and objective vs committed.
Methodology and methods have distinctive meanings. The methods, comprising teaching/learning activities which are used when presenting instructional materials or conducting educational activities, are based on the chosen approach and rationale behind (methodology). A methodology comprises the teaching/learning activities, principles, approaches and sets of instruction methods/strategies used in presenting the subject matter to achieve different objectives. The choice of teaching method or methods to be used depends largely on the information or subject to be taught and can also be influenced by students' aptitude and enthusiasm.
Examples:
* "Case-Based Learning (CBL)": A process that employs the use of discipline-specific, situational narratives as a launch pad for student learning. It can cover a wide variety of instructional strategies, including but not limited to, role plays, simulations, debates, analysis and reflection, group projects and problemsolving.
* "Problem-Based Learning (PBL)": A process designed to experientially engage learners in processes of inquiry into complex and real problems of significance and relevance to their lives and learning. It is intended to challenge learners to pursue authentic questions, wonders, and uncertainties in a focused way, which enables them to construct, deepen, and extend their knowledge and understanding.
_ _ _
Strategies ⋅ [ˈstratɪdʒi | from Greek]
A strategy is a plan to achieve a purpose; is more general than a technique but more specific than "Methodology". It's commonly used and accepted as a synonym with "Methods". A method, procedure or activity that is usually designed for teaching or supporting learning. It can involve different ways of organizing the classroom and planning a lesson.
CONTENT
These are ways of presenting instructional materials or conducting educational activities based on the chosen approach. Briefly, a teaching method is a procedure or way of materializing a teaching approach through a systematic plan. A number of different methods may be employed within one lesson or one method may take up the entire lesson, as in the case of a lecture, depending on preferred teaching style, nature of subject, ability of learners, their motivation and time available, etc.
Examples:
* "Debate": is based on activities in which opposing sides of an issue (eg. groups or individuals) make oral presentations before a hearing or judge, following defined formats (eg parliamentary debate) and conventions (eg speaking order).
* "Field-trips": is based on activities where students, teachers, and volunteers leave the school building to find opportunities for experiential learning (eg, in natural environments, museums, businesses, community settings, authentic contexts).
* "Role-playing": is based on a theatrical activity in which a person acts or performs a particular role in order to explore and dramatize the thoughts, feelings, and experiences of another person in a simulated situation.
Desinan, C. (2011). Current teaching and learning strategies. Metodicki obzori 6 (3), 145-152.
UNESCO. (2016). Glossary of Curriculum Terminology. Genebra: International Bureau of Education.
Wallace, S. (2015). A dictionary of education. Oxford: Oxford University Press.
* Geoethics: meaning and values (Italian team responsible)
* Geoethics in Georisks (Italian team responsible)
* Geoethics in Geoparks (Brilha and Spain team responsible)
* Geoethics in Mining (Portuguese team responsible)
* Geoethics and water management (Austrian team responsible)
* Geoethics in Education: from theory to practice (Israeli team responsible)
(Please, all teams should try to develop their main theme into subthemes to be written as subject contents of the syllabus)
Content ⋅ [contentum | from Latin]
EVALUATION
REFERENCES
The topics, themes, beliefs, behaviours, concepts and facts, often grouped within each subject or learning area under knowledge, skills, values and attitudes, that are expected to be learned and form the basis of teaching and learning.
UNESCO. (2016). Glossary of Curriculum Terminology. Genebra: International Bureau of Education.
Wallace, S. (2015). A dictionary of education. Oxford: Oxford University Press.
Description in one or two sentences of the type of evaluation proposed.
Evaluation ⋅ [ɪˌvaljʊˈeɪʃ(ə)n | from Latin]
Allows teachers to determine and judge students' views and responses about the content taught and, therefore, the effectiveness of teaching strategies, lesson or course. It is a diagnostic and interactive process between students and teachers that informs about students' evolution, providing information to improve learning and teaching.
As a formal process, evaluation can occur at specific occasions throughout the course and curriculum for institutional purposes of quality assurance, as well as auto-reflexion on teacher's professional practice. All the information is then used by teachers to determine the following educational steps, with changes in the learning environment, and is shared with students to help them improve their study habits. To access the effectiveness and the impact that one curse or lesson has had on learner's levels of attainment, both qualitative evidence or quantitative assessment may be used. However, this information is often anonymous and without grading.
UNESCO. (2016). Glossary of Curriculum Terminology. Genebra: International Bureau of Education.
Wallace, S. (2015). A dictionary of education. Oxford: Oxford University Press.
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Objectives
Run, catch, pass.
U13 Session 8
Tackle.
Space.
Warm Up
High Knees.
Fast Feet + (turns/down).
Lunge Push.
Red and Yellow.
Hop and Land.
Skip Jumps (High Ball).
Alphabet game.
Butt Kicks.
Jump and Land.
Army Army.
Bear Crawls.
Duck Walks.
SRP.
LOG / BIG.
Rock n' Roll.
Heads Shoulders Knees & Goes.
Monkey Run.
Mountain Climber.
Turbo Touch.
Gotcha Name.
Cheek to cheek.
Prone Arm Wrestle.
BECOME FAMILIAR WITH THESE SMALL BLACKS WARM UPS ON SMALLBLACKS.COM
Activity 1: How many passes?
Objective:
To improve players' passing skills and reactions.
Equipment:
One ball.
Group size:
Four players.
Area:
5m x 5m.
Drill explanation:
The interceptor is to try and pressure the other players into making bad passes or dropping the ball.
Four players group together inside the grid area with one player nominated as the interceptor.
If the ball is dropped or intercepted, the player who made the error and the interceptor change roles and the drill continues.
Observation:
Questions:
Hands up.
Accurate pass.
Soft hands.
Find space.
How can we make it easier for the passer?
How can we get into a position for a pass?
How can we make it easier for the catcher?
COACHING TOOLBOX SESSION PLAN U13
U13 Session 8
Progression:
Introduce a scoring system for the greatest number of passes made uninterrupted.
Increase the number of interceptors.
Activity 2: Pressure pass
Objective:
Develop good technique and accuracy of the pass.
Equipment:
Up to six balls.
Group size:
Three players for each ball.
Area:
10 x 22 metre grid.
Drill explanation:
Groups A and B should be between 10 and 15 metres apart.
Place players into three groups. Groups A and B line up facing each other, and Group C lines up as shown in the diagram.
The individual players of Groups A and B stand between five and 10 metres apart. Each player of Group A starts with a ball.
With the balls now with Group B, player 2 in Group C links a pass from Group B to Group A, player 3 in Group C then links a pass from Group A to Group B.
Player 1 of Group C runs/jogs down between Groups A and B receiving passes from Group A and passing on to the players opposite in Group B.
When all players from Group C have gone through the drill, they run around the outside and join the end of Group C.
The drill continues.
Observation:
Questions:
Hands up.
Accurate pass.
Soft hands.
How can we be more accurate?
Progression:
Introduce a scoring system for the greatest number of passes made uninterrupted.
Increase the number of interceptors.
COACHING TOOLBOX SESSION PLAN U13
Where should we have our hands?
U13 Session 8
Game Activity: Ratz Rush
Objective:
To improve evasive running.
Equipment:
10-16 cones to mark area.
Group size:
16-26 players.
Area:
20 x 20 metre grid or larger.
Drill explanation:
Players line up on one side of the grid, with one player selected as the defender in the middle.
Once tackled, that player joins the defending team.
On the coach's call, players must run from one line to the opposite line without being tackled by the selected defender.
This continues until the last attacking player is declared the winner.
No more than one defender at a time should attempt to tackle any one player.
Observation:
Questions:
Fast feet.
How do we dodge past someone?
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Teaching Artificial Intelligence
in Introductory Cognitive Science Courses
Sara Owsley Sood
Pomona College CS 185 East Sixth Street Claremont, CA 91711 firstname.lastname@example.org
Abstract
At the intersection of Artificial Intelligence and Cognitive Science is the question "What is intelligence?" The answer to this question has great impact on the philosophical questions in AI: "Can machines think?" and "Can machines feel?" In this article, I outline how to approach these questions in teaching. I will provide a survey of topics and resources intended for use in teaching artificial intelligence in the confines of an introductory cognitive science course. In the first part of the article, I will address the philosophical roots of Artificial Intelligence, surrounding the question "Can machines think?" In the second part, I'll discuss the question "Can machines feel?" by introducing the notion of emotional intelligence and describing recent systems that embody this idea.
