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Disasters / The Story of Job
Tammy: For a week we watched on television this huge storm off the coast of Africa moving towards the United States. Some said it would go one way and some another way. How could we know if we were out of danger? As we continued keeping an eye on the storm, now named "Andrew", we soon realised it would hit the coast of Florida…but where?
As Sunday drew near it became clear that the storm would hit somewhere near our home. We began preparing for the worst, knowing just how unpredictable these hurricanes can be. As my husband Ralf boarded up windows, I began gathering important documents and supplies to take with us for our 21-month-old baby and our 8 yr old daughter. We planned to go to my parents' house…to stay with my mother in case my father didn't make it home from work before the storm. As we left our dear little home, Ralf & I, with the children, prayed for God's protection over it. It was God's to do with as he saw fit. Little did we know just what God had in mind for that small home!!
Carol: Welcome to Women of Hope…I'm Carol…and you probably recognized Tammy's voice. Today she's going to share her story with us of going through Hurricane Andrew. Have you ever experienced a natural disaster? But before we hear more let's talk for a few moments about different kinds of disasters. You may know all about living through one – or you may know nothing about it. So today we want to share a little bit of information with you.
Tammy: A hurricane can be called other things in different parts of the world – in some places it's a typhoon and in others a cyclone. But whatever it's called it can be pretty frightening.
Carol: And then there are other disasters – like floods, earthquakes and tsunamis.
Tammy: And sometimes there is drought – when the crops won't grow and many people are starving.
Carol: Or there is war – and many homes are destroyed and people are killed.
Tammy: How can people cope when there is so much tragedy? …Homes lost, loved ones lost, people injured and hungry! Maybe you're facing disaster, or even violence and persecution by your family or others. Does God care? And why isn't he stopping these things from happening?
Carol: Those are good questions Tammy – and we'll talk more about that later. A disaster can make us feel totally helpless can't it? If we live in an area where we know that disasters can strike we need to do all we can to be prepared. Here are some things we should do if we live in an area where there are known disasters:
- Meet with your family and discuss why you need to prepare for disaster.
- Explain the dangers of fire, severe weather, earthquakes or floods to children.
- Plan to share responsibilities and work together as a team.
- Discuss the types of disasters that are most likely to happen.
- Explain what to do in each case.
Tammy:
- Pick two places to meet: decide on them as a family and mention them regularly so everyone really knows where to meet.
…one should be right outside your home in case of a sudden emergency, like a fire or earthquake.
…the other should be in a place outside your neighborhood in case you can't return home - perhaps a relative's home.
- Have a plan for keeping in contact with others – and letting them know if you are ok.
- Discuss what to do in an evacuation.
- Plan how to take care of any animals or pets.
Have clean water and dry food supplies packed, near the door, so everyone knows where they are…and a battery radio and torch (flashlight) to take with you if possible.
Carol:
- Leave your home immediately if you are told to evacuate.
- Listen to your battery-powered radio and follow the instructions of local emergency officials. Check every now and then that your batteries are working.
- Wear protective clothing and sturdy shoes if you have them.
- Use travel routes that your local authorities tell you to use. Don't use shortcuts because certain areas may be dangerous, or you may not be able to get through.
Carol: You're listening to Women of Hope and we're talking today about disasters. Tammy, you were telling us how you prepared when you knew that hurricane Andrew was coming. Please tell us what happened next…
Tammy: When we arrived at my parents' home, which was only about 8 kilometers away, we helped to put away loose objects from the yard and settled in for the evening. The wind started blowing strongly and the rain began to pelt onto the windows. I put the children to bed…hoping they would sleep through the storm. The noise grew louder throughout the evening and at 2 am the electricity was cut off. By then, my father had made it home safely.
As the storm grew stronger and stronger windows and doors blew in. My father and Ralf held a bookcase and mattress against the front windows…two strong men used all their strength to try to hold back the force of nature. I woke the children and took them to a small room with no windows.
I held them and tried to comfort them through the terrifying noise of the wind. We talked about how great and majestic God is to have created such a force. I sang with them.
Suddenly, there was quiet! Yes, the eye of the storm was passing over! We stepped outside…fences and power lines were down, shrubs & trees blown everywhere. We decided to move to our neighbours' house as it was stronger. Barefoot and in the rain I carried our baby to the next house. Ralf carried our daughter and my mother came behind him with supplies for the children. Dad followed, after making the house as safe as possible.
Oh, the joy of being with friends! We shared our faith in God even in the midst of the storm! We talked together as the storm grew stronger again. We learned that night that the stories of the 'back' of a hurricane being worse than the 'front' were so true. We moved to a small bedroom…ten adults and two children sitting on the floor listening to the hurricane swirl around us…tearing the coverings off the windows and breaking the glass. The roof was pounded…not only by rain and wind, but by objects being tossed around outside. I don't remember how long we sat there shielding the children, but I do remember my father with his back against the door using all his strength to keep it closed.
As the wind died down and the sun rose over the horizon we ventured out to see what "Andrew" had left for us. We could not believe our eyes…homes left totally destroyed, huge trees blown down, cars flipped over…debris everywhere! Ralf made his way through all the debris to our house to see what was left...and was amazed to find very little damage.
Thieves had already tried to enter our house but were put off by our alarm, which was still working with a backup battery…and our watchful neighbour. Praise God for good friends…and for answering our prayers for protection for our little home.
Hurricane Andrew had made its path directly over our little town…with the center of its eye passing directly over my parents' home. Nearby wind gauges broke at 200 mph. Homes were flattened and whole communities were lost.
Carol: What a story!… You must have been so grateful to God for his protection over all of you.
Tammy: We were – but now the task of mopping up was ahead of us.
Carol: Ah Yes – after a disaster we also need a plan to care for people…and when that's done to re-build our community. Often there are outbreaks of disease after natural disasters, and it's important to organise clean drinking water and food, clean up rubbish and provide safe toilets. I expect that took a long time Tammy.
Tammy: Yes…we were soon able to get our little family home and start cleaning up the water damage and clearing out the debris. We even had a palm tree in our living room. But our little family was untouched and together. We came through the storm safely…unlike, many families who lost their homes completely…as well as losing family members to the storm. In the midst of our thankfulness we felt the responsibility of caring for those who had lost so much.
Soon after the storm our telephone and our little home became a place of communication and a storehouse of goods for those who were hurting, and had nothing left. Complete strangers came in and out of our home constantly using the phone to get in touch with family and friends and to get help.
We supplied everyone who came to our home with food, water, and dry goods…let me say – there was very little "dry" anything around us.
Carol: So, Tell us…what did you learn from this experience that God took you through?
Tammy: What did I learn? If I had to do it again I could. Why? Because I know God is in control…and he is my strength. Our little family went through this together and we are stronger for it. We have discussed Ralf sending us away should another storm come close…but that's not an option for me. It would be harder for me to be away knowing he was going through a storm on his own, than to stand beside him and weather it with him.
In the same way, he and I encounter the storms of life knowing that our God is there to weather them with us. How great is our God!
Carol: On Women of Hope today you've been hearing Tammy's story of how she and her little family survived a disaster. But not everyone survives disasters do they! Why? We asked the questions before: Does God care? Why isn't he stopping these things from happening?
There is a very ancient and interesting story in God's word, the Bible, that shows us how one man came to think about suffering. This is the story from God's word.
Carol: There was a man named Job. He was a very good, upright man whom the Bible calls "blameless". He was kind to his many servants, and loved his large family. He was the richest man in the entire area and had a huge number of animals. It seemed everything was going fine for Job.
But because Job had faith in God and was such an upright man, he got the attention of Satan. Satan, or the devil, is a powerful, evil spirit who is the enemy of God - and of humans. Satan came before God to accuse God's followers. God said to him: "Have you considered my servant Job?" And listen to what God said about him…"There is none like him in the whole earth, a perfect and upright man, one that honors God and will have nothing to do with evil." (Job1:8)
"Ha!" said Satan. "No wonder! The only reason Job fears you is because you've been spoiling him. You've protected him so nothing can happen to him. Take away his house and possessions and he will curse you to your face." To show Satan he was wrong, God said, "All right. Do what you like with his possessions, but do not harm his body. Test him and see if he remains faithful to me."
Swiftly Satan acted against Job. A number of disasters stripped him of all his possessions and his children. But Job, in grief and shock, still trusted God. This is what the Bible says: "In all this, Job did not sin, nor did he blame God foolishly." (Job 1:22)
The next time Satan came before God, God said, "See...Job remained faithful." "Yes," said Satan, "but the most important thing to a man is his health. Take that away and you will see: he'll curse you to your face."
So God allowed Satan to take away Job's health, but told him to spare his life. (2:6) Job got horrible sores from his head to his toes. He was physically suffering - he sat in ashes and scraped his sores with a broken piece of pottery.
His three best friends and his wife thought it must all be due to sin, and urged him to confess his sin to God. They had no help to offer him. They had no comforting words for him. People who used to look up to him, avoided him and accused him of untrue things.
Tammy: You've been listening to the true story of Job from God's word, the Bible – here on Women of Hope. Can you imagine the suffering he went through?
Carol: Job did not know of the battle going on between God and Satan in the unseen world. Satan hated God. He wanted Job to curse God! But Job had great faith, and he knew what God was like. His suffering brought him closer to God, not further away. Sure, he complained: but listen to what Job said: (19:25) "I know that my Redeemer lives, and that he will stand upon the earth at last. And after my skin has been eaten away, yet in my body I will see God. I will see him for myself. Yes, I will see him with my own eyes. I am overwhelmed at the thought."
Let's stop and think about this for a moment. Job was sure he was innocent before God…and compared with others, he was a very good person. It must have been very difficult for him to listen to his friends discussing why he was suffering so greatly. And Job felt confused, because he had always thought that God would only allow good things to happen to good people. Yet even though he must have felt confused, he had one clear thought: "This matter is beyond my control: it is in God's hands" Listen to what he said: "God knows where I am going. And when he has tested me like gold in a fire, he will pronounce me innocent." (23:10) Job believed that he would be a better person, refined like gold, when he had come through this suffering.
Tammy: What amazing faith Job must have had in God's love - and his justice. He was confident that even though things might not look fair in this life, God's justice would be seen one day. I believe that too!
Carol: Well, let's go back to the story from the Bible. God did not explain to Job what had been going on. But after all the talk, God showed himself to his suffering servant. God showed Job his greatness in the things Job could see…the stars, the storms and the creatures of the natural world. Then Job understood how powerful and wise God is, and he was able to trust him for the things he could not see and understand. (Ch 42) That was enough for Job. He was content.
In the end, God restored Job's health and prosperity, giving him a family once again. He was better off than before his trial started. And he was filled with worship and praise, because he knew God in a much deeper way… And that's the end of the story from God's word.
Tammy: So what did you see in that story?... It spoke to me about how little we understand compared with God.
Carol: When we are hit by tragedies and disasters, we usually don't understand why they happen. But if we trust God, he will help us and give us the strength to carry on through the troubles. Have faith and hope in the goodness of our loving God who cares for you.
Tammy: I certainly proved that in the hurricane. I knew that he cared about us and loved us. I love that Bible poem where it says: 'You have collected all my tears in your bottle, you have listed them in your book.' (Ps 56:8). That tells me he understands and honors my sufferings and he can make me strong through it. He does hear our prayers in times of trouble and he does have compassion for us. He helped our family in amazing ways - I'll never forget it.
Carol: And the Bible assures us that God has a wonderful future with him, for those who love him. Like Job we can say, "I know that my Redeemer lives, and that he will stand upon the earth at last… And I will see God for myself."
Tammy: What a wonderful hope we have. We sure are women of hope!
We must go now – If you would like to contact us, you can write to us in care of this station or you can email us. We will keep you in our thoughts and prayers until we come back next time. Goodbye and God bless you.
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FLAT-TOP GOLDENTOP
Plant Symbol = EUGR5
Euthamia graminifolia (L.) Nutt.
Contributed by: USDA NRCS Cape May Plant Materials Center
Alternative Names
Common Alternate Names: bushy, common, fragrant, grass-leaved, or flat-topped goldenrod
Scientific Alternate Names: Solidago graminifolia (L.) Salisb. Solidago lanceolata L. Chrysocoma graminifolia L.
Uses
Wildlife Use:Flat-top goldentop provides a nectar source for pollinators and is well-suited for use in pollinator restoration. Preliminary observation found that flat-top goldentop attracted 13 different species of Hymenoptera and Lepidoptera in Cape May, New Jersey. The European honey bee (Apis mellifera),common buckeye (Junonia coenia), and eastern carpenter bee (Xylocopa virginica) were most frequently observed visiting the flower.
The wildlife value of this species is considered low; nevertheless, songbirds such as the American goldfinch (Carduelis tristis) and the swamp sparrow (Melospiza georgiana) feed on the seeds (Hilty, 2002). Deer and rabbit enjoy browsing the plant.
The flower attracts the goldenrod soldier beetle (Chauliognathus pensylvanicus) and black blister beetle (Epicauta pensylvanica). The goldenrod soldier beetle larvae are beneficial insects known to feed on aphids,
Plant Fact Sheet
maggots, caterpillars, and grasshopper eggs; while the adults help to pollinate plants (Trigg, 2005). Black blister beetles produce cantharidin, a poisonous substance that may poison animals that graze the plant (Marlin, n.d.). Please refer to Hilty (2002b) for a complete list of insects that visit this plant.
Status
E. graminifolia is a native, facultative wetland plant that usually occurs in wetlands (67–99%) but is occasionally found in non-wetlands. Please consult the PLANTS Web site and your State Department of Natural Resources for this plant's current status (e.g., threatened or endangered species, state noxious status, and wetland indicator values)
Weediness
This plant may become weedy or invasive in some regions or habitats and may displace desirable vegetation if not properly managed. Please consult with your local NRCS Field Office, Cooperative Extension Service office, state natural resource, or state agriculture department regarding its status and use. Weed information is also available from the PLANTS Web site at http://plants.usda.gov. Please consult the Related Web Sites on the Plant Profile for this species for further information.
Description and Adaptation
Description: Flat-top goldentop is an upright, erect, native perennial with a many-branched inflorescence. It is an herb of the Asteraceae family whose species name means "grass-leaf". It grows to 3–6 ft in height with a 1–2 ft spread. The upper ½ of the plant appears bushy due to its branched stems and grass-like, narrow to linear, alternate leaves. It grows from a long-slender rhizome.
The stalk-less 2–4 in long leaves taper to a long point, and narrow towards the stem. The leaf has 3–5 nerves underneath and is minutely rough-pubescent along nerves and margins. There are a few resinous dots on the underside of the leaf. The lower leaves are deciduous early in plant's life cycle and the upper leaves are reduced towards the inflorescence. The leaves omit a scent when crushed.
The primary stalk supporting the flower cluster is winged and pubescent with hairs lying flat on the wing margins. The flower heads are 2–2.5 in high, are arranged in dense, stalk-less, small flat-topped clusters of 20–35 flowers with small rays. It has pale to bright yellow flowers that bloom in the late summer or early fall. The outer flowers of the cluster open first. The flower heads are coneshaped and attached at the pointed end. The whorl of small leaves beneath the flower is ovoid to bell-shaped. The obtuse or rounded, yellow bracts around the flower are somewhat sticky. These overlapping bracts are 3.1 mm long and occasionally have green tips. The .02 in (.5 mm) long seed is a hard, pubescent, one-seeded, indehiscent white nutlet. The seed is attached to hair-like bristles (pappus). The receptacle is finely fringed.
E. graminifolia var. graminifolia is distinguished by its relatively narrow leaves that are 11–20 times as long as wide (Gleason and Cronquist, 1963). E. graminifolia var. hirtipes is the hybrid of E. graminifolia and E. caroliniana (Fernald, 1950), and is distinguished by its relatively broad, hairy leaf blades and few-flowered head.
Flat-top goldentop distribution from USDA-NRCS PLANTS Database.
Adaptation: Flat-top goldentop can be found in moist, open ground; meadows; prairies; roadsides; ditches; interdunal flats; exposed lakes; conifer swamps; lowland forests; calcareous seeps; and sandy moist shorelines. It is tolerant of poor, gravelly, sandy, or dry soils and once established, can tolerate droughty conditions. It is also found in shaded wood edges or sunny fields and clearings. For updated distribution, please consult the Plant Profile page for this species on the PLANTS Web site.
Establishment
Seed can be sown year-round in a greenhouse that is at least 65°F. The recommended planting is three seeds per 2 in plug, watered regularly. It can also be sown outdoors from seed in the fall or sow the seed in a coldframe. E. graminifolia is a prolific rhizomatous perennial that spreads aggressively through vegetative reproduction. When growing from vegetative material divide rootball (rhizomatous clumps) while plant is dormant. Cuttings should be kept in the greenhouse at least 3 months to allow for ample root and shoot development. When transplanted into field, plant on 1.5–2 ft centers.
Unwanted seed dispersal from wind can be prevented by the development of a vegetative curtain or buffer with native shrubs, vines, or understory trees.
Management
Adding nitrogen will increase plant size, including an increase of stem height, number of leaves, and stem diameter. E. graminifolia seems to have a delayed response to nitrogen, and may store access N over winter in its rhizomes. Adding N has been shown to increase the density of stems in the second year after fertilization, thereby eliminating other plant species and reducing community diversity.
Pests and Potential Problems
Allelopathic chemical properties have been found in root and leaf extracts of flat-top goldentop and may interfere with the growth of other species. Leaf leachates tend to interfere with seed germination while root leachates negatively affect the root growth of competing plants. Crops such as radish and lettuce are susceptible to allelopathic competition and should not be grown in the same area. Maples have also been negatively affected by similar Solidago species.
Environmental Concerns
Due to rhizomatous growth, E. graminifolia is somewhat aggressive. This plant may become a noxious weed so is perhaps not a good choice for more formal gardens unless controlled with a complimentary buffer planting. It is not as aggressive as S. Canadensis or S. rugosa. E. graminifolia is considered invasive in Europe.
Control
Please contact your local agricultural extension specialist or county weed specialist to learn what works best in your area and how to use it safely. Always read label and safety instructions for each control method.
Prepared By: Christopher M. Sheahan. USDA-NRCS, Cape May Plant Materials Center, Cape May, NJ.
Citation: Sheahan, C.M. 2012. Fact sheet for flat-top goldentop (Euthamia graminifolia). USDA-NRCS, Cape May Plant Materials Center. Cape May, NJ. 08210.
Published July 2012
Edited:
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MAPPING MELBOURNE
TEACHERS NOTES
Students use their geospatial skills to identify Melbourne's landmarks by annotating a city map.
This learning experience is aligned to the Victorian Curriculum F-10 and addresses levels 7, 8, 9 and 10.
Strong Emphasis
Some Emphasis
Not applicable
| Learning Area | Discipline | Strand | 7 | 8 | 9 |
|---|---|---|---|---|---|
| English | Speaking and Listening | Language | | | |
| | | Literacy | | | |
| Geography | Geographical Concepts and Skills | Place, Space and Interconnection | | | |
| | | Data and Information | | | |
| History | Historical Knowledge | The Modern World and Australia | | | |
| Personal and Social Capabilities | Self-Awareness and Management | Development of Resilience | | | |
| | Social Awareness and Management | Relationships and Diversity | | | |
| | | Collaboration | | | |
| Creative and Critical Thinking | | Questions and Possibilities | | | |
| | | Reasoning | | | |
| | | Meta-Cognition | | | |
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VIRTUAL CLASSROOM GUIDE
Choice Charts
Assessing creative choices across disciplines is a key assessment criterion for Drama/Theatre. We have created this collection of exercises and tasks for you to explore interpretive choice in your virtual classroom environment.
We have two Choice Charts for different disciplines:
* Acting & Performance
* Design & Technical Theatre
Each Choice Chart sets out tasks for reviewing a live production, studying practitioners and their practice, researching prescribed companies/styles and character analysis.
To use this resource, simply select the most appropriate project from each row of the chart in relation to the productions, practitioners, or companies you are studying.
Every exercise comes complete with a suggested outcome and an idea of resources you could use for inspiration on Digital Theatre+.
1
Choice Chart – Acting & Performance
PERFORMANCE REVIEW – PLAYS (NON-SHAKESPEARE)
PERFORMANCE REVIEW – MUSICALS
Watch any of the non-Shakespeare productions on Digital Theatre+ and complete one of the following:
1. Write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the director, and your personal reaction.
4. Choose a key speech from the production, taking notes on the performance and the choices made by the performer. Then, memorise and perform your interpretation of the speech. Film the speech to be submitted.
CONTEMPORARY PERFORMANCE PRACTICE
Watch one of the interviews from the Contemporary Performance Practice series on Digital Theatre+.
This collection contains interviews with contemporary practitioners of experimental performance.
After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the information you have learned.
THEATRE COMPANIES
Using the resources on Digital Theatre+, research one of the theatre companies below and either write a minimum of one page or create a presentation on what you discovered.
Whichever you choose, be sure to focus on:
1. How the group formed and/or when they came into existence.
2. How the group affected later stagework and/or represent the thinking of the era they are from.
3. Why the group are significant.
Your choices are:
1. Complicité
2. Elevator Repair Service
3. Forced Entertainment
4. Frantic Assembly
5. Kneehigh
digitaltheatreplus.com
Watch one of the musicals on Digital Theatre+ and complete one of the following:
1. Write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the director, and your personal reaction.
4. Choose a key song from the production, taking notes on the performance and the choices made by the performer. Then, memorise and perform your interpretation of the song. Film the song to be submitted.
THEATRE PRACTITIONERS
Watch one of the interviews from the Practitioners on Practice series on Digital Theatre+.
This collection contains interviews with practitioners talking about their background, experience, and work.
After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the person and information you have learned.
PERFORMANCE STUDY
Choose a performer below and watch two productions, or a series of key scenes from two different productions they were in.
Write a minimum of one page comparing the two productions and the actor's performance in each. See if you can pinpoint things that are specific to your actor's style and how they interpret their roles.
Your choices are:
1. Fiona Shaw: Richard II & Iphigenia in Aulis .
2. David Suchet: All My Sons & Long Day's Journey into Night .
3. Steven Berkoff: Coriolanus , Salome & The Trial .
4. Anthony Sher: Macbeth & King Lear .
5. Harriet Walter: Macbeth , Julius
Caesar , Henry IV& The Tempest .
PERFORMANCE REVIEW – PLAYS (SHAKESPEARE)
Watch one of the productions of a Shakespeare play on Digital Theatre+ and complete one of the following:
1. Write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the director, and your personal reaction.
4. Choose a key speech from the production, taking notes on the performance and the choices made by the performer. Then, memorise and perform your interpretation of the speech. Film the speech to be submitted.
TALKING ABOUT PLAYS
Watch one of the interviews from the Talking About Plays series on Digital Theatre+.
This collection contains interviews with either the writer, director, or adaptor of a given play.
After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the information you have learned.
CHARACTER BOARD
Choose a character to focus on from one of the play texts below.
Create a board for that character which includes images and descriptions that communicate who they are, how they fit into the play, their motivations and/or point of view, and images to represent how you envision them to look and environments you can see them in.
Your choices are:
* Things I Know To Be True
* How to Disappear Completely And Never Be Found
* Lift – Perusal Script
* From Up Here – Perusal Script
Choice Chart – Design & Technical Theatre
DESIGN REVIEW – PLAYS: NON-SHAKESPEARE
DESIGN REVIEW – MUSICALS
Watch any of the non-Shakespeare productions on Digital Theatre+ and complete one of the following:
1. Focusing specifically on the design and technical elements (set, costume, lighting, and sound), write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout which focus on design and technical elements in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the designer, and your personal reaction.
4. Choose a key scene/moment from the production, taking notes on your chosen design element (set, costume, lighting, or sound) and the choices made by the designer. Then, design your version of your chosen element.
INTERVIEWS – ON DESIGN
Watch one of the interviews below. After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the information you have learned.
Your choices are:
* On Design: Anthony Ward
* On Design: Colin Richmond
* On Design: Francis O'Connor
* On Design: Ian MacNeil
* On Design: Merle Hensel
* On Design: Michael Vale
* On Design: Tom Piper
* On Design: Tom Scutt
CONCEPT STATEMENT & DESIGN BOARD
Using one of the play texts below, choose a design discipline to focus on and complete the following two tasks:
1. Create a design/mood board that includes images and descriptions which communicate your design concept for the play. Images should include colours, textures, designs etc.
2. Write up to three pages describing your production concept and justification for the artistic choices you plan to make. You should make connections to the images you have chosen for your design/mood board.
Your choices are:
* Things I Know To Be True
* How to Disappear Completely And Never Be Found
* Lift – Perusal Script
* From Up Here – Perusal Script
digitaltheatreplus.com
Watch one of the musicals on Digital Theatre+ and complete one of the following:
1. Focusing specifically on the design and technical elements (set, costume, lighting, and sound), write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout which focus on design and technical elements in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the designer, and your personal reaction.
4. Choose a key scene/moment from the production, taking notes on your chosen design element (set, costume, lighting, or sound) and the choices made by the designer. Then, design your version of your chosen element.
INTERVIEWS – PRACTITIONERS ON PRACTICE
Watch one of the interviews with a designer or technical theatre professional from the Practitioners on Practice series on Digital Theatre+.
This collection contains interviews with practitioners talking about their background, experience and work.
After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the information you have learned.
DESIGN RESEARCH
Read through the research section of A Guide to Theatre Design. Using one of the play texts below, create a book of research which includes the following:
1. The history of the period in which the play is set.
2. The geographical location in which the play is set.
3. Specific people or characters in the past and present.
4. Fashion styles of the time.
5. Background of the playwright.
6. Social and political context of the narrative.
7. Cultural and historical significance of the play.
Your choices are:
* Things I Know To Be True
* How to Disappear Completely And Never Be Found
* Lift – Perusal Script
* From Up Here – Perusal Script
DESIGN REVIEW – PLAYS: SHAKESPEARE
Watch one of the productions of a Shakespeare play on Digital Theatre+ and complete one of the following:
1. Focusing specifically on the design and technical elements (set, costume, lighting, and sound), write a review. Refer to the handout on how to write a review of live theatre for guidance.
2. Answer the questions posed in the review writing handout which focus on design and technical elements in bullet point format.
3. Choose four key scenes from the production. Take notes on what you think worked and what didn't, what changes you would make if you were the designer, and your personal reaction.
4. Choose a key scene/moment from the production, taking notes on your chosen design element (set, costume, lighting, or sound) and the choices made by the designer. Then, design your version of your chosen element.
INTERVIEWS – TECHNICAL THEATRE
Watch one of the interviews below. After watching your chosen interview, complete one of the following:
1. Write a minimum of one page describing what you have learned.
2. Create a presentation on the information you have learned.
Your choices are:
* On Theatre Design: Max Jones
* On Stage Management: Ben Delfont
* On Sound Design: Andrea J. Cox
* Lighting Direction in King Lear
* On Automation Operation: Danny Garth
* On Costume: Faye Michel
DESIGNS
Using one of the play texts below, choose a design discipline to focus on and create the following:
1. A black and white concept sketch of the set or costume design of a key scene or character including notes on the reasons for your choices.
2. A full colour rendering of the same set or costume you sketched.
Your choices are:
* Things I Know To Be True
* How to Disappear Completely And Never Be Found
* Lift – Perusal Script
* From Up Here – Perusal Script | <urn:uuid:312cc96f-cc14-4090-8502-9d90202f3c8c> | CC-MAIN-2024-22 | https://education.digitaltheatreplus.com/hubfs/Virtual%20Classroom/Choice%20Charts%20-%20Drama.pdf | 2024-05-24T04:06:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00331.warc.gz | 193,259,393 | 2,508 | eng_Latn | eng_Latn | 0.996241 | eng_Latn | 0.996693 | [
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Augmentative and Alternative Communication (AAC)
Augmentative and alternative communication (AAC) can support communication for children with disabilities. AAC is found in many formats and should be individualized for a child's particular communication needs and strengths. In this case, one size doesn't fit all!
Why use AAC?
Augmentative and alternative communication (AAC) enables others to understand the needs and wants of young children with disabilities.
* Some children with disabilities have no vocal speech that is understood. These children may use AAC as alternative communication instead of their verbal speech. In these children's cases, you would not hear them speaking verbally, but you would see or hear them communicating using AAC only.
* Other children with disabilities have some speech but may need additional supports. These children may use AAC as augmentative communication to add to their vocal speech. They might use AAC at the same time as their speech to communicate more quickly or to say longer or more complex sentences.
AAC in practice
A 4-year-old may use a picture card to show a teacher a photo of an easel to indicate that he is ready to select the painting work during choice time. A 3-year-old may use a speech-enabled tablet to say "bike" on the playground so she can have a turn on the bicycle from a friend. A 4-year-old may sign "more" to request more fruit during snack time in the classroom. Each of these uses of AAC are examples of children having increased access and participation in routine class activities and further opportunities to build and strengthen friendships.
Teaching AAC skills
Typically, a speech-language pathologist (SLP) will work with a young child to teach and support their use of AAC. If a family member or early childhood teacher has questions about AAC, they can ask this provider. The family member and teacher should collaborate with the SLP to ensure that the vocabulary taught and integrated into the AAC are routinely used at school and at home. Be sure to add new or special words, such as favorite foods, preferred activities, and friends' names!
AAC everywhere!
Children should have access to their AAC everywhere that young children communicate. Young children have rich conversations on the playground, at the snack table, during messy play, and at mealtimes. Children with disabilities have a right to use their AAC during those times. It is important to protect the AAC from the elements by, for example, laminating picture cards to keep them from getting wet during an art activity or putting a foam case with a handle around a tablet before playground time.
Any opinions, findings, conclusions, or recommendations expressed in this tip sheet are those of the author(s) and do not necessarily reflect the views of the Illinois State Board of Education.
University of Illinois Urbana-Champaign Telephone: 217-333-1386 Toll-free: 877-275-3227 E-mail: firstname.lastname@example.org https://illinoisearlylearning.org
For more tip sheets on other topics, please go to https://illinoisearlylearning.org
4/24 | <urn:uuid:72cabf14-90c3-4c08-a592-c53a65deb316> | CC-MAIN-2024-22 | https://illinoisearlylearning.org/wp-content/uploads/2024/04/aac.pdf | 2024-05-24T03:38:38+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00327.warc.gz | 265,656,019 | 616 | eng_Latn | eng_Latn | 0.99866 | eng_Latn | 0.99866 | [
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Science
Know the names of the planets. Know how movement around the sun gives us night and day. Know how the movement of our planet affects the seasons. Know that there are push and pull forces that work in pairs.
Vocabulary:
Planet, solar system, sun, moon, lunar, solar, Mars, Venus, Earth, Mercury, Jupiter, Saturn, Uranus, rocket, astronaut, alien, force, push/ pull, gravity, atmosphere, rocket, astronaut.
History
Know why Neil Armstrong is a significant individual
Know about the first Lunar landing (when, how and who)
3,2,1…BLAST OFF!
Voyagers, AUTUMN 2
Learning behaviour foci: Questioning, Innovation, Collaboration
Art and Design
We will learn and know the skills for:
How to create a lunar landscape using collage materials
How to make a lunar buggy
How to make a space rocket and launch it!
How to develop our chalk drawings through planet art!
Music
Know about the different families of the orchestra.
Know the meanings of the words dynamics and melody and talk about them in Mars and Jupiter suites by Holst. | <urn:uuid:3fb7290b-4353-446f-baf0-05600d17df38> | CC-MAIN-2024-22 | https://sixpennyhandley.dorset.sch.uk/files/3-2-1-blast-off-page-1.pdf | 2024-05-24T03:47:30+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00330.warc.gz | 451,973,968 | 237 | eng_Latn | eng_Latn | 0.989776 | eng_Latn | 0.989776 | [
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ARMYWORMS
A number appearing at the bottom of a colored box are moths trapped during the nights highlighted by color Note: Bolded numbers indicate highest numbers of moth flight for a single or 2 night sequence. Nebraska thresholds not established, however some states indicate scouting threshold of 100/trap/7 day period
Black cutworms (moths/night)
A number appearing at the bottom of a colored box are moths trapped during the nights highlighted by color Note: Bolded numbers indicate substantial moth flight for a single or 2 night sequence (8 or more moths over 2 consecutive nights)
VARIEGATED CUTWORMS
A number appearing at the bottom of a colored box are moths trapped during the nights highlighted by color Note: Bolded numbers indicate substantial moth flight for a single or several night sequence
Although Nebraska threshold levels not been developed based on moth catches, some states have thresholds suggesting that large and continual catches greater than 25 per week will result in similarly large populations of variegated cutworm caterpillars being observed approximately 2 weeks following peak trap counts. | <urn:uuid:3717d309-2a57-4477-9df1-8e5692bd1561> | CC-MAIN-2024-22 | https://cropwatch.unl.edu/2016-CW-News/Documents/Insects/Cutworm%20Counts%20-%202016.pdf | 2024-05-24T05:16:41+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00337.warc.gz | 154,663,030 | 226 | eng_Latn | eng_Latn | 0.997292 | eng_Latn | 0.997376 | [
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Focus Lesson: Composting
Materials:
A Handful of Dirt
Containers (large yogurt containers)
Soil
Leaves
Vegetable scraps
Water
Time: 1 hour
*Common Core Standards: CCSS.ELA-LITERACY.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Thinking Skill: Predicting Critical thinking
Objective:
Students will understand the importance of soil and compost and how compost is made.
Connection:
Students will see how food turns into compost and how they can make their own compost. They will understand that they could make their own compost to enrich a garden of their own, and see the tangibility of food production. This also connects to the lesson on decomposition.
Explicit Instruction:
Start a discussion to elicit students' prior knowledge of soil and composition. What is soil? What makes up soil? What is composting? What goes into a composting bin? When something is decomposing naturally outside what does it become?
Read pages 25-27 in A Handful of Dirt by Raymond Bial.
Ask students to brainstorm what they think they would need to start composting.
Developed by: Martha Prince
Page1of2
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
*
by Raymond Bial
COMPOSTING
Guided Practice:
Split students into groups of 4-5 and ask them to develop a plan for how they will put their materials into their container. Will they layer them? Will they shake them up?
Then hand out materials: a small container, soil, leaves, vegetable scraps and a small amount of water. Allow students to put their materials in the container based on their plan.
Independent Practice:
Have students answer the following questions individually:
-What did you put in your container?
-What did you do to the materials in the container?
-Predict how long you think it will take the materials to become soil? Explain your answer.
Reflection – Group Share:
Bring students back to whole group and have them share their predictions for how long they think it will take their compost piles to turn into soil and why.
What did they learn about composting that they did not know before? Ask them to think about what they would like to grow in their garden when their compost becomes soil?
Reading List:
A Handful of Dirt by Raymond Bial
Teacher Note:
Developed by: Martha Prince
Page2of2
teachfitclub.org
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
* | <urn:uuid:5bc7e132-bdcd-4925-be07-c544845ff6db> | CC-MAIN-2024-22 | https://teachfitclub.org/wp-content/uploads/2014/09/Composting-Lesson.pdf | 2024-05-24T03:56:00+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00336.warc.gz | 472,250,929 | 559 | eng_Latn | eng_Latn | 0.996078 | eng_Latn | 0.996523 | [
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LANGSTONE
HARBOUR BOARD
Wildlife in the Harbour
Welcome to Langstone Harbour. Langstone Harbour is an area of international importance for nature conservation and a fantastic place to watch wildlife, both from the shore and from the water. These tips will help you to get the most our of your visit while helping to protect our valuable plants and animals, preserve the important habitats of the Harbour and keep it a safe place for everyone to enjoy.
Langstone Harbour
Farlington
Marshes
Nature
Reserve
West
Hayling
Nature
Reserve
The Kench
Nature Reserve
RSPB Nature
Reserve
Landing Area
South Binness
N
KEY
Seabird
nest site
High tide
roost site
Site of
botanical
interest
Baker’s Island
Long Island
North Binness
Old
Oyster
beds
Please ...
Avoid disturbing roosting, feeding or nesting birds, ashore or afloat
Do not land in unauthorised places – the only landing site in the RSPB reserve is at the south end of Long Island
Minimise noise and wash – especially when close to the shore
Avoid landing and walking on shoreline vegetation
Safety
G Check local weather conditions & tides
G Wear a buoyancy aid
G Tell someone ashore when you will return
G Ensure your craft is well maintained
G Don't go afloat if you've been drinking
G Be aware of other harbour users
Regulations
It is an offence to:
G Evade payment of harbour charges (s.43, HD&PC Act)
G Use your craft in a dangerous or careless manner (Byelaw 5)
G Exceed the 10 knot speed limit in the Harbour (Byelaw 6)
G Be in charge of a vessel while under the influence of drink or drugs (Byelaw 18)
G Minimise your wash when near the shore
G Disturb nesting terns and Mediterranean gulls (W&C Act)
The extensive mudflats of the Harbour support huge flocks of wading birds during the autumn and winter and good views can be obtained from the shore or boat. At high tide the birds concentrate at safe roost sites, notably the RSPB reserve, the Old Oysterbeds and the Kench. In the summer, seabirds nest on islands in the RSPB reserve and the lagoon in the oysterbeds - including one of the most important little tern and Mediterranean gull colonies in Britain.
The nesting and wintering birds in Langstone Harbour are of international importance and are legally protected. Disturbing these birds can mean that eggs and chicks are abandoned, or the extra energy used in flying away may lead to starvation, especially in cold winter weather so please don't try to approach too close - use binoculars or a telescope.
Some scarce salt tolerant plants thrive on the shingle banks and saltmarsh around the Harbour and give a welcome splash of colour. These habitats are threatened nationally and easily damaged by trampling.
The Harbour Master operates a patrol launch within the harbour limits for the main purpose of byelaw enforcement. IS YOUR HARBOUR CHARGE PLAQUE CLEARLY DISPLAYED?
If you require any further harbour information please contact the Langstone Harbour Office on 023 9246 3419 www.langstoneharbour.org.uk
Printed by Amey Tel 023 9283 4131
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For all questions, answer choice (E) NOTA means that none of the given answers is correct. Good Luck!
1. What is the probability that the intended correct answer to this question is A?
(A) 0.2
(B) 0.1
(C) 1
(D) 0
(E) NOTA
2. Jessie claims that the majority (more than 50 percent) of students at her school (with 302 students) do not like her signature combination of vanilla ice cream and soy sauce. She decides to take a simple random sample of 32 students from her math competition team and finds that 20 of the surveyed students claimed to NOT like the combination of ice cream and soy sauce. Then, she performs a One-Sample Z-Test for a population proportion to test her claim. Based on the results of this test, can she conclude at the α = 0.05 significance level that more than 50 percent of the students at her school do NOT like vanilla ice cream and soy sauce together?
(A) Yes, since the p-value of the test is rounded to 0.017
(B) No, since the p-value of the test is rounded to 0.983
(C) The test cannot be appropriately performed as the randomness condition (and only this condition) was violated
(D) The test cannot be appropriately performed as two or more of the inference assumptions were violated
(E) NOTA
3. The Stats Orca wants to know if a certain diet significantly decreases the hbA1C levels (a measure of blood sugar) of diabetic patients. If the Stats Orca performs the appropriate test using the following dataset, which includes the hbA1C levels of 10 diabetics before and after the diet, what is the standard deviation of this test rounded to 3 decimal places? Assume all inference conditions and assumptions are met.
| hbA1C before diet: | 9.6 | 11.0 | 8.6 | 8.3 | 7.9 | 14.0 | 10.5 | 10.5 | 12.1 | 11.7 |
|---|---|---|---|---|---|---|---|---|---|---|
| hbA1C after diet: | 5.6 | 7.5 | 6.4 | 6.2 | 5.5 | 7.6 | 12.1 | 11 | 6.5 | 11.4 |
(A) 2.535
(B) 3.167
(C) 2.559
(D) 2.428
(E) NOTA
4. Let's say that x=100. Follow each step in order to determine the final answer to this question:
Step 1: If the following statement is true, add 54 to the current value of x. If the statement is false, subtract 54: A type 1 error is committed when a false null hypothesis is falsely not rejected.
Step 2: If the following statement is true, add 26 to the value of x after step 1. If it is false, subtract 26: Power is the probability of correctly rejecting a false null hypothesis.
Step 3: If the following statement is true, multiply the value of x after step 2 by 2. If it is false, divide the value of x after step 2 by 2: Decreasing the sources of variability of a test will increase the power.
What is the final value of x after step 3 has been completed?
(A) 144
(B) 360
(C) 36
(D) 90
(E) NOTA
5. Considering that people in richer nations have bigger houses and people in richer nations also have a higher life expectancy, which of the following best characterizes this non-linear relationship between house size and life expectancy?
(A) Correlation
(B) Causation
(C) Common Response
(D) Confounding
(E) NOTA
6. Philipe has 4 green balls, 3 purple balls, and 3 orange balls. If he is taking two random balls from the bag without replacement, what is the probability that Philipe takes out two balls of the same color?
(A) 8/27
(B) 1/3
(C) 5/18
(D) 19/27
(E) NOTA
7. Four dice have the following probabilities of showing a 3 when rolled: die 1 has probability a, die 2 has probability b, die 3 has probability c, and die 4 has probability d. One of the four dice is randomly chosen and rolled. Given that a 3 appears, what is the probability that die 1 was the one randomly chosen?
(A) a a+b+c+d
(B) 4a a+b+c+d
(C) a 4
(D) a (a+b+c+d) 4
(E) NOTA
8. Leeni likes to shoot free throws at her local gym. She’s quite talented, and the probability that she makes any free throw is a constant 70%. Whether she makes or misses a free throw is independent of previous attempts. Find the sum of the mean and standard deviation of the number of free throws she makes out of 50 attempts, rounded to the hundredths place.
(A) 2.08
(B) 40.32
(C) 11.76
(D) 38.24
(E) NOTA
9. A spinner has areas labeled 1-4 with the probability distribution given below:
x:
1 2 3 4
p(x): 0.04 0.30 0.26 0. 40
Find E(X 2 ) to two decimal places.
(A) 3.95
(B) 9.98
(C) 3.02
(D) 10.05
(E) NOTA
10. The principal of Lincoln Middle wants a random sample of scores on the Unit 9 biology test, a test given by 4 biology teachers to their respective classes. If he selects a SRS of 10 scores from each teacher, what type of sampling method did the principal use?
(A) Stratified
(B) Cluster
(C) Multistage
(D) Systematic
(E) NOTA
11. Two frogs: ribertribert and rubertrubert are at diametrically opposite vertices of a regular octagon. Every second, simultaneously, ribertribert and rubertrubert randomly jump to an adjacent vertex independently and with equal probability. ribertribert and rubertrubert stop jumping when they land on the same vertex. What is the expected number of seconds until the frogs stop jumping?
(A) 6
(B) 8
(C) 3
(D) 17/2
(E) NOTA
12. Now, two different frogs: rabertrabert and reburtreburt are on opposite vertices of a regular hexagon. Every second, they simultaneously jump to an adjacent vertex of the hexagon independently and with equal probability. rabertrabert and reburtreburt stop jumping when they both land on the same vertex. What is the expected number of seconds until the frogs stop jumping?
(A) 6
(B) 8
(C) 4
(D) 10
(E) NOTA
13. Ibn Aud, king of Audi Arabia wants to know his approval rating, so he hires you to create a 95% confidence interval for the true proportion of the citizens of Audi Arabia who support Ibn Aud. What is the sum of the upper and lower bounds of the interval rounded to three decimal places if 6969 out of the 10000 citizens of Audi Arabia support Ibn Aud?
(A) 1.393
(B) 1.396
(C) 1.394
(D) 1.395
(E) NOTA
14. The phenomenon where experimental subjects behave differently when they know they are being observed is known as the effect. What is the number of permutations of the letters in ?
(A) 5040
(B) 2520
(C) 362880
(D) 40320
(E) NOTA
15. The One-armed Bandit scored a 94 on Liquan Khan’s History of Math test. When he asked Liquan how he did, Liquan told him that the scores were normally distributed and that he scored in the 80th percentile. Bun Head scored a 110 on the same test and Liquan told her that she scored in the 95th percentile. What is the sum of the mean and standard deviation of the scores of Liquan Khan’s History of Math test? (Round all z scores, the mean, and the standard deviation to 3 decimal places.)
(A) 97.148
(B) 87.345
(C) 98.582
(D) 84.263
(E) NOTA
16. Canadian Descent High School offers three math classes to juniors: Calculus AB, Calculus BC, and Statistics. Every student in the junior class must take either one or two of the classes, but math competition students are required to take two, including one Calculus and one Statistics class. The Statistics teacher, Mr. T, sees that he has 76 juniors enrolled in Statistics, but he wants to know how many of them are math competition students. Mr. Lampar, who teaches both Calculus classes, notices that they each have 140 students enrolled, 20 of which are double-enrolled in AB and BC. While he doesn’t see which students are in math competition, he knows that 25 percent of his Calculus AB students and 20 percent of his Calculus BC students are taking another math class. He also sees that among non-competition students, 10 percent chose to take two classes. How many math competition students are in the junior class at Canadian Descent High School? (not necessarily in any particular math class)
(A) 13
(B) 28
(C) 30
(D) 43
(E) NOTA
17. An insulin manufacturer wants to conduct a study on the effectiveness of their untested product. A scientist injects the old or new insulin into different volunteers (no one volunteer receives both), then inserts a device in their arm to track their blood sugar levels. A computer reads out changes in blood sugar at time intervals of 15 minutes until an hour has passed. What are the experimental units in this experiment?
(A) Type of insulin
(B) Time intervals
(C) Blood sugar levels
(D) Computer
(E) NOTA
18. At a small gathering, a group of mathematicians move around a room with tables and talk to each other. Some of the mathematicians are already friends, and some are not. If a group of 4 mathematicians who are already friends see each other, they will sit down at a table together, and if a group of 3 mathematicians who were not previously friends see each other, they will also sit down together. The gathering extends for a sufficiently long time such that every permutation of group interactions occurs, and all mathematicians are left standing. What is the maximum number of mathematicians at this gathering?
(A) 6
(B) 7
(C) 8
(D) 9
(E) NOTA
19. A company advertising its new diet plans wants to study their effectiveness. They have 800 volunteers, 400 each of men and women and equally distributed by starting BMI across the following ranges: 15-20, 20-25, 25-30, and 30-35. An equal number of volunteers receives each of the four diet plans, and change in their BMI is tracked over a month. How many blocks are in this experiment?
(A) 25
(B) 80
(C) 100
(D) 400
(E) NOTA
20. Bernie is flipping 3 coins. She knows that 2 of the coins are fair, and one is tails on both sides. She takes a coin at random and sees that it is showing heads. What is the probability that she is looking at a fair coin?
(A) 1/6
(B) 1/4
(C) 1/3
(D) 1/2
(E) NOTA
21. What percent of scores that lie more than one standard deviation away from the mean lies more than three standard deviations below the mean? Assume a normal distribution and use the empirical rule.
(A) 3/640
(B) 3/100
(C) 3/320
(D) 3/80
(E) NOTA
22. If the equation of the line of best fit between two variables is y = -0.53x + 0.67, what is the coefficient of correlation given that Sx = 3.2 and Sy = 4.1? Round answer to 2 decimal places.
(A) 0.52
(B) 0.41
(C) 0.68
(D) 0.46
(E) NOTA
X: 18 26 32 66 43 29 81 13 Y: 53 29 38 75 31 30 64 18
23. What is the y-intercept of the line that yields the lowest sum of squared residuals for the given data points? Round answer to 4 decimal places.
(A) 13.06761
(B) 13.06760
(C) 0.69304
(D) 0.69305
(E) NOTA
24. If the mean of a normal distribution is 12, with a standard deviation of 1.5, what is the probability of randomly selecting a value less than 9, given that the value is less than 13.5? Use the empirical rule and round answer to 4 decimal places.
(A) 0.0262
(B) 0.9738
(C) 0.0298
(D) 0.0270
(E) NOTA
x:
1 2 3 4 5 6
p(x): 0.24 0.31 0.16 0. 12 0. 02 0.05
25. What is the standard deviation of the probability density function? Round answer to 4 decimal places.
(A) 1.6632
(B) 1.3674
(C) 1.3597
(D) 2.4667
(E) NOTA
26. Here are the probability distributions for random variables x and y.
x: 1 2 3
p(x):???
y: 1 2 3
p(y):?? 0.4
If it is given that p(x = 1, y = 2) = 0.175 and p(x = 1, y = 3) = 0.2, what is p(x = 2 ∨ 3, y = 1)?
(A) 0.25
(B) 0.125
(C) 0.35
(D) Not enough information
(E) NOTA
27. In the world of Doolville, you can either be a fool or a drool. Everyone can have up to 5 tools each (keep in mind: they can have 0!), everyone has a 0.6 probability of having a pool, and everyone goes to one of three schools: School A, school B, or School C. What is the probability that, out of a random sample of 3 fools and 7 drools, you pick a fool that has 3 tools, has a pool, and goes to school B, AND THEN, without replacement, pick a drool that has anywhere between 1 and 4 tools inclusive, does not have a pool, and goes to either School B or C? For the purpose of this question, assume an equal probability of having any number of tools and of going to each school (for example, the probability of anyone going to School A is 1/3).
(A) 14 10125
(B) 7 3375
(C) 7 5625
(D) 56 28125
(E) NOTA
28. Doolfus, the mayor of Doolville is concerned about the efficiency of his citizens, the drools and the fools. In his mind, to be an efficient citizen, you must be in possession of at least 3 tools and furthermore, he believes that less than 40 percent of his citizens are efficient workers. He conducts a 94.5 percent confidence interval to see how ALL of his citizens match up with his standards. Out of a random sample of 156 fools, 57 had at least 3 tools, and out of a random sample of 234 drools, 130 of them had less than 3 tools. What is the confidence interval that Doolfus created (assuming that he is correct), rounded to 4 decimal places?
(A) (0.3649, 0.4607)
(B) (0.0934, 0.2869)
(C) (0.3650, 0.4607)
(D) (-0.0177, 0.1758)
(E) NOTA
29. Now that mayor Doolfus has his confidence interval, he should be set to make some changes in his town. Unfor- tunately, he forgot how to interpret a confidence interval! Using the correct confidence interval from the previous question, help mayor Doolfus out by deciding whether there is reason to believe that less than 40 percent of his citizens are efficient workers, with a corresponding reason why.
(A) Yes, there is reason to believe that less than 40 percent of his workers are efficient because 0.4 is in the interval
(B) Yes, there is reason to believe that less than 40 percent of his workers are efficient because 0.4 is not in the interval.
(C) No, there is no reason to believe that less than 40 percent of his workers are efficient because 0.4 is in the interval.
(D) No, there is no reason to believe that less than 40 percent of his workers are efficient because 0.4 is not in the interval.
(E) NOTA
30. Let’s say you have three normal distributions. Distribution X is N(0,1), distribution Y is N(1,2), and distribution Z is N(2,3). What is the expected value of the sum of the squares of these three distributions?
(A) 19
(B) 3
(C) 5
(D) 9
(E) NOTA | <urn:uuid:b8d8fedc-2384-479e-83bf-7ab4a83cd54a> | CC-MAIN-2024-22 | https://www.famatdelegates.org/wp-content/uploads/2022/11/Stats_Indiv.pdf | 2024-05-24T03:09:04+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00332.warc.gz | 656,218,628 | 3,928 | eng_Latn | eng_Latn | 0.993367 | eng_Latn | 0.996274 | [
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Core Concepts
Mental Health and Wellbeing RP4
Key Vocabulary
Emotions-
Emotionless
Depressed
Negative thoughts
Mental health
Positive
Energy
Stages
Stage 1 – Discuss the different emotions a person can feel
Stage 2- debate the emotions we go through depending on the scenario
Stage 3- practice different strategies for mental wellbeing including mindfulness colouring, yoga, fitness and breathing techniques
Stage 4- to explore how mental wellbeing can be a part of daily life by creating a daily routine
Unit Outcome
To use a range of vocabulary to describe different emotions people experience in different situations.
To demonstrate that mental wellbeing is a normal part of daily life (just as physical health).
Enquiry Questions
Are there any groups that support mental wellbeing of children?
What time of the day is the best to focus on mental wellbeing?
How do you know if your mental wellbeing isn't very good?
Useful Resources
https://www.nhs.uk/oneyou/every-mind-matters/childrens-mental-health/
https://youngminds.org.uk/
Key Facts
PSHE- Year 5/6- Cycle A- Summer 1
Physical Health 3
Summer 1 Part B-
Street Safety
A visit should be organized by the assistant head from Street Safety and each class should take part in the drama workshop.
Core Concepts
Respectful Relationships Including Online RP3
Safety RP1
Key Vocabulary
Data
Anonymous
Breach of privacy
Respectful
Stranger
Summer 2 Part B-
Water Safety 1
Safety RP1
Unit Outcome
To be able to swim 25metres or more.
Throughout the year, year 5/6 will take part in swimming lessons. Using the assessment from The Pods at the end of the swimming session, fill in RSHEPSE assessment in the safety swimming column.
Stages
Stage 1 – Discuss how data is shared online without our consent amongst people and amongst companies
Stage 2- Research the Data Protection Act
Stage 3- Talk about how relationships are the same and different to those online.
Stage 4- Debate the risks associated with having friends or people online we have never met.
Unit Outcome
To be aware of how information and data is shared and used online.
To demonstrate they know the principles for online relationships are the same as face to face relationships in particular being respectful when we are anonymous.
To know the risks associated with people/friends they have never met online.
Enquiry Questions
1. Can you think of a time when you feel like your interests have been shared on the internet without your knowledge?
2. Why do you think people think they can act differently online?
Useful Resources
This website explains the Data Protection Act https://www.bbc.co.uk/bitesize/guides/z9nk87h/revision/4
Lessons available online for personal data https://ico.org.uk/for-organisations/in-your-sector/education/resources-for-schools/primary-schoollesson-plans/
PIXL> Character> E-Safety> Year 5 6> Session 9 and 10
Key Facts
Online Relationships 3 | <urn:uuid:8a13f090-000d-4941-ae4d-4ce9cb829182> | CC-MAIN-2024-22 | https://crosbyprimary.co.uk/wp-content/uploads/2023/03/Cycle-A-Year-5-6-Summer-MTP.pdf | 2024-05-24T04:51:59+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00337.warc.gz | 154,888,093 | 652 | eng_Latn | eng_Latn | 0.992282 | eng_Latn | 0.992421 | [
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"I Just Wanted to
Raise a Nice Boy!": Being Critical and Political
Jerome C. Harste,withAndrew Manning
L ike children still seeking parental approval, many of us have had the experience of sharing our professional activities with our parents and being surprised with the results. I remember giving my mother a copy of Language Stories & Literacy Lessons (Harste, Woodward, Burke, 1984). It was like showing off a new baby, and I wanted her to be a proud grandmother. Oh, she was proud that first day. It was the day after, when I came back to visit her, that I got my shock. I saw she had been reading the book, so I asked, "So what do you think?" Her reply: "I just wanted to raise a nice boy! I don't know why you always have to be so critical and so negative about everything! I sure tried raising you better!"
Whole Language: Too Nice?
What my mother didn't understand, of course, is that progressive educators must take a stance; we cannot afford to be "nice" about practices that we know are damaging children. Yet in 1984, I had not yet anticipated the role that critical literacy and political commitment would take in my work and in the work of other educational leaders.
While I, like many of you, can trace my change in thinking about literacy to Kenneth Goodman (1967), it was Dr. Carolyn Burke who helped me move from what Manning (1999) has called a "functional" and "cultural" model of literacy to a whole language or "progressive" view of literacy. This shift was quite dramatic. Instead of seeing reading and writing as skills to be taught, I began to see my role as teaching children how they might more strategically use reading and writing to learn. What I didn't question at the time was what children were learning. I still saw schooling in terms of teaching our society's values. Manning describes this shift as one from "literacy as skills" to
"literacy as morality," which he further describes as "a cultural stamping of values and sensibilities, in part through the study of good literature."
Ferguson (1990) says there is an "invisible center" that operates in society. This invisible center, he says, constitutes dominant cultural norms, or said differently, "the expected." It is important to understand that Ferguson's invisible center really constitutes a particular set of social practices that keep particular norms in place and others at bay. When someone calls for a different set of social practices—for example, using children as our informants to plan curriculum rather than what some adult hallucinated as constituting an instructional sequence for literacy— someone else is likely to feel threatened. To show how progressive educational practices have come to challenge cultural norms, I will trace the evolution of my own philosophy and practice.
Progressive educators must take a stance; we cannot afford to be "nice" about practices that we know are damaging children.
By 1990 I had begun to see curriculum as lived experience, as a metaphor for the lives we want to live and the people we want to be (Harste, 1990). I advocated for an expanded view of literacy, one that included art, music, dance, drama, language, and other ways of knowing (Short, Harste, w/ Burke, 1996). One of the big issues for me, then as now, is who is in charge of curriculum. I called for education-as-inquiry for teachers as well as for students, using children and teacher-research as our curricu- lar informants and building curriculum from the inquiry questions of learners. I was interested in making classrooms
Copyright © 2001 by the National Council of Teachers of English. All rights reserved.
A major breakthrough in our understanding of language in the 1990s was the growing awareness that there are "multiple literacies" rather than one literacy.
places where all voices could be heard, where conversation and collaboration contributed to creating a community of learners, and where action was followed by reflection and reflexivity. Manning (1999) would say I was seeing literacy as "personal growth," curriculum as "open and pluralistic," and literacy instruction as "student-centered and liberal."
Many of you went through these changes with me, but not everyone was on our side. Many took on the accoutrements of whole language (journals, big books, and children's literature) without understanding the movement's underlying philosophy. Both Carol Edelsky (1994) and Patrick Shannon (1993)
began claiming that inquiry wasn't enough, that we needed to get explicitly political. While they weren't willing to walk away from what we had learned about language and learning, nor the importance of building curriculum from children, they called on us to become critically literate ourselves, with hopes that what we could do for ourselves we could do for children.
There were also attacks from outside the whole language community. Lisa Delpit (1995) suggested that whole language served neither minority educators nor minority children. Educators examining genre in Australia began to criticize whole language, arguing that it was too much about narrative and expressive language rather than helping children gain access to the discourses of power (Christie, 1990; Lemke, 1996). Alan Luke (1994, personal communication) criticized holistic notions of "voice," claiming they ignored coded messages, meanings, and attitudes of language.
Yet I had never claimed that whole language should be "nice." In fact I had often said that if you don't want to get in trouble, don't have a new idea. I knew literacy instruction was political. There were lots of educators— basal publishers in particular—who had a vested interest in maintaining the status quo. I had lots of personal evidence that whole language worked well with African American children from my work with teachers in Indianapolis.
Allowing children to wiggle the curriculum by giving them choice and building curriculum from their interests empowered them and felt more democratic. And despite what the genre-ists said, I knew from personal experience that expository writing was strengthened by first working with children on expressive writing. I argued that classrooms had to support the development of voice before interrogating it.
The problem was that I did not understand the extent to which literacy is political. I did not sufficiently question whose literacy it was that we were advocating or why what we were teaching might not feel very empowering to children as they handled life in the inner city. In some ways, my cavalier attitude toward critical literacy represented a new "invisible center."
Multiple Literacies
A major breakthrough in our understanding of language in the 1990s was the growing awareness that there are "multiple literacies" rather than one literacy. Brian Street (1995) showed how different cultures define literacy differently and how parents within these cultures induct their children into literacy very differently. Shirley Brice Heath's (1983) study of Roadville and Trackton, Anne Haas Dyson's (1995) work with young children, and Luís Moll's (1994) "funds of knowledge" work with Latinos add credence to this view. These works strengthen the notion that educators ought to be building curriculum from children rather than doing curriculum to children, while at the same time they questioned the notion of a single, universal model of literacy learning and development.
A second major breakthrough came with our understanding of literacy as social practice (Freire, 1970; Gee, 1996; Fairclough, 1992; Lankshear, 1997). In the broadest sense, these researchers were arguing that literacy is much more than just the texts we read; it also includes the social practices that provide the context of those texts. Luke and Freebody (1997) argued that there are multiple definitions of literacy operating in our society simultaneously and that children are learning different things at home than they are at school with regard to what it means to be literate. Further, they argued that in order to change anyone's definition of literacy, one has to change the social practices that are maintaining the old definition. Changing school practices is not going to automatically change community literacy practices. Even more problematic,
school literacy practices pale to insignificance when seen against the backdrop of pop culture and the media. Luke and Freebody contrast the code-breaking, meaning-centered, and functional definitions of literacy with their fourth model, "critical literacy." They see a growing group of educators helping learners critically analyze and transform texts. Ideologically, these educators believe that "knowledge, culture, schooling, and language are inscribed with power and are not neutral, but marked by vested interests and hidden agendas" (Manning, 1999). They believe curriculum needs to focus on "the everyday world as text" and teachers need to help children develop the "analytic tools to deconstruct texts."
Both Dr. Manning and I argue that it isn't good enough that children can respond to text; to be truly literate, children need to understand how texts act on them and to consciously position themselves accordingly. We, like Dennis Sumara and Brent Davis (1999), argue that curriculum should be "interrupting normativity," constantly questioning "the invisible center," the social practices which maintain systems of dominance.
Bill Green (in Comber & Green, 1998) argues that instruction ought to focus on real-world literacy events. He thinks that teachers should help children understand how texts are coded, be the text a map, a set of directions, a story, a rap song, or a community flyer. Rather than calling this "decoding," he sees it as "operational literacy." Like James Gee (1996), Green wants children to understand how texts operate: Who has agency? How is language used to give this agency? What identity has the author taken on and what is he or she trying to get readers to do by taking on that identity? What cultural model or framework is being evoked? What register of language is being used and why?
Making Whole Language Critical
Moving from a progressive educator to a critical literacy educator has not been easy for me. The person, however, who has helped me make these shifts has been Dr. Andrew Manning, Dean of Education at Mount Saint Vincent University. Dr. Manning and I have known each other for some 20 years, during which time our most notable achievement has been the creation of an Education-asInquiry master's degree program at Mount Saint Vincent University and the creation of a joint doctoral program between Mount Saint Vincent University and Indiana
University. We would describe the curricula in these programs as being critical, inquiry-based, and semiotic, or emphasizing multiple sign systems and multiple ways of knowing.
As our programs have evolved, we have had to articulate which whole language principles we see as foundational and which principles have shifted as a result of our critical literacy stance. We see the result of our work together as melding the best that is currently known about language and learning, be the sources whole language or critical literacy. Nonetheless, we want to talk about how a critical perspective has altered our view of these basic principles.
One of the tenets we could not walk away from was our belief that curriculum needs to be anchored in learning. We not only organize the program around the inquiry questions of teachers, but
Curriculum needs to be anchored in learning. . . .No matter what we are studying, our emphasis is on observation, analysis, collaboration, interrogation, reflection, and other key processes in inquiry.
we try to live the curriculum we envision them living with their students. Engagements within the curriculum focus on underlying processes in learning. So, no matter what we are studying, our emphasis is on observation, analysis, collaboration, interrogation, reflection, and other key processes in inquiry.
This does not mean we do not have a content structure. We believe anyone getting a master's in language education ought to know how to teach reading, including cue system utilization and strategy instruction. They also need to know how to teach writing and how to create classrooms that support reading, writing, and content area instruction.