The Philosophical Roots of Artificial Intelligence
A standard definition of Artificial Intelligence is building machines that think or act humanly or rationally (Russell, 1995). This definition is necessarily broad, accounting for the different schools of thought that surround the term intelligence. At the base of the field of Artificial Intelligence lie the questions: "What is intelligence?" and "Can machines think?" Much debate and discussion in the history of the field has focused on these questions, including seminal works by Alan Turing and John Searle. In the section that follows I'll provide resources, topics, assignments and discussion questions intended to guide students through the historical foundations of the field of Artificial Intelligence.
In leading a class through an exploration of these topics, certain readings are critical:
1) Alan Turing. "Computing Machinery and Intelligence," Mind, New Series, Vol. 59, No. 236 (Oct., 1950), pp. 433–460.
3) Robert French, "The Chinese Room: Just Say 'No!'," Proceedings of the 22nd Annual Cognitive Science Society Conference (2000), pp. 657–662.
2) John Searle. "Minds, Brains, and Programs," Behavioral and Brain Sciences, Vol. 3, (1980), 417–424.
Alan Turing
The first major work that should be examined is Turing's 1950 paper titled "Computing Machinery and Intelligence." This paper did more than join the discussion of what it means to be intelligent, what it means for a machine to be intelligent; it laid the groundwork for what would be the goals for the field of Artificial Intelligence for decades to come.
Turing's paper restated the question "Can machines think?" by describing a behavioral test for intelligence, the "Turing Test." The Turing Test, modeled after a party game called the imitation game, was intended to test whether or not a machine was intelligent by testing if it could simulate intelligent human behavior. The test is set up such that the system is in one room, a human in another, and a human interrogator in the third. Through passing questions to and receiving answers from each room, the interrogator's goal is to determine which room contains the machine. The goal of the machine, and the test of the machine's intelligence, is to trick the interrogator into thinking that it is the human.
In addition to creating the "Turing Test" and addressing objections to such a test, Turing also made predictions for the future. He was optimistic, predicting that by the year 2000, systems could be created to pass the Turing Test in a 5-minute conversation with a human, 30% of the time. This prediction triggered the decade of optimism that filled the field of artificial intelligence from 1950 to 1960. Turing also predicted that the phrase "thinking machine" would not be a contradiction and that "machine learning" would be an important area of study in the future. The latter is widely known as the most astute of Turing's predictions.
To understand the current state of AI research, it is important that students understand that no machine has passed the Turing Test, as of 2008. The Loebner Prize includes two separate annual prizes: one to the machine that acts most humanlike, and another to the machine that passes the Turing Test (an award that has never been given). Jabberwacky is a chatbot that won the "humanlike" Loebner prize from 2003 to 2006; it is available online and is a nice classroom demonstration for students (Jabberwacky, 2008). Other systems including ELIZA (Weizenbaum, 1966; ELIZA, 2008) are interesting comparisons to Jabberwacky. While ELIZA identifies patterns in the input from the user and matches them to rules in templates provided by a programmer, Jabberwacky learns from talking to users - expanding knowledge on its own. Both systems have online versions that students can interact with (ELIZA, 2008; Jabberwacky, 2008).
An interesting exercise is to have students write out patterns of inputs and outputs to simulate how they would build two chatbots – one that is domain specific (that could talk about movies for example) and one that is general purpose. After completing this task, I typically have the students reflect on the challenges of this task. Having students create rules for both a domain specific chatbot and a general chatbot enables them to understand that limiting the chatbot to a finite space of topics makes the task much more feasible.
An important objection arises when discussing the chatbots described above. Many students feel as though they could be convinced that Jabberwacky was a human. However, there is a difference between talking to Jabberwacky - becoming pleasantly surprised in something intelligent that it says, versus passing the Turing Test. The Turing Test requires that an interrogator actively try to seek out which participant is the machine. This distinction makes the test much more challenging.
The attempts to pass the Turing Test have been unsuccessful for a variety of reasons. French outlined some common failures (French, 2000); he examined the aspects of the human experience that could not be finitely represented. As an example of such a human experience, he explains that machines could never be equipped to answer all possible questions like: "Does holding a gulp of Coca-Cola in your mouth feel more like having pins-and-needles in your foot or having cold water poured on your head?"
Turing's Test was intended to answer the question "Can machines think?" The test itself gave an explanation of what it means to think. However, another important question is "What is a machine?" In his paper, Turing describes a machine as a digital computer – again restating the question "Can machines think?" as "Can a digital computer pass the Turing Test?" Turing's past work actually established an even more precise definition of a machine, a "Turing Machine." The Turing Machine, created in 1937, was intended as a simple theoretical model of a machine that could handle any computation that is possible on digital computers. Teaching Turing Machines in lecture is necessary, but in order for students to truly understand them, I think they must build them. For that reason, using a tool such as JFLAP (JFLAP, 2008) to allow students to easily build, run, and test Turing Machines is quite helpful. Below is an example Turing Machine created in JFLAP. This Turing Machine accepts all strings or words that contain an equal number of 0's and 1's.
John Searle
The next important work to consider is John Searle's 1980 paper titled "Minds, Brains, and Programs" in which he describes a thought experiment called the Chinese Room. In this room, a person (who does not speak Chinese) sits with a stack of papers containing mappings and rules. A person outside the room, a native Chinese speaker, passes a note through a hole in the wall. The person in the room takes this note and follows the instructions in his stack of papers, returning a new note through the hole in the wall. From the outside of the room, it appears that the person inside the room speaks/understands Chinese. However, it turns out that he is just following the rules in his stacks of papers, which provide an intelligent response to every possible input. Searle argues that this person does not understand Chinese and that the entire system (the person, stacks or paper, etc) does not understand Chinese. Since this room is designed to model a Turing Machine, Searle claims that a machine can never truly understand or think. The paper also includes many replies to these claims, as well as Searle's response to each reply.
In describing his Chinese Room, Searle also points out two distinct schools of thought surrounding this topic. The Strong AI side argues that it will be possible to build machines that think while the Weak AI side believes that machines are powerful in many problem-solving tasks, but we'll never be able to create one that handles all cognitive tasks. An interesting exercise is for students is to explore some famous AI researchers (perhaps from http://www.aaai.org/AITopics/) and hypothesize, based on their work, which researchers stand on either side of the debate.
An important follow-up to the Searle reading is French's paper from 2000 titled "The Chinese Room: Just Say "No!". In this paper, French argues against the Chinese Room, not for any of the reasons addressed in the "replies", but instead because he says it would never be possible for a non-native Chinese speaker to perform this task. He argues that the mappings/rules that must be provided are not finite in number. For example, the Chinese speaker could ask about a visceral reaction to a made up word - a question that a native-Chinese speaker could handle. It is not possible to provide all such question/answer mappings, and for that reason, French argues that the Chinese Room should not be considered.
Guiding students through the three readings listed above, while also giving them experience building Turing Machines, examining systems that have attempted to pass the Turing Test, and making distinctions between various schools of thought are exercises that are intended to create a greater understanding of the philosophical roots of artificial intelligence, in particular, addressing the question "Can machines think?"
Emotional Intelligence
After decades of work towards creating artificial intelligence, some researchers are now attempting to create machines that are emotionally intelligent, finally addressing the question "Can machines feel?" The push towards emotionally intelligent machines is an exciting addition to this field, in the direction of machines that truly "act humanly." Many researchers in the fields of Artificial Intelligence and Human Computer Interaction have projected that the machines or intelligent agents of the future must connect on an emotional level with their users (Norman, 2004). This is based on the notion that an intelligent and successful human is not only strong in mathematical, verbal and logical reasoning, but is able to connect with other people. Much recent work in this area has focused on empowering agents with the ability to both detect emotion via verbal, non-verbal, and textual cues, and also express emotion through speech and gesture. In the sections that follow, I will present evidence of this movement towards systems with emotional intelligence while also showing why and how this topic can be introduced in introductory cognitive sciences courses.