Teachers study the foundations of literacy for an entire year. Using the inquiry cycle (Short, Harste, w/ Burke, 1996) as a curricular framework, we allow teachers to inquire into various aspects of language learning that interest them and to situate their study in terms of their own classrooms. As part of this process, students actively engage in their own teacher-research and curriculum development.
11
Yet there are differences because of the philosophical shift. We now help teachers envision reading and writing (schooling, really) in terms of "social practices," and specifically look at how alternative social practices construct different literate beings. We ask teachers to think about what it is that children would know if they only knew
ESL teachers . . . understand only too well the relationship between language and power.
about literacy from being in their classroom. Together we explore the repertoire of discursive practices we might want children to have as they exit our classrooms.
For teachers having difficulty thinking about how they might start to raise critical issues with children, we suggest they begin by observing their children on the playground. Recess is a veritable gold mine for critical literacy issues. Taking notes on how children treat each other and sharing these notes at a class meeting creates space for illuminating discussions of social practices. As playground injustices come bubbling into the classroom, we can pose critical literacy as an eye for seeing potential where before it was seen as a problem.
Learners and the Real World as Curricular Informants
The principle of building curriculum from children is another tenet of whole language that we have not abandoned. Too often literacy education, whether for teachers or kids, is about consumerism—about understanding and buying into the text, about learning to teach by following a program, step-by-step. Critical literacy calls for agency. Readers who are critically literate need to consciously decide for themselves whether or not they are going to buy into the text. If the curriculum we offer and the social practices we employ are negotiable, we must be open to non-dominant agendas and choice.
The real change in our curriculum is philosophical. We no longer talk about language as learned naturally. Rather than talk about universal processes in language learning, we work with teachers in planning focused studies with children around such themes as language and power. We constantly remind teachers that common sense is really someone's cultural sense and that there are alternatives. We focus on everyday literacies—television commercials, com- munity flyers, newspaper advertisements, administrative memos, etc. These are the critical literacies that count in the everyday lives of teachers and children. We work with teachers in creating invitations in which children research local language practices as well as study their intent, how language is used, and its effect.
Another change is our emphasis on teachers exploring the effects of their professional practices on different groups of children. Who takes up the opportunities provided and what do they do with them? It is interesting to examine which students please us and what this warming-of-the-cockles-of-a-teacher's-heart says about how we are constructing literacy.
Interrupting Normativity through Literature and the Arts
Those who wish to reform education can begin by reforming their reading and writing programs. One of the easiest ways to do this is through the use of literature. More and more, children's literature addresses issues of multiculturalism as well as focuses on everyday topics in everyday settings. These books are crucial, as it is important that all children see themselves in the texts we use for instruction.
One of the most exciting trends in children's literature is what we call "multiple perspective" books (Lewison, Leland, & Harste, 2000). Rather than providing simple answers to complex problems, these books lay out issues in all of their complexity. The identification of "multiple perspective" books is part of a larger project in which we have been engaged, namely, the reviewing of children's books and adolescent novels that raise important social issues (Harste, Vasquez, Lewison, Breau, Leland, & Ociepka, 2000). We introduce these books at every face-toface meeting we have with teachers in the program and invite them to create spaces in their classrooms to share and discuss these books with children.
As teachers do so, we ask them to track what social issues are raised. We then support teachers in creating curricular invitations that follow up on these concerns. We constantly emphasize that books are not critical; what makes literacy instruction critical is the social practices enacted in conjunction with these books.
Taking our lead from the New Basics Project in Australia (Luke, 2000), in which students are asked to identify and research a social issue of personal significance
and then use the arts to heighten community awareness, we create similar "rich tasks" for teachers relative to teaching. We begin by asking teachers to bring in a performance objective that they feel obligated to meet as a responsible professional in their school district. We then ask them to think of what literacies the children with whom they work bring to school and to use these alternate literacies to explore literacy critically as well as to support the district's performance objectives. For example, teachers might use a poem to help students identify main ideas, but they can take the study of the poem several steps further by having students dramatize alternate interpretations and explore questions that critically examine social implications of the poem, such as gender roles and power relations. This rich activity uses literature and the arts not merely for aesthetic purposes, but to propel the learning process.
Being Critical and Political
Our mothers, we suspect, may find this critical literacy stance too negative, not "nice" enough. On the other hand, these days there is less resistance to critical literacy. When you talk about the need for children to be critically literate about using the computer, and especially the Internet, parents readily agree. They are very concerned. They want their children to be critically literate about the media.
Middle school educators, too, are very receptive. They are sick of having the middle school seen as a way station and the middle school years as a period everyone simply hopes will speed by. Everyday issues that middle school students face, from getting tattoos to establishing sexual identities, are more frequently (if not frequently enough) addressed in curriculum. The social practices of students are too important not to interrogate; we must create space in our classroom to address topics important to our students, whether "the invisible center" is ready for it or not.
English as a Second Language teachers are another group of educators whom we have found to be receptive to critical literacy. They want their students and the rich cultures they bring with them to be respected and valued. They understand only too well the relationship between language and power. There are other marginalized groups, too, including urban educators and special education teachers. Teacher educators are becoming more interested in critical literacy as well.
So what do you do when the "invisible center" maintains its dominance? You might want to spend time with teachers who are exploring critical literacy issues in their classrooms. Find a colleague who is moving ahead in directions you would like to go. One thing whole language taught us was that we never have to work alone again. We can take the risk to become political and critical. Doing so may help people interrogate their concept of "nice." And that is a start.
References
Christie, F. (Ed.). (1990). The future of literacy in a changing world. Melbourne: Australian Council of Education Research.
Comber, B., & Green, B. (1998). Information technology, literacy, and educational disadvantage. Adelaide: South Australia Department of Education, Training, & Employment.
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
Dyson, A. H. (1995). Writing children: Reinventing the development of childhood literacy. Written Communication, 12 (1), 4-46.
Edelsky, C. (1994). Education for democracy. Language Arts, 71(1), 252-257.
Fairclough, N. (1992). Critical language awareness. London: Longman.
Ferguson, R. (1990). Introduction: Invisible center. In R. Ferguson, M. Grever, T. Minh-ha, & C. West (Eds.), Out there: Marginalization and contemporary cultures (pp. 9-14). Cambridge, MA: MIT Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
Gee, J. P. (1996). Sociolinguistics and literacies: Ideology in discourse (2nd ed.). London: Taylor & Francis.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 4(1), 126-135.
Harste, J. C. (1990). Inquiry-based instruction. Primary Voices K–6, 1(1), 3-8.
Harste, J. C., with Breau, A., Leland, C., Lewison, M., Ociepka, A., & Vasquez, V. (2000). Supporting critical conversations in classrooms. In K. M. Pierce (Ed.), Adventuring with books (12th ed., pp. 507-554). Urbana, IL: National Council of Teachers of English.
Harste, J. C., Woodward, V. A., & Burke, C. L. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, MA: Cambridge University Press.
Lankshear, C. (1997). Changing literacies. Buckingham, England: Open University Press.
Lemke, J. (1996). Textual politics. London: Taylor & Francis.
Lewison, M., Leland, C. H., & Harste, J. C. (2000). "Not in my classroom!" The case for using multi-view social issues books with children. Australian Journal of Language and Literacy, 23(1), 8-20.
Luke, A. (2000). New basics project: Technical report. Queensland, Australia: Department of Education.
Manning, A. (1999). Frameworks for locating practice. Presentation given at a Mount Saint Vincent University Open Learning Course, Mississagua, Ontario, Canada.
Moll, L. C. (1994). Literacy research in community and classrooms: A sociocultural approach. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 179-207). Newark, DE: International Reading Association.
Shannon, P. (1993). Developing democratic voices. The Reading Teacher, 47(2), 86-94.
Short, K. G., Harste, J. C., w/ Burke, C. L. (1996). Creating classrooms for authors and inquirers (2nd ed.). Portsmouth, NH: Heinemann.
Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratt, A. Luke, and P. Freebody (Eds.), Constructing critical literacies (pp. 185225). Cresskill, NJ: Hampton Press.
Street, B. (1995). Multiple literacies. Portsmouth, NH: Heinemann.
Sumara, D., & Davis, B. (1999). Interrupting heternormativity: Toward a queer curriculum theory. Curriculum Inquiry, 29(2), 191-208.
Jerome C. Harste is a Martha Lea and Bill Armstrong Chair in Teacher Education and a professor in Language Education at Indiana University in Bloomington, Indiana.
Andrew Manning is Dean of Education at Mount Saint Vincent University in Halifax, Nova Scotia.
Is Your TAWL Group up to Date?
In recent months, the National Council of Teachers of English has been sending out renewal notices to TAWL Group leaders whose membership has expired. If your group needs to renew but you haven't received a notice, or if you are not sure of your membership status, please contact Debbie Zagorski at NCTE, 1-800-369-6283, ext. 3612. | <urn:uuid:06464d70-dc24-47d9-b390-331b6831785f> | CC-MAIN-2024-22 | http://jeromeharste.com/wp-content/uploads/2012/12/wanted.pdf | 2024-05-24T03:48:21+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00340.warc.gz | 12,762,679 | 5,089 | eng_Latn | eng_Latn | 0.97467 | eng_Latn | 0.998309 | [
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In the United States the American Academy of Dermatology (AAD) has instituted November as Healthy Skin month to raise awareness of the importance of keeping skin fresh, hydrated and healthy throughout the entire year. During the entire month of November everyone is encouraged to learn about the functions of skin and how to keep it healthy. This is especially appropriate as November is the beginning of winter and the winter weather can be detrimental to the skin. The AAD website provides skin knowledge and information with emphasis on sun protection, skin exams, eating tips to keep skin clear, smooth and healthy. The most common preventative steps recommended during National Healthy Skin Month in November include:
- Wear sunscreen year-round: A heavy sunscreen in summer and a moisturizer with SPF in winter.
- Eat a Healthy Diet: Rich in Omega 3's, whole grains, B vitamins and proteins.
- Don't' forget your lips: Carry a lip balm with SPF year-round summer & winter.
- Keep your cool: Stress increases acne and wrinkles. Relax.
- Moisturize: Skin needs to stay hydrated to be healthy. Apply moisturizer in AM & PM.
National Skin Month in November also provides knowledge on serious skin conditions such as eczema, psoriasis, and skin cancer. It is recommended that everyone do monthly skin exams to check for suspicious moles and lesions that could lead to skin problems. To learn more about how to care for your skin or National Healthy Skin months visit the websites listed below.
Center for Disease Control:
http://www.cdc.gov/cancer/dcpc/resources/features.htm
American Association of Dermatology:
https://www.aad.org/dermatology-a-to-z
National Skin Month:
http://www.healthyskinportal.com/articles/november-nationalhealthy-skin-month/264/ | <urn:uuid:62acb5c5-44b5-4fdc-8620-c98f3ca7c4bd> | CC-MAIN-2017-39 | http://nursing.lsuhsc.edu/Clinic/Docs/HealthPromotion/November%20is%20National%20Healthy%20Skin%20Month.pdf | 2017-09-23T11:10:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00064.warc.gz | 248,958,758 | 358 | eng_Latn | eng_Latn | 0.992908 | eng_Latn | 0.994296 | [
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Investigating GPS: Getting There and Back... How Accurate ?
Purpose: To use a GPS to mark the start and end positions of a straight line route, and to use the GPS to navigate back to the start.
Materials: one GPS (per team)
Procedures:
1- Power up your GPS and move outdoors. For this activity you will need an open field or an area on your school campus where you can move at least a quarter mile in a straight line without passing under bridges, tunnels or overhangs of any kind.
2- Once your GPS has warmed up and has tracked enough satellites to get your position fix, use the MARK button to save your starting position. Using a GPS on land, saved positions are known as "landmarks" and are abbreviated "LM01" through "LM99" on the screen. On the water, navigators call landmarks "waypoints."
3- Next, walk in a straight line away from your starting point. As you move keep observing the GPS Position screen (shown below). Continue walking until either the latitude or longitude numbers (or both) change their value. --How precise is the GPS? Approximately how far did you have to walk to see a change?
4- Continue your walk and keep looking at the GPS screen until you have either reached the end of the open space, at least one quarter mile. MARK this point in your GPS.
5- Now you will use your GPS to navigate a route back to your starting position. The easiest way to do this is to press the GOTO button. Use the LEFT/RIGHT arrows on the GPS to select your starting position, which has a default name of "LM01," meaning the first landmark saved. Press ENTER or GOTO. This displays the navigation screen which tells you the bearing and distance to your starting point.
-- How far are you from your starting point?
6- Follow the Steering Indicator (in the circle at the bottom of the screen) to navigate. Turn left or right as instructed as you move.
-- Does the Steering Indicator give you the correct information about which way to move?
-- What is your walking speed?
7- After you have successfully navigated your way back to your starting point using the GPS, let's try to see how little a distance can be to use GPS navigation. Try walking the same route away from your starting position that you did the first time, only this time just go half way across your open space. MARK this point and use GOTO to navigate back to the start.
-- Was the Steering Indicator accurate?
-- Was it any more or less accurate than when a greater distance was travelled?
8- For the third and final test of GPS accuracy, walk away from the starting point again. This time keep a sharp eye on the display screen. As soon as you see a change in either latitude or longitude, MARK this point, and try navigating home.
-- Did the GOTO function work correctly?
-- Was the Steering indicator accurate this time?
-- Was it more or less accurate than before?
GPS Position Screen
ANALYSIS:
1- With your group, discuss the benefits and limitations of using a GPS for short range navigation.
2- How would the accuracy and usefulness of using your GPS change if you were taking a 200 mile trip? Explain.
3- If the latitude and longitude coordinates for the location of "buried treasure" on your school campus were given to you, how easy would it be to find and recover it? Explain. | <urn:uuid:4a781fc3-3e9a-4826-9e99-738e45ef71d7> | CC-MAIN-2017-39 | http://www.cosee-west.org/oceanglobe/pdf/gps_line.pdf | 2017-09-23T11:04:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00062.warc.gz | 422,275,236 | 728 | eng_Latn | eng_Latn | 0.998689 | eng_Latn | 0.998667 | [
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2016 Davos Talk; Time available = 10 minutes Title: Innovation's Shadow
Slide 1 = title slide of tree
Slide 2 = montage of revolutions picture
Revolutions – technological, political or otherwise – are messy. They are disruptive in all senses. The colonization, child labor, and slavery that helped power the first industrial revolution created centuries of social disorder. The upending of old economies and industries left environmental footprints that still affect us. Of course, industrial revolutions – when they arrived, what they brought, and what they swept away – look different depending on whether one sees them from Europe, Asia or Africa.
Slide 3 = Tree Image again
But regardless of place or time, economists and historians often view industrial revolutions through the lens of innovation. Think of it as standing very close to a tree. You see get one detailed perspective but it's hard to see the forest. But once we leave innovation's shadow – stepping away from the tree, in other words – we start to get some new insights into the nature of industrial revolutions. I want to talk about three of these…
POINT 1 Slide 4 = technology ≠ things
Every year, I teach a course on the history of technology. At the start of the term, I ask my students to finish the sentence "Technology is…??" Their responses are predictable – to the average 20 year old, technology means the sort of stuff shown here: cars and computers and smart phones. At the end of the term, I ask the question again and the results are quite different. As they have come to understand it, technology is more than about just things. Here's one example…
Slide 5 = image of Bell Telephone switchboard
In the 19 th century, engineers and entrepreneurs built vast systems for transportation and communication. These systems were complex and messy. To make something like what's shown here function properly demanded order and regularity. This meant adopting standards. Largely ignored, often invisible, standards created stability in technological systems.
Slide 6 = image of gauge blocks, standard screws, shipping container
Whether it's screws or shipping containers, standards transformed the novel into mundane, and made the local into the global. Making standards then or now wasn't about making new things per se…rather, it meant creating consensus about technology. These same sort of processes will be critical for any future industrial revolution.
Slide 7 = image of Ford melting pot
Industrial revolutions didn't just make standardized parts…they also tried to create standardized people. Here, we see Ford workers – recent immigrants to the U.S. – after graduating from the company's school. To be good Ford workers meant learning unfamiliar things like the English language and the demands of a new corporate culture.
Slide 8 = image of lab scientists
The standardization of people wasn't just limited to blue collar workers. Professional credentials and shared practices fostered the rise of corporate research in the U.S. and Germany during the 2 nd Industrial Revolution. This legacy is still with us – think of the numbers that define people as they go through life, from school test scores to IQ measurements to credit reports. Standards and quantification and an ideology of efficiency aren't things in the traditional sense…but intangibles like these gave an important foundation for past Industrial Revolutions.
POINT 2 Slide 9 = stack of stones with text "Technologies stack"
And, although technology is not just things, there's no denying its material basis. This leads to my second observation: technologies stack…their physical presence settles like sediment on top of one another. Over time, technologies form layers that a geologist can envision and a historian can understand.
Slide 10 = American progress
Look at this painting. Made in 1872, it's called American Progress. Here, liberty glides forward across the North American continent. Settlers follow in her wake. Natives and nature scatter before her. She holds a telegraph cable in her right hand and unspools it alongside the tracks of an advancing railway. On one hand, this is a portrait of American manifest destiny. Seen another way, it's a vivid example of how interdependent this era's transportation and communication systems were.
Slides 11, 12, 13 = maps of railway system and map of Internet
Here's another way to picture this. This is a map of an American railroad system from around 1900. <click to get new image> And from about a century later, this is a map of the Internet. <click to next> Should we be surprised that today's information superhighways sit on top of old railway and telegraph routes? And if we put a map of the electrical grid on top of this, we would see a near-perfect fit. And of course, the same energy sources that powered trains and telegraph systems still drives the Internet today. As they layer and stack, technologies persist over time.
Slide 14 = image of train and rickshaw
In addition to stacking, technologies co-exist with one another in fascinating ways. Here, this picture from 19 th century Japan shows a world where steam and sail, railroads and rickshaws all shared common space. Industrial revolutions were distributed unequally in place and time. The technological world wasn't flat. Today, we are still living in this lumpy and bumpy world as technologies accumulate on top of each other. Historians' prevailing emphasis on the shock of the new can create a smokescreen. Novelty and innovation can obscure previous and often more important developments.
Slide 15 = picture of postage stamps and mail ship
For example, it's common to hear how the 19 th century telegraph was like today's Internet. Except this isn't true. Sending telegrams was too expensive for most people to afford. For decades, it was an exclusive elite technology. However, what was innovative for the majority of people was cheap postage. So, during the heyday of the so-called Victorian Internet, transoceanic postal systems made communication cheap, reliable and fast. The flow of information became more widespread and democratic. Although hard to imagine today, bureaucrats and business
leaders alike spoke about cheap postage in terms that resemble what we hear for many emerging technologies today. But this story often gets lost in the shadow of the telegraph. So, again – as we escape the pull that novelty and innovation have on our attention, we can start to see these hidden histories.
POINT 3 Slide 16 = Isaacson book cover with text "maintaining the mess"
Speaking of hidden histories…recently, Walter Isaacson published a bestselling book called The Innovators. He tells a compelling story about geeky genius entrepreneurs, the collaborations they formed, and their revolutionary ideas for computer and electronics. But if we spend too much time thinking about innovation, we lose sight of what most scientists and engineers actually did – and still do. Most of them worked to make incremental improvements. Often, they also focused on maintaining existing systems.
Slide 17 = "Maintainers" image
So – imagine a book like The Innovators…but let's give it a different title – maybe call it The Maintainers. This hypothetical book would reveal activities essential for sustaining industrial revolutions. This book would shift our gaze from Manchester, Detroit and Silicon Valley to a wider global infrastructure. This book would be more about continuity than disruption. It would tell stories about repair, re-use, and sometimes the rejection of innovation. Inventive people previously on the margins would come into view. People like these folks…
Slide 18 = Model T set up as washing machine
I love this image… Here, somewhere in Kansas, around 1930, a family's car is hooked up to run a washing machine. The back story is that after Ford introduced the Model T, auto executives were shocked to learn that consumers used cars for more than driving. Insurance underwriters, in fact, sometimes had a hard time classifying automobiles – were they farm machinery? Transportation machines? For pleasure? As we can imagine it today, people like these shown here hacked the automobile. The result is a much more interesting picture; it captures the richness of what happens in Industrial Revolutions.
Slide 19 = conclusion – show montage of cairn; maintainers; not things
When we move away from the shadow cast by traditional innovation, we start to see the complexity of past industrial revolutions in new ways. We notice the stubborn persistence of older technologies; we appreciate the essential role of users and maintainers; and we notice the intangibles that try to make technologies more orderly. These histories show Industrial Revolutions to be about much more than just innovation and progress. Rather, the technology itself – the tangible and the ephemeral was – and remains – a work in progress. Thank you… | <urn:uuid:92f29292-f64a-4adc-ac7a-d06bf27597ea> | CC-MAIN-2017-39 | http://www.patrickmccray.com/wp/wp-content/uploads/2016/01/2016-McCray-Davos-Talk.pdf | 2017-09-23T10:50:46Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00062.warc.gz | 540,756,877 | 1,799 | eng_Latn | eng_Latn | 0.998391 | eng_Latn | 0.998402 | [
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Focus
Time Management
Organization in a
Learning
Virtual
World
Pohlman, Ph.D. Craig
architect
general contractor
design
execution
planning, pacing,
self-monitoring
knowledge access,
idea generation
memory
understanding
attention
1. be alert for simple solutions
* week view vs. month view
* read questions before reading passage
* have enough paper space for math
* screen shot from PowerSchool to view on phone
memory
understanding
attention
attention
how to improve
1. be alert for simple solutions
2. organize the organizing
3. make fun your friend
4. add to the toolbox
5. collaborate at every turn
how to improve
1. be alert for simple solutions
2. organize the organizing
3. make fun your friend
4. add to the toolbox
5. collaborate at every turn
2. organize the organizing
1. organize for your child
2. model organizing for your child
3. organize with your child
4. review how to organize
5. pose questions about organizing
6. prompt organizing
7. cruise control
backward planning
October28
constructed
response
selected
response
backward planning
two types of tests
Factual/Downloading
(like a quiz show)
Analysis/Performance
(like a musician or athlete)
recall
recognition
convergent
divergent
analysis/performance examples
solving math problems
analysis/performance examples
balancing equations
analysis/performance examples
conjugating verbs, building sentences
active studying with practice tests
"going over" notes, study guides, text book, etc.
building a practice test swapping practice test with a study partner
grading partner's performance on practice test explaining correct/incorrect answers from practice test
discussing why questions might be on real test
analysis/performance examples
analyzing literature
An effective studier is strategic
* plans how to study
* not just the scope of information
* active study tactics based on test/question type
finding practice questions
* textbook (problem sets not used)
* teacher (maybe from previous years)
* peer or parent (from models)
* online
* make your own (change numerical values)
tips for taking practice tests
* choose a quiet setting
* simulate the test-taking environment
* create time pressure
* answer all questions (mistakes can be analyzed)
3. make fun your friend
"Play is the highest form of research." –Albert Einstein
"Play is our brain's favorite way of learning." –Diane Ackerman
* games & apps (Vocab.com)
* scavenger hunts
* pop culture analysis
cognitive cinema
watch-read-watch-read
* movie clips
front-loading
* architecture
* topography
* climate
* trailers
* fashion
how to improve
1. be alert for simple solutions
2. organize the organizing
3. make fun your friend
4. add to the toolbox
5. collaborate at every turn
how to improve
1. be alert for simple solutions
2. organize the organizing
3. make fun your friend
4. add to the toolbox
5. collaborate at every turn
format shifting
* transforming info from one format to another
* active process more deeply embeds info
– text to graphic organizer
– visual material to text
– placing key info in a table
– color-coding (the color has to represent something)
format shifting
Cirrus clouds are the most common of the high clouds (located above about 20,000 feet). They are composed of ice and are thin, wispy clouds. Cirrus clouds often signal a warm front and usually predict fair to pleasant weather. Stratus and cumulus clouds form below 6500 feet. Stratus clouds are flat, uniform, grayish clouds that develop horizontally. Light mist or drizzle sometimes falls out of these clouds. Cumulus clouds are white, puffy clouds that develop vertically. These clouds grow upward and they can develop into giant cumulonimbus clouds, which bring heavy rain and thunderstorms.
format shifting
concept mapping
* to organize information visually, including connections
1. choose main idea
2. brainstorm list of key terms, events, people, ideas
3. write main idea in center of page
4. connect words in brainstormed list one at a time
5. cross out mapped words
6. indicate relationships using connector words/phrases
format shifting
Cirrus clouds are the most common of the high clouds (located above about 20,000 feet). They are composed of ice and are thin, wispy clouds. Cirrus clouds often signal a warm front and usually predict fair to pleasant weather. Stratus and cumulus clouds form below 6500 feet. Stratus clouds are flat, uniform, grayish clouds that develop horizontally. Light mist or drizzle sometimes falls out of these clouds. Cumulus clouds are white, puffy clouds that develop vertically. These clouds grow upward and they can develop into giant cumulonimbus clouds, which bring heavy rain and thunderstorms.
format shifting
concept mapping
how to improve
1. be alert for simple solutions
2. organize the organizing
3. make fun your friend
4. add to the toolbox
5. collaborate at every turn
Focus Organization Time Management in a Virtual Learning World Pohlman, Ph.D. Craig
Southeast Psych
http://www.southeastpsych.com/
Psych Bytes (resources, content)
https://www.psychbytes.com/
5. collaborate at every turn
* steer without letting on that you're steering
* illusion of control
* give choices
* ask questions, elicit thinking
– "How are you going to get that done?"
– "When is that going to happen?"
– "What's your schedule?"
– "Tell me what your approach will be."
Craig Pohlman, Ph.D.
firstname.lastname@example.org 704-552-0116
LINKS to VIDEOS
concept mapping cognitive cinema
format shift
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Dear Customer,
Thank you for buying our KS2 Winter Challenges Package.
Each activity can be incorporated into a complete booklet using the front cover provided. Alternatively, each activity can be used separately according to your particular requirements.
After each activity you will find a related sheet providing you with the answers in order to facilitate speed of marking.
And here is the weather forecast
Today - Wales and South West England, a foggy start with visibility down to 50 metres in places. After lunch, there will be sunny spells with temperatures rising to 20° (22° in West Wales). Winds will be light (15/20 m.p.h.) from the South West. By evening there is a chance of isolated showers.
Outlook for tomorrow - sunny spells and scattered showers.
Today - Southern England, Eastern England, The Midlands and Northern England,
A frosty start with icy patches on some roads, temperatures will rise from 1° to a maximum of 5°, strong winds (40 –50 mph) will reach North West England causing rough seas. Rain, heavy at times (10 mm) will spread from the West.
Outlook for tomorrow - staying cold, wet and windy.
Today - Scotland (Amber weather warning!).
Snow at first with strong gales (50—60 mph) causing snow to drift on high ground, temperatures only reaching 5°. In the evening temperatures will drop to –2° with icy roads and more snow (15 -20 cms).
Outlook for tomorrow - staying cold, especially in Northern Scotland, more snow likely but winds will drop to 20 mph.
Can you use the weather forecast to answer these questions about the weather today?
And here is the weather forecast (Answers)
Today - Wales and South West England, a foggy start with visibility down to 50 metres in places. After lunch, there will be sunny spells with temperatures rising to 20° (22° in West Wales). Winds will be light (15/20 m.p.h.) from the South West. By evening there is a chance of isolated showers.
Outlook for tomorrow - sunny spells and scattered showers.
Today - Southern England, Eastern England, The Midlands and Northern England,
A frosty start with icy patches on some roads, temperatures will rise from 1° to a maximum of 5°, strong winds (40 –50 mph) will reach North West England causing rough seas. Rain, heavy at times (10 mm) will spread from the West.
Outlook for tomorrow - staying cold, wet and windy.
Today - Scotland (Amber weather warning!).
Snow at first with strong gales (50—60 mph) causing snow to drift on high ground, temperatures only reaching 5°. In the evening temperatures will drop to –2° with icy roads and more snow (15 -20 cms).
Outlook for tomorrow - staying cold, especially in Northern Scotland, more snow likely but winds will drop to 20 mph.
Can you use the weather forecast to answer these questions about the weather today?
Hours of Daylight
Once we are in January, the sun begins to rise a little earlier and sets a little later each day giving us longer hours of daylight.
Can you use this chart to answer the questions?
Date
Sunrise
Sunset
Hours of daylight
| Friday 01/01/16 | 8:06 | 16:02 | 7 hours 56 minutes |
|---|---|---|---|
| 02/01/16 | 8:06 | 16:03 | 7h 57m |
| 03/01/16 | 8:06 | 16:04 | 7h 58m |
| 04/01/16 | 8:06 | 16:05 | 7h 59m |
| 05/01/16 | 8:06 | 16:07 | 8h 1m |
| 06/01/16 | 8:05 | 16:08 | 8h 3m |
| 07/01/16 | 8:05 | 16:09 | 8h 4m |
| 08/01/16 | 8:04 | 16:10 | 8h 6m |
| 09/01/16 | 8:04 | 16:12 | 8h 8m |
| 10/01/16 | 8:03 | 16:13 | 8h 10m |
| 11/01/16 | 8:03 | 16:15 | 8h 12m |
| 12/01/16 | 8:02 | 16:16 | 8h 14m |
| 13/01/16 | 8:02 | 16:17 | 8h 15m |
| 14/01/16 | 8:01 | 16:19 | 8h 18m |
| 15/01/16 | 8:00 | 16:21 | 8h 21m |
| 16/01/16 | 7:59 | 16:22 | 8h 23m |
| 17/01/16 | 7:58 | 16:24 | 8h 26m |
| 18/01/16 | 7:57 | 16:25 | 8h 28m |
| 19/01/16 | 7:56 | 16:27 | 8h 31m |
| 20/01/16 | 7:55 | 16:29 | 8h 34m |
| 21/01/16 | 7:54 | 16:30 | 8h 36m |
| 22/01/16 | 7:53 | 16:32 | 8h 39m |
| 23/01/16 | 7:52 | 16:34 | 8h 42m |
| 24/01/16 | 7:51 | 16:35 | 8h 44m |
| 25/01/16 | 7:49 | 16:37 | 8h 48m |
| 26/01/16 | 7:48 | 16:39 | 8h 51m |
| 27/01/16 | 7:47 | 16:41 | 8h 54m |
| 28/01/16 | 7:45 | 16:42 | 8h 57m |
| 29/01/16 | 7:44 | 16:44 | 9h 0m |
| 30/01/16 | 7:43 | 16:46 | 9h 3m |
Answer these questions based on the table. Good luck!
1. On which day are there exactly 9 hours of sunlight?
2. If the 1st of January is a Friday, what day of the week will the 8th of January be?
3. What time does the sun rise on the 27th of January?
4. What time does they sun set on the 24th January?
5. How many hours and minutes of daylight are there on the 9th January?
6. How many more hours and minutes of daylight are there on the 31st January than on the 1st January?
7. If this pattern continues through February (29 days in February this year), can you estimate how many hours of daylight there will be at the end of February?
8. What day of the week is the 22nd of January?
9. What day of the week was 31st December?
10. On what date does the sun rise at exactly 8:00?
Answer these questions based on the table. (Answers
1. On which day are there exactly 9 hours of sunlight?
29.01.2016
2. If the 1st of January is a Friday, what day of the week will the 8th of January be?
Friday
3. What time does the sun rise on the 27th of January?
7:47
4. What time does they sun set on the 24th January?
16:35
5. How many hours and minutes of daylight are there on the 9th January?
8 hours, 8 minutes
6. How many more hours and minutes of daylight are there on the 31st January than on the 1st January?
1 hours, 11 minutes
7. If this pattern continues through February (29 days in February this year), can you estimate how many hours of daylight there will be at the end of February?
Approx. 10 hours
8. What day of the week is the 22nd of January?
Friday
9. What day of the week was 31st December?
Thursday
10. On what date does the sun rise at exactly 8:00?
15.01.2016
)
Minus Temperatures
In winter temperatures fall, sometimes below 0° C (Celsius) but it can get even colder than that. When temperatures go below 0°, they becomes minus degrees (or degrees below 0).
Can you work out these calculations based on minus numbers (sometimes called negative numbers).
When snow falls it can lie quite deeply. When it is then blown by the wind, it can cause snow drifts, these can be up to 2 metres high. If 10 cm of snow falls, when it melts there will be only 1 cm of water, this is a ratio of 10:1 (10cms of snow = 1 cm of water).
Can you work out the answers to these questions?
Minus Temperatures (Answers)
In winter temperatures fall, sometimes below 0° C (Celsius) but it can get even colder than that.
When temperatures go below 0°, they becomes minus degrees (or degrees below 0).
Can you work out these calculations based on minus numbers (sometimes called negative numbers).
When snow falls it can lie quite deeply. When it is then blown by the wind, it can cause snow drifts, these can be up to 2 metres high. If 10 cm of snow falls, when it melts there will be only 1 cm of water, this is a ratio of 10:1 (10cms of snow = 1 cm of water).
Can you work out the answers to these questions?
Sledges Sledges----RRRR----us ( us (interpreting data))))
Winter is a time for playing out in the snow but you might need to buy a new sledge. Luckily, Sledges-R-us is open for business and as you can see from the table below, there are some great offers (except The Orcieres which has had a price rise).
Use the information from the table to answer the questions below?
Answers
EXTENSION ACTIVITY
Sadly, there has been a bit of a mix-up at Sledges-R-us and somebody has forgotten to add pictures to the various models of sledges. Can you help them out by adding your own pictures of what you think each sledge might look like?
You can use your imagination; might they have Sat-Nav? Roofs? Fancy colour scheme? How many seats?
Have some fun!
The St. Moritz
The Meribel
The Momtalbert
The Risoul
The Sainte Foy
The Tignes
The Val Thorens
The Val d'Isere
The Reberty
The Orcieres
Here's something else for you to think about:
can you find out where Sledges-R-us got the names of their sledges from?
Sledges Sledges----RRRR----us ( us (answers))))
Answers £45 £54 £88 £60 £96 £58 £45 £60 £60 £66
The Momtalbert
Sledges-R-us got the names of their sledges from French ski resorts.
Winter Word Smuggling
Read the sentences below. Hidden in each sentence is one of the words from the bottom of the page. Can you find each of the hidden words.
The first one has been done for you.
Winter Word Smuggling (answers)
Read the sentences below. Hidden in each sentence is one of the words from the bottom of the page. Can you find each of the hidden words.
The first one has been done for you.
fa
The Diary of a Snowman - read and answer the questions on the next page
Time
What happened
Time
What happened
8:00
It's been snowing all night and it's
Mum calls the children in again to
Can you answer these questions based on 'The Diary of a Snowman'.
1. How deep was the snow in the garden?
2. At what time did the children go in after Ben had got a snowball down his back?
3. Why did Charlotte and Ben go inside at 9:20?
4. Who threw the snowball that knocked the head off the snowman?
5. Who made the large snowball that made the snowman's body?
6. Whose scarf was used for the snowman?
7. At 10:40 Mum calls the children in, how many minutes later do they come out?
8. What three adjectives does the snowman use to describe the snow?
9. At 10:30 the snowman uses the word ‘robust’, can you think of another word he might use with the same meaning?
10. What did the children use for the snowman's nose?
This is really only half the story. As time goes by the snowman will sadly begin to melt and disappear. Can you use the same framework to finish off the story? How will he feel as he begins to disappear? What will he think about the children? Will he have any more adventures? Try and use the same style as the snowman.
Can you answer these questions based on 'The Diary of a Snowman'. (Answers)
1. How deep was the snow in the garden?
12cm
2. At what time did the children go in after Ben had got a snowball down his back?
8:50
3. Why did Charlotte and Ben go inside at 9:20?
To change their damp, cold gloves.
4. Who threw the snowball that knocked the head off the snowman?
Toby
5. Who made the large snowball that made the snowman's body?
Ben
6. Whose scarf was used for the snowman?
Granddad's
7. At 10:40 Mum calls the children in, how many minutes later do they come out?
60 minutes
8. What three adjectives does the snowman use to describe the snow?
Good, crisp and firm
9. At 10:30 the snowman uses the word 'robust', can you think of another word he might use with the same meaning?
Solid, strong, rigid (or words with a similar meaning).
10. What did the children use for the snowman's nose?
A magnificent carrot
This is really only half the story. As time goes by the snowman will sadly begin to melt and disappear. Can you use the same framework to finish off the story? How will he feel as he begins to disappear? What will he think about the children? Will he have any more adventures? Try and use the same style as the snowman.
Storms and Severe Weather
In December of 2015, much of the UK suffered from bad storms which caused a lot of rain and led to much flooding. Many people's houses were flooded causing much damage and heartbreak.
The Lake District, Western Scotland and parts of Yorkshire (especially York and Leeds) suffered much damage as rivers rose and houses and streets were flooded. When The Meteorological Office (weather forecasters) think that there is a danger of severe weather, they issue a 'Weather Warning'. There are three levels of warning, they are:-
Yellow - Be aware. There is a chance that there will be severe weather (rain, snow, ice, wind or fog) in the next few days. You should plan your journeys carefully and keep an eye on forecasts over the next few days.
Amber - Be prepared. This means that there is a likelihood of severe weather and you need to be prepared to change your plans to protect your property and yourselves.
Red - Take action. This means that extreme and dangerous weather is expected and you must take action to stay safe. Widespread damage, power disruption and risk to life is likely.
The Met Office has started to give these winter storms names. Up to January 2016, we have had 6 storms this winter. They have been called:
Can you answer these questions:
1. Name two regions of the UK affected by winter storms.
2. Name two cities affected by the floods.
3. What are the three levels of weather warnings?
4. Which level of warning suggests you should 'Be prepared'?
5. What was the name of the third storm of the winter?
6. The names of the storms follow a pattern (or two), can you see what it is? Can you suggest possible names for the next ten storms?
1. Abigail
4. Desmond
2. Barney
5. Eva
3. Clodagh
6. Frank
Storms and Severe Weather (Answers)
In December of 2015, much of the UK suffered from bad storms which caused a lot of rain and led to much flooding. Many people's houses were flooded causing much damage and heartbreak.
The Lake District, Western Scotland and parts of Yorkshire (especially York and Leeds) suffered much damage as rivers rose and houses and streets were flooded. When The Meteorological Office (weather forecasters) think that there is a danger of severe weather, they issue a 'Weather Warning'. There are three levels of warning, they are:-
Yellow - Be aware. There is a chance that there will be severe weather (rain, snow, ice, wind or fog) in the next few days. You should plan your journeys carefully and keep an eye on forecasts over the next few days.
Amber - Be prepared. This means that there is a likelihood of severe weather and you need to be prepared to change your plans to protect your property and yourselves.
Red - Take action. This means that extreme and dangerous weather is expected and you must take action to stay safe. Widespread damage, power disruption and risk to life is likely.
The Met Office has started to give these winter storms names. Up to January 2016, we have had 6 storms this winter. They have been called:
Can you answer these questions:
1. Name two regions of the UK affected by winter storms. Lake District/Western Scotland/parts of Yorkshire
2. Name two cities affected by the floods.
York and Leeds
3. What are the three levels of weather warnings?
Yellow, Amber and Red
4. Which level of warning suggests you should 'Be prepared'?
Amber
5. What was the name of the third storm of the winter?
Clodagh
6. The names of the storms follow a pattern (or two), can you see what it is? Can you suggest possible names for the next ten storms?
Alternate girl/boy names beginning with capital GHIJKLMNOP
Warming Winter Food (Comprehension)
When the weather is cold, it is important that we all eat healthy, warming food. Soup is a great way to do this; it's cheap, easy to make and very tasty.
Here is a recipe for a hearty winter soup.
Leek and Potato Soup
Ingredients
50g butter
1 litre chicken stock
450g potatoes
150 ml whipping cream
1 small onion
120 ml milk
450 g leeks
100g grated cheese
This is what you do (method)
1. Melt the butter in a heavy bottomed pan. When it melts, stir in the cubed potatoes, the chopped onion and the sliced leeks. Cook gently for 10 minutes with a lid on until the vegetables begin to get soft.
2. Add the stock and simmer (lightly boil) for 5/ 10 minutes until the vegetables are cooked.
3. Use a blender or potato masher to make the soup smooth and not lumpy. Warm the soup through and add the milk and the cream. When the soup is nice and hot, pour into bowls and add some grated cheese on the top.
make
Warming Winter Food (Answers)
When the weather is cold, it is important that we all eat healthy, warming food. Soup is a great way to do this; it's cheap, easy to make and very tasty.
Here is a recipe for a hearty winter soup.
Leek and Potato Soup
Ingredients
50g butter
1 litre chicken stock
450g potatoes
150 ml whipping cream
1 small onion
120 ml milk
450 g leeks
100g grated cheese
This is what you do (method)
1. Melt the butter in a heavy bottomed pan. When it melts, stir in the cubed potatoes, the chopped onion and the sliced leeks. Cook gently for 10 minutes with a lid on until the vegetables begin to get soft.
2. Add the stock and simmer (lightly boil) for 5/ 10 minutes until the vegetables are cooked.
3. Use a blender or potato masher to make the soup smooth and not lumpy. Warm the soup through and add the milk and the cream. When the soup is nice and hot, pour into bowls and add some grated cheese on the top.
make
Winter Crossword
ACROSS CLUES
DOWN CLUES
1. To move around on frozen water with
1. Warm and waterproof, these keep your hands dry. (6) metal-bladed shoes. (5)
3. Icy rain, like wet snow. (5)
2. Footwear for cold, wet weather. (5)
4. Flakes of frozen rain. (4)
5. Ice that appears on cold mornings on grass, windows and trees. (5)
6. A long and narrow woollen garment often worn around the neck. (5)
7. Made from snow to resemble a person (7)
8. A way of going down hills in winter, often made from wood with metal runners. (6)
3. A single piece of frozen water that falls from the sky on cold days. (9)
4. To move down snowy hills using specially made long wooden shoes. (3)
5. What happens to ice and snow when the temperature rises and they change to water. (4)
Winter Crossword (Answers)
1. Warm and waterproof, these keep your hands dry. (6) Gloves
1. To move around on frozen water with metal-bladed shoes. (5) Skate
3. Icy rain, like wet snow. (5) Sleet
4. Flakes of frozen rain. (4) Snow
5. Ice that appears on cold mornings on grass, windows and trees. (5) Frost
6. A long and narrow woollen garment often worn around the neck. (5) Scarf
2. Footwear for cold, wet weather. (5) Boots
3. A single piece of frozen water that falls from the sky on cold days. (9) Snowflake
4. To move down snowy hills using specially made long wooden shoes. (3) Ski
5. What happens to ice and snow when the temperature rises and they change to water. (4)
Thaw
7. Made from snow to resemble a person (7) Snowman
8. A way of going down hills in winter, often made from wood with metal runners. (6) Sledge
Winter Word Chain
| F | L | A | S | T | O | R |
|---|---|---|---|---|---|---|
| E | L | K | G | O | F | M |
| E | S | E | N | D | S | D |
| T | E | W | I | F | I | R |
| S | C | I | F | T | T | W |
| N | O | W | R | O | S | E |
Look at the grid above. In it there are 11 winter weather words which have been put into a chain.
Starting with the F in the shaded top left hand corner and finishing with the shaded S in the top right hand corner, can you link these words, horizontally and vertically ?
The words are below and all in order.
FLAKE
SLEET
SNOW
ICE
WINDS
FOG
STORM
DRIFT
FROST
WET
GALES
Winter Word Chain (Answers)
Starting with the F in the shaded top left hand corner and finishing with the shaded S in the top right hand corner, can you link these words, horizontally and vertically ?
The words are below and all in order.
FLAKE
SLEET
SNOW
ICE
WINDS
FOG
STORM
DRIFT
FROST
WET
GALES
Winter Word Search
| Y | W | G | I | S | L | J | F | F | N | E | Z | M | W | V |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| R | Z | U | A | H | L | T | C | R | L | G | F | L | Q | A |
| D | H | R | Q | K | C | E | K | O | C | D | E | S | G | W |
| H | M | X | I | W | D | Z | E | S | G | E | T | H | A | W |
| S | N | F | R | E | E | Z | E | T | W | L | W | W | H | R |
| O | T | A | A | R | X | C | V | X | O | S | L | D | A | C |
| E | B | O | M | F | R | A | C | S | N | O | L | J | T | V |
| X | R | E | O | W | J | X | S | L | S | O | C | G | O | Z |
| I | I | H | K | B | O | E | K | K | C | J | D | R | A | C |
| U | L | C | Y | E | V | N | I | K | J | D | R | U | S | U |
| K | S | S | E | O | H | K | S | H | C | U | Z | K | O | T |
| X | Z | A | L | A | F | Z | K | Z | I | X | A | I | T | R |
| V | N | G | C | Y | N | J | D | K | O | T | G | P | U | G |
| E | K | A | L | F | W | O | N | S | E | T | Z | L | K | N |
| E | F | S | W | O | J | C | I | M | C | N | L | F | R | T |
Can you find these winter words in the word search?
| BOOTS | COLD | FREEZE |
|---|---|---|
| FROST | GLOVES | HAT |
| ICE | SCARF | SKATE |
| SKI | SLEDGE | SLEET |
| SNOW | SNOWFLAKE | SNOWMAN |
| THAW | | |
Winter Word Search (Answers)
| Y | W | G | I | S | L | J | F | F | N | E | Z | M | W | V |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| R | Z | U | A | H | L | T | C | R | L | G | F | L | Q | A |
| D | H | R | Q | K | C | E | K | O | C | D | E | S | G | W |
| H | M | X | I | W | D | Z | E | S | G | E | T | H | A | W |
| S | N | F | R | E | E | Z | E | T | W | L | W | W | H | R |
| O | T | A | A | R | X | C | V | X | O | S | L | D | A | C |
| E | B | O | M | F | R | A | C | S | N | O | L | J | T | V |
| X | R | E | O | W | J | X | S | L | S | O | C | G | O | Z |
| I | I | H | K | B | O | E | K | K | C | J | D | R | A | C |
| U | L | C | Y | E | V | N | I | K | J | D | R | U | S | U |
| K | S | S | E | O | H | K | S | H | C | U | Z | K | O | T |
| X | Z | A | L | A | F | Z | K | Z | I | X | A | I | T | R |
| V | N | G | C | Y | N | J | D | K | O | T | G | P | U | G |
| E | K | A | L | F | W | O | N | S | E | T | Z | L | K | N |
Can you find these winter words in the word search?
| BOOTS | COLD |
|---|---|
| FROST | GLOVES |
| ICE | SCARF |
| SKI | SLEDGE |
| SNOW | SNOWFLAKE |
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Write the meaning for each word in the box.
suffixes
joyful
quietly
truthful
quickly
thoughtful
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FFFFoooollllggggeeeerrrr EEEEddddiiiittttiiiioooonnnn:::: SSSShhhhaaaakkkkeeeessssppppeeeeaaaarrrreeee''''ssss M aaaa cccc bbbb eeee tttt hhhh
In 1603, at about the middle of Shakespeare's career as a playwright, a new monarch ascended the throne of England. He was James VI of Scotland, who then also became James I of England. Immediately, Shakespeare's London was alive with an interest in things Scottish. Many Scots followed their king to London and attended the theaters there. Shakespeare's company, which became the King's Men under James's patronage, now sometimes staged their plays for t he new monarch's entertainment, just as they had for Queen Elizabeth before him. It was probably within this context that Shakespeare turned to Raphael Holinshed's history of Scotland for material for a tragedy.
In Scottish history of the eleventh century, Shakespeare found a spectacle of violence – the slaughter of whole armies and of innocent families, the assassination of kings, the ambush of nobles by murderers, the brutal execution of rebels. He also came upon stories of witches and wizards providing advice to traitors. Such accounts could feed the new Scottish King James's belief in a connection between treason and witchcraft. James had already himself executed women as witches. Shakespeare's Macbeth supplied its audience with a sensational view of witches and supernatural apparitions and equally sensational accounts of bloody battles in which, for example, a rebel was "unseamed…from the nave [navel] to th' chops [jaws]."
It is possible, then, that in writing Macbeth Shakespeare was mainly intent upon appealing to the new interests in London brought about by James's kingship. What he created, though, is a play that has fascinated generations of readers and audiences that care little about Scottish history. In its depiction of a man who murders his king and kinsmen in order to gain the crown, only to lose all that humans seem to need in order to be happy – sleep, nourishment, friends, love – Macbeth teases us with huge questions. Why do people do evil knowing that it is evil? Does Macbeth represent someone who murders because fate tempts him? Because his wife pushes him into it? Because he is overly ambitious? Having killed Duncan, why does Macbeth fall apart, unable to sleep, seeing ghosts, putting spies in everyone's home, killing his friends and innocent women and children? Why does the success of Macbeth and Lady Macbeth – prophesied by the witches, promising the couple power and riches and "peace to all their nights and days to come" – turn so quickly to ashes, destroying the Macbeths' relationship, their world, and, finally, both of them?
In earlier centuries, Macbeth's story was seen as a powerful study of a heroic individual who commits an evil act and pays an enormous price as his conscience – and the natural forces for good in the universe – destroy him. More recently, his story has been applied to nations that overreach themselves, his speeches of despair quoted to show that Shakespeare shared late-twentieth-century feelings of alienation. Today, as Professor Susan Snyder describes in her "Modern Perspective" on the play, the line between Macbeth's evil and the supposed good of those who oppose him is being blurred, new attitudes about witches and witchcraft are being expressed, new questions raised about the ways that maleness and femaleness are portrayed in the play. As with so many of Shakespeare's plays, Macbeth speaks to each generation with a new voice. | <urn:uuid:1f15537c-ab48-4f5a-bd87-cb719e4eb849> | CC-MAIN-2017-39 | http://blogs.ausd.net/users/riversandstars2014/uploads/riversandstars2014/ShakespearesMacbeth.pdf | 2017-09-23T11:12:32Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00066.warc.gz | 51,351,631 | 747 | eng_Latn | eng_Latn | 0.999209 | eng_Latn | 0.999209 | [
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Kingshill Church School
Curriculum and Planning Policy
Principles
We provide a broad, balanced curriculum that:
* engages children through exciting, thematic topics
* builds on key literacy and numeracy basic skills
* utilises features of our local and wider BWMAT communities, including a wide range of extra-curricular activities
* is adapted to suit the needs of all learners in line with our SEN local offer
* prepares our children for the opportunities, responsibilities and experiences of life in modern Britain.
* helps children to develop their sense of identity and belonging so they can make a positive contribution to society actively promoting the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs
* enables children to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own, to combat prejudice
* promotes the spiritual, moral, cultural, mental and physical development of children
* prepares children for the opportunities, responsibilities and experience of later life.
Section 1 The Curriculum
Our curriculum statement:
The curriculum at Kingshill Church School is child centred and relevant, promoting curiosity and excitement through discovery. It promotes high standards and aspirations and will enable children to be resourceful, resilient and reflective.
Rationale:
'What we need to see is the child in pursuit of knowledge not knowledge in pursuit of the child' George Bernard Shaw.
The curriculum, underpinned by the Christian Ethos of the school, is all the planned activities that we organise in order to promote knowledge, understanding, skills, values and attitudes to aid understanding of learning. It includes not only the formal requirements of the 2014 National Curriculum, but also the range of extracurricular activities that the school organises in order to enrich the experience of the children. It also includes what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential.
The curriculum is locally distinctive, building strongly on the context and resources of the school community and its connections to the wider world. It enables children to appreciate they are global citizens.
Our curriculum will
* be broad, balanced and appropriate to age and ability
* be creative, flexible and stimulating both within and beyond the classroom
* offer challenge which encourages children to question, investigate and experiment, to be adventurous and to develop their own thinking
* promote spiritual, moral,emotional ,cultural, physical and mental development
*
encourage individuality in children recognising the value of all
* enable all children to learn and develop their skills to the best of their ability without limits
* promote a positive attitude towards learning, so that children enjoy coming to Kingshill Church School
* enable children to know how to learn best for the context they are in
* Promote and teach the basic skills of communication, literacy, numeracy and information and communication technology (ICT)
* teach children about their developing world, including how their environment and society have changed over time
* enable children to be positive citizens in society
* help pupils to appreciate human achievement and aspirations
* fulfil all the requirements of the Locally Agreed Syllabus for Religious Education and to enable the development of children's interests
* enable children to self-reflect on their learning, to respond positively to feedback and to understand next steps to success.
At Kingshill Church School there is a clear recognition that the focus of all learning should be to raise standards and progress and to develop a love and enthusiasm for learning. Our curriculum vision and aims will be fully supported in a topic based curriculum which will not only provide a broad and balanced approach to curriculum coverage but also make overt and coherent links to supporting skills development in English and mathematics.
Overall responsibility for curriculum development will reside with the Headteacher, although staff may be allocated a particular foundation subject area/s to co-ordinate across year groups. The core subjects will be co-ordinated by the Senior Leadership Team.
The transition between the EYFS curriculum to Key Stage 1 and then on to Key Stage 2 should be seamless with practitioners working together to ensure that children's experiences are valuable in themselves but also prepare the ground for their next move. Accordingly there should be good liaison with feeder secondary schools so as to ensure children leave Kingshill Church School equipped with the relevant skills, concepts and knowledge to prepare them for the transition into Key Stage 3.
The school aims to develop positive attitudes towards learning through the promotion of good learning behaviour and skills and dispositions. All pupils will experience a balanced academic curriculum and a rich extra-curricular programme, equipping pupils for lifelong learning to promote spiritual, moral, cultural, mental and physical development. Where practicable the topics covered will be inspired by children's ideas and planned to capture and enthuse children to learn. The planned curriculum will focus on a combination of academic and personal learning and help children see their place in the local, national and international dimension.
.
Effective Teaching and Learning - Learning without Limits and the 7Rs
We believe that:
* every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
* children learn to be strong and independent through positive relationships;
* children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
* children develop and learn in different ways and at different rates, including children with special educational needs and disabilities.
These guiding 'Learning without Limits' principles shape our practice to ensure that effective teaching and learning takes place. Our aim is to:
* Enable all children to have the chance to surprise us - and themselves - about what they can achieve when they experience a richly creative, broad and balanced curriculum;
* Enthuse and motivate children so that they want to learn
* Develop expert teachers who trust in every child's learning capacity, and focus their energy on planning high quality learning experiences;
* Offer appropriate challenge within lessons so children develop the dispositions to work at the very limit of their current understanding; children are clearly aware of what is expected of them in terms of content and quality of work
* Provide feedback about learning which is kind, specific and helpful and builds motivation to approach new learning in a very powerful way;
* Find a way through for every child in order to remove 'barriers' to learning;
* Develop leadership by creating a culture of professional learning across the school;
* Find ways to encourage the growth of inventiveness and openness to new ideas;
* Look beyond the limits of our own locality to incorporate current international research into limitless pedagogy;
* Engage with others in collaborative projects to explore and develop our own understanding of what it means to learn without limits.
* Ensure that children know how to work individually, co-operatively and collaboratively
* Ensure that children know that they need to use the 7Rs in their learning: resilience, resourcefulness,respect, reflectiveness, responsibility, reliability and risk taking
* Ensure that children are able to demonstrate a range of skills, not only in core basic skills but across the range and breadth of the curriculum
The Role of Parents in Teaching and Learning
We believe that parents have a pivotal role to play in helping children to learn. We do all we can to inform parents about what and how their children are learning by:
* holding parents' evenings three times a year to explain our strategies for teaching and learning and to provide information about children's attainment;
* sending information to parents at the start of each term in which we outline the topics that the children will be studying;
* sending reports to parents four times a year in which we explain the progress made by each child and indicate how the child can improve further;
* explaining to parents how they can support their children with home learning.. We suggest, for example, regular shared reading with very young children, and support for older children with their projects and investigative work.
We believe that parents have the responsibility to support their children and the school in implementing policies. We would like parents to:
* ensure that their child has the best attendance record possible;
* ensure that their child is equipped for school with the correct uniform and PE kit;
* do their best to keep their child healthy and fit to attend school;
* inform the school if there are matters outside of school that are likely to affect a child's performance or behaviour at the school;
* promote a positive attitude towards school and learning in general;
* fulfil the requirements set out in the home-school agreement;
Curriculum Programme and Planning
Planning for Learning
The school has developed a curriculum that is unique to Kingshill Church School based around our vision and aims; it is planned through 6 broad areas of learning skills
The 6 areas
* Communication, Language and Literacy
* Mathematics
* Physical Education
* Personal, Social, Moral, Spiritual and Emotional Development
* Understanding the World - Science, History, Geography, RE
* Expressive Arts and Design -Art, DT, Music
Communication Language and Literacy
Children will experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. They are taught to read and write and to develop skills in both these areas.
The school will follow the National Curriculum for English and will focus on three critical strands – that of pedagogy, the design of the curriculum and the importance of assessment . This will lead to 'genuine' and 'authentic' learning that engages learners and teachers, moves learners continually to what they can do and think independently, and from there to the further opportunities of what they will be able to do and think in the future. We aim to marry the sense of genuine enquiry and engagement with the development of skills in reading, writing and spoken language and we ensure that it is pitched appropriately to meet the needs of learners.
The Communication Language and Literacy curriculum should spiral, but should have a central progression of skills development running through the core. The development of learning in this area focuses on planning and teaching particular elements in progression and will address gaps identified through assessment, but will also revisit, extend and deepen learning whilst focusing insistently on improving skills. Learning should not be confined to English lessons, but should sit in other areas of the curriculum – particularly when thinking about how pupils apply their learning.
The aim for the Communication Language and Literacy curriculum will be to promote high standards of literacy by giving pupils a strong command of the written and spoken word, and to develop a love of literature through a widespread enjoyment of reading.
The aims are based on the National Curriculum for English which aims to ensure that all pupils:
* read easily, fluently and with good understanding
* develop the habit of reading widely and often, for both pleasure and information
* acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
* appreciate our rich and varied literary heritage
* write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
* use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
* are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Spoken language
Our curriculum reflects the importance of spoken language in pupils' development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. We ensure the continual development of pupils' confidence and
competence in spoken language and listening skills. Pupils will develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They will be assisted in making their thinking clear to themselves as well as to others and teachers will ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils will also be taught to understand and use the conventions for discussion and debate.
All pupils will be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils will be able to adopt, create and sustain a range of roles, responding appropriately to others in role.
Phonics in Foundation and KS1
Planning for systematic, synthetic phonics teaching in Early Years and Key Stage 1 is in line with pace and progression of the Letters and Sounds Scheme or appropriate equivalent. Planning for our Foundation pupils is in accordance with the statutory framework for Foundation Stage, and covers the prime areas for learning as children transition into Key Stage 1.
Reading
Reading consists of two dimensions:
* word reading
* comprehension (both listening and reading).
We focus on developing pupils' competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. We develop comprehension skills through pupils' experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils' vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils' imagination and opens up a treasure-house of wonder and joy for curious young minds.
Writing
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.
Writing consists of two dimensions:
* transcription (spelling and handwriting)
* composition (articulating ideas and structuring them in speech and writing).
We develop pupils' competence in these two dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.
We ensure that pupils learn grammar regularly and that it is an integral part of the English
Curriculum.
We teach continuous cursive script from the end of year 1 and preparation for joined handwriting in Foundation Stage
Mathematics
Children are taught skills in counting, understanding and using numbers, calculating and problem solving. They are taught to recognise and describe shapes. They learn to use measures and how to interpret data statistics.
Kingshill Church School follows the National Curriculum for mathematics, together with the Early Years Foundation Stage Curriculum. We aim to provide the children with the knowledge, skills and ability to solve problems that makes them confident mathematicians with a love of and enthusiasm for the subject. Good teaching in mathematics will foster a sense of excitement and curiosity about the subject with children enthusiastic to learn and strive for high standards. Teachers will have high expectations and ensure that children are taught to become fluent in the basic fundamentals of arithmetic, mental mathematics, algorithms and mental recall. There will be a strong emphasis on basic number and mental recall. However teachers will also focus on the importance of developing the skills of reasoning and applying and the use of concepts and knowledge in problem solving. The mathematics curriculum will be structured sequentially in line with national guidance, and teachers will be skilled in their own personal knowledge and skills so as to adapt and differentiate their teaching in accordance with children's needs. Children regularly practice basic skills in mathematics.
Mathematics lesson may includes 'Big Maths' and 'Mega maths' when children are taught in smaller groups. Children's needs will be met appropriately through the teacher's evaluation of their skills and knowledge. Opportunities for extended learning and challenge beyond normal age related expectations will be provided where necessary.
We use the Assertive Mentoring System to plan for and assess mathematics. This system ensures that we are teaching to the gaps.
Physical Education
Children are given opportunities to be active and interactive; and are taught to develop their coordination, skills control, and movement in a variety of activities, games, gymnastics, dance and sports. Children are taught to understand the importance of physical activity, and to make healthy choices in relation to food and lifestyle choices. They are given the opportunity to partake in intra and inter schools competitions and to strive to compete at local, national and international level. We follow the Val Sabin Scheme for PE.
PHSE (Personal, Health, Social and Emotional) Development and SMSC (Social Moral Spiritual and Cultural) Development
Children are encouraged to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. They are taught about Christianity and other major religions and are encouraged to reflect on their own understanding of faith and a sense of their own spirituality.
Each class sets aside time for 'Circle time' activities as appropriate which enable pupils to come together and reflect on their learning, behaviours and skills, it is a time when classes can establish and develop their ethos and culture. 'Circle time' may also be used for discussing issues of a personal, social, moral spiritual and emotionally nature.
Understanding the World -Science, History, Geography, RE
We use the Learning Challenge Curriculum as a core resource which is question- based and weaves skills, knowledge and understanding
Children are encouraged to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, science, technology and the environment both past and present.
Science will be an important aspect of the curriculum at Kingshill Church School as the school recognises that it helps stimulate and excite children's curiosity about the world. It helps children develop their understanding of their own immediate environment and begin to make sense of the wider world. It provides opportunities for first experiential learning to stimulate and enthuse, and an awareness of the place of science in the modern world through a development of an understanding of key concepts and knowledge. Science will be taught both discretely and where relevant as part of our creative cross curricular curriculum. We use the National Curriculum Programmes of Study through the Learning Challenge Curriculum as a basis for our science curriculum.
Exploring people and places will be the basis for much of our themed topics and are starting points for discovery of knowledge and skills. Exploring people will help children make sense of the past and how it has influenced the present and will influence the future. Children will see how different eras in history are linked and they will begin to see how society can learn from past events and influential figures throughout time. Exploring places will help children understand how land is used, developed and sustained by different societies. They will learn about Human and Physical Geography and will increasingly develop an understanding of the wider world in which they live, thinking too about environmental and topical issues.
Religious Education (RE) is a statutory subject andis be taught according to the Locally Agreed Syllabus, 'Awareness, Mystery and Value' using 'Discovery RE' which is an enquirybased approach along with 'Understanding Christianity'. In accordance with the Education
Reform Act 1988, parents have the right to withdraw their children from all or part of Religious Education.
The Religious Education policy will be provided by the Diocesan MAT and shared with other MAT schools. The teaching and learning in RE will be inspected under Section 48, the SIAMS inspection.