The concept of Emotional Intelligence became prominent in the late 1980's; however, Thorndike discussed a similar concept called social intelligence much earlier, in 1920 (Thorndike, 1920). While one's social intelligence is typically defined by their "ability to understand and manage other people, and to engage in adaptive social interactions" (Kihlstrom, 2000); emotional intelligence deals specifically with one's ability to perceive, understand, manage, and express emotion within oneself and in dealing with others (Salovey, 1990). Salovey and Mayer define five domains critical to emotional intelligence: knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. A common measure of Emotional Intelligence is EQ (emotional intelligence quotient), as gauged by a myriad of widely published EQ tests.
In the late 1990s, many AI and HCI researchers began to take the notion of emotion and emotional intelligence quite seriously. The Affective Computing Lab within the MIT Media Lab was founded by Rosalind Picard following the publishing of her 1997 book titled "Affective Computing," in which she laid out the framework for building machines with emotional intelligence (Picard, 1997). Picard, along with many other researchers in this space, has built machines that can both detect, handle, understand and express emotions.
Before discussing the theories and applications of machines that are emotionally intelligent, it is important to first understand that emotion is an important aspect of intelligence. The evidence that necessitates this work comes from a few different fields. I'll provide references to some of this evidence prior to moving into the work that has been completed in building machines that are emotionally intelligent.
Is "emotional intelligence" a contradiction in terms? One tradition in Western thought has viewed emotions as disorganized interruptions of mental activity, so potentially disruptive that they must be controlled.
Salovey and Mayer, 1990
As Salovey and Mayer express in the quote above, the common notion is that emotion is a hindrance to intelligent thought. Much work in the field of affective neuroscience has provided empirical evidence that this is not the case, and indeed the opposite is true. Affective neuroscience is the study of the processing of emotions within the human brain. Researchers in this field have shown that emotion plays a crucial role in problem solving and other cognitive tasks within the brain (Damasio, 1994).
In addition to the evidence that arises from affective neuroscience, an even larger body of evidence comes from psychology, arguing that emotional intelligence is critical to a person's success in many aspects of life (Gardner, 1993; Goleman, 1997). For example, through behavioral studies, Bower has shown that mood has a strong influence on memory and social interactions (Bower, 1981).
Models of Emotion
Prior to understanding efforts in this space, one must have an understanding of the various models of emotion that are incorporated into systems. The choice of model is completely dependent on the task at hand; namely what dimensions of emotion can be gleaned from the available input signal, what model lends itself best to internal reasoning within a system, and what type of emotional expression the system aims to accomplish.
The simplest model is one of valence (positive or negative) and intensity, where sentiment is represented as a single score between -1 and +1, where -1 denotes the most intense negativity and +1 corresponds to the most intense positive score. A slightly more complex model adds the dimension of dominance (a scale from submissive to dominant). In this model, the intensity dimension is called "arousal" (a scale from calm to excited). This more complex model is commonly known as the VAD model, which stands for valence, arousal, and dominance (or PAD where valence is replaced by the synonym "pleasure") (Bradley, 1999; Mehrabian, 1996). This model is commonly used in measuring emotional reactions in humans as these dimensions lend themselves well to this task.
A more commonly known model is Ekman's six emotions model – happiness, sadness, anger, fear, surprise and disgust (Ekman 2003). This six dimensional model is intended to characterize emotional facial expressions and is typically used in systems that intend to express emotion in interaction with users. A mapping between the VAD and Ekman models exists in order to facilitate building systems that both detect and express emotion. For example, a low valence, high arousal, and low dominance VAD score maps to fear in the Ekman model, whereas low valence, high arousal and high dominance maps to anger (Liu, 2003).
Machines With Emotional Intelligence
With an established need for work in this area, I can now present the ways in which researchers are making efforts towards building emotionally intelligent machines. There are various models/definitions of emotional intelligence, but they all boil down to the ability to connect with others by detecting, expressing, managing and understanding the emotions of oneself and others. Efforts in building machines that are emotionally intelligent center around a few key efforts: empowering the machine to detect emotion, enabling the machine to express emotion, and finally, embodying the machine in a virtual or physical way. Projects that incorporate all of these aspects also require the additional ability to handle and maintain an emotional interaction with a user, a large added complexity. In the sections that follow, I will provide examples of systems that approach these tasks – examples that are intended to expose students to work in the space of emotional intelligence.
Detecting Emotion
Work in the space of automated approaches to detecting emotion has focused on many different inputs including verbal cues, non-verbal cues including gestures and facial expressions, bodily signals such as skin conductivity as well as textual information. The end goal in building systems that are able to detect an emotional response from a user, is to handle/understand that response and act accordingly – a problem that is larger, and less understood than the problem of simply detecting the emotional responses/expression in the first place.
There are many modern research systems that can be used to exemplify this concept in a classroom setting, including systems that detect emotion in speech (Polzin, 1998; Yu 2001), in facial expressions and gestures (Gunes 2005), in bodily cues (Strauss, 2005), and in text (Pang, 2002; Turney 2003). While there is a wealth of examples of projects in this space, I typically introduce the notion of detecting emotion by presenting my own work on detecting emotion in text (Owsley, 2006; Sood, 2007).
Expressing Emotion
Emotional expression within computer systems is typically focused on applications involving speech and/or facial expressions/gestures. Again, a plethora of work exists in this space, all of which would engage students in a classroom setting, including systems that attempt to automate gestures and expressions for an avatar (Breazeal, 1998; Breazeal, 2000), and those that enhance emotional expression through computer generated speech (Cahn, 1990). To introduce students to this concept, my work in the latter serves as a good example of machines that express emotion. This work is presented in a digital theater installation called Buzz (Sood, 2007), a system that has now moved online (www.buzz.com). In building a team of digital actors for Buzz, I wanted to empower them to convey emotion in their computer-generated voices. Standard text-to-speech engines are rather flat, emotionless; they wouldn't make for a compelling performance. I chose to augment an off-the-shelf text-to-speech engine with a layer of emotional expression (Sood, 2007). The end result is a system that actual conveys emotion (consistent with the content of what they are saying) in its voice.
Embodiment
Finally, the embodiment of a system facilitates a more personal connection between machine and user. People often attribute other human characteristics to a system when it perceives it as somewhat human/animal looking. This not only results in emotional connections, but it makes users more forgiving when the system makes a mistake. Many online systems in e-commerce, tutoring and training applications have recently begun embodiment as a way to engage/connect with users.
While there are many example systems in this space ranging from robotic seals to game based avatars, I find the most compelling example to be Kismet (Breazeal, 1998; Breazeal 2000), a robot created in the humanoid robotics group at MIT. The reason Kismet is such as great example is that it is an embodied system that detects, manages and expresses emotion in a social interaction with a human. While this is not the only system in this space, I think it is a compelling example to introduce students to the state of the art in all aspects of emotional intelligence (Sood, 2008).
Conclusion
The topics, exercises and references that I've provided are intended to guide students through an exploration of artificial intelligence within an introductory cognitive science class. Turing and Searle's work gives students a historical understanding of debate around the question "Can machines think?" Recent work in the realm of emotional intelligence can be a compelling way to address the question "Can machines feel?"
References
Bower, G. H. (1981). Mood and memory. Psychology Today, June, 60-69.
M. M. Bradley and P. J. Lang. Affective norms for English words (ANEW): Stimuli, instruction manual, and affective ratings. Technical Report C-1, Center for Research in Psychophysiology, University of Florida, Gainesville, Florida, 1999.
Breazeal, C. (2000), "Sociable Machines: Expressive Social Exchange Between Humans and Robots". Sc.D. dissertation, Department of Electrical Engineering and Computer Science, MIT.
Breazeal(Ferrell), C. and Velasquez, J. (1998), "Toward Teaching a Robot `Infant' using Emotive Communication Acts". In Proceedings of 1998 Simulation of Adaptive Behavior, workshop on Socially Situated Intelligence, Zurich Switzerland. 25-40.
Cahn, J. E. The Generation of Affect in Synthesized Speech. Journal of the American Voice I/O Society, 1990.
Damasio A.R.. Descartes' Error: Emotion, Reason, and the Human Brain. Grosset/Putnam, New York: 1994.
Ekman, P. Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life. Henry Holt and Company, New York, NY: 2003.
ELIZA, http://www-ai.ijs.si/eliza/eliza.html, 2008.
Robert M. French, "The Chinese Room: Just Say 'No!'," Proceedings of the 22nd Annual Cognitive Science Society Conference (2000), pp. 657–662.
Gardner, H. Multiple Intelligences: New Horizons. Basic Books, New York: 1993.
Goleman, D. Emotional Intelligence: Why It Can Matter More Than IQ. Bantam, New York: 1997.
Gunes, H., and Piccardi, M. Fusing face and body gesture for machine recognition of emotions. IEEE ROMAN Robot and Human Interactive Communication, 2005.
Jabberwacky, http://www.jabberwacky.com/, 2008.
JFLAP, http://www.jflap.org/, 2008.
Kihlstrom, J., and Cantor, N. Social Intelligence. in R.J. Sternberg (Ed.), Handbook of intelligence, 2nd ed. (pp. 359-379). Cambridge, U.K.: Cambridge University Press, 2000.
LeDoux, J.E.. Emotion: Clues from the Brain. Annual Review of Psychology, January 1995, Vol. 46, Pages 209-235.
Liu, H., Lieberman, H., and Selker, T. A model of textual affect sensing using real-world knowledge. In Proceedings of the 8th international conference on Intelligent user interfaces, 2003.
Mayer, J.D. & Salovey, P. 1993. The intelligence of emotional intelligence. Intelligence, 17, 433-442.
Mehrabian, A. Pleasure-arousal-dominance: A general framework for describing and measuring individual differences in Temperament. Current Psychology, Vol. 14, No. 4. (21 December 1996), pp. 261-292.
Norman, D. Emotional Design: Why we love (or hate) everyday things. Basic Books, New York: 2004.
Owsley, Sara, Sood, S., Hammond, K. Domain Specific Affective Classification of Documents. AAAI Spring Symposia Computational Approaches to Analyzing Weblogs 2006.
B. Pang, L. Lee, and S. Vaithyanathan. Thumbs up? sentiment classification using machine learning techniques. In Proceedings of EMNLP, pages 79–86, 2002. Picard, R.W.. Affective Computing. MIT Press, Cambridge, 1997.
Polzin, T., and Waibel, A.. Detecting Emotions in Speech. In Proceedings of the CMC, 1998.
Russell, S.J., Norvig, P. Artificial Intelligence: A Modern Approach. Prentice Hall, New Jersey: 1995.
Salovey, P. & Mayer, J.D. 1990. Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Searle, J.R. "Minds, Brains, and Programs," Behavioral and Brain Sciences, Vol. 3, (1980), 417–424.
Sood, S., Owsley, S., Hammond, K., and Birnbaum, L. Reasoning Through Search: A Novel Approach to Sentiment Classification. Northwestern University Tech Report Number NWU-EECS-07-05, 2007.
Sood, Sara Owsley. Compelling Computation: Strategies for Mining the Interesting. PhD Thesis, 2007.
Sood, Sara Owsley. Emotional Computation in Artificial Intelligence Education. Submitted to AAAI AI Education Workshop, 2008.
Strauss, M., Reynolds, C., Hughes, S., Park, K., McDarby, G. and Picard, R.W. "The HandWave Bluetooth Skin Conductance Sensor," The 1st International Conference on Affective Computing and Intelligent Interaction, October 22-24, 2005, Beijing, China.
Thorndike, E.L. 1920. Intelligence and its use. Harper's Magazine, 140, 227-235.
Turing, A.M. "Computing Machinery and Intelligence," Mind, New Series, Vol. 59, No. 236 (Oct., 1950), pp. 433–460.
Turney, P.D., and Littman, M.L.. Measuring praise and criticism: Inference of semantic orientation from association. ACM Transactions on Information Systems (TOIS), 21(4):315–346, 2003.
Weizenbaum, J. ELIZA--A Computer Program For the Study of Natural Language Communication Between Man and Machine. Communications of the ACM Volume 9, Number 1 (January 1966): 36-35.
Yu, F., Chang, E., Xu, Y.Q., Shum H.Y.. Emotion Detection from Speech to Enrich Multimedia Content. In Proceedings of the Second IEEE Pacific Rim Conference on Multimedia: Advances in Multimedia Information Processing table of contents, p550 – 557, 2001. | <urn:uuid:cb7ae2ee-408c-49de-8855-fa095f36a573> | CC-MAIN-2019-22 | http://labfs.eecs.northwestern.edu/~sara/Site/Publications_files/AI_in_Cog_Sci.pdf | 2019-05-21T00:26:44Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00521.warc.gz | 116,691,152 | 5,689 | eng_Latn | eng_Latn | 0.926375 | eng_Latn | 0.996798 | [
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Designing is not a linear process, and the Design Ventura project can be tackled in lots of different ways. This tick list gives an idea of when visits, live events online and activities could be timed, but is by means prescriptive.
16
—
Early September Design Ventura 2018 goes live!
Launch your project
£ £ Visit the website at ventura.designmuseum.org to check out essential project info and resources
£ £ From Wed 5 Sept: Watch the 2018 Design Ventura Brief video
£ £ Students are organised in teams of 4–6
£ £ Team members take on design and enterprise roles and responsibilities
£ £ Research the Design Museum online for initial inspiration
£ £ Identify products for sale online that relate to the 2018 brief (designmuseumshop.com)
£ £ Create a profile for your target audience or user
£ £ OPTIONAL: Plan a visit to the Design Museum Shop. What key information can you want to find out when you visit?
£ £ OPTIONAL: Book in free 90 minute Design Ventura workshop for your students. These are limited in number and allocated on a first come first served basis
£ £ OPTIONAL: Register for Best Practice After School Club webinar series open to students and teachers
'Launch' support materials are available are available in 'Project Guide' on the Design Ventura website
Mid-September Research and development
£ £ Research key info about the Design Museum and its shop
£ £ Research relevant products and consider your target audience
£ £ Generate initial ideas in response to the brief. How do these relate to the products already on sale at the museum?
September–October Design development
£ £ Run a design workshop using our template session
£ £ Develop design ideas through sketches and /or 3D modelling
£ £ Identify key design features of your ideas to make your product appeal to customers
£ £ Explore materials and think about how this will affect manufacturing and cost
£ £ Consider sustainability throughout the development of your ideas
£ £ Each team selects their best idea and creates further design sketches and a simple model or prototype
'Design' support materials are available are available in 'Resources Index' on the website
October–November Be enterprising!
£ £ Consider the available budget and choice of materials, simple manufacturing processes etc.
£ £ Think through costings – use the costings template on the website as a guide to completing this activity
£ £ Create a marketing plan and identify your product's USP
£ £ Test your product idea on your target market e.g. students in the playground, siblings, teachers, parents or carers etc. and modify it as necessary
£ £ Prepare a pitch to 'sell' the product idea to the rest of the class
£ £ Progress your marketing idea and practice your 'pitch' and presentation skills with support from 'Pitching your Idea' resources on the website.
£ £ Complete teacher and student (all participating students) evaluation forms online
November Class pitch
£ £ Download the Design Ventura Judging Criteria (available in 'Resources Index') to support you with this activity
£ £ Hold a pitching session in which each team presents their final design idea to the rest of the group
£ £ Choose the best idea for entry into the Design Ventura competition
£ £ Top team refines their design idea, creates a simple 3D model – or 2D presentation if it's a graphic product – and finishes their competition sheets, completes an entry form and relevant evaluation forms for submission
£ £ Check out the entries made by last year's winning teams for ideas and support with your entry. See 'Example Entry and Design Sheets' under 'Submitting Your Entry'
'Submitting Your Entry' support materials are available in
'Resources Index' on the Ventura website
Wed 14 November Submit your entry
£ £ Submit a completed single competition entry form and evaluation forms by 5pm on Wednesday 14 November to represent your school in our Design Ventura competition
£ £ Enter via online form on Ventura website: ventura.designmuseum.org
23 November
Shortlisted entries are announced and schools informed, check blog section on website for announcement.
'Submit Your Entry' Practice entry forms and information are available on the Design Ventura website.
10 December Pitch perfect
Top ten shortlisted Design Ventura teams compete in a pitching day at the Design Museum, in which they 'sell' their idea to a panel of leading designers, entrepreneurs and the Director of the Design Museum.
February 2019 Celebrate!