Expressive Arts and Design -Art, DT and Music
We use aspects of the Learning Challenge Curriculum
Children are taught to develop skills in a wide range of media and materials, and are given opportunities to share their learning through a variety of activities in art, music, movement, dance, role-play, and design and technology. These areas will be incorporated into the themed topics as much as possible although some may be taught discreetly as appropriate. In this area a key factor is the progression of skills. We ensure that children develop skills and demonstrate progress and understanding at appropriate levels; ensuring progression as they move up through the school.
Section 2 Planning the Curriculum
Long Term
We develop a Curriculum Map - an overview - as a 2 year topic cycle. This is published on our website.
Medium Term
We plan a Project Design; topic themes are planned around a main focus area, and themes will be underpinned by an integrated focus on English and mathematics with related links to other subjects where appropriate. The main topic overview is published on our website. Each project ends with 'Presentation of Learning' which is shared with the school or the wider community.
We acknowledge that children learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them. We plan opportunities for children to learn through e.g.
* investigation and problem solving;
* thinking skills activities and assessment for learning
* research and finding out;
* use of information technology;
* fieldwork and visits to places of educational interest;
* attendance at church;
* creative activities;
* cooking activities
* home learning
* understanding cultural diversity
* real life experiences including enterprise
* outdoor learning
* debates, role-plays and oral presentations;
* designing and making things;
* participation in athletic or physical activity.
This project design then feeds into our medium term planning sheet which broadly sets out the topic theme across each week, showing objectives, activities and learning outcomes, and identifying opportunities for cross curricular links and the application of maths and English skills. Foundation subjects and RE may also be planned for separately where they are taught discreetly. English and mathematics are planned separately and this planning is closely linked to the Assertive Mentoring system in that it demonstrates how we 'close the gaps' in children's learning. Teachers follow expectations for medium term planning and this is monitored by the Headteacher and staff every term.
Short term weekly/daily planning
Teachers plan lesson detail on a weekly/daily basis according to the needs of the pupils; their previous learning or next steps/gap tasks.
Section 3
Other Aspects of the Curriculum
Enrichment
The school curriculum will provide opportunities for children to be challenged, enthused and inspired. Opportunities for enriched and deepened learning will be provided so as children have their curiosity challenged, their skills extended and their aspirations raised.
Examples include:
* the use of specialist teachers in music, sport and foreign languages where relevant
* a focus on first hand experiential learning such as school visits and residential trips, and regular visitors into school from the community
* opportunities to experience cultural activities such as concerts, art galleries and theatre productions
* opportunities for gifted and talented children to work beyond the school, its planned curriculum and to experience opportunities working with other children from other schools, including beyond their chronological age
ICT Vision and Implementation
The development of ICT skills are of value both discretely and to support and enhance other subjects. Kingshill Church School believes that children should be given the opportunity to apply and develop their ICT capability through the use of learned and applied skills across the curriculum. Skills will be taught progressively, both discretely and within related cross-curricular themes. Each classroom will have access to an interactive white board, and portable IT individual resources as required.
Provision for EAL
The school has low levels of children with English as an additional language. However the school recognises that these children may require and therefore will receive additional targeted support to support them in making rapid progress in learning English but also in allowing them to access the holistic curriculum in their native language. Where necessary we will access external language support to facilitate learning needs. Within school we will:
* use accessible texts and materials that suit children's ages and levels of learning;
* provide support through ICT, video or audio materials, dictionaries and translators, readers and amanuenses;
* using the home or first language where appropriate; providing support from teaching assistants trained to work with multilingual pupils.
Learning Support
The curriculum in our school is designed to provide access and opportunity for all children who attend. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so in consultation with their parents. This may include children who have special needs, children with English as an additional language or children who are gifted or talented in some way.
If a child has a special need, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEN and Disability Act and the SEND Code of Practice. If a child displays signs of having special needs, his/her teacher consults with the school's special needs co-ordinator who will make an assessment of this need. In most instances, by differentiating the curriculum, the teacher is able to provide resources and educational opportunities which meet the child's needs within the normal class organisation. If a child's need is more severe, then we will consider involving the appropriate external agencies. We always provide additional resources and support for children with special needs either through specialist resources, support from special need assistants or a modified curriculum. Communication and involvement with parents will be maintained and valued at regular intervals.
Home-school agreements will be in place and shared annually along with the Behaviour and Anti-Bullying policy.
Sep 16
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Toileting and Nappy Change Procedure
1. At the beginning of each day record the children in each room who require changes or toileting assistance.
2. If you suspect an infant or toddler is soiled or wet change them immediately otherwise check infants and toddlers as part of the daily routine – aprox every 1.5 hours
3. Children who are learning a new toileting routine will be invited to the toilet every hour – in consultation with their parents/caregivers, older children are to be asked if they need to go to the toilet every 1-2 hours (this depends on the individual child).
4. When toileting use praise and encouragement. A sticker or stamp may be given as a reward. Ensure that children are shown respect during changes and are encouraged to move freely and be actively involved in the process. Encourage participation in self help/self care processes such as dressing and undressing and hand washing.
6. Use disposable gloves to clean up motions.
7. Use brown cloths to clean infants and toddlers during changes, ensure these are placed in a bucket to soak which is inaccessible to children.
8. Wet and soiled nappies are to be placed in the bin in the bathroom.
9. Apply ointment or cream to children at change times only if the parent has given permision on enrolment and requested so.
5. Record Changes on the nappy/toileting chart as follows:
Nappy:
D – Dry
W – Wet
M – Motion
Toilet:
TW – Toilet Wet TM– Toilet Motion AW/M– Accident Motion/Wet
TNO – Either child sat on the toilet but nothing happened or when invited they did not need to go.
1
10. Thoroughly clean the change table after each change. If necessary wash floor, sinks, toilets, and ensure that there are adequate supplies of soap, towels, brown cloths, and sanitiser spray. Ensure floor is dry by using a towel (not blue) to clean up any excess moisture.
11. Rinse/soak soiled underpants and place in a plastic bag in the child's bag to return home.
12. Wash your hands after every nappy change and encourage children to wash theirs.
13. Children who have been sick or have soiled themselves, will be cleaned in either of the wash areas by a staff member wearing gloves. Their clothes will be soaked in hot water and disinfectant and then washed separately. Any towels or cloths used to wash the child will be soaked and washed separately also. The child will be taken to the Office and cared for in there until their parent or contact is able to collect them. The staff member will then disinfect the wash area, wash and sanitise their hands.
Cloth Nappy Procedure:
1. Ask parent/s to bring in a bucket with a lid.
2. At the beginning of each day fill bucket with water.
3. When changing children shake any solid matter into the toilet.
4. Put soiled nappy into bucket.
5. Before the child is due to go home take bucket into laundry and put nappies into washing machine .
6. Put washing machine on rinse cycle.
7. Return nappies to bucket. Parents will take home their nappies/nappy bucket to launder at home. | <urn:uuid:6bfa6cd4-522f-455e-b2fd-5f4a43072903> | CC-MAIN-2017-39 | http://kidiwise.co.nz/files/Toileting%20and%20nappy%20change%20procedures-%20Review%2019.12.13.pdf | 2017-09-23T10:54:11Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00069.warc.gz | 184,996,454 | 672 | eng_Latn | eng_Latn | 0.998321 | eng_Latn | 0.998478 | [
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"Reading Series 2 - Mayan Calendar" @ http://www.youtube.com/ESL4free
Reading Text - Mayan Calendar:
Given wide access to the internet and multiple types of media, it is unlikely that large swathes of the earth's inhabitants do not know that the world was predicted to end on December 21, 2012, the start of the winter solstice. The usual reason for selecting this date is that a calendar made by the Mayans several centuries ago only runs until this point of time. However, an Apocalypse was never presaged. The Mesoamerican civilization merely stopped updating the long-form version of their 5,172-year calendar. In the same way that the world's calendar starts the year afresh by repeating all 12 months starting Jan. 1, the Mayan calendar now begins another long cycle.
SOME words and expressions IN the TEXT
Cycle: path something follows before starting again in the same place.
Long-form version: the complete version.
Media: newspapers, movies, TV, radio, etc.
Solstice: the point at which the sun is either
furthest from or closest to the Earth.
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Student Project Will Provide Clean Drinking Water to Honduran Village
Monday, May 18, 2015 By Matt Wheeler
The water supply in the Honduran village of El Cipres becomes unhealthy to drink each year when the rainy season hits. Civil and environmental engineering students devised a solution that
will work without the use of electricity.
The small tropical village of El Ciprés in Honduras faces a problem every time the rainy season hits. Its stream-fed water supply becomes especially turbid— inundated with suspended soil particles and microbes. It takes on a murky appearance and becomes unhealthy to drink.
A group of newly graduated civil and environmental engineering students from the College of Engineering and Computer Science has developed a viable solution to clean the village's drinking water. And now, with the backing of a pro bono humanitarian engineering organization, their system is going to become a reality in El Ciprés.
For Gerardo Martinez '15, Katayoun Mokhtarzadeh '15, Daniel Parish '15, Brian Rowland '15, Meredith Sullivan '15 and Katelyn Tamargo '15, the project began like any other assignment— develop a theoretical solution to a civil or environmental problem and present it at Senior Design Day. Success would be measured on their ability to design a system that effectively reduces the turbidity of El Ciprés' water supply from ~30 nephelometric turbidity units (NTU) to 5 NTU and meet their client's expectations.
To complicate matters, many go-to methods and technologies were immediately off the table due to the village's remote location.
"We all took a class on water treatment systems so we had a lot of knowledge on the topic, but this project had so many challenges. The biggest obstacle was that there is no electricity. Also, in the U.S. if you need a pump, you go get it. If you need to outsource something, you have a lot of choices. Our budget was $5,000 and we had very little to work with. We didn't know where to start," says Martinez.
Despite the significant constraints and limited resources, the group developed a scalable, gravityfed system consisting of pre-treatment, filtration and storage basins. It will require no electricity and will be operated and maintained by local volunteers once it is completed.
Following their presentation at Senior Design Day, Professor Svetoslava Todorova made a surprise announcement. Their client, Fred Stottlemyer of the International Rural Water Association, intends to build their plant in El Ciprés with their assistance, and explore the possibility of expanding it to other villages that face the same problem. Todorova says, "I am proud that the team took this task seriously and turned a hypothetical project into a reality."
Details will be confirmed to bring students to El Ciprés to be a part of the installation and training later this year with support of Stottlemyer's organization and the Department of Civil and Environmental Engineering. From there, there's no telling how far this could go to benefit the people of South America and beyond.
Mokhtarzadeh says, "I love the humanitarian aspect of this project. I come from Iran, where many people have the exact same issues. To be able to come up with a solution that may even be able to help there someday makes me proud. It's an amazing feeling." | <urn:uuid:fd69cc41-07eb-4e22-8f9d-bdb8ba98ce8b> | CC-MAIN-2017-39 | http://sustainability.syr.edu/wp-content/uploads/2015/05/Student-Project-Will-Provide-Clean-Drinking-Water-to-Honduran-Village.pdf | 2017-09-23T11:09:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00069.warc.gz | 321,203,823 | 690 | eng_Latn | eng_Latn | 0.998526 | eng_Latn | 0.998468 | [
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Investigation Three – Condensation Chambers
Standard I
Objective 1
Background Information
The process by which water vapor turns into liquid water is called condensation. When warm, moisture-laden air is cooled, the water vapor in the air changes into its liquid state and forms water droplets. This is evident when water condenses on the cool surface of a mirror or window in a bathroom while you are taking a shower or when chilled car windows fog up on the inside. Condensation is generally associated with warm water vapor in contact with cold surfaces or other relatively cold solid particles.
Pre-Assessment/Invitation to Learn
1. Hold up a mirror. Ask students how they might get water to form on the mirror. If no one suggests breathing on it, do so and indicate that the warm moist air from your lungs hits the colder mirror and condenses.
2. Discuss the process of condensation. (Refer to the background informa- tion if needed.) Indicate that students are going to construct condensation chambers.
Instructional Procedure
1. Refer to the worksheet, "Condensation Chambers." Share a pre- constructed condensation chamber, and instruct the students to follow the steps outlined.
* Write your name or group name/number on the cup.
* Measure 20 ml (2 tablespoons) of water and add it to one cup.
* Place the second cup upside down over the first cup as illustrated.
* Use tape to connect the two cups.
Materials
Teacher:
Small mirror
Per Group
2 small clear plastic cups
Water Tape
Graduated cylinder
Worksheet, “Condensation Chambers”
2, Have each group place their chambers in a warm, sunny place. After it has sat for 1-3 hours, students should record their observations on the worksheet.
3. The following day have students record the rest of their observations on the worksheet.
Curriculum Extensions
Science –
* As an open-ended experience, allow students to plan, carry out, and design other experiments related to the findings questions found on the worksheet. (ILO 1)
Assessment Suggestions
Using the questions found on the backside of the student worksheet, you may lead on oral discussion or have the students work individually to explore the process that took place with their condensation chambers. Have students review appropriate scientific language as you discuss the appearance of the condensation chamber before and after placing it in a warm, sunny place. Listen for facts such as the concept of energy from the sun warming the chamber and causing evaporation to occur within it. (At night the cool air outside the chamber will make the lid cool off and the water vapor will condense on the inside of the chamber. Condensation will most likely be more concentrated on the side facing the window. Ask students to explain why there was more condensation on the side of the lid facing the window. The temperature outside was colder and so the side facing the window cooled more than the side facing the heated room.)
Homework & Family Connections
* Have the students investigate different places condensation may appear in their houses – bathroom mirror, windows (winter), pitchers with ice and water (spring/summer/fall), objects in the refrigerator, etc. Have them write what they found and return it to school.
* Have students do the worksheet "A Water Cycle Chamber" at home. Have them record what they observe every half-hour for two hours on the back of the home work paper. Answer the findings questions.
Condensation Chambers
Discussion Question:
Why does water collect on the bathroom mirror when someone takes a hot shower?
NEAT FACTS:
* Condensation of water vapor occurs when a mirror appears to fog up when someone takes a shower.
* Condensation also occurs when chilled car windows fog up on the inside.
Create your own condensation chamber by following the steps below.
Materials:
2 clear plastic cups tape
1 graduated cylinder
Water
Assembly Steps:
Step 1: Write your name or group number on the cup.
Step 2: Measure 20 ml (2 tbsp.) of water and add it to one cup.
Step 3: Place the second cup upside down over the first cup as illustrated.
Step 4: Use tape to connect the two cups.
Condensation Data Collection
Explain what you think happened by answering the following questions. Include the following words in your discussion: temperature, evaporation, and condensation.
Is heat a factor in making the condensation chamber work? How?
How does the sun affect the chamber?
What do you think happens to the chamber at night?
If the temperature is warmer or colder on one side of the chamber than the other, what happens?
A Water Cycle Chamber
Discussion Question:
When a cup filled with a cold drink is placed in a warm room, what happens to the outside of the cup? What?
Materials:
Clear 2-Liter pop bottle with lid
Lamp
Scissors
Ice in Ziploc® bag Warm water
What does each part of the water cycle chamber represent? Ceiling of the bottle:
Ice cubes in the bag:
Warm water:
Lamp:
Where is water evaporating?
Where and why is water condensing?
Tell what you know about clouds, cold surfaces, and condensation nuclei from this demonstration. | <urn:uuid:dafa4ff3-6bb1-4965-9764-932ddce34555> | CC-MAIN-2017-39 | http://elemscience.jordandistrict.org/files/4.1.1.3-Condension-Chambers.pdf | 2017-09-23T11:15:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00067.warc.gz | 106,735,848 | 1,088 | eng_Latn | eng_Latn | 0.99713 | eng_Latn | 0.997917 | [
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Constructing graphs tables and diagrams
In some academic writing you may need to show the results of measurements and calculations or to describe equipment or processes. Sometimes the best way to communicate such information is through the use of tables, graphs and diagrams.
Graphs or tables?
Graphs present numbers in a visual way. If there is a clear mathematical relationship between two quantities, for example if one is directly proportional to the other, the results are better presented as a graph. If there is no such relationship, a table may be a better way to go.
Tables
A table contains rows and columns of figures, each row and column being made up of sets of results grouped according to particular aspects. In Tables 1 and 2, the aspects are years and lease locations. Give some thought to the order of your rows and columns.
For example, in Table 1, the columns are arranged year by year. This has a logic that is easily followed. The rows, however, have the saw-log leases arranged in alphabetical order which does not show any trends in the production figures.
Even if there is not a mathematical relationship between the quantities, there may be some general trend. Ordering the rows from say the biggest to the smallest numbers will be more helpful than a random order. In Table 2, the sawlog leases have been arranged with the highest production lease at the top and the lowest production lease in the bottom row.
You need to make choices about the number of significant figures you will include in your results. Table 1 shows the production rates measured to two decimal figures whereas Table 2 has these results rounded off to the nearest whole number. You will need to decide what (if any) rounding off is appropriate.
Graphs
Table 2 also gives average production rates for each year and for each lease. You will need to decide if information like this is of interest to the reader and whether to include it.
When you use a table, give it a title and a number, and label the rows and columns with the quantity being shown and the units they are measured in.
Table 1: Yearly Prod'n (in'000 tons) of saw-logs from 7 forest leases
| Cedar Junction | 137.63 | 129.17 | 149.38 | 117.21 |
|---|---|---|---|---|
| Dead Dog Hill | 29.7 | 30.79 | 33.53 | 27.41 |
| Heartbreak Hill | 16.54 | 19.38 | 19.88 | 16.59 |
| Millstream | 142.63 | 137.6 | 171.79 | 162.4 |
| Paradise | 206.48 | 274.56 | 275.98 | 213.78 |
| Queen’s Ridge | 47.32 | 51.83 | 53.73 | 49.1 |
| Rapid Falls | 63.54 | 77.82 | 81.76 | 54.2 |
(Adapted from Lindsay 1995)
Table 2: Yearly prod'n (in '000 tons) of saw-logs from 7 forest leases
| Lease Year 1990 1991 1992 1993 1994 Av. | | | | | | |
|---|---|---|---|---|---|---|
| Paradise | 206 | 275 | 276 | 214 | 303 | 255 |
| Millstream | 143 | 138 | 172 | 162 | 194 | 162 |
| Cedar Junction | 138 | 129 | 149 | 117 | 183 | 143 |
| Rapid Falls | 64 | 78 | 82 | 54 | 89 | 73 |
| Queen’s Ridge | 47 | 52 | 54 | 49 | 60 | 52 |
| Dog Head Hill | 30 | 31 | 34 | 27 | 35 | 31 |
| Heartbreak Hill | 17 | 19 | 20 | 17 | 22 | 19 |
| Average | 92 | 103 | 112 | 91 | 127 | 105 |
(Adapted from Lindsay 1995)
Where there is a clear mathematical relationship between two quantities, it may be best to construct a
graph. Graphs present two sets of information using a horizontal and a vertical axis. You use the horizontal axis for what is called the 'independent variable', i.e. the quantity whose values are unchangeable. In Figure 1 the independent variable is the year, in Figure 2 it is the introductory courses.
Use the vertical axis for the quantity which depends on the values of the other quantity. In Figure 1, the value of the taxonomic extinction depends on which year it was, so Taxonomic Extinction goes on the vertical axis.
When you have decided which quantity to put on which axis, you need to work out a suitable scale. The scale should be such that the results are spread enough to be easily legible. Label the axes with the quantity (e.g. Taxonomic Extinction) and the units (e.g. %) and give the graph a title and a figure number.
Two or more sets of data can be plotted on the one graph, but they need to be clearly distinguished from each other by the colour or the symbols used to plot the points.
Line graphs
If the results are continuous, i.e. if the quantities vary continuously from one measured point to another, use a line graph with the points connected. An example of this is shown in Figure 1. The value of taxonomic extinction varies continuously over time and so would have different (but unmeasured) values between the values recorded.
Bar graphs
If the data is made up of discrete clumps, use a bar graph. For example in Figure 2 the number of students enrolling in different courses are separate groups and so it makes sense to show them separately.
University (Syracuse University 2002)
Pie charts
The relative sizes of groups making up a whole population can be best shown with a pie chart. Here the whole circle or 'pie' represents the total group. The various 'slices' show the relative proportions of the subgroups.
Diagrams
A diagram can sometimes explain an object, a process or even a set of related concepts more clearly and easily than can a long wordy explanation.
Don't include a diagram simply for decoration or to fill an empty space. Only use it if it does provide valuable information in a visual way. Keep a diagram to the simplest form that will show the necessary information. Include essential detail but leave out anything not absolutely necessary.
Figure 4 summarises a process for the development of a certain type of software. The reader can readily see the process at a glance.
New view/s of product
If you include a diagram, give it a figure number and a title and clearly label all relevant parts.
In summary
Useful links (all open in a new window)
There may be resources that have been created with your lecturers, addressing assignment tasks and topics specific to your courses. Follow the links below to find out:
Tables, graphs and diagrams can convey complex information in a readily-accessible way. They should relate to what you have written and you should refer to them explicitly in your writing. For example, you could say The data in Figure 2 suggests that… or These results have been summarised in Table 1 or This process is represented diagrammatically in Figure 3.
To be reader-friendly, locate tables, graphs and diagrams as close as possible to where you write about them.
References
Chikofsky, E & Cross, J 1990, 'Reverse engineering and design recovery: a taxonomy', IEEE, Jan 1990, pp. 13– 17.
Devitt, T 2002, 'Global warmimg: beyond a reasonable doubt', The Why Files, viewed 24 November 2014, <http://whyfiles.org/158glowarm_evid/>.
Johnson, G 2003, Conversation biology, viewed 24 November 2014,
<http://www.mhhe.com/biosci/genbio/tlw3/enhance ment_chapters/conservation.html>.
Lindsay, D 1995, A Guide to Scientific Writing, 2nd edn, Longman, London.
Syracuse University 2002, Self-instructional mathematical tutorials, viewed 24 November 2014, <http://cstl.syr.edu/fipse/TabBar/RevBar/REVBAR.HT M>. | <urn:uuid:d05b2568-0949-473d-85f6-db4ffaa8acd7> | CC-MAIN-2017-39 | https://lo.unisa.edu.au/pluginfile.php/499077/mod_resource/content/2/Constructing%20graphs%20tables%20and%20diagrams%20Nov%202015.pdf | 2017-09-23T11:06:17Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00069.warc.gz | 690,000,922 | 1,820 | eng_Latn | eng_Latn | 0.99789 | eng_Latn | 0.998579 | [
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Year 4 Ambrosia Newsletter
Friday 23rd November, 2018
This week we have continued our inquiry into how science has helped to change the world.
In maths, we have been converting metres to kilometres and vice versa. We have also calculated perimeter by counting squares and also by calculating using our knowledge of rectangles to find missing sides.
In English, we have role-played the coming of the space dragon from THe Iron Man and have written newspaper reports.
https://readtheory.org/ https://ttrockstars.com/login
The soundcheck area of TT Rockstars will resemble the forthcoming Year 4 multiplication tests. Please have a look to see the speed that is required.
Home Learning this week:
Reading with your child.
Read Theory.
Times Table Rockstars.
Spellings will be given out on Mondays to be learned for the following Monday.
During our inquiry lessons, we have researched environmental issues, choosing an area that interested us to research further. We have created presentations to share with the class so we all found out about issues that our world currently faces. We also started to develop ideas for our inventions as part of the #Leighideas2018 competition. We will continue developing our ideas and creating models of our designs next week. Please can you continue to send in recyclables that we can use.
This week's homework is time for the topic task. This does not have to be submitted until the last week of term so the children can spend time on their finished piece.
Thought for the week:
Star of the week goes to…
Crystal for her effort with her research into environmental issues.
Congratulations! | <urn:uuid:bc6fddb4-e295-4118-8dd0-8e6dd6f95ba3> | CC-MAIN-2019-09 | http://langleyparkprimaryacademy.org.uk/wp-content/uploads/2018/11/Ambrosia-Newsletter-T2-W3.pdf | 2019-02-16T23:13:06Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00314.warc.gz | 157,853,767 | 329 | eng_Latn | eng_Latn | 0.99952 | eng_Latn | 0.99952 | [
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Where have we studied mutations? (Use this table to record as many different circumstances as you can in which the concepts relate to this topic apply. Don't just record the obvious ones mentioned explicitly by the instructors, learn to find others. Compare yours to your partners from time to time. If you fill this one, print another!)
Situation
Description
Scenario
| Natural Selection | Mutations are the source of the differences between organisms within a species, thereby providing organisms with adaptations; i.e. longer ears on jackrabbits. Since some mutations are beneficial for the organism, these traits are ‘selected for,’ and help the organism survive better within their environment. | Fire & Ice |
|---|---|---|
/Lab
Mutation: a change in a gene or chromosome | <urn:uuid:94b36b1e-d8c3-4d47-a7e9-b908aa733300> | CC-MAIN-2017-39 | http://biol1114.okstate.edu/study_guides/scenarios/tables/mutations.pdf | 2017-09-23T10:56:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00074.warc.gz | 39,983,885 | 166 | eng_Latn | eng_Latn | 0.996229 | eng_Latn | 0.996229 | [
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Utility Fights Street Light War...
Gainesville Regional Utilities (GRU), Gainesville, FL, with more than 30,000 street lights on their system, are fighting a massive force determined to put those lights out. The battle recently turned in their favor through the use of a green technology that they discovered had been developed for the power utility industry.
for years at levels that most animals can detect yet humans cannot. Best of all it doesn't hurt wildlife or the environment but does protect the infrastructure.
and Wins!
Solon Bellot, Energy Services Supervisor for GRU, and his crews are on the front lines of this conflict. They face an enemy that seems determined to put out their (street) lights. The problem is so bad that Mr. Bellot has hung a large wanted poster of one of the primary predators on his wall - the squirrel.
After his extensive search of possible answers, Solon contacted Phil Landers, ICORP's President, looking for a simple way to apply this odorant technology to his street light problems. Mr. Landers proposed coating a two inch sponge cube with a layer of semi-rigid "Sniff'n'Stop" epoxy. Crews would then be able to insert the sponge into the end of the arm where the light head attaches.
Expensive to replace
Streets lights can cost hundreds of dollars to replace, especially considering the cost of the fixture, equipment and manpower. According to Mr. Bellot, while a light should last five to six years before needing maintenance, quite often that lifecycle is significantly shortened due to wildlife intrusion. Any cracks or crevices at any point from the ground to the light head can provide entry points for a wide range of animals and insects including lizards, snakes, bats, flying squirrels, spiders, fire ants, wasps, bees, …, and the list goes on. Not only will the intrusion cause reliability issues it can also pose risks to the crews that work on these lights as well.
The Technology
The initial breakthrough to find a non-lethal solution came with the discovery of a common odor that the majority of wildlife find offensive. With wildlife's primary sense being their sense of smell, this odorant had to be designed to immediately get their attention. It also had to retain its aroma for extended periods of time throughout the wide range of environmental conditions.
According to Kevin Walker, one of the line technicians charged with maintaining these lights, the wildlife they encounter can potentially "bite, stab or stick you". He continued "We've been having a problem with bats getting up in the lights and squirrels and even a snake or two. It's not fun when you drop the lid down (light head) and here they come! There's nowhere to run but around in that little bucket"! And of course he is talking about a bucket hanging ten, twenty or thirty feet off the ground.
The sponge takes only seconds to install. Die cuts in the sponge allow it to be fitted around the wires. The odorant on the sponge serves as a barrier to critters coming up from within the hollow arm. The odorant trapped in the light head chases away other animals and insects that GRU was encountering.
So, how's it working?
Kevin Walker recently visited one of the problem locations where several months ago he had placed an odorant cube. He stated, "I placed the Sniff'n'Stop sponge in a street light that I'd replaced late last year. Squirrel damage has been prevalent in that area. He continued, "Where I expected to find squirrel damage, there wasn't even a bug in there. You could eat off the inside of the globe that we put in there because it was so clean. The stuff really works!."
than replacing lights and repairing other damage caused by the critters. He continued, "We feel like this product is going to provide a cost effective solution to wildlife problems in these lights based on what we have seen so far."
To solve that problem, a patented process was developed that traps the fragrance inside a vinylized-epoxy plastic. Once the epoxy is cured, an environmentally friendly, rigid coating is formed that sticks to almost any surface while maintaining its fragrance
Sniff’n’Stop Odorant
Sponge in Tubular
Mounting Arm
Sniff’n’Stop
Odorant
Sponge
"We have been evaluating Sniff'n'Stop now for two years. It's working so well that we haven't had to return to any lights treated with it" stated Mr. Bellot. The product is much less expensive
Making these fixtures survive the wildlife onslaught was the subject of GRU's two year field evaluation of a different concept than anything they had ever tried. Thanks to the work of research scientists and naturalists, a non-toxic solution, trade named Sniff'n'Stop ® , has proven effective in keeping unwanted critters off of and out of electrical and communications equipment.
For GRU it appears as if the street light war may be coming to a successful end. Saving money and increasing reliability without doing harm to the environment.
Sniff'n'Stop Time-Released Odorant Sponge installed inside the tubular mounting arm keeps unwanted critters and insects out of street light head. Sniff'n'Stop Animal Chewing Deterrent is manufactured by ICORP-IFOAM Specialty Products Corp. of Sanford, FL.
In today's economic environment, green technology solutions are satisfying, especially when you can save money at the same time.
ICORP-IFOAM Specialty Products Corporation www.SNIFFNSTOP.COM | <urn:uuid:03255a6b-e2b8-4025-ae85-eb9844376a54> | CC-MAIN-2017-39 | http://sniffnstop.com/assets/street-light-testimonial-flyer.pdf | 2017-09-23T11:08:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00072.warc.gz | 307,209,491 | 1,135 | eng_Latn | eng_Latn | 0.99924 | eng_Latn | 0.99924 | [
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Do I avoid shifting voice? Does each sentence contain end punctuation? Have I used commas correctly? correctly? Have I used quotation marks correctly? Is the first word of each sentence capitalized? Are all proper nouns capitalized? and using numbers?
Punctuation Mechanics o o o o | <urn:uuid:631f2ee3-acf4-4ad7-8cb4-391e4527236b> | CC-MAIN-2017-39 | https://academics.nsuok.edu/Portals/24/pdfs/Revisingandediting-Checklist.pdf | 2017-09-23T11:11:39Z | crawl-data/CC-MAIN-2017-39/segments/1505818689624.87/warc/CC-MAIN-20170923104407-20170923124407-00073.warc.gz | 634,470,389 | 54 | eng_Latn | eng_Latn | 0.990817 | eng_Latn | 0.990817 | [
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Tips for a Successful Summer Show Season
As summer approaches, there are many important things to consider when planning your summer show schedule. The health and safety of you and your horse should be your top priority. Here are recommendations from the USHJA Horse and Rider Advocate Committee to help keep you and your equine partners safe while showing this summer.
Horsemanship Quiz Challenge National finalists participate in an educational lecture about trailer safety.
Preparing for the Trip
Before taking any trips away from home in your truck and trailer, it is important to ensure that both vehicles are ready for the haul. Complete a vehicle inspection to ensure that the truck and trailer are road worthy. Check all the fluids in your truck, know the age of the tires and check the tire pressure.
"I replace trailer tires every three or four years and keep maximum cold PSI to avoid blowouts and miserable hours on the side of the road," notes Horse and Rider Advocates Committee Chair Katie Young.
Trailer floors should be solid and without rot. All lights and the braking system should be in working order, and wiring for the trailer lights should be intact-not frayed or cut. Both the truck and trailer should be maintained on a routine basis, by a professional, according to the manufacturer's recommendations.