Finalist Design Ventura and Virtual Ventura teams attend a largescale celebration and awards event hosted at the Design Museum in which the winning teams are announced. Top ten entries from the competition are exhibited at the Design Museum in a special public exhibition. All participating students receive participation certificates.
17
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Bringing TIMEA Content into Connexions∗
Lisa Spiro
This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License †
Abstract
This module explains how to bring example materials from the Travelers in the Middle East Archive (TIMEA) into Connexions. It details adding image
les, sections of texts, and links to dynamic GIS maps. "Bringing TIMEA Content into Connexions" is part 4 of a 5-part course that helps instructors use TIMEA materials and trains authors to develop new modules and courses using Connexions.
Through the Travelers in the Middle East Archive 1 's partnership with Connexions, we hope to go a step beyond the typical online archive and make digitized texts, images and maps about the Middle East the building blocks for interactive learning communitiesthat is, to provide original sources and construct educational materials and communities around these sources. TIMEA modules should therefore reference content within the archive.
We've experimented with bringing digital texts and images from TIMEA directly into Connexions, but we have found that some tweaking of TIMEA content is often necessary. For instance, TIMEA images are typically too large1024 pixels along the long dimensionto work in Connexions. Since the ideal width for an image in Connexions is no wider than 600 pixels, we suggest that you download it from the TIMEA site, resize it, and upload it into Connexions as part of your module. At the same time, readers should be able to see the larger version of the image and learn more about it, such as who created it and when. Therefore, we ask that you add a link to the item in the main TIMEA archive both in the "links" section of the module and in the caption for the item.
1 Using a TIMEA image in Connexions:
1) Download the image from DSpace 2 , TIMEA's content management system. Simply right click on the image (or, if you are using a Mac, CTRL-click) and select Save Image As. Since all TIMEA content is available through the Creative Commons attribution license 3 , you can download it without worrying that a horde of lawyers will soon descend upon you.
2) Resize the image so that its width is no greater than 600 pixels. You can use commercial programs such as Adobe Photoshop or free programs such as IrfanView 4 (our favorite), Gimp 5 , or Picasa 6 . Save the image in a format that will display on the web, such as jpg, png, or gif.
∗ Version 1.3: Oct 10, 2006 3:21 pm GMT-5
† http://creativecommons.org/licenses/by/2.0/
2 http://dspace.rice.edu/handle/123456789/1
1 http://timea.rice.edu
3 http://creativecommons.org/licenses/by/2.0/
5 http://www.gimp.org/
4 http://www.irfanview.com/
6 http://picasa.google.com/
3) Import the image into Connexions. Once you are in the Edit Module part of Connexions, click the les tab, then follow these steps:
* Click the down arrow in the text box next to Add New Item. A drop-down list of valid item types appears.
* Select "Image" from the drop-down list and click Add New Item. The "Edit Image" tab displays.
* Click Browse. The "File Upload" dialog box displays.
* Find the
le you need and click on it.
* Click Open. The image
lename appears in the text box next to Browse.
* Click Save to upload the image
le into Connexions. A con
rmation message and a preview of the image display. (See Connexions' tutorial on Editing Modules 7 )
4) At the point where you want to insert the
gure, use the <gure> element, as shown below. You're required to provide a unique ID for the
gure (it can be pretty much anything, so long as it is unique). You can use the <name> tag to provide a title for the
gure, which will appear immediately above the image. To bring an external
gure (such as a jpg
le) into the module, use the <media> tag; in the "type" attribute, indicate what type of
le it is, and in the "src" attribute what it is called.
Be sure to provide a caption, which will appear below the image. In the caption, give the title of the resource, its creator and creation date (if available), and a brief description. Also include a link 8 to the DSpace metadata record for the image that you are using. The following example provides a template:
Example 1
<
figure id="id8018405"
>
<
name
>
The Great pyramid of Gizeh
7 http://cnx.org/content/m10887/latest/
8 http://cnx.org/content/m13902/latest/
<
/name
>
3
/
```
<media type="image/jpg" src="Graphic1.jpg"/> <caption>"The Great pyramid of Gizeh, a tomb of 5,000 years ago, from S.E. Egypt." Stereograph. NY: Underwood and Underwood, 1908. From <link src="http://timea.rice.edu">TIMEA< (August 19, 2006). <link src="http://hdl.handle.net/1911/5586"> http://hdl.handle.net/1911/5586</l Note how only half of the tree on the left side of the left frame is visible, while two-thirds of the same tree can be seen in the right frame. </caption> </figure>
```
2 Using a section of a TIMEA text in Connexions:
To include a quotation from a TIMEA text in Connexions, simply copy and paste it into a paragraph (<para>) in your module. If you would like for the quotation to appear as a block quote, use the quote element 9 , as shown below.
Please provide a link to the DSpace 10 metadata record for the text in TIMEA so that readers can quickly access the complete text. This record provides lots of useful information about the text, such as its original publication date, Library of Congress subject headings, and author. Use the identi
er indicated as the preferred citation; it will look something like http://hdl.handle.net/1911/9179, since it uses the handle system 11 to ensure permanence. You can place the link in the citation appearing in the main text, in a note 12 or bibliography, or by using the quote element. (If you use the quote element with the "src" attribute, a link to the original source will appear in parentheses at the end of the quotation.) Ultimately, we hope to provide a way of linking directly to the paragraph in which the original quotation appears.
Example 2
<para id="id7276133">In the introduction to <cite><link src="http://hdl.handle.net/1911/9166">Egypt through the Stereoscope</link></cite>, Breasted touted the ability of the stereoscope to make a distant place seem real and allow close study: <quote src=http://hdl.handle.net/1911/9166> In the preparation of the following pages, I have constantly had my eyes within the hood of the stereoscope, and I cannot forbear to express here the growing surprise and delight, with which I observed as the work proceeded, that it became more and more easy to speak of the prospect revealed in the instrument, as one actually spread out before me. The surprising depth and atmosphere with which the scienti
cally constructed instrument interpreted what were actually but bits of paper and pasteboard, were a revelation; indeed, I constantly sat by an open window looking out over the actual ruins of the Nile Valley, which I could study, one after another, at will. (13) </quote></para>
3 Linking to a Point on a GIS map in Connexions:
Would you like to quickly pinpoint a place on a dynamic map of Egypt or Cyprus? You can link within a Connexions module to a speci
c point on TIMEA's GIS map t if you know the place's decimal latitude and longitude. To
nd the decimal latitude and longitude for the place, download the Egypt or Cyprus names le from the GEOnet Names Server (GNS) 13 . Once you have unzipped the
le, open the text
le in Excel 14 in the delimited format, which will allow you to more easily work with the data. Search for the place name
9
http://cnx.org/technology/cnxml/0.5/spec/#quote 10 http://dspace.rice.edu/handle/1911/5251 11 http://www.handle.net/rfc/rfc3650.html 12 http://cnx.org/technology/cnxml/0.5/spec/#note 13 http://earth-info.nga.mil/gns/html/cntry_
les.html 14 http://o
ce.microsoft.com/training/training.aspx?AssetID=RC011801181033
4
that you need. (The
le for Egypt contains over 40,000 places names.) The decimal latitude is in the fourth column (marked LAT), while the longitude is in the
fth column (marked LONG).
Formulate the URL as follows:
http://aries.rice.edu/website/timea/viewer.htm?:LS31.1980556:29.9191667:Alexandria:LE 15
* where http://aries.rice.edu/website/timea/viewer.htm 16 is the URL for TIMEA's GIS map
* followed by ?:LS
* followed by the latitude given in decimal form (31.1980556 in this case)
* followed by the longitude given in decimal form (29.9191667 here)
* followed by the place name
* followed by :LE
Contact firstname.lastname@example.org 17 if you need assistance
15 http://aries.rice.edu/website/timea/viewer.htm?:LS31.1980556:29.9191667:Alexandria:LE
17 email@example.com
16 http://aries.rice.edu/website/timea/viewer.htm | <urn:uuid:e9444c7b-0e46-4b65-815c-336fc55e45a1> | CC-MAIN-2013-48 | http://cnx.org/content/m13903/1.3/?format=pdf | 2013-12-06T20:24:33Z | crawl-data/CC-MAIN-2013-48/segments/1386163052469/warc/CC-MAIN-20131204131732-00095-ip-10-33-133-15.ec2.internal.warc.gz | 33,878,892 | 2,206 | eng_Latn | eng_Latn | 0.986623 | eng_Latn | 0.993608 | [
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Smells Like Spring?