During the trip, it is important to have good ventilation for your horse to keep him comfortable. Open windows, and if possible, travel during the cooler hours of the day. Water should be offered every four hours, and it is a good idea to take 30-minute breaks (without unloading) to monitor your horse's comfort level throughout the duration of the trip.
With good preparation, a keen eye for safety and a travel plan that aims for cooler times of day, you will be ready for your next long-distance haul.
At the Show
While at summer shows, keeping your horse cool in the heat is important. Bring fans and extension cords to hang outside of the stalls to improve ventilation. If the stalls are particularly hot, occasionally bring your horse outside to graze in the shade and enjoy a summer breeze. Always pack hoses and bathing tools to wash horses prior to and after exercising, and keep an eye on a horse's water bucket throughout the day to ensure it is clean and water is available. Also, pay attention to the amount of sweat your horse produces. Anhidrosis, or the absence of an adequate amount of sweat, can be very dangerous. To learn more about anhidrosis and to learn the warning signs, click here.
Do you know the best way to cool out a hot horse?
Click here for printable copy of stall card.
Stall Cards
When setting up at the show, one of the smallest items can be one of the most important. Ensuring you have a stall card visible with relevant information about your horse can help your horse get proper care even when you are not around and can be essential in an emergency.
"Not all people associated with a horse or pony are present in the stable 24 hours a day. Anyone in the vicinity of the stable may observe a problem or question about the horse or pony. With the information provided on the stall card, they may make contact with appropriate people to secure the best interests of the horse," says Dr. Stephen Soule, veterinarian and USHJA Horse and Rider Advocate Committee member.
Stall cards should include, at the very least, the following information:
*
Horse's name
* Comment on his demeanor (does he kick, bite, crib, etc.) for the safety of anyone who may need to enter the stall in your absence in an emergency situation
* Brief description of the horse (color, age, sex)
* Owner's name and phone number
* Names and phone numbers of any emergency contacts who may be able to make decisions on your behalf or help reach you in an emergency, such as a trainer, stable manager, groom, spouse, friend, your regular farrier, and/or veterinarian
* Any other special instructions or information such as feeding instructions, medications, allergies, etc.
Stall cards should be customized to suit the needs of you and your horse. The most important thing to remember is to list contacts who know your horse and can help him, and you, during an emergency.
Photo Credit: Jordan Cobb
Ride Smart
Summer heat has real implications for your riding plans. In the summer heat, plan a horse's training during cooler times of the day for both the safety of the horse and rider.
Of course, riders don't always have control over when they compete. When showing occurs during the hottest part of the day, keep your warm-up to a minimum and schedule fewer classes to avoid overheating. Talk with your trainer about the best plan for you and your horse.
Riders should also keep in mind that judges will often waive jackets in extreme temperatures. Listen to the guidance of judges, knowing that when they waive hunt coats, they will not hold it against the rider. Becoming overheated as a rider may have deadly consequences. The Center for Disease Control and Prevention recommends that athletes should drink more water than usual, wear loose and lightweight clothing, and look for signs of dehydration or heat stroke. Seek medical care immediately if you or another rider begins to show signs of a heat-related illness.
While at home, on the road or during competition, you and your horse's safety is most important. Drink plenty of water, avoid the heat of the day, and take frequent breaks in the shade. If you follow the guidelines above, you are on your way to an enjoyable and safe summer show season. Always heed the guidance of medical professionals and veterinarians respectively when it comes to your health and that of your horse. | <urn:uuid:9ad21362-4341-4a65-8cd3-30a13d9dc81e> | CC-MAIN-2019-09 | https://www.ushja.org/application/files/2515/3814/6657/Tips_for_a_Successful_Summer_Show_Season.pdf | 2019-02-16T23:21:34Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00315.warc.gz | 1,023,105,535 | 1,146 | eng_Latn | eng_Latn | 0.998662 | eng_Latn | 0.998916 | [
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TORNADO OF 27 JULY 2011 IN LITHUANIA – A CASE STUDY
Inga Stankūnaitė 1
1 Lithuanian Hydrometeorological Service, Rudnios str. 6,Vilnius, Lithuania, firstname.lastname@example.org (Dated: 21 August 2011)
I. INTRODUCTION
Lithuania's climate is relatively mild and ranges between Maritime and Continental. However, environmental conditions within Lithuanian territory vary from severe thunderstorm with heavy rainfall and hail in the summer to heavy snowstorms in the winter. The last two summers in Lithuania were especially convective due to active cyclones moving from Southern Europe to Baltic States. Summer of 2011 was exceptional – at least three tornadoes were spotted in Lithuanian territory. A strongest twister passed Northern part of the country on 27 July. This tornado not only caused significant damage to human property but some people were also injured during this event. After lifting a lorry 27 July tornado could be classified as F2 in damage intensity level.
II. ANALYSIS OF METEOROLOGICAL ENVIRONMENT AND TORNADO PATH
The most convective days in Lithuania happen when there is a southern circulation. Cyclones from Southern Europe during the summer as well as during the winter bring significant amounts of moisture and heat (warmth) to Baltic states. Thus, on 27 July 2011 conditions for severe weather in Lithuania and surrounding regions were great - Lithuania was in a warm part of active cyclone moving from lower latitudes. Thereby, having moist and hot air mass over Lithuania the only ingredient for a deep convection needed was a lifting mechanism (Doswell III, 1996). Lifting mechanism was created by moving warm front over Northern Lithuania – those regions appeared in flow convergence zone while Southern part of the country was more affected by cyclone center situated over Northern Poland (Fig. 1) and moving towards the Baltic Sea.
Severe storms started to develop quite early in the morning and about noon it was an outbreak of a deep convection. Worst storms with hail, heavy rains were passing over Central and Northern Lithuania. It is not completely clear yet if on 27 July there were one, two or even three separate tornadoes. Depending on witnesses statements, one tornado was spotted near Kėdainiai town and another or two separate twisters were traveling from Radviliškis town surroundings to North-east of Šiauliai town (Ginkūnai village). The biggest harm was done in Ginkūnai village.
As mentioned above tropical air mass was very favorable for a deep convection in Lithuania (as well as in Latvia) on 27 July. Thus, due to synoptic conditions squall line formed and produced tornado(es) in Northern and Central part of Lithuania (Fig. 2). Doppler radar base reflectivity of tornadic cell was more than 72 dBZ.
Cloud tops in Northern Lithuania during tornado event were reaching 14-15 km; cloud top temperature was about -54…-58 o C while temperature near the ground was around +25...+28 oC. The synoptic situation, i.e. convergence at low levels and divergence at higher levels (ascending part of the trough at 500 hPa) were favorable for severe storms to form (Fig. 3).
All necessary ingredients – moisture, heat and lifting mechanism – over Lithuanian territory led to deep convection on 27 July 2011 in Lithuania. In addition, HIRLAM numerical model forecasted high CAPE values 2500-3500 J/kg (Fig. 4). Hence, synoptic and mesoscale conditions were auspicious not just for a heavy rain and hail but also for a devastating tornado(es).
III. DAMAGE SURVEY AND CONCLUSIONS
Tornado that developed on 27 July 2011 in Northern Lithuania near Radviliškis town and headed north-east towards Šiauliai town was the strongest reported twister since 29 May 1981. Tornado of 27 July caused meaningful harm to human property and nature – rooted trees, damaged buildings, broken cars and trucks, etc. (Fig. 5). Not only material damage registered but some people were also injured during this event. Judging the fact that lorry was overthrown tornado might be at least F2 in damage intensity level. Luckily, there are no reports of people being killed.
The aim of this study was to identify the synoptic and mesoscale processes favorable to formation of the tornado, thus, leading to the improvement of severe weather forecasting.
IV. REFERENCES
Doswell III C. A., 1996: Flash Flood Forecasting: An Ingredients-Based Methodology. Weather and Forecasting, 11 560-581. | <urn:uuid:fef1b41b-f7d6-4d20-8f2a-dbf69d1a81f3> | CC-MAIN-2019-09 | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.684.5447&rep=rep1&type=pdf | 2019-02-16T23:23:04Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00318.warc.gz | 58,772,042 | 994 | eng_Latn | eng_Latn | 0.996183 | eng_Latn | 0.996536 | [
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THE TREEHOUSE SCHOOL UPDATE
P Website: www.thetreehouseschool.org.uk
Blog: www.newschoolproject.wordpress.com
Many Hands Make Light Work
You may have seen the beautiful bunting that the children made with help from Friend of The Treehouse, Rose, adorning our conservatory.
Now, all of the children will have the opportunity to create a wall-hanging for our Meeting Room, with Cassie's help. If you enjoy craft activities and can spare some time on a Wednesday afternoon over the next few weeks, we would love to hear from you.
Treehouse Nearly New Sale
Our Nearly New Sale will take place on Saturday November 16th in The Regal Centre in Wallingford from 2.30-4.30 pm. Sellers receive receive 75% of all proceeds from their sales and The Treehouse will receive 25%. The timing is ideal for having a clear-out before Christmas and also picking up some bargains too! If you would like to register as a seller please email firstname.lastname@example.org
Issue 44
September 2013
Hitting the Ground Running
Can you believe that we are nearly at the end of September already? Usually at the start of a new academic year, teachers spend a great deal of time teaching children systems and routines, forming relationships, and establishing their expectations.
Fortunately for us, because of the way our school works, we have been able to hit the ground running, building on and developing the things that we had already put into place.
We continue to be delighted with the progress that the children make in all areas of their development, and to look for ways that both challenge and support them to move forward.
Treehouse Apple Event
The Robertsons have kindly donated the apples from one of their bramley trees which the children will help to pick on Monday. We have decided to offer the children an 'Apprentice' Style challenge. They will be given a quantity of apples and asked to make some products that can be sold on Friday at The Treehouse Apple Event. The winning team will be the group that makes the most profit! The Apple Event will take place between 2.30 and 3.30 pm. Please spread the word!
Forthcoming Dates for Your Diary
Monday 30 th September rd
Casey’s Music Week Cycling practice (bikes please) PTA Meeting 7.30 pm at The Treehouse Treehouse Apple Event…2.30 – 3.30 pm.
Thursday 3 October
Thursday 3
rd
October
Friday 4 th October
Rock Stars of the Future?!?
Please promote this event to anyone that you know in this area that might be interested in selling or buying at our sale.
We are enjoying listening to a range of music every week provided by each family. There was some great early morning entertainment as certain members of the gang practised their air 'guitaring' to Bon Jovi this week!
Swimming classes will commence on Tuesday 8th October from 1.15pm till 2.45pm. If you have a six-seater car, and can help to ferry children to the pool in Goring, please let us know.
Going for Gold!
Keeping You in the Loop…
This week we have reintroduced our 'star targets'. Whilst we are not all that keen on targets at The Treehouse, we have found that when there is an area that either the children or the adults have identified as requiring some improvement, a target, reviewed daily during our morning meeting, really helps.
The first star target of the year came about when we observed some lethargy amongst some of the children when they were asked to do something that they didn't particularly fancy doing! So the first star target of the year is 'To go for gold in everything that I do,' or in other words, to crack on and get the job done, and to do it well! This can also be reinforced at home, for example, if you ask your child to tidy their bedroom, do they get on with it or drag their heels! If they crack on, then please let us know so that we can reinforce this positive behaviour at school.
Trees
Houses
The Trees have been continuing to practice their number bonds in Going for Gold, they now just need to speed up their recall, so some practice at home would be very useful. We have also begun to explore the value of each digit in 2, 3 and 4 digit numbers, how many hundreds, tens and units they have…
We have introduced Reading Passports this week. Ask to see your child's and see if you can complete one of the tasks…
The Houses have been revisiting their times tables during Going for Gold this week. Our goal is for all children to know all of their tables by the end of this academic year. This will require a great deal of practice at home and at school. The children have all agreed that 'little and often' is the answer so please encourage them to find time on a regular basis to sit down and go for it! Also, any other opportunities, like on the way to school, on car journeys, will pay off.
How about…?
- Making a shop at home to play with and to help you to become even more number smart.
- Going to the shops to buy something. Can you work out how much the item(s) cost and how much change you will get?
- Going on a 'seed-hunt'. How many different types of seed (wind, berry, nut) can you find and identify?
- Finding a conker and doing some research so that you can have a conker fight next week at school.
- Looking through your 'Reading Passport' to help you to decide what you will read next.
- Finding some words inside words to add to our display. Can you find a word with more than four words inside it? Remember the letters have to be consecutive. For example, because – be, cause, use.
- Looking for some poems about Autumn. Can you learn one off by heart to share with us during Morning Meeting.
- Practicing your news for Monday Morning…do you have something that you could bring it to accompany your news?
To Celebrate….
- The progress that all of the children have made with their cycling. The Houses are now gaining more confidence on the road and Trees learning how to cycle with increasing control. | <urn:uuid:1eec8b9b-ed6b-405e-b3c1-92c84b7f79c7> | CC-MAIN-2019-09 | http://thetreehouseschool.org.uk/wp-content/uploads/2012/11/Update-44-1.pdf | 2019-02-17T00:53:00Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00317.warc.gz | 282,064,097 | 1,335 | eng_Latn | eng_Latn | 0.999116 | eng_Latn | 0.999156 | [
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6 th -8 th Grade Guidance for Literacy Task Design in the Social Science Classroom
(Literacy tasks have reading and writing about social science topics at the core of all multi day lessons/units).
6 th – 8 th Grade Literacy Task Design
The purpose of providing guidance for designing literacy tasks is to provide classroom teachers with crucial steps in designing high quality student learning tasks that integrate reading and writing aligned with the standards that can be easily integrated with the Illinois Social Science Standards. This document provides guidance into the necessary steps of task design. Literacy Tasks should be a part of multi-day lessons and units in order to integrate and implement the standards.
Steps for Designing Literacy Tasks
Step 1
Determine the focus of the task. Standards can be clustered to help drive a number of key components of multi-day lessons/units. (For example, essential questions, assessments, writing to reading prompts, etc.) Examples of ways standards can be clustered for a task are as follows:
Possible Combined Standards for Literacy Task Prompt
Review aspects of a text that reveal an author’s point of view and purpose (e.g., load language, inclusion or avoidance of particular texts)
Clustered Standards: (RH. 1 & 6)
Integrate visual information with other information (print, digital) to analyze the relationship between primary and secondary sources on the same topic.
Clustered Standards: (RH. 1, 7, & 9)
Distinguish among fact, opinion, and reasoned judgment in a text
Clustered Standards: (RH.1, 8, & 9)
Identify key steps in a text’s description of a process (e.g., how a bill becomes law, how interest rates are raised or lowered).
Clustered Standards: (RH.1 & 3)
Analyze the relationship between a primary and secondary source on the same topic.
Clustered Standards: (RH.1 & 9)
RH: Reading for History/Social Studies
Step 2
Determine anchor text (focus text) and coordinating texts/multimedia to accompany the anchor text.
Anchor Text Coordinating Text Coordinating Text
Literacy Task Texts
Article
Anchor Text Coordinating Text Coordinating Text
Primary Source
Online Resources for Texts
o Illinois Classrooms in Action Social Science Resources – This site provides teachers with a one-stop shop of all resources for Illinois Social Science Teachers: http://www.ilclassroomsinaction.org/social-science.html
o Readworks – www.readworks.org: ReadWorks provides research-based units, lessons, and authentic, leveled non-fiction and literary passages directly to educators online, for free, to be shared broadly. The link for Social Studies content is as follows: http://www.readworks.org/social-studies-reading-passages
o Newsela – www.newsela.com: Newsela is a free resource that presents articles on a range of topics such as: War and Peace, Science, Kids, Money, Law, Health, Arts, and Sports. The system enables you to convert the articles into higher or lower Lexiles so you can use them with any grade from 3-12.
o Library of Congress - http://www.loc.gov/teachers/: The Library of Congress offers classroom materials to help teachers effectively use primary sources. Grade Specific Primary Source Information is at the following link: http://www.loc.gov/teachers/standards/standards.php?standards=common&st=CCK12 &gr=6&su=Language+Arts&loid=&formLocation= Choose a grade level and search for resources.
Develop questions for each text using the reading standards for 6 th -8 th
grades. Question Guidance: http://achievethecore.org/page/46/complete-guide-tocreating-text-dependent-questions
| RH.1 | | | Cite specific textual evidence to support analysis of primary and secondary |
|---|---|---|---|
| | | | sources. |
| RH.2 | | | Determine the central ideas or information of a primary or secondary source; |
| | | | provide an accurate summary of the source distinct from prior knowledge or |
| | | | opinions. |
| RH.3 | | Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). | Identify key steps in a text's description of a process related to history/social |
| | | | studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
| RH.4 | | | Determine the meaning of words and phrases as they are used in a text, including |
| | | | vocabulary specific to domains related to history/social studies. |
| RH.5 | | Describe how a text presents information (e.g., sequentially, comparatively, causally). | Describe how a text presents information (e.g., sequentially, comparatively, |
| | | | causally). |
| RH.6 | | Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). | |
| RH.7 | | | Integrate visual information (e.g., in charts, graphs, photographs, videos, or |
| | | | maps) with other information in print and digital texts. |
| RH.8 | | Distinguish among fact, opinion, and reasoned judgment in a text. | Distinguish among fact, opinion, and reasoned judgment in a text. |
| RH.9 | | | Analyze the relationship between a primary and secondary source on the same |
| | | | topic. |
| | RH.10: By the end of grade 8, read and comprehend history/social studies texts in | | |
| | the grades 6-8 text complexity band independently and proficiently. | | |
Step 4
Determine what type of writing required by students to show understanding of content we want students to do during and/or after to show understanding and hold thinking.
Writing in the Social Science classroom should happen routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (WHST.10).
When creating culminating task/writing prompts, teachers can return to step 1 to view clustered standards for ideas. The standards require students to be able to write arguments (WHST.1) and informational/explanatory (WHST.2) writings. Writing can appear in many forms – from note taking, to short summaries, to learning logs, essays, a quick write or a formal report. See the following link for the 6 th -8 th Grade Social Science Writing Standards: http://www.corestandards.org/ELA-Literacy/WHST/6-8/
Task Template for Culminating Tasks
The following task frame is one way to design a prompt where students can show their learning after reading/researching a variety of sources.
Today you will research _____________________ by reading ______________________________________ and watching a video clip about ________________________________. As you review these resources think about the following question: “__________________________________________________________ ______________________________________________________?” Gather evidence from each source to answer the question.
Classroom Example
Today you will research the development and one-time use of the atomic bomb. First you will read a speech by Robert Oppenheimer, the director of the Manhattan Project. Then you will read a letter from a group of scientists to President Harry S. Truman asking him not to use the bomb. Finally, you will read about President Truman and his decision to drop the bomb. As you review these sources, create an informational/explanatory essay that presents both sides of the argument. Use evidence from all texts in your essay. | <urn:uuid:0c69f77e-a758-43ab-9eb5-7c3a9c92fd84> | CC-MAIN-2019-09 | http://www.illinoisliteracyinaction.org/uploads/4/0/7/1/40712613/final_6th-8th_ss_literacy_task_design.pdf | 2019-02-16T23:57:36Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00322.warc.gz | 370,353,878 | 1,736 | eng_Latn | eng_Latn | 0.97423 | eng_Latn | 0.994229 | [
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Readings and Lessons for Further Study
Contemporary Issues (women, human rights, terrorism & jihad, women's rights, geography of contemporary world, etc.)
* This set of lessons was developed as part of The Islam Project at http://www.theIslamProject.org to accompany the UPF documentary Muhammad: Legacy of a Prophet. The PBS documentary Frontline: Muslims, a set of vignettes on aspects of Muslim cultural and religious practices in several countries was broadcast several times in conjunction with Legacy. The Islam Project Lesson Plan set of lessons accompanying both documentaries include glossaries of terms, discussion guides, maps, note-taking worksheets for the activities, and a series of topical lessons on contemporary hot-button issues such as human rights, women and marriage in Islam, terrorism vs. jihad, and Islamic law, among other lessons on geography, terminology, and other topics.
* Link to downloadable pdf files for individual lessons from Frontline: Muslims set
* Link to Lessons at The Islam Project (scroll down for individual lessons by film: http://www.islamproject.org/education/Lessonplans.htm
The book Who Speaks for Islam: What a Billion Muslims Really Think is based on the Gallup polling project conducted in the United States, Muslim and other countries, –soon to be a film documentary from Unity Productions Foundation
* Who Speaks for Islam: What a Billion Muslims Really Think homepage with its Teaching Guide for the book.
* A related site is the Gallup Muslim-West Facts Project.
The recently completed demographic report Mapping the Global Muslim Population a newly released study by the PEW Forum on Religion and Public Life, can be read online. The accompanying PEW Forum Map: Distribution of Muslim Population by Country and Territory is one of several maps showing distribution, regional details, and other information about Muslims and Muslim regions, and Muslim majority and minority countries in the world. It is accompanied by a report accessible from the same page as the map, or downloaded as a pdf file (click on title in italics above).
The U.S. Department of State has developed a booklet on Islam in the United States that includes demographic information, cultural trends, prominent Muslim Americans in business, politics, education, the arts and human services, as well
as statistics on the ethnic composition of the Muslim community in the US. It can be downloaded in full color as a pdf file at Being Muslim in America.
An Introduction to Islam: Teaching Module
This is a new teaching unit based on the workshop module Basic Beliefs and Practices of Islam published by the Center for Contemporary Arab Studies, Georgetown University. The lesson provides an overview of major introductory topics required in survey courses, written for middle and high school level, or teacher preparation at lower levels.
* Link to download An Introduction to Islam and other teaching modules from the CCAS K-12 Educational Outreach website. Download the CCAS IntrotoIslam as a pdf file.
Glossary of Islamic terminology (CIE, IslamProject)
This resource from the book Teaching about Islam in the Public School Classroom (Council on Islamic Education, 5th edition). Used in 35 states, the guide provides a wide range of basic information based on current academic standards. The second link provides an easy to use online glossary searchable by letter or term, which is an excerpt from the teacher's guide.
* Teaching about Islam in the Public School Classroom sample pages and purchasing info
* Glossary link
Muslim Holidays, 2nd Edition: Teacher's Guide and Student Resources
* This resource is a teachers guide covering sensitivity issues pertaining to the needs of Muslim students in the public schools, especially in regards to Muslim holidays. It includes background readings, short stories, discussion questions and suggested activities. Learn why Ramadan and the Hajj are important to Muslims, and how they celebrate Eid al-Fitr and Eid al-Adha, as well as the importance of Friday as a day congregational worship.
* Muslim Holidays Download link
Multiple-author Qur'an translations
* Find subjects or specific chapters and verses of the Qur'an online and view multiple English translations as well as transliterated text and Arabic
text on the Qur'an search database, and even listen to the verse recited in Arabic.
* Go to the online resource at www.islamicity.com/QuranSearch
Other Introductory Lessons and Historical Issues
* Geography of the Arabian Peninsula and pre-Islamic history, a summary of the biography of Muhammad, important personages in early Islamic history, vocabulary, maps, information on Five Pillars; lessons on the spread of Islam based on historical research, chronology, and maps from the set of lessons written to accompany the Unity Productions Foundation documentary film Muhammad: Legacy of a Prophet www.theIslamProject.org in html format; cross-posted with www.cie.org in pdf format, including viewing guides, discussion questions, note-taking grids, and suggested activities and enrichment
* Lesson and Readings on Historical Background of the Abrahamic Faiths is part of the complete set of lessons for comprehension and enrichment written to accompany the Unity Productions Foundation documentary film Cities of Light, in addition to interactive online features, articles, slide shows, timelines and maps is found at www.islamicspain.tv. The Lesson Plan Set is available for download in pdf format (individual lesson titles and the complete set on the site).
* Era 5 pf the World History For Us All online curriculum features Islamic history, especially in the Panorama lesson in brief form, in Landscape 5.2 Islam and Afroeurasia and 5.3 Consolidation of the Trans-Hemispheric Network, and later eras, such as Landscape 6.7 The Long Reach of the Major Religions include lessons as relevant to pre-modern and modern history.
* Horace Mann Middle School site on Medieval Islamic Cultures has 15 departments with text and image on the whole gamut of history and society, the arts, sciences and mathematics. Very worthwhile to visit.
Center for Contemporary Arab Studies, Georgetown University, K-12 Educational Outreach – Teaching Modules
Teaching modules in pdf format are available on Islam (see above, top), Trade and Travel, Arabic Language, Calligraphy, the Arabs, and Islamic contributions to Mathematics and Science
Islam: Empire of Faith documentary film companion website
The site includes an outstanding timeline of Islamic history in four realms of history, as well as lesson plans and access to images from the arts and sciences.
* Visit the site at http://www.pbs.org/empires/islam/
Islamic Architecture at MIT
Massachusetts Institute of Technology (MIT Libraries) has a page devoted to Islamic Architecture, including Mosques in the United States, Islamic Collections, and the Aga Khan Visual Archive. it can be accessed at http://libguides.mit.edu/content.php?pid=60949&sid=448086 . The site also has links to various reports on Islam in the U.S., including the report The Mosque in America: A National Portrait and other articles on mosque architecture trends, and a list of many mosques by state. The images are only available as thumbnails, but the names of the mosques would help locate the community mosque websites, which usually have photos and lots of other information.
Islamic History in Arabia and the Middle East
This is a grab-bag site with a wide variety of information on history and science assembled by an engineer with a strong interest and knowledge of Islamic science, linked at http://www.islamicity.com/Mosque/ihame/Ref6.htm. More advanced information on a wide variety of topics is found at www.muslimheritage.com, where the articles are quite well documented for the most part, and written by academics in their fields of expertise.
Select Bibliography
Basic books on Islam
John L. Esposito,Islam: The Straight Path(Oxford University Press, 1988)
John L. Esposito, What Everyone Needs to Know About Islam (Oxford University Press, 2002)
J. Esposito, D. Fashing, and T. Lewis. World Religions Today. New York: Oxford University Press, 2006.
Sayyid H. Nasr, Islam: Religion, History, and Civilization (Harper San Francisco, 2003)
Primary Sources on Islam
Ezzeddin Ibrahim and Denys Johnson-Davies, translators, An-Nawawi's Forty Hadith (Islamic Texts Society, 1997)
Ezzeddin Ibrahim and Denys Johnson-Davies, translators, Forty Hadith Qudsi (Islamic Texts Society, 1997)
The Alim software or www.Islamicity.com online Qur'an search engine (with translations by Yusuf Ali, Marmaduke Pickthall, Muhammad Asad, and other languages)
Historical works for overview
Richard W. Bulliet, Islam: the View from the Edge (Columbia University Press, 1994)
K.N. Chaudhuri, Trade and Civilisation in the Indian Ocean: An Economic History from the Rise of Islam to 1750 (Cambridge University Press, 1985)
Ross E. Dunn, Ibn Battuta: Adventures of a Fourteenth Century Traveler (University of California Press, 2005)
S. L. Douglass, World Eras: Rise and Spread of Islam, 622-1500 (Thompson/Gale, 2002)
Francis Robinson, editor, Cambridge Illustrated History of Islamic World (Cambridge University Press, 1996)
Contemporary Issues
Akbar Ahmed, After Terror: Promoting Dialogue Among Civilizations (Brian Forst, 2005)
Richard W. Bulliet, The Case for Islamo-Christian Civilization (Columbia University Press, 2004)
Vincent Cornell, editor, Voices of Islam, Volumes 1-5 (Praeger, 2006)
John L. Esposito and Dalia Mogahed, Who Speaks for Islam? What a Billion Muslims Really Think (Gallup Press, 2007)
Tariq Ramadan. Western Muslims and the Future of Islam (Oxford University Press, 2004)
John O. Voll, "Islam and Democracy: Is Modernization a Barrier?" in Modernization, Democracy, and Islam. Ed. Shireen Hunter and Huma Malik. (Praeger, 2004)
World History and Geography Teaching Guides
Ross E. Dunn, The New World History: A Teacher's Companion (Bedford/St. Martin's, 2000)
Marshall G.S. Hodgson (Edmund Burke III, ed.), Rethinking World History: Essays on Europe, Islam and World History (Cambridge University Press, 1993)
Teaching About Religion in World History
Karen Armstrong, The Great Transformation: The Beginning of Our Religious Traditions, 2006; Islam: A Short History, 2000; Jerusalem: One City, Three Faiths , 1996; The History of God, 1993
Jerry H. Bentley, Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre- Modern Times (Oxford University Press, 1993)
Charles C. Haynes & Oliver Thomas, esq., Finding Common Ground First Amendment Center, 2000) (and other resources at www.fac.org/publications/ )
Susan Hitchcock, John L. Esposito, Desmond Tutu, National Geographic Geography of Religion (Random House, 2006)
Gerald Krell & Meyer Odze, Three Faiths, One God: Judaism, Christianity, Islam (Video/DVD--Auteur Productions, 2005)
Muhammad: Legacy of a Prophet (Video –Unity Productions Foundation, 2002);(lesson plans at www.IslamProject.org)
Web Resources
http://www.upf.tv (links to all UPF documentary film websites)
www.IslamProject.org http:/www.islamicspain.tv
http://www.princeamongslaves.tvhttp://www.theIslamProject.org http://www.teachmideast.org/
http://cmcuworkshops.net http://worldhistoryforusall.sdsu.edu
http://www.indianoceanhistory.org OR www.sqcc.org/indianocean http://cmcu.georgetown.edu/about/resources/
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Brief History of TDOT
In 1915 when the first administrative agency was organized to build roads and maintain them, state leadership successfully set the state on a path propelling Tennessee's transportation system to one of the best in the nation. Tennesseans today can feel proud their investments are being used prudently as we continue the great 100-year tradition of a transportation system that is safe, efficient and at the forefront of innovation.
Pre-1915
Leading up to the creation of the Tennessee Highway Department, road building activities were primarily directed by the governor or the legislature. With no central authority, building good roads was neither planned nor well-managed. Road associations began to push specific highways. With emphasis on "getting out of the mud," and recognizing that planning was needed, it became apparent to the state that the job was too big for counties to handle alone. In 1915 the first state government authority to oversee transportation services was created. A forerunner to TDOT, the creation of the six-person State Highway Commission was approved. At that time the state system had less than 5,000 miles of road.
New department, first gas tax: 1923
With federal funding beginning 1916, the highway commission funneled money to counties. As the scope of the program grew, a voluntary commission had not provided much direction and in 1919, a three-person salaried commission was appointed. The basic structure of the highway department was formed creating nine divisions including four field divisions in Knoxville, Chattanooga, Nashville and Jackson.
Gov. Austin Peay was considered to be the "Road Building Governor." In his 1922 election campaign, he made the highway department a major issue saying, "politics and roads don't mix" and promised to overhaul the department. Tennessee roads lagged behind border states and Tennessee was known as a detour state.
In his first year, Gov. Peay reorganized state government and placed one commissioner in charge of the Department of Highways and Public Works. Gov. Peay appointed J.G. Creveling as commissioner and instructed him to clean house. Creveling was unable to do this since there weren't enough qualified people to take their positions.
Debates across the nation raged over issuing bonds versus the "pay-as-you-go" approach. In many cases those impatient for roads relented to using bonds. In Tennessee, Gov. Peay stood steadfast in his belief that you only spend what you receive in revenue and thus in his first message to the legislature, Gov. Peay proposed a two-cent per gallon gas tax. It also resulted in shifting the tax burden from property owners to motorists, those who actually use the roads. The "pay-as-you-go" philosophy still continues in Tennessee.
By the mid-1920s, twelve widely known interstate highways existed in the South. One of the most traveled was the north-south Dixie Highway, which crossed the state in both Middle and East Tennessee.
Unlike a continuous route, the Dixie Highway meandered more than 4,000 miles in two parallel routes with connectors and side roads to special attractions. The Western Division ran from Lake Michigan down to Nashville, Chattanooga, Atlanta, and Tallahassee. The Eastern Division began at Lake Huron and traveled a route to Knoxville, Chattanooga, Atlanta and Jacksonville. In 1918 the Carolina route was added and traveled through East Tennessee.
The 500-mile long Memphis-to-Bristol Highway, although not originally an interstate route, tied in with other highways and functioned in much the same way. Soon after its creation in 1915, the Tennessee State Highway Department designated this corridor as State Route 1 and made it the top road priority. In 1926 the state designated about two-thirds of it as U.S. 70, the major eastwest corridor in the region. In the late 1920s the entire route became part of the Broadway of America Highway from California to New York. State Route 1 remained the main east-west route through the state until the completion of Interstate 40 in the late 1960s.
The Great Depression and "Retrenchment": 1930
The 1930s was a decade many would refer to as "retrenchment" of the highway department. Shortly after the untimely death of Gov. Austin Peay, politics took root in the highway department with Gov. Henry Horton trading roads for legislative votes on many issues. Shortly after reelection in 1930, the banking system collapsed nationwide, however one particular Tennessee bank owned by a Horton protégé held millions of state deposits resulting in a significant loss to the state. Impeachment never occurred, causing one historian to say, "Horton bought his way out with pardons, jobs and roads."
In 1931, the "bloody July massacre" occurred in the highway department as a result of the discharge of all maintenance and construction forces due to a failure to fund it by the Tennessee General Assembly. A six-month stalemate battle over issuing bonds between the legislature and the governor found legislative members leaving Nashville without funding the department.
During the era traditionally known as the Great Depression years (1930 to 1946), highway expenditures were over two-thirds less than they had been in 1930 when $30 million had been spent. With economic disaster across the country, transportation departments were finding their revenues were being robbed by state officials and placed in the general funds of states, a tactic that was often been repeated by both federal and state governments over the decades to come. This resulted in the federal government passing laws reducing federal funds for states using this tactic.
Tennessee is a prime example of the national trend in the federal increase of funds. Between 1922 and 1930, Tennessee received about $1.5 million each year. But, in 1933, the state received almost $11 million in federal dollars. This was primarily due to President Franklin Roosevelt's "New Deal" which attempted to put people to work in federal programs such as highway construction projects. The New Deal also resulted in Tennessee's participation in projects referred to as landscaping, roadside development and beautification. This concept initiated in 1934 resulted in several road-side parks, pull-offs and overlooks for motorists to enjoy.
The World War Almost Halts Construction: 1945
During the early 1940s many states had come to rely on federal funds but they were diverted for construction on roads essential in supporting World War II efforts. Some state funds were used to help improve roads. During 1943-1944, the state spent only $3.8 million in a program called the Betterment Program to improve roads key to the transporting troops and equipment for the war. A skeleton crew kept the highway department going as many men enlisted in the war. In 1944 Congress amended the first federal aid act of 1916 by establishing funding for primary, secondary and then urban roads for the first time. The law also designated the National System of Interstate Highways which was in anticipation of the war ending. It set up funding levels for roadwork over three years. However, funding an interstate system across the nation would not occur until over a decade later when a Tennessean would play a major role in the U.S. Interstate System as we know it today.
The Interstate System and Tennessee: 1956
President Dwight Eisenhower is due much credit for pushing through legislation which had a substantial impact on Tennessee's highway system and the nation's. His efforts were memorialized in 1991 when Congress named the nation's interstate system, the Dwight D. Eisenhower System of Interstate and Defense Highway. Like all key milestones in a nation's history, many were involved. Tennessee's Albert Gore, Sr. was the U.S. House of Representative sponsor, guiding the legislation to approval. Tennessee was allocated 1,047.6 miles. Initially, existing roads were to be used, but, the Tennessee Highway Department determined new locations for the state's interstate system would be more practical. Tennessee's first interstate project was a section of I-65 at the Alabama border in Ardmore, Tennessee. In 1987, Tennessee completed its original interstate allocation with the completion of I-440 in Nashville.
Landmark Supreme Court Ruling in Tennessee: 1971
In the 1960s and 1970s the Tennessee Highway Department was primarily concerned in building its interstate system. At the height of this construction era, Tennessee had nearly 8,000 employees as compared to 4,663 positions allocated by the state legislature in 2014. In response to a nationwide movement for closer coordination among transportation modes, the name of the department was changed in 1972 to the Tennessee Department of Transportation. As more and more interstates were being developed, constructed and completed, new locations became issues as communities raised concerns about negative impacts. Interstate-40 later referred to as "America's Highway" would be forever impacted by a landmark case.
A 2,554-mile-long route, I-40 stretches across the U.S. from North Carolina to California through Tennessee. Tennessee has 455 miles, the longest section of any other state. In the original plan, Overton Park in Memphis was included. There was a time when parks and low income neighborhoods were prime real estate for highway planners. In a landmark case, Citizens to Preserve Overton Park v. Volpe, the U.S. Supreme Court changed the course of I-40 and interstates nationwide that were intended to pass through locations like Overton Park. Credit is generally given to a group of women, dubbed by the media as "little old ladies in tennis shoes." They began the fight and were relentless in their campaign to stop I-40 from splitting their beloved Overton Park. For years the battle raged before finally landing in the U.S. Supreme Court in 1971 and the decision rested on laws approved five years earlier. In 1966 Congress said that interstate highways could no longer pass through public park spaces unless there was no feasible and prudent alternative. The Supreme Court ruled in the Memphis case there was a feasible and prudent alternative for I-40, a planned beltway. In January 1981, the Overton Park section of I-40 was deleted from the master plan. Today, I-40 goes around the park and Tennessee and all states have a new approach to road building.
Better Roads Program, largest program ever: 1986
In the 1980s Tennessee had a significant backlog of needed projects and motorists believed Tennessee's roads were falling apart. In his last year in office, Gov. Lamar Alexander proposed a massive program projected to cost $3.3 billion over 13 years. TDOT's Better Roads Program was an ambitious highway improvement plan that included a three-cent increase in the gasoline tax. It was phased in over three years and was used to fund six interstate-type parkways, fifteen priority projects, and allowed TDOT to accelerate the existing highway program. Tennessee has a long history of funding its roads through a "pay-as-you-go" system. The gas tax has not changed since 1989. For 25 years, it has remained at 21.40 cents, one of the lowest in the nation.
One of the largest projects identified in the Better Roads Program was Interstate 840. This 78mile route to the south around Nashville was an active TDOT project for 26 years, partly due to size of the massive project, but also due to law suits filed against the department over environmental issues in the late 1990s. When completed in 2012, the total project cost $757 million. Commercial and business development along the route has already proven SR 840s value by connecting several communities through southern Middle Tennessee. It also serves as a viable option for travelers seeking to avoid the Nashville urban area.
Deaths on Hatchie River Bridge produce national inspection changes: 1989
On April 1, 1989, three spans of the north bound lanes of US 51 over the Hatchie River collapsed and sent eight people to their deaths. This tragic incident and the investigation of the bridge failure resulted in the TDOT Bridge Inspection Program becoming one of the most respected in the nation.
With this failure and a 1987 collapse In New York, the FHWA strengthened its enforcement and training on stream scour (erosion) and detection of scour on all bridges in the nation in 1991. Analysis and design manuals were developed for addressing scour at bridges. Scour design for new bridges is now a standard practice for all hydraulics engineers in the nation. Since that time, Tennessee has increased its expenditure on bridges to well over $100 million compared to $1 million before the 1989 failure.
In 2009, TDOT began a Better Bridges Program, the largest bridge program ever to address 200 structurally deficient bridges. In four years, TDOT replaced or repaired 200 state owned bridges reducing the number of structurally deficient bridges on local and state systems to 5.9 percent. This brought Tennessee far below the national average of 11 percent.
Traveling from the east to the west coast, I-40 is a life line through the nation. As the talk of a possible earthquake along the New Madrid Fault Line increased in the 1990s, TDOT bridge engineers began to assess the risk of failure to the Hernando DeSoto Bridge (I-40) across the Mississippi River in Memphis. Thus began a 15-year seismic retrofit project designed to protect this bridge and its approaches in the case of an earthquake of up to 7.7. The bridge is located about 100 miles from the same fault line that led to an 1811 earthquake. Assessments showed that a $4.5 billion economic impact to the U.S. would occur if the bridge were lost. The project is a collaborative effort between TDOT and our Arkansas state partners with well over $200 million dollars spent by completion in 2015.
The move to an efficient transportation system: 1993
In the mid-nineties, TDOT began looking at ways to be more efficient in moving motorists. Roads were no longer the complete answer to a good transportation system. A move across the nation inspired by environmental concerns about air quality prompted states to look at ways to move traffic more efficiently and reduce congestion. The first effort in Tennessee was installing high occupancy vehicle lanes in Nashville in 1993, followed by one of the most popular programs with motorists. Operating in all four urban areas, the TDOT HELP program was launched in 1999 with the philosophy that removing incidents, debris or disabled vehicles quickly from the highways would reduce congestion and improve safety. As increased interest in intelligent transportation systems grew, TDOT began an ITS system that would provide monitoring of the urban highway systems and give motorists tools to help them make good driving decisions.
Communities become involved: 2003
In the 2002 election for governor, history is repeated 80 years later. TDOT became a hot button campaign issue for candidate Phil Bredesen who campaigned that TDOT needed a culture change. After winning election, there was a major philosophy shift to focus on communities helping TDOT find solutions to transportation issues. Environmental guidelines became a priority. Along with the Administrative Bureau and the Engineering Bureau, a third bureau was added, the Bureau of Environment and Planning. Public input was a priority in project development and a new focus on deliberate and careful planning of highway projects began. With a sluggish economy in 2009, President Barack Obama and Congress initiated a new program to get people back to work called the American Recovery and Reinvestment Act.
The 21 st Century version of the 1931 National Industrial Recovery Act, ARRA: 2009
ARRA included a host of programs to help stimulate the economy. Transportation programs were one of the priorities. TDOT was well prepared to take immediate advantage of ARRA transportation projects, totaling $48 billion for all states. Tennessee completed over 300 highway projects with the $572 million received for highway infrastructure improvements, improved $21 million of transit related services and completed an airport expansion with $4 million.
Efficiencies and funding issues taking priority: 2011-Present
Even though economic ills were beginning to subside, by 2011 many states were looking at funding options for their transportation system. As part of an overall top-to-bottom state review by Gov. Bill Haslam, newly appointed TDOT Commissioner John Schroer looked for ways to improve efficiencies by focusing on restructuring, expediting project delivery and improved processes. Those improvements have already saved TDOT millions of dollars and are expected to include more savings in the next decade. TDOT survived the recession financially, much better than most states because of its "no debt" status. However, it became clear that the flat tax system that began in the early 1900s may need to be revisited at least on the national level. While many elected officials recognize transportation is critical for a good economy, and additional funding is necessary, a solution has not been solidified.
From the early 1900s when a formal structure was organized to oversee transportation in Tennessee and a dedicated tax for transportation implemented, state leadership successfully set the state on a path propelling Tennessee's transportation system to one of the best in the nation. Even with conservative stewardship for the last 100 years, Tennessee has declining resources and must focus on preservation and efficiency more than ever in order to maintain an excellent system. As decisions are made at the state and national level on the direction our transportation system will take, the public stewards of Tennessee's transportation system will continue to be dedicated to meeting our obligations to taxpayers and motorists. | <urn:uuid:aa17bf4e-f69b-4ba1-b02c-1fcbd7e60f5b> | CC-MAIN-2019-09 | https://www.tn.gov/content/dam/tn/tdot/documents/TDOT-History.pdf | 2019-02-17T00:23:08Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00319.warc.gz | 1,008,984,476 | 3,598 | eng_Latn | eng_Latn | 0.998869 | eng_Latn | 0.998881 | [
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Vocabulary Power Workbook Grade 10 Glencoe
Acquiring a strong vocabulary doesn't have to be difficult. Vocabulary Power uses the latest research on memory to make this process simple, effective, and enjoyable. A three-book series, Vocabulary Power : teaches the most important words from the General Service List (500 words) and Academic Word List (400 words) presents each word in eight different contexts to help students learn and remember the word easily encourages students to apply the words to their own lives, making vocabulary more relevant and useful can be used in class or as a self-study text Each Vocabulary Power book features: 300 new words -- 10 per chapter high-interest readings adapted from articles on a variety of up-to-date topics exercises on word families, multiple meanings, collocations, and expressions that expand students' knowledge of the words engaging discussion questions and writing topics that elicit natural use of the words quizzes to check students' progress and minimize teacher prep time Word Builder exercises and charts in the Appendix to help students focus on the meaning and use of word parts The Vocabulary Power series includes Vocabulary Power 1 (Low Intermediate), Vocabulary Power 2 (Intermediate), and Vocabulary Power 3 (Advanced).
Vocabulary skills come easy when practice is fun! If you are looking for extra vocabulary help for your middle school student, you will find this book an invaluable resource. Featuring hundreds of essential vocabulary words, this book offers extensive opportunities for students to learn the vocabulary found in sixth, seventh, and eighth grade curriculums. Each of the book's dozens of lessons focuses on a group of words that will strengthen your student's vocabulary. After the introduction of new vocabulary, each lesson includes three worksheets designed to make learning new words easy and fun. Vocabulary Grades 6-8 features: •More than 500 words appropriate for students in grades 6 through 8•45 engaging lessons that will help your student learn both meaning and usage•Vocabulary related to math, social studies, science, health, and time•A puzzle format that makes practicing vocabulary fun •The tools to master synonyms, antonyms, homophones, and easily confused words•Guidance on learning prefixes, suffixes, and compound words•An alphabetical word list at the end of the book that makes looking up vocabulary easy After completing this workbook, your middle school student's new word skills will help your child to excel in both the classroom and on standardized tests.
"Extraordinary for its craft and emotional effect . . . [Ethan Canin is] a writer of enormous talent and charm." –The Washington Post "Character is destiny," wrote Heraclitus–and in this collection of four unforgettable stories, we meet people struggling to understand themselves and the unexpected turns their lives have taken. In "Accountant," a quintessential company man becomes obsessed with the phenomenal success of a reckless childhood friend. "Batorsag and Szerelem" tells the story of a boy's fascination with the mysterious life and invented language of his brother, a math prodigy. In "City of Broken Hearts," a divorced father tries to fathom the patterns of modern relationships. And in "The Palace Thief," a history teacher at an exclusive boarding school reflects on the vicissitudes of a lifetime connection with a student scoundrel. A remarkable achievement by one of America's finest writers, this brilliant volume reveals the moments of insight that illuminate everyday lives. "Captivating . . . a heartening tribute to the form . . . an exquisite performance." –The Boston Sunday Globe "A model of wit, wisdom, and empathy. Chekhov would have appreciated its frank renderings and quirky ironies." –Chicago Tribune
The Grammar and Language Workbook offers sequential language instruction along with extensive drill and practice in grammar, usage, and mechanics. This important tool includes a handbook as well as vocabulary, spelling, and composition lessons.
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Series Name: Space 8 Heroes are all around us. They may be famous for their deeds, or they could be our friends and neighbors. What sets heroes apart from the crowd is courage. It takes courage to save a life, help others, or fight for what you believe in. How have heroes made an impact on your life? Space 8, a Hi-Lo nonfiction series for young adults, reads like an infinity of facts. This series is full of high-interest topics that grab readers from the first page. Each book features stories about fascinating people and places and engages readers with compelling information; full-color photographs and illustrations; and detailed graphic elements including charts, tables, and infographics. Readers will find these books both captivating and inspiring. Students learn the sources of hundreds of vocabulary words with this new, multi-year program. Unlike many programs that depend on rote memorization, Vocabulary from Latin and Greek Roots incorporates a variety of techniques to teach students the skills they need to determine the meaning of unfamiliar words, while also expanding sight vocabulary.Vocabulary from Latin and Greek Roots reinforces new words through:a format that capitalizes on word familiesassociative hooks and visuals to jog the memorybuilding language-analysis skillsexercises designed for maximum retentionMany vocabulary programs are focused on preparing students for a test from week to week, but Vocabulary from Latin and Greek Roots teaches skills that they can use for a lifetime.Teaches word analysis skills by focusing on root words.Additional notes on word and phrase histories build interestHumorous visual mnemonics reinforce recall.Book Five is recommended for 11th Grade.This is a student classroom edition. Tests and Answer Keys are available through the publisher but are only sold to schools and teachers.
Deliver systematic, weeky spelling lessons in a consumable workbook format with Glencoe's Spelling Power Workbook! Teach spelling words, patterns, and key concepts that have been selected for each grade level, then have students apply what they've learned by writing the words, using them in context, recognizing and correcting them as they proofread, and by applying patterns and concepts to new words. You can assess your students' achievement with the Spelling Power Teacher Annotated Edition.
This exciting new 6-12 literature series provides bridges and connections across ideas, strong skill instruction, and amazing literature.
Engaging activity sheets help students independently build words and analyze their meanings, while motivating multiplayer games offer a fun way to review and reinforce vocabulary words they have learned from the activities. A delightful way to boost vocabulary, comprehension, and spelling skills.
Take your 7th grader's vocab knowledge to the next level Boost your middle schooler's word skills! The Vocabulary Workbook for 7th Grade is packed full of activities that help kids expand their vocabulary with tons of terms relevant to their current reading level! Each lesson in this vocabulary workbook focuses on a handful of words, introducing and reinforcing their definitions through a variety of challenges, like determining the words' meanings based on usage, exploring their roots, and finding their synonyms or antonyms. Get ready to be wowed--your 7th grader is about to become top of their class with a little help from this essential vocabulary book! The Vocabulary Workbook for 7th Grade includes: A 7th-grade companion--Discover 36 weeks' worth of lessons--one for each week of the
The Vocabulary Power workbook offers developmental systematic vocabulary instruction that can be used independently or applied to the content of Glencoe Literature.
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school year--that are excellent as supplements, summer reviews, or homeschooling material. 180 must-know words--From "abate" and "haggle" to "procrastinate" and "bystander," this vocabulary workbook introduces your middle schooler to many useful and age-appropriate words. A variety of activities--The Vocabulary Workbook for 7th Grade explores each word multiple ways, giving your child several approaches for mastering a word's meaning. Make learning vocabulary fun for middle-schoolers with The Vocabulary Workbook for 7th Grade.
This is the first book in the six-volume series, "Vocabulary Power Plus for the New SAT," which prepares students for the revised Scholastic Aptitude Test. Recommended for 7th grade, this book lays the foundation for success on the SATs. The skills necessary to achieve higher scores are emphasized throughout the entire "Vocabulary Power Plus" series. Ideal for students mastering a growing content-area vocabulary in social studies, science, and mathematics multisyllabic Greek- and Latin-based words help students unlock the meanings of literally thousands of words.
Beginning in 2005, the SAT is implementing major revisions, including: ? New reading sections? Analogies removed? Multiple-Choice Grammar and Usage Questions ? Modified Reading Questions.Vocabulary Power Plus for the New SAT addresses all of the revisions in the test without vocabulary studies.Students will benefit from:? Focused prefix, suffix, and root practice? Challenging inference exercises? Detailed critical reading exercises? New SAT-style writing and grammar exercisesRecommended for grade 11
Give your sixth grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 6 provides progressive lessons in diphthongs, regular plurals, irregular plurals, related words, Greek and Latin roots, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! Don't let your child's spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidence–and without assistance from digital sources. Complete with a speller's dictionary, a proofreader's guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
This engaging workbook will help your elementary school students build essential vocabulary skills This book will strengthen the vocabulary of your third, fourth, or fifth grader. It will strengthen their vocabulary and encourage them to use their new word skills to excel in their classwork and on standardized tests. The book's lessons focus on a particular subject and include 10 or more vocabulary words related to that topic. Each vocabulary list includes definitions and example sentences. Fun, puzzle-format worksheets accompany each lesson and keep students motivated to learn. Here they can practice the vocabulary they find challenging, polish skills they've mastered, and develop their strengths. With this book to guide them, students will learn how to:•Apply vocabulary rules •Understand meaning and usage•Differentiate among synonyms, antonyms, homophones, prefixes, and suffixes•Conquer compound words and easily confused words Vocabulary Grades 3-5 includes: •Vocabulary specific to the needs of students from grades 3-5•More than 500 essential vocabulary words •45 lessons, each featuring a special topic, a vocabulary list of at least 10 words with definitions and example sentences, followed by vocabulary-building worksheets. •An alphabetical word list at the end of the book makes looking up vocabulary easy•An answer key for easy correcting
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This book is a social and political history of the struggle for literacy in rural China from 1949 until 1994. It aims to show how China's revolutionary leaders conceived and promoted literacy in the countryside and how villagers made use of the literacy education and schools they were offered. Rather than focusing narrowly on educational issues alone, Peterson examines the larger significance of P.R.C. literacy efforts by situating the literacy movement within the broad context of major themes and issues in the social and political history of post-1949 China. Following the recent trend toward regional and local history, this book focuses on the linguistically diverse, socially complex, and politically awkward southeastern coastal province of Guangdong. As well, Peterson conducted interviews with local officials and teachers in several Guangdong counties in 1988 and 1989.
300 skill-building pages that give young learners practice with the alphabet, sight words, handwriting, phonics, numbers, shapes and everything they'll need to succeed as students. For use with Grade K.
Fun, fresh, and focused learning. Helps develop strong English skills. Boost your child's word power and lay the groundwork for academic success with this new addition to the acclaimed 10 Minutes A Day series of workbooks. In 10 Minutes A Day: Vocabulary 4th Grade imaginative, bite-size exercises, in line with current curricula, familiarize your child with hundreds of words and word types including homophones, adverbs, and contractions, plus key terms in science, math, geography, art, music and more, allowing kids to boost their word skills across the board. 10 Minutes a Day is a series of home-learning workbooks, closely linked to school curricula, that helps make learning easy… and so much fun. It provides quick exercises in math (fractions, decimals, and problem solving) and language and writing skills (spelling, vocabulary, and phonics) for children aged 3-11 years. Using the attached 10-minute timer, these workbooks are ideal for children during "time-to-fill" moments at home and are based on the effective little-and-often learning strategy.
"Now a major motion picture! Includes full-color movie photos and exclusive content!"--Dust jacket.
24 ready-to-reproduce packets that make vocabulary building fun and effective. Build word power with these 24 ready-to-reproduce, 3-page lessons. Each lesson includes research-based activities that tap students' prior knowledge for greater understanding and give them multiple encounters with new words so they really remember them. Lesson topics include synonyms, antonyms, compound words, content area vocabulary related to key science and social studies topics, and much more. Watch reading skills soar! Build word power with these fun and effective lessons specially designed for 3rd graders! An effective way to develop reading skills Aligned with the Common Core State Standards Fully reproducible!
"Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words"--
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Copyright : blog.annagriffin.com
"A 22-volume, highly illustrated, A-Z general encyclopedia for all ages, featuring sections on how to use World Book, other research aids, pronunciation key, a student guide to better writing, speaking, and research skills, and comprehensive index"-Celebrate the thirtieth anniversary of the Newbery Honor–winning survival novel Hatchet with a pocket-sized edition perfect for travelers to take along on their own adventures. This special anniversary edition includes a new introduction and commentary by author Gary Paulsen, pen-and-ink illustrations by Drew Willis, and a water resistant cover. Hatchet has also been nominated as one of America's bestloved novels by PBS's The Great American Read. Thirteen-year-old Brian Robeson, haunted by his secret knowledge of his mother's infidelity, is traveling by single-engine plane to visit his father for the first time since the divorce. When the plane crashes, killing the pilot, the sole survivor is Brian. He is alone in the Canadian wilderness with nothing but his clothing, a tattered windbreaker, and the hatchet his mother had given him as a present. At first consumed by despair and self-pity, Brian slowly learns survival skills—how to make a shelter for himself, how to hunt and fish and forage for food, how to make a fire—and even finds the courage to start over from scratch when a tornado ravages his campsite. When Brian is finally rescued after fifty-four days in the wild, he emerges from his ordeal with new patience and maturity, and a greater understanding of himself and his parents.
"Vocabulary Power Plus Levels Six through Eight combine classroom-tested vocabulary drills with reading exercises designed to prepare students for both secondary school and the revised Scholastic Assessment Test"--Introduction. Turn your 6th grader into a real word wizard with these vocab-boosting challenges. Improving vocabulary is essential for young readers, so why not help them power up? The Vocabulary Workbook for 6th Grade is packed with fun activities that help kids learn new terms perfectly suited for their current reading level! Each weekly lesson in this vocabulary workbook focuses on a handful of words, reinforcing what they mean and how they're used over a series of different activities, like determining a word's definition based on usage, exploring its roots, or finding synonyms and antonyms. Get ready to be wowed--your 6th grader is about to develop an outstanding vocabulary! The Vocabulary Workbook for 6th Grade includes: A year-long lesson plan--Discover 36 weeks' worth of lessons inside this vocabulary workbook--one for each week of the school year--that work great as supplements, summer reviews, or homeschool materials. 180 wonderful words--From "consistent" and "unanimous" to "essential" and "repetition," introduce young learners to tons of useful and age-appropriate words. All kinds of activities--This vocabulary workbook explores each word in a variety of ways, giving your child multiple ways to master their meaning. Help your young learner discover the wonder of words with The Vocabulary Workbook for 6th Grade. Copyright: db00a83ea8c3d3a65d8cd39a62b2fbca
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MOON Phases
The Moon doesn't have a light of its own. We see it shining at night because it reflects light from the Sun. On different nights we see different parts of the moon shining. The part of the moon we see shining is called a phase of the moon.
Study the picture and learn the names of the moon phases.
Moon
Copyright © 2018 Kids Academy Company. All rights reserved
Get more worksheets at www.kidsacademy.mobi | <urn:uuid:fa842e6c-e435-4a09-bc92-64365db3c5a9> | CC-MAIN-2019-09 | https://www.kidsacademy.mobi/media/files/LMS%20worksheets/Science/Grade%201/Unit%201/Chapter%202%20-%20Space/g1_u1ch2l3_l1moon_phases.pdf | 2019-02-17T00:13:02Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00321.warc.gz | 856,680,941 | 96 | eng_Latn | eng_Latn | 0.998205 | eng_Latn | 0.998205 | [
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Math – Level 6
Curriculum Sheet - Topics Covered By Unit
Fractions– Simplify, Addition, Subtraction
Mixed Fractions, Fraction Subtraction
Reciprocal, Fractions Between two Numbers, Product
Least Common Denominator, Equivalent Fraction
Mixed Numbers, Missing Addends
Greatest Common Factor, Comparing like Fractions
| | Review, Q & A, Bi-Weekly Test | Numbers and Operations, Simplified Fractions Fractions Using LCD, Vocabulary Math Following a Flow Chart, Proper, Improper Fractions | Unit 1D |
|---|---|---|---|
| | Quotient, Order of Operations, Absolute Value Data Analysis Problems, Riddle, Fraction Subtraction Math Terms and Word Problems, Multiplication | Review, Q & A, Bi-Weekly Test | |
| Unit 1E | | | Unit 1F |
| | Currency in Decimals Money Exchange Problems, Decimals-Find Sum Numbers and Operations, Cross Number Puzzle | Addition, Multiplication, Word Problems, Ratios Proportions, Addition, Subtraction of Decimals Multiplication of Decimal values | |
| Unit 2A | | | Unit 2B |
| | Review, Q & A, Bi-Weekly Test | Decimals-Divide by Whole Number, Division Comparing and Ordering Decimals, Multiplications Terminating Decimals, Word Problems | |
| | Product of Primes, Factors, Multiples Least Common Multiplication, Prime Factorization Greatest Common Factor, Factor Trees | Review, Q & A, END OF SEMESTER 1 TEST | |
| | Number Line, Order of Operations Integers-Addition, Multiplication, Division Negative and Positive Integers | Adding and Subtracting Integers, Base and Exponent Difference or Sum, Absolute Value, Division, Integers Order of Operations, Integer Multiplication | |
| | Review, Q & A, Bi-Weekly Test | Algebraic Expressions, Word Problems Algebra Questions and Riddles, Inverse Operations Algebraic Addition and Subtraction | |
| | Algebraic Expressions, Solving Equations Word Problems using Formulas Solving Equations to Find Values and Variables | Review, Q & A, Bi-Weekly Test | |
| | Algebra Problems, Numbers and Operations Word Problems on Fractions, Ratios Word Problems on Pre Algebra | Word Problems on Time and Distance, Problems on Measurements, Ages, Ratios Brain Teasers, Data Analysis, Multiple Step Problems | |
| Unit 4A | | | Unit 4B |
| | Review, Q & A, Bi-Weekly Test | Word Problems Patterns with Addition, Subtraction Word Problems with Multiplication, Division, Decimal Word Problems with Fractions, Mixed Numbers | |
| Unit 4C | | | Unit 4D |
| | Special Functions, Number Operations Arithmetic Problems, Word Problems Problems using Special Operations, Venn Diagrams | Review, Q & A, END OF SEMESTER 2 TEST | |
| | Percentage Problems, Riddles with Percentages Decimals, Percent and Fractions, Math Analogy True and False Proportions, Means and Extremes | Data Analysis on The Eatery Passage Analyzing Data and Solving using Ratios Ratios and Proportions, Word Problems | |
| | Review, Q & A, Bi-Weekly Test | Clock Angles, Word Problems using Measurements Problems on Height and Distance, Average Speed Conversion Calculator, Proportion Pushups | |
| Unit 5C | | | Unit 5D |
| | Fractions, Problems on Tim’s Savings Mean, Median, Mode, Temperature Data Analysis ,Probability | Review, Q & A, Bi-Weekly Test | |
| Unit 5E | | | Unit 5F |
| | Probability, Mean, Median and Mode Probability Problems using Graphs, Venn Diagrams Combinations, Data Analysis | Interpreting a Bar Graphs, Sum of Ordered Pairs Data Analysis using Tables Matching Graphs with Pairs | |
| Unit 6A | | | Unit 6B |
| | Review, Q & A, Bi-Weekly Test | Measurements-Parallelogram, Area of Triangle Perimeter, Area, Volume, Rectangle Measurement Dimension Detective Problems | |
| Unit 6C | | | Unit 6D |
| | Comparing Areas, Perimeter and Area Problems on Computing Area, Surface Area Finding the Dimension of a Solid | Review, Q & A, END OF SEMESTER 3 TEST | |
| Unit 6E | | | Unit 6F |
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Date
（日付）
02/11/2013
（
Date/Month/Year
：日
/
Activity Report -Science Dialogue Program-
（サイエンス・ダイアログ事業 実施報告書）
- Fellow's name （講師氏名）: Dr Claire F E Watson （ID No. P12786）
- Participating school （学校名）: Hyogo Prefectural Ashiya International Secondary School
- Date （実施日時）:31/10/2013 （Date/Month/Year:日/月/年）
- Lecture title
（講演題目）
: （in English）Japanese monkeys and culture
（in Japanese）ニホンザルと文化
- Lecture summary （講演概要）: Please summary your lecture 200-500 words.