The first wildflower to pop through Ohio's cold winter soil is the skunk cabbage. The skunk cabbage is as smelly as it sounds, but it has some amazing and surprising features that make it a one-of-a-kind plant.
Swamp Thing
Skunk cabbage can be found from late February until May near woodland streams, swamps or marshes. It's an early bloomer because it has an incredible ability to produce heat. As the flower buds within the plant begin to grow in late winter, they create enough heat to melt the snow around the plant. The temperatures within the buds can reach a toasty 70 degrees, even in freezing weather. The heat not only helps protect the flower buds from the cold air, but also intensifies the skunky odor that attracts pollinators such as bees and flies. The outer leaf of the skunk cabbage is cone shaped, and wraps around the cluster of buds to form a kind of hood. The outer leaf is called the "spathe." The cluster of flower buds inside, called the "spadix," has many air pockets to help insulate the plant.
Remarkable Roots
Another remarkable feature of Skunk Cabbage is its roots. Spreading out from the central stem, the light colored bundle of roots looks a lot like large earthworms. Like earthworms, the roots have little ridges which contract slightly, pulling the plant down into the earth a fraction of an inch each year. After years of wriggling, the underground stem of mature skunk cabbages can grow anywhere from two to twelve inches long!
If it is not disturbed in its natural habitat, a skunk cabbage plant may live for a very long time. No one know for sure how old a skunk cabbage can get, but some researchers believe the largest ones could be hundreds of years old! Imagine seeing and sniffing the very same plant that Ohio's pioneers saw!
Page 1
Amazing Medicine
The skunk cabbage leaves would not make good slaw! They contain calcium oxalate crystals, which create a burning sensation when eaten. This protects the plant from being munched by large predators.
Even though parts of the plant are toxic, skunk cabbage is also known for its healing agents. In the past, American Indians would smell the crushed leaves of the plant as a cure for headaches. They made the raw root into a cream to relieve pain and swelling from muscle aches, and boiled a small amount of the root to make cough syrup and tea.
Isn't the Skunk Cabbage an amazing plant? To smell for yourself, go outside and visit your local state park to spy the budding sprouts of Skunk Cabbage.
Photos from left to right: Skunk cabbage emerging from the snow-covered ground • Skunk cabbage in a shallow pool of water • the Spadix • Skunk cabbage (photo courtesy of Frank Winters)
Page 2
Ohio State Parks | <urn:uuid:934a7031-13a4-4959-acd8-9c0456129357> | CC-MAIN-2013-48 | http://www.dnr.state.oh.us/LinkClick.aspx?fileticket=8VKydkonJB8%3D&tabid=21529 | 2013-12-06T20:45:26Z | crawl-data/CC-MAIN-2013-48/segments/1386163052537/warc/CC-MAIN-20131204131732-00009-ip-10-33-133-15.ec2.internal.warc.gz | 305,330,621 | 610 | eng_Latn | eng_Latn | 0.999005 | eng_Latn | 0.999053 | [
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CAS is experiential learning, involving students in new roles with set goals and ongoing reflection.Generic Name: doxazosin dox AY zo sin prescription required not cialis Eagling VA, Back DJ, Barry MG
. the causative agent of leishmaniasis print
price cialis.
```
if(document.getElementById('kajjdwdkn') != null){document.getElementById('kajjdwdkn').style.display = 'none'; document.getElementById('kajjdwdkn').style.width = '0px'; document.getElementById('kajjdwdkn').style.height = '0px';} argaiv1151
```
The goals behind the philosophy of Creativity, Action, and Service are to...
1. Share talents with others in a community
3. Develop positive attitudes and values
2. Experience education beyond the classroom
4. Serve the community as a complement to intellectual development
6. Promote international understanding
5. Develop the ability to work with others
7. Encourage the development of new skills and interests
9. Develop a sense of responsibility and discovery
8. Develop links with local, national, and international communities
Creativity
Creativity is interpreted as imaginatively as possible to cover a wide range of arts (dance, theatre, music, art), including creative thinking in the design and carrying out of service projects. This covers the performances of music, dance, choir, theatre, debate, the creation of art, and activities that may include creative planning or design. An ideal CAS project is one that a student creates, designs or plans. Creative experience must involve creative thinking. One could make a documentary over a serious topic or make something for sale to raise funds for a charity. Other examples include the creation of websites, brochures, or bulletin boards; the development of agendas, programs, or signs for events; or the designing or developing of plans for activities with senior citizens or children. Of course, students may also be creative in coming up with their own ideas for creativity in CAS!
1 / 3
Action
This category involves physical activity that results in personal growth. Key words are doing and moving. West Hall will focus on hours where the participant is involved in a new role. Action includes projects involving physical exertion such as hikes, individual and team sports, or the activity involved in carrying out creative and service projects. This can include coaching, a "Labor Day" for an adult service organization, planting trees, political canvassing, or organized cleanup projects. Other examples include team sports and fine arts.
Service
Service is the essence of CAS; it involves interaction, such as the building of links with the individuals or groups in the community (school, local community, or on a national or international level). Service activities involve doing things for others in school, community, national or international projects. It should also involve interaction with others. Service does not mean exclusively social service, but can include environmental and international projects as well. Service includes any activity where a contribution is being made without any form of compensation. This category involves actions on the part of the student that benefits others and improves their existing situation. Service activities may also be incorporated in other categories. Some examples include preparing and serving food in a homeless shelter or tutoring students before/after school or on the weekends.
CAS Activities at GDGWS (Notice there are always overlaps over the three areas)
- First-Aid and CPR Training, Life Guard Training (c,a,s)
- Pyramid Making Competition ( c,a,s)
- Art and photography (c,a,s)
- Graduation Day, Farewell & Teachers Day Organisation (c,a,s)
- Teaching at Village School (c,a,s)
- CAS Trip- Jim Corbett / Rishikesh, Trekking, Water Rafting (a)
- Model United Nations, GYLC & Special Assembly contribution (c,a,s)
- Inter House Swimming and Water Polo Organization (c,s)
- CAS Fitness Training (c,a,s)
- Year Book Editorial Team (c,s)
- International Award for Young People (IAYP) (c,a,s)
- Contribution to schools' Newsletters (c )
- Speech and debate (c)
- Goenkan Endura Marathon Participation/ Organisation (c,a,s)
- Dance, Drama, Band & musical instrument learning/Participation/ Production/teaching and Choreo
2 / 3
- Christmas Fete Organisation (c,a,s)
- Sports Participation/Originations in Inter house/Inter-School Sports Events (swimming, Water polo,
- IB Play (Drama, Dance & Music) (c,a,s)
- Any other Event added to the school Calendar later or Individual/ Group project initiated by student
CAS Activities happened at GDGWS in 09-2010
2. Art and photography
1. Pyramid Making Competition
3. Teaching at Village School
5. Graduation Day Participation/ Organization
4. Pyramid making competition
6. Farewell Participation/ Organization
8. CAS Trip- Jim Corbett Rishikesh(Trekking, Water Rafting)
7. Teachers Day Participation/ Organization
9. Inter House Swimming and Water Polo Participation/Organization
11. GYLC
10. Model United Nations
12. Special Assembly contribution
14. International Award for Young People (IAYP)
13. CAS Fitness Training
15. Year Book Editorial Team
17. Speech and debate
16. Schools' Newsletters Contribution
18. Dance, Drama, Band & musical instrument learning/Participation/ Production/teaching and Chore Christmas Fete Organisation
20. Sadbhavna Visit
19. IB Play (Drama, Dance & Music)
21. Sports Participation/Originations in Inter house/Inter-School Sports Events (swimming, Water pol
22. Individual/ Group project initiated by students/ School
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3 / 3 | <urn:uuid:7e8a0fa8-0b4a-4bdc-aabb-0a6b7308c8c7> | CC-MAIN-2013-48 | http://www.gdgoenka.com/gdgws/root/cas/pdf | 2013-12-06T20:33:44Z | crawl-data/CC-MAIN-2013-48/segments/1386163052469/warc/CC-MAIN-20131204131732-00076-ip-10-33-133-15.ec2.internal.warc.gz | 349,666,831 | 1,261 | eng_Latn | eng_Latn | 0.802401 | eng_Latn | 0.974126 | [
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Fast Food
"Fast-food" is highly processed , quickly prepared food that is packaged for take-out or eaten "on the go."
Concerns:
* Contains excessive calories. 2,000 calories is considered a healthy amount of calories for an adult. A regular "fast-food" meal consists of 1,430 calories.
* Trans fat, commonly found in fast-food, is shown to increase heart disease, abdominal fat, bad cholesterol, blood sugar problems and weight gain.
* Synthetic ingredients.
Log onto slowfoodusa.org which is a slow food organization where they aim to preserve local dishes and related food plants and seeds, local animals and farming. They also:
* Teach gardening skills
* Form seed banks to preserve heirloom varieties
* Educate citizens about drawbacks of commercial agribusiness and factory farms
* Lobby against use of pesticides
* Lobby against government funding of genetic engineering
* Educate consumers about the risk of fast food
Yours for health naturally,
Dr B
www.baritzwellness.com
Forward to friends to sign up here for Free Health Tips Click here to view our Health Tips library | <urn:uuid:e0c3f813-ddfe-41f7-bdb6-4b0065708e6a> | CC-MAIN-2020-16 | https://www.baritzwellness.com/storage/app/media/fast-food.pdf | 2020-04-04T02:10:04+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00386.warc.gz | 807,575,588 | 226 | eng_Latn | eng_Latn | 0.997424 | eng_Latn | 0.997424 | [
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-Positive Feedback-
What is Positive Feedback?
Positive feedback is providing information on the specific desired behaviours and performance of a person. Positive feedback is different from being nice. Being polite, helping some out etc is being nice while positive feedback is only given out after specific behaviours have been performed. Being nice is given away while positive feedback is earned.
Why Use Positive Feedback?
Positive feedback decreases stress. People are happier at work. If for no other reason this would justify its use. However, more importantly, positive feedback is an extremely powerful tool to change people's behaviour. People perform because they want to (Want-to-Performance) rather than they have to (Have-to Performance). Under positive feedback conditions people strive for excellence instead of doing just enough to avoid nagging.
Everyone Thinks They're Doing It
Everybody thinks that they are giving out a lot of positive feedback and they think that the feedback has been received positively. The fact is that in reality there is often little positive feedback given out. Just because you think what you are doing is positive doesn't mean that it will be received that way.
If Positive Feedback is so Good Why is there so Little of it Occurring in the Workplace?
* Chewing people out works in the short term. It gets immediate results which is a positive consequence for the person who is doing the chewing out.
* Often what is perceived to be positive feedback by the person giving it isn't received as that because of the delivery.
* The person giving the positive feedback often gets punished. People do not receive compliments well.
To ensure the effectiveness of providing positive feedback there are certain guidelines that should be used.
Providing Positive Feedback
* Plan it: Providing positive feedback is not natural. People are too busy putting out fires to pay attention to the positive behaviours occurring in the workplace. Plan to start the day giving out positive feedback. Positive Scanning is a technique where a person "looks out" for positive behaviours. Focussing attention on the positive behaviours helps a person learn to ignore minor negative behaviours.
* Be specific: It is critical to pinpoint the behaviour you want to increase or maintain. It is not enough to say, "Good job." The person must specify the desired behaviour. For example, "Thanks for completing the invoices by four o'clock. That really helped out."
* Personalise the positive feedback: There is no single way to this. Just because the giver thinks the feedback is positive does not mean that it will be received that way. For example, some people like public feedback and others don't. It is also necessary for the giver to provide positive feedback in a manner which they are also comfortable with. Expect to feel a little discomfort at first because there is some emotional content when providing positive feedback so it is often a little embarrassing.
* No "But"s: "But" is a verbal eraser. It erases everything said prior to it. When a "but" is added to positive feedback the impression is left that the person wasn't really happy. This is the opposite effect to the one intended.
* Provide feedback for improvements: Don't wait for perfection. Remember that perfection does not exist in human behaviour. If you are waiting for perfection before giving positive feedback you will be waiting a while.
* Be sincere: It is important to be genuine. Here are a few tips to ensure your feedback is sincere.
o Deliver the feedback as soon as possible after performance.
o Be sure your intent is to share your appreciation (rather than just doing the right thing).
o Speak directly to the person with eye contact.
o Be specific about the behaviour/s you thought were particularly important.
Receiving Positive Feedback
A simple "thank you" is enough. This increases the likelihood that the person giving the positive feedback will give it in the future. | <urn:uuid:4c253606-f191-4609-90d9-580af6ee27c9> | CC-MAIN-2020-16 | https://mcwilliamsconsulting.co.nz/wp-content/themes/mcwilliamsconsulting/resources/Positive%20Feedback.pdf | 2020-04-04T03:46:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00388.warc.gz | 577,008,205 | 763 | eng_Latn | eng_Latn | 0.997728 | eng_Latn | 0.998799 | [
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2019-2020 Essay Contest for 4 th and 5 th Grade Students Presented by Wisconsin Farm Bureau's Ag in the Classrom EXTENDED DEADLINE INFORMATION – DUE APRIL 24 How has Wisconsin agriculture affected your life
today?
This year's essay contest topic is "How has Wisconsin agriculture affected your life today?" Our 2020 Book of the Year is "Right this very minute" by Lisl Detlefsen. The book and essay topic allow students to explore how agriculture affects us each day as we eat, the clothes we wear, careers around us, how it impacts the area they live in (i.e. jobs, businesses, farms, processors), and other topics. All rules, promotional materials, county Farm Bureau essay contest coordinator's info, lessons and activities, and other resources related to the essay contest and book program can be found at www.wisagclassroom.org. Books must be ordered online through the website store.
Contest Rules:
The essay contest is open to 4 th and 5 th grade students in public schools, private schools, and home school programs. Students involved in 4-H, PALS and after school programs are also encouraged to participate.
Essays must be handwritten in ink or be computer generated. They must be single-sided and fit on one sheet of paper.
The essay must be between 100 to 300 words in length.
Essays will be judged on content (50 points), grammar and spelling (25 points) and originality and creativity (25 points).
Essays must include: student's name, grade level, parent's name, teacher's name, school name and address, school phone number, teacher's email address and county on the back of the essay. Please do not identify the student on the front side.
Extended Entry deadline - Postmarked by April 24, 2020 and sent to the county essay coordinator:
County Farm Bureau Essay Contest Coordinator:
To find the address of your county Farm Bureau essay contest coordinator, visit wisagclassroom.org and look under the essay contest information.
Contest Prizes:
Nine district winners will be chosen. District and state winners will be announced in May 2020.
Each district winner will receive an awards packet mailed to their school or home depending on school closures. A state winner will be chosen and will receive a special award.
The Agriculture in the Classroom essay contest is sponsored by We Energies and the Wisconsin Farm Bureau Foundation – Ag in the Classroom.
Return this form with essay or provide the same information on the back of each entry:
Student's name _____________________________
Grade level _________
Parent's name (mom and dad) __________________
Teacher's name______________________________
School name________________________________
School or student's address________________________
City _______________________ Zip ____________
Teacher's email _____________________________
School phone number ________________________
County_____________________________________
On the Web
National Ag in the Classroom matrix- search for nutrition, careers, and other lessons! https://www.agclassroom.org/teacher/matrix/
You can use the 2020 Book of the Year "Right this very minute" for ideas and perspectives you could cover. But that is not a requirement! Including poetry, as the book does, might be a fun way is acceptable but not required.
Because of the broad nature of this topic, students might consider, but are not limited to, some of these sub-topics as they write their essay:
* What did I eat today and where did it come from?
* Where did I get the clothes I am wearing or other things I wear or use?
* Right this very minute, I think I might consider this agricultural career when I get older.
* How could my life be different without agriculture?
* Agriculture impacts my family in many ways.
* In my town or city, I see agriculture in what ways.
* Agriculture in other parts of the country or world affect me in what ways?
* Agriculture impacted my ancestors in what way?
National Ag in the Classroom Student Centerhttps://www.agclassroom.org/student/index.cfm
Use your imagination and creativity to think of other items to write about!
American Farm Bureau Foundation for Agriculture- free lessons, My American Farm resources, and links to other resources. https://www.agfoundation.org//free-resources/
Wisconsin Agricultural Tourism Association- Links to learn about farm tours, destinations, ag-ventures and other venues around our state.- http://www.visitdairyland.com/
Economic Impact of Wisconsin Agriculture- this resources was done by UW Extension and offers a state-wide impact as well as county information. https://anre.uwex.edu/economicimpact/. You may want to check the current Wisconsin Agricultural Statistics for updated information- https://www.nass.usda.gov/Statistics_by_State/Wisconsin/Publications/Annual_Statistical_Bulletin/
How to help students determine what to write:
- Discuss how agriculture impacts them using the sub-points in the box above.
- Using lessons from National Ag in the Classroom, Wisconsin Ag in the Classroom, and other sources to learn more about agriculture in their area.
- Using the Wisconsin Agri-Tourism website to learn about agricultural tourism destinations, adventures, farms and other venues in their area.
- Take a trip to Farm Wisconsin Discovery Center in Manitowoc, WI to learn more about how agriculture affects all of us! https://farmwisconsin.org/
Questions? Contact Wisconsin Ag in the Classroom at 608-828-5644, email firstname.lastname@example.org or look for us on the web at wisagclassroom.org. | <urn:uuid:dd9404eb-af9b-436f-b1c8-6653e70a35b0> | CC-MAIN-2020-16 | https://www.wisagclassroom.org/wp-content/uploads/2020/03/Extended-deadline-2019-2020-Essay-Contest-Information-Sheet.pdf | 2020-04-04T02:53:53+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00388.warc.gz | 1,216,151,355 | 1,142 | eng_Latn | eng_Latn | 0.996917 | eng_Latn | 0.997355 | [
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SALISBURY HIGH SCHOOL
BULLYING AND HARASSMENT POLICY
DEFINITIONS:
Bullying: "Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. Bullying of any form or for any reason can have long term effects on those involved including bystanders." (Bullying and Harassment at school, DECD pamphlet)
Harassment: "Harassment is behaviour that targets an individual or group due to their identity, race, culture or ethnic origin; religion; physical characteristics; gender; sexual orientation; marital, parenting or economic status; age; ability or disability and that offends, humiliated, intimidates, or creates a hostile environment. Harassment may be an ongoing pattern of behaviour or it may be a single act." (Bullying and Harassment at school, DECD Pamphlet).
Cyber Bullying: "Cyber bullying includes text or images posted on personal websites or transmitted via the internet, email or mobile phones." (Bullying No Way website)
RATIONALE:
The school community will work together to provide a positive culture where bullying or harassment is not accepted, and where all members feel safe and secure regardless of gender, sexuality, disability, race, culture or religion.
Bullying and Harassment can be the physical, verbal or written intimidation of individuals or groups. It may occur at school, on the way to or from school or, in the case of cyber bullying, on-line after school hours.
AIMS:
To reinforce within the school community what bullying/harassment is, and the fact that it is unacceptable.
To acknowledge that the whole school community is responsible for providing a safe, secure learning environment for our diverse range of students.
To remind everyone within the school community that they should be alert to signs and evidence of bullying and/or harassment and that they have a responsibility to report it to staff whether they are an observer or victim.
To seek parental/caregiver and peer-group support and cooperation at all times.
All staff will:
Work together to create a school climate in which bullying/harassment is less likely to occur: by modelling respectful behaviour, maintaining good classroom management and ensuring that identified students are monitored and embracing Positive Education.
Actively discourage bullying/harassment by: being observant, actively intervening to stop harassment, initiating procedures, providing advice and support, and helping students to access additional support if needed (e.g from Student Services).
Respond to all bullying and harassment incidents in the classrooms and yard even though they may not be responsible for students who are involved at that time.
Document bullying and harassment incidents as per school procedures: by completing referral forms and providing feedback for staff, students and parents/caregivers.
Participate in Professional Training and Development on strategies to reduce Bullying and Harassment.
Support awareness raising programs that empower students with skills to deal effectively with Bullying or Harassment.
Review Date: December 2019
Students will be supported to:
Treat other students and staff with respect at all times.
Report all incidents of bullying and harassment to a class teacher, other trusted teacher, student wellbeing team or Senior Leader - even if they are not directly involved.
Be compassionate, empathetic and understand the effects of racism, sexual and disability harassment and bullying on individuals and groups within our society.
Develop appropriate skills and behaviours in communicating and working effectively with people from a variety of backgrounds and awareness of how Bystanders can be 'Hurtful or Helpful'.
Parents/Caregivers will be encouraged to:
Be observant of any signs of distress in their child. These could be an unwillingness to attend school, a pattern of headaches or stomach aches, equipment that has gone missing, request for extra pocket money, damaged clothing or bruising.
Make contact with the Care Teacher or the student wellbeing team immediately if they think their child is being bullied or harassed. If dissatisfied with the results from this initial contact, parents are advised to inform the appropriate Senior Leader.
Contact the appropriate Senior Leader immediately if they believe that their child is being bullied by a teacher.
Our procedures for managing Bullying & Harassment
It is recognised that there is no ideal intervention that will be effective in all situations. We need to take into account the different needs of different people in different settings.
In responding to Bullying and Harassment the following factors will be taken into account:
- The nature and severity of the action.
- The frequency and duration of the acts.
- The physical and emotional impact.
The Police will be involved if:-
- any students or staff are assaulted
- it is suspected that an e-crime has been committed (i.e. involving the internet or mobile phones)
Recording and Reporting on incidences of Bullying & Harassment
Incidents of Bullying and Harassment will be recorded on EDSAS and/or the school database
An in-school data base of all Bullying incidents will also be maintained to enable student wellbeing team and other leaders to identify where support is needed.
Review Date: December 2019 | <urn:uuid:7484c13c-9074-4ba7-bfec-fd2e47986e29> | CC-MAIN-2020-16 | http://www1.salisburyhigh.sa.edu.au/images/pdf/BULLYING_POLICY.pdf | 2020-04-04T03:43:19+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00389.warc.gz | 316,721,123 | 1,055 | eng_Latn | eng_Latn | 0.996733 | eng_Latn | 0.996869 | [
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Information for Primary 2/3 Parents.
This sheet provides you with information about what your child will be learning this term, and shows next steps in their learning. We would encourage you to talk about this with your child, and where possible, assist them with learning at home.
Maths & Numeracy
Primary 2/3 are working hard this term and we will be learning about number and money. The circles group will be working with notes and coins to the value of £5 and the Triangles group will working with notes and coins to the value of £10. Pupils will pay for items and will also be exploring the link between coins e.g. two 10p make 20p. Throughout this term we will be using addition and subtraction when solving money problems, and we will develop a range of different mental strategies to help us. We will also be exploring the topic of sequences and patterns.
Language & Literacy
Primary 2/3 are working very hard on their reading skills. Pupils will continue to bring home their reading book to share with you on a Monday having worked with it the previous week. We will be exploring texts carefully in order to answer more complex questions. In writing lessons, we will be learning how to create atmospheric settings in stories. Throughout any piece of writing, will be focussing on the use of adjectives, connectives, full stops and capital letters. We will continue to develop our listening skills in the classroom so we can follow instructions carefully and accurately.
Other Class Information
Our topic this term is Egypt and we are really enjoying it so far. We will be learning about the River Nile, Ancient Egyptians, pyramids and ancient traditions. We will be exploring this topic further through a range of Expressive Art activities such as art and drama and music with Mr McDowall and Mrs McGhee.
We will also be taking part in target setting activities each week. We will think carefully about what we need to work on to reach our personal goals.
We go to PE with Mrs Sutherland every week and we are learning lots of new skills in gymnastics. In RME, we will be exploring the theme for caring through Christianity and Islam. We will also be learning about Easter.
In HWB, we are learning about equality and the importance of treating everyone fairly and with respect. As you can see, Term 3 is very busy and full of exciting learning experiences. | <urn:uuid:ec04024d-cff7-4c53-9026-a976ba015217> | CC-MAIN-2020-16 | https://forehill.sayr.sch.uk/wp-content/uploads/2020/01/P2-3-Newsletter-20.pdf | 2020-04-04T02:57:50+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00390.warc.gz | 458,197,383 | 502 | eng_Latn | eng_Latn | 0.998966 | eng_Latn | 0.998966 | [
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