I began by introducing myself and my home country, Britain. I showed some of areas of Britain and described various local attractions. I explained what had prompted me to study primates. As a teenager I worked for a month as a volunteer at a rescue centre rehabilitating monkeys confiscated from the illegal pet trade, in South America. For my PhD I studied marmoset monkeys. I came to Japan to study Japanese monkeys (Macaca fuscata). Japan is world famous for its native species of monkey and research on monkeys and apes. I described how and when primatology in Japan began. My research involves investigating culture in monkeys experimentally. I wanted to illustrate to the audience, that by studying monkeys and apes we can better understand human nature. Humans from different cultures have different ways of doing similar things, for example customary greetings and ways of eating food. Do monkeys have culture? Monkeys in the wild show apparently cultural behaviours, for example, sweet potato washing and wheat washing by provisioned free-ranging monkeys on Koshima Island, Miyazaki Prefecture. These were among the first potentially cultural behaviours reported for any nonhuman animal. However, it is very difficult to determine whether seemingly cultural behaviours were learned socially, or in fact resulted from shared genetic and/or environmental influences. Individuals may show similar behaviours because they have learned from others in the same group, or because they have learned similar behaviours independently through individual interaction with the environment. By trying to introduce new cultural behaviours to captive groups of monkeys, we can see whether, or not, monkeys are capable of learning particular behaviours from each other. I used graphical illustrations, animations, videos and photographs to explain these complex concepts, and my experimental work. I showed images of the two groups of captive monkeys, living in huge outdoor enclosures, that I am privileged to work with. I ended the talk by explaining what I think is fantastic about being a scientific
月
/
年）
researcher for a living, and gave advice for those students wanting to become scientists.
- Language used
（使用言語）
: English
- Lecture format （講演形式）
:
◆Lecture time （講演時間） 45 min （分）, Q&A time （質疑応答時間） 30 min （分）
◆Lecture style（ex.: used projector, conducted experiments）
（講演方法 （例：プロジェクター使用による講演、実験・実習の有無など））
Used projector; talk divided into 4 sections with question time after each section; included an audience participation activity
◆Interpretation（ex.: assistance by accompanied person, provided Japanese explanation by yourself） （通訳 （例：同行者によるサポート、講師本人による日本語説明））
Assisting translator (a scientific researcher in the same field) provided a short explanation in Japanese after each section. She also provided translation of key words and concepts into Japanese text on the presentation slides.
◆Name and title of accompanied person （同行者 職・氏名）
Akiho Muramatsu, PhD candidate, Section of Language and Intelligence, Primate Research Institute
◆Other note worthy information （その他特筆すべき事項）:
- Impressions and opinions from accompanied person （同行者の方から、本事業に対する意見・感想等 がありましたら、お願いいたします。）:
講演内容の要約や質問と回答の通訳などを通じ、高校生に対する講演・授業に関 わることができた。研究トピックのひとつとして「教育」に関心を持っ ている 同行者にとっても、大変良い機会であった。感謝いたします。様々な背景と興味 関心を持つ生徒たちが集まる以上、全員にとって面白く、また得 るもののある 講演とすることは、大変むずかしいことである。しかし、なるべくたくさんの生 徒が講師の研究領域やテーマへの興味を持ってくれるよう に、講師と同行者も 十分に工夫して講演に臨むべきと感じた。 | <urn:uuid:c6614bc9-4165-4cb5-b9d0-a118042dd53b> | CC-MAIN-2021-49 | https://www.jsps.go.jp/j-sdialogue/data/03_past_lectures/201310/131031_ashiya-intl_hyogo/activity_131031_ashiya-intl.pdf | 2021-12-04T02:10:29+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00433.warc.gz | 899,454,165 | 1,026 | eng_Latn | eng_Latn | 0.808923 | eng_Latn | 0.988277 | [
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REPRODUCIBLE
Ideas for Changing Students' Emotional Set Point
List some ideas for meaningful projects you can have students engage in.
What is the end point for an assignment you plan to give students? How can you improve its value and illustrate those benefits for your students? What will the process look like?
What are some examples of exemplary student work that you already have access to? How can you use your classroom environment to call attention to them?
What are some things that students are already doing well in your class? How can you reinforce these successes to them and highlight how those successes will benefit them going forward?
ANGER
JOY | <urn:uuid:0a514df8-af6d-4b37-a849-5b10dbce7495> | CC-MAIN-2021-49 | https://cloudfront-s3.solutiontree.com/pdfs/Reproducibles_HPSRT/figure9.4ideasforchangingstudentsemotionalsetpoint.pdf | 2021-12-04T00:47:51+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00433.warc.gz | 241,469,958 | 129 | eng_Latn | eng_Latn | 0.999498 | eng_Latn | 0.999498 | [
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Witness to Injustice/The KAIROS Blanket Exercise
The Witness to Injustice / KAIROS Blanket Exercise™ is a unique three-hour interactive group teaching tool. It uses participatory education to foster truth, understanding, and respect between Indigenous and non-Indigenous peoples in the part of the world now known as the United States; especially in the territory stewarded by people of the Onondaga Nation and other Haundenosaunee peoples.
Through the use of meaningful quotes and blankets that represent part of Turtle Island (the Western Hemisphere), we explore this shared history that non-native people rarely learn in school or other settings. The Exercise helps participants deepen their understanding about the European colonization of Turtle Island and the denial of Indigenous peoples' nationhood throughout U.S. history up to present time. After the Witness to Injustice Exercise, participants have the opportunity to share with the group what they learned, felt, etc., and, resources are shared by facilitators to help participants continue to learn more.
We hope this program will stimulate deep discussions and reflections, and will point the way toward ongoing steps toward righting the wrongs which have been done. Join Neighbors of the Onondaga Nation (NOON) and Haudenosaunee facilitators as we participate in learning and dialogue through this exercise.
Contact person:
Cindy Squillace, Coordinator WTI/KBE firstname.lastname@example.org | <urn:uuid:de92e33e-d796-471b-9680-2a5fe3dd1a8b> | CC-MAIN-2021-49 | https://peacecouncil.net/sites/default/files/BEST%20Short%20blurb%20about%20WTI.pdf | 2021-12-04T02:08:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00434.warc.gz | 494,613,637 | 287 | eng_Latn | eng_Latn | 0.991359 | eng_Latn | 0.991359 | [
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Ancient Egypt
Key Vocabulary
Composite: To explain who the Ancient Egyptians were, where they lived and locate on a map, what they were known for and what life was like for Ancient Egyptian society.
Components:
1. To explain what I already know and what I would like to know about Ancient Egyptians.
2. To identify the location of Egypt on a map or a globe.
3. To understand the importance of the River Nile to the Ancient Egyptians.
4. To understand that archaeology helps us to find out about the past.
5. To understand that hieroglyphics can tell us about life in Ancient Egypt.
6. To know that Pharaohs were Ancient Egyptian rulers. | <urn:uuid:10853aa2-2ed3-457e-a04e-6cef0e6f2aad> | CC-MAIN-2021-49 | https://www.emnethacademy.co.uk/attachments/download.asp?file=175&type=pdf | 2021-12-04T00:47:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00434.warc.gz | 792,963,175 | 139 | eng_Latn | eng_Latn | 0.993638 | eng_Latn | 0.993638 | [
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WRITING PERSUASIVELY
The goal of persuasive writing is to convince others of your position. You may be advocating for change, persuading readers to agree with your stance on a controversial viewpoint, or calling your audience to action.
"The wise of heart is called discerning, and sweetness of speech increases persuasiveness." ~ Prov.
TIPS FOR WRITING PERSUASIVELY
1. Be clear – Laying out your argument in a clear and simple manner will help your readers understand your viewpoint.
2. Be logical and organized – Your ideas should flow logically from one idea to the next. Use a well-organized thesis statement and strong topic sentences for each paragraph. Your readers are more likely to be swayed if they can follow your argument.
3. Be confident but professional - State your point in direct terms, but use professional language and do not insult your opponents. If you appear too biased, your readers may dismiss your argument. Although exaggeration can be used as a persuasive strategy, take care not to overuse words like "obviously" or "never"/"always."
4. Consider alternate points of view – Rather than ignoring the counterarguments to your stance, acknowledge and address them, providing evidence or reasoning to refute them. If a position is genuinely disputed, controversial, or unclear in the research evidence, be honest. This will gain your reader's trust and may address possible counterarguments.
5. Know your audience's viewpoint – Are you writing to an audience that is likely to agree with you, disagree with you, or fall somewhere in between? Choose your arguments based on your audience's viewpoint (i..e., not too far in the range of what your audience already thinks or knows since that does not change their minds, but also not too far in the range of what your audience firmly disagrees with since that may alienate them). A good strategy can be to start with information your readers will agree with and move into progressively controversial points throughout the paper.
6. Know your audience's style - What form of argument is going to affect your readers the most? Which of the following persuasive strategies will most likely impact this audience? Which is most appropriate to the setting and tone of your writing?
a. Emotional appeal - Human stories, shocking anecdotes to grab attention, or appeals to emotions like nostalgia, fear, anger, or compassion
b. Statistics or scientific support - Numbers, data, and results from scientific research
c. Expert opinion - Direct quotes or opinions from subject experts on your topic
d. Consensus effect - Information on the number/percentage of people who agree with your viewpoint
ADDITIONAL TECHNIQUES
* Rhetorical questions - Invite your audience to draw their own conclusion.
* Attention hooks - Start with something that will interest your audience.
* Empathic statements or tone - Increase your appeal and character in the eyes of your audience.
* Adjectives and adverbs - Choose accurate and powerful words.
* Alliteration, rhyming, or puns - Words that have a catchy "ring" to them can make your point seem memorable and witty.
* Imagery, metaphors, or similes - Word pictures can be powerful and memorable.
* Inclusive language - Language like "we" or "us" can build credibility by implying that you are on the same team and understand your audience.
* Sarcasm or exaggeration - Use these only with caution and if you are sure it will fit for your audience (it may make you seem clever or funny, or it may alienate your readers). | <urn:uuid:18a68271-6320-4d25-9e87-14949aee107e> | CC-MAIN-2021-49 | https://www.regent.edu/wp-content/uploads/2021/10/Regent-Writing-Lab-Writing-Persuasively.pdf | 2021-12-04T01:25:47+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00436.warc.gz | 1,039,699,002 | 724 | eng_Latn | eng_Latn | 0.99721 | eng_Latn | 0.998039 | [
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High School Portfolio
1. Name
____________________________________________
2. Mailing Address (and Home Address if different)
____________________________________________ ____________________________________________ ____________________________________________
3. Email Address
____________________________________________
4. Cell Phone Number
______ - ______ - ________
5. Information about your father (Name, Employer, Position)
____________________________________________
6. Information about your mother (Name, Employer, Position)
____________________________________________
7. Information about your step-parent(s), if applicable (Name, Employer, Position)
____________________________________________
8. Names and ages of brothers and/or sisters and who you live with
____________________________________________
9. College(s) your father attended. Did he graduate?
____________________________________________
10. College(s) your mother attended. Did she graduate?
____________________________________________
11. Dates of all high schools you've attended
____________________________________________ ____________________________________________
Items to Be Updated/Added
13. Senior Class Schedule
____________________________________________
14. Cumulative Weighted GPA
____________________________________________
15. All standardized test scores and dates taken (PSAT, SAT, SAT Subject Tests, ACT, AP)
____________________________________________
16. Are you an AP Scholar? Scholar with Honor? Scholar with Distinction?
____________________________________________
17. How many AP classes will you have taken when you graduate?
____________________________________________
18. Your career goals
____________________________________________
19. Where you have traveled, dates, and what you did
____________________________________________
20. Your hobbies (interests you have pursued outside of school for longer than a year)
____________________________________________
21. Student activities or sports you are/were involved in
____________________________________________
22. Offices you have been elected to or held in student government/clubs/activities.
____________________________________________
23. Athletics information (sport, position, specialty)
____________________________________________
24. Performing Arts Information (dance/vocal/instrumental, instrument played, compositions, choreography works, accompanying music, sample pieces, etc.)
____________________________________________
25. Special awards/recognition for academics/extracurricular/other achievements you received in high school
____________________________________________
26. Community service work you have done (describe in detail)
____________________________________________
27. Positions of responsibility (paid/volunteer) outside of school
____________________________________________
28. What you did the summer before this school year (be specific)
____________________________________________
29. Writing Samples (respond to all of the following)
a) An essay, prose, poem, literary criticism, song, etc. you've already written
b) Three more adjectives or sentences that best describe you
c) How your friends/teachers would describe you
d) What you love to do so much you lose track of time and why
e) What you visualize yourself doing in the future 4
f) A person or experience that caused your view of the world to change
g) Personal Manifesto - your philosophy of life, goals, dreams, motto that guides you, etc.
College Application Essays – Complete 2
The following items are the heart and soul of your Senior Portfolio. Please give them your best thought and effort, coming directly from the Common App website:
INSTRUCTIONS: The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores?
Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don't feel obligated to do so. (The application won't accept a response shorter than 250 words)
A. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
B. The lessons we take fromobstacles we encountercan be fundamental to later success. Recount a time when you faced achallenge, setback, or failure.How did it affect you, and what did you learn from the experience?
C. Reflect on a time when youquestionedor challenged a belief or idea. What prompted yourthinking? Whatwas the outcome?
D. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.
E. Discuss an accomplishment, event, orrealizationthatsparked a period of personal growth and a new understanding of yourself or others.
F. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
G. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.
Letters of Recommendation
30. For Parent(s) and/or Guardian(s): If you were to write your own son or daughter's letter of recommendation for college, what would it say? What academic, athletic, personal, etc. information do you believe would best highlight your child's qualities and accomplishments?
31. Letters of Recommendation from two of your friends.
A copy of each letter you wrote this year for other seniors' portfolios. | <urn:uuid:4622fbdb-f280-45f5-9af4-f9fb14e093c1> | CC-MAIN-2021-49 | http://www.collegeapplicationresource.org/assets/High%20School%20Portfolio%202018.pdf | 2021-12-04T02:26:24+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00436.warc.gz | 92,254,607 | 1,136 | eng_Latn | eng_Latn | 0.90212 | eng_Latn | 0.996983 | [
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HYDROMETEOROLOGICAL SERVICE MINISTRY OF AGRICULTURE
WEATHER BRIEF for Sunday, November 14, 2021 from the Hydrometeorological Service, Guyana
Rainfall records for the past 24 hours, measured at 08:00hr Sunday, November 14, 2021, were available for most of the stations. The highest rainfall recorded was 29.8mm at Railway Line (Mahaicony) in Region 5.
Synopsis: Mid to upper atmospheric subsidence remains the dominant atmospheric feature over the forecast area. Diurnal heating produced some weak instability over some areas.
Today's weather review: With the exception of a few cloudy spells and light showers, coastal Guyana observed fair to partly cloudy skies today. All other areas experienced cloudy skies. Scattered light showers were experienced during the morning while isolated moderate showers occurred during the afternoon hours.
Table # 1 Weather forecast for the next Twenty-four hours.
| | Sunday November 14, 2021 (19:00 hrs. – 07:00 hrs.) | | | | | Monday November 15, 2021 (07:00 hrs. – 19:00 hrs.) | | |
|---|---|---|---|---|---|---|---|---|
| Regions | Regions | | Weather | Coastal regions may experience generally fair. A few cloudy spells and light showers may be experienced towards the end of the forecast period. All other regions can expect cloudy skies with light scattered showers during the early evening hours. Rainfall is less likely as the night progresses. Winds: Northerly to northeasterly between 1 m/s and 3 m/s. Minimum temperatures: Coast: 22 ºC – 26ºC Hinterland: 19 ºC – 22 ºC | Regions | Regions | | Weather |
| | | | Conditions | | | | | Conditions |
| Regions 1 to 6 | | Rainfall between: 0.0 mm to 5.0 mm. | | | Regions 1 and 6 | | Significant rainfall | |
| Regions 7 and 10 | | Rainfall between: 5.0 mm to 15.0 mm | | | Regions 7 to 10 | | Rainfall between: 5.0 mm and 15.0 mm | |
The long-term daily average rainfall for Georgetown, for the next 10 days, November 15, 2021 to November 24, 2021 is 6.1 mm per day.
Severe Weather Warnings: NIL
Table # 2 Occurrences of high and low tides for the next 24 hours and the times for sunrise and sunset.
HIGH TIDE ADVISORY: Citizens are advised that above normal high tide advisory is not effect.
Sea conditions: MODERATE SEAS WITH NORTHTERLY WAVES REACHING HEIGHTS OF 2.0 TO 2.5 METERS IN OPEN WATERS. THESE WAVES ARE LIKELY TO HAVE PERIODS OF BETWEEN 13 AND 15 SECONDS. WINDS ARE EXPECTED TO BE NORTHEASTERLY TO EASTERLY BETWEEN 6 TO 8 M/S.
Our Mission: To Observe, archive and understand Guyana's weather, and Climate and provide meteorological, hydrological and oceanographic service in support of Guyana's national needs and international obligation.
HYDROMETEOROLOGICAL SERVICE MINISTRY OF AGRICULTURE
Extended Forecast
Tuesday: Coastal Guyana can expect fair to partly cloudy skies during the day and generally fair at night. A few light mid-morning showers are also possible. Between 0 mm and 5 mm rainfall may be accumulated. The rest of the country can expect cloudy skies with scattered light to isolated moderate showers. Between 10 mm and 20 mm rainfall is expected over regions 7 and 10 and between 0 mm and 10 mm over regions 8 and 9.
Wednesday: Regions 1 and 3 may observe partly cloudy skies, becoming occasionally cloudy. A few showers may also be experienced. Between 0 mm and 5 mm rainfall is likely. Cloudy skies are expected over regions 3 to 10. Mostly scattered showers and intermittent rain may accompany these conditions. Afternoon thundershowers are likely over regions 7 and 10. Between 20 mm and 40 mm rainfall is forecast for regions 7 and 10 and between 5 mm and 15 mm elsewhere.
Thursday thru' Saturday: Mostly cloudy skies are expected throughout Guyana during this period. Light to moderate showers are expected to accompany these conditions. Thundershowers are also possible over southern regions 1 to 5 and parts of regions 7 and 10. Between 25 mm and 60 mm rainfall is expected over areas with thundershowers and between 15 mm and 30 mm elsewhere.
For the Current Regional climate forecast please see the latest Seasonal Climate Outlook which is available on Hydrometeorological Service's website, https:hydromet.gov.gy
Update in the bulletin is provided daily by theHydromet Service
Specialist Meteorologist: L. Alves | <urn:uuid:b3fce080-2c61-4380-80b6-4ddcc16a888d> | CC-MAIN-2021-49 | http://hydromet.gov.gy/wp-content/uploads/2021/11/Weather-Brief-November-14-2021.pdf | 2021-12-04T02:20:09+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00436.warc.gz | 39,170,075 | 1,120 | eng_Latn | eng_Latn | 0.994222 | eng_Latn | 0.995662 | [
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Illinois Constitution And Government Answers Key
With this platform, we the Republican Party reaffirm the principles that unite us in a common purpose. We believe in American exceptionalism. We believe America is exceptional because ofour historic role - first as refuge, then as defender, and now as exemplar of liberty for the world to see. We believe our constitutional system - limited government, separation of powers, federalism, and the rights of the people - must be preserveduncompromised for future generations. We believe political freedom and economic freedom are indivisible. When political freedom and economic freedom are separated - both are in peril; when united, they are invincible. We believe that people are the ultimate resource - and that the people, not the government, are the best stewards of our country's God-given natural resources. As Americans and as Republicans we wish forpeace - so we insist on strength. We will makeAmerica safe. We seek friendship with all peoplesand all nations, but we recognize and are preparedto deal with evil in the world. Based on these principles, this platform is an invitation and a roadmap. It invites every American to join us and shows the path to a stronger, safer, and more prosperous America.
nation's public health agencies, placing it under an unprecedented scrutiny that added new dimensions to the complex issues considered in this report. The Future of the Public's Health in the 21st Century reaffirms the vision of Healthy People 2010, and outlines a systems approach to assuring the nation's health in practice, research, and policy. This approach focuses on joining the unique resources and perspectives of diverse sectors and entities and challenges these groups to work in a concerted, strategic way to promote and protect the public's health. Focusing on diverse partnerships as the framework for public health, the book discusses: The need for a shift from an individual to a population-based approach in practice, research, policy, and community engagement. The status of the governmental public health infrastructure and what needs to be improved, including its interface with the health care delivery system. The roles nongovernment actors, such as academia, business, local communities and the media can play in creating a healthy nation. Providing an accessible analysis, this book will be important to public health policy-makers and practitioners, business and community leaders, health advocates, educators and journalists. Drawing on the speeches and letters of the United States' founders, the author recounts the dramatic period after the Constitutional Convention and before the Constitution was finally ratified, describing the tumultuous events that took place in homes, taverns and convention halls throughout the colonies. By the author of American Scripture.
The anthrax incidents following the 9/11 terrorist attacks put the spotlight on the
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible.
Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
For the first time ever, a retired Supreme Court Justice offers a manifesto on how the Constitution needs to change. By the time of his retirement in June 2010, John Paul Stevens had become the second longest serving Justice in the history of the Supreme Court. Now he draws upon his more than three decades on the Court, during which he was involved with many of the defining decisions of the modern era, to offer a book like none other. SIX AMENDMENTS is an absolutely unprecedented call to arms, detailing six specific ways in which the Constitution should be amended in order to protect our democracy and the safety and wellbeing of American citizens. Written with the same precision and elegance that made Stevens's own Court opinions legendary for their clarity as well as logic, SIX AMENDMENTS is a remarkable work, both because of its unprecedented nature and, in an age of partisan ferocity, its inarguable common sense.
An expanded and updated edition of the 2002 book that has become required reading for policymakers, students, and active citizens.
"Congressional Government" by Thomas Woodrow Wilson. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten?or yet undiscovered gems?of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.
A history of the American Constitution's formative decades from a preeminent legal scholar When the US Constitution won popular approval in 1788, it was the culmination of thirty years of passionate argument over the nature of government. But ratification hardly ended the conversation. For the next half century, ordinary Americans and statesmen alike continued to wrestle with weighty questions in the halls of government and in the pages of newspapers. Should the nation's borders be expanded? Should America allow slavery to spread westward? What rights should Indian nations hold? What was the proper role of the judicial branch? In
A reference manual for all immigrants looking to become citizens This pocket study guide will help you prepare for the naturalization test. If you were not born in the United States, naturalization is the way that you can voluntarily become a US citizen. To become a naturalized U.S. citizen, you must pass the naturalization test. This pocket study guide provides you with the civics test questions and answers, and the reading and writing vocabulary to help you study. Additionally, this guide contains over fifty civics lessons for immigrants looking for additional sources of information from which to study. Some topics include: · Principles of American democracy · Systems of government · Rights and representation · Colonial history · Recent American history · American symbols · Important holidays · And dozens more topics!
The Words that Made Us, Akhil Reed Amar unites history and law in a vivid narrative of the biggest constitutional questions early Americans confronted, and he expertly assesses the answers they offered. His account of the document's origins and consolidation is a guide for anyone seeking to properly understand America's Constitution today.
By state law, graduates of public colleges and universities in Georgia must demonstrate proficiency with both the U.S. and Georgia constitutions. This widely used textbook helps students to satisfy that requirement, either in courses or by examination. This brief and affordable study aid begins with a discussion of the ways that state and local governments, in providing services and allocating funds, affect our daily lives. Subsequent chapters are devoted to • the development of our federal system and the importance of constitutions in establishing authority, distributing power, and formalizing procedures • how the various state constitutions differ from each other, even as they all complement the U.S. Constitution • how constitutions in Georgia have been amended or replaced • Georgia's governmental institutions at the state, county, and city levels • elections in Georgia, including the basic ground rules for holding primaries, general elections, and runoffs Key terms and concepts are covered throughout the book, as well as important court cases at the national and state level. In addition, helpful lists, diagrams, and tables summarize and compare such information as • the structure of Georgia's court system • the number of constitutions each of the fifty states has had, the number of times each state's constitution has been amended, and the length of each state's current constitution • various procedures used by the states to amend their constitutions • Georgia's ten constitutions, with highlights of their major changes or features • the number of amendments voted on in Georgia from 1984 to 2012 • the executive branch officials elected by the public across states • the constitutional boards and commissions in Georgia, with details on the methods by which members are chosen • the number and types of local governments in Georgia since 1952 including counties, municipalities, school districts, and special districts • the major federal cases in which Georgia has been a party, on issues of discrimination, representation, freedom of speech and the press, the accused or convicted of crimes, and the right to privacy • rights and liberties, and how constitutions guarantee and protect them
Since the end of World War II, the primary political regions of Illinois, Chicago and "downstate, " have lost population, wealth, and political power to a third region, the suburban collar, which has relentlessly expanded outward from Chicago. At the same time, legislative service has changed from a largely part-time "citizen" activity into a "professional, " career-oriented pursuit. Parochial perspectives of elected officials have intensified as reflected in candidates' promises to deliver their districts' "fair share" of government spending. The state legislature has become an arena in which each region battles for its own fair share, rather than an instrument for comprehensively addressing the state's problems. The authors foresee the emergence of political coalitions linking downstate and Chicago-historically at odds-in efforts to protect their "shares" and contend with the suburban collar. Illinois's political leaders face the challenge of looking beyond district interests to the broader concerns of work-force quality and statewide economic prosperity. Samuel K. Gove is Director Emeritus at the Institute of Government and Public Affairs, and Professor Emeritus of Political Science at the University of Illinois. He is coeditor with Louis H. Masotti of After Daley: Chicago Politics in Transition. James D. Nowlan is an adjunct professor of public policy at Knox College and a Senior Fellow with the University of Illinois Institute of Government and Public Affairs. He is the author of A New Game Plan for Illinois.
Considered to be perhaps the most significant America contribution to political thought, The Federalist Papers first appeared in New York newspapers in 1787 under the collective pseudonym of 'Publius'. The aim of the 85 essays was to support the ratification of America's new Constitution and they consisted of 175,000 words. This edition presents edited highlights
in a sumptuous silk bound gift edition with decorative slipcase.
In her first novel since The Quick and the Dead (a finalist for the Pulitzer Prize), the legendary
The Illinois State Constitution traces the history of Illinois constitution from its statehood in 1818 to the adoption of the state's fourth constitution in 1970. Ann M. Lousin, who has been involved in Illinois constitutional development and government for over four decades, provides provision-by-provision commentary and analysis of the state's current constitution, covering the Preamble, the Bill of Rights, and the various articles and amendments,including a survey of case law under each provision.
writer takes us into an uncertain landscape after an environmental apocalypse, a world in which only the man-made has value, but some still wish to salvage the authentic. "She practices ... camouflage, except that instead of adapting to its environment, Williams's imagination, by remaining true to itself, reveals new colorations in the ecology around her." —A.O. Scott, The New York Times Book Review Khristen is a teenager who, her mother believes, was marked by greatness as a baby when she died for a moment and then came back to life. After Khristen's failing boarding school for gifted teens closes its doors, and she finds that her mother has disappeared, she ranges across the dead landscape and washes up at a "resort" on the shores of a mysterious, putrid lake the elderly residents there call "Big Girl." In a rotting honeycomb of rooms, these old ones plot actions to punish corporations and people they consider culpable in the destruction of the final scraps of nature's beauty. What will Khristen and Jeffrey, the precocious ten-year-old boy she meets there, learn from this "gabby seditious lot, in the worst of health but with kamikaze hearts, an army of the aged and ill, determined to refresh, through crackpot violence, a plundered earth"? Rivetingly strange and beautiful, and delivered with Williams's searing, deadpan wit, Harrow is their intertwined tale of paradise lost and of their reasons—against all reasonableness—to try and recover something of it.
Study Guide, Constitution of the State of Illinois and United StatesIllinois Constitution Of 1970
The Constitution of the State of Illinois is the governing document of the state of Illinois. There have been four Illinois Constitutions; the fourth and current version was adopted in 1970. The current constitution is referred to as the "Constitution of Illinois of 1970" or less formally as the "1970 Constitution." The document is still referred to as the "Constitution of Illinois of 1970" even though there have been amendments to it after 1970.
Originally published in 2000, The Right to Vote was widely hailed as a magisterial account of the evolution of suffrage from the American Revolution to the end of the twentieth century. In this revised and updated edition, Keyssar carries the story forward, from the disputed presidential contest of 2000 through the 2008 campaign and the election of Barack Obama. The Right to Vote is a sweeping reinterpretation of American political history as well as a meditation on the meaning of democracy in contemporary American life.
"Powerful and important . . . an instant classic." —The Washington Post Book World The award-winning look at an ugly aspect of American racism by the bestselling author of Lies My Teacher Told Me, reissued with a new preface by the author In this groundbreaking work, sociologist James W. Loewen, author of the classic bestseller Lies My Teacher Told Me, brings to light decades of hidden racial exclusion in America. In a provocative, sweeping analysis of American residential patterns, Loewen uncovers the thousands of "sundown towns"—almost exclusively white towns where it was an unspoken rule that blacks weren't welcome—that cropped up throughout the twentieth century, most of them located outside of the South. Written with Loewen's trademark
honesty and thoroughness, Sundown Towns won the Gustavus Myers Outstanding Book Award, received starred reviews in Publishers Weekly and Booklist, and launched a nationwide online effort to track down and catalog sundown towns across America. In a new preface, Loewen puts this history in the context of current controversies around white supremacy and the Black Lives Matter movement. He revisits sundown towns and finds the number way down, but with notable exceptions in exclusive all-white suburbs such as Kenilworth, Illinois, which as of 2010 had not a single black household. And, although many former sundown towns are now integrated, they often face "secondgeneration sundown town issues," such as in Ferguson, Missouri, a former sundown town that is now majority black, but with a majority-white police force. Supreme Court Justice Antonin Scalia once remarked that the theory of an evolving, "living" Constitution effectively "rendered the Constitution useless." He wanted a "dead Constitution," he joked, arguing it must be interpreted as the framers originally understood it. In The Living Constitution, leading constitutional scholar David Strauss forcefully argues against the claims of Scalia, Clarence Thomas, Robert Bork, and other "originalists," explaining in clear, jargon-free English how the Constitution can sensibly evolve, without falling into the anything-goes flexibility caricatured by opponents. The living Constitution is not an out-of-touch liberal theory, Strauss further shows, but a mainstream tradition of American jurisprudence--a common-law approach to the Constitution, rooted in the written document but also based on precedent. Each generation has contributed precedents that guide and confine judicial rulings, yet allow us to meet the demands of today, not force us to follow the commands of the long-dead Founders. Strauss explores how judicial decisions adapted the Constitution's text (and contradicted original intent) to produce some of our most profound accomplishments: the end of racial segregation, the expansion of women's rights, and the freedom of speech. By contrast, originalism suffers from fatal flaws: the impossibility of truly divining original intent, the difficulty of adapting eighteenth-century understandings to the modern world, and the pointlessness of chaining ourselves to decisions made centuries ago. David Strauss is one of our leading authorities on Constitutional law--one with practical knowledge as well, having served as Assistant Solicitor General of the United States and argued eighteen cases before the United States Supreme Court. Now he offers a profound new understanding of how the Constitution can remain vital to life in the twenty-first century.
These curriculum materials about various aspects of the United States Constitution are designed as supplements to high school courses in history, civics, and government. They include 60 original lessons for students, accompanied by lesson plans for teachers, and are divided into five chapters. Chapter I, "Documents of Freedom" includes the Constitution, amendments to the Constitution, amendments proposed but not ratified, and selected Federalist papers. Chapter II, "Origins and Purposes of the Constitution" covers the concept of a constitution, state constitutions, the Articles of Confederation, the Constitutional Convention, federalists and anti-federalists, the Bill of Rights, and the timetable of main events in the making of the Constitution. Chapter III, "Principles of Government in the Constitution," deals with the concept and operation of federalism, separation of powers, the judiciary, and civil liberties. Chapter IV, "Amending and Interpreting the Constitution," deals with amendments, constitutional conventions, political parties, and challenges to the Constitution. Chapter V, "Landmark
Cases of the Supreme Court," analyzes 20 crucial Supreme Court cases. (IS) This latest revision of a classic text presents a comprehensive view of government in Illinois. David Kenney and Barbara L. Brown begin by describing the role of states in the federal system and the basic nature of Illinois as a governmental entity. Next they offer a thorough description of the policy-making process in government. They discuss the three political regions of Illinois--Chicago, Cook County and the collar counties, and downstate--and they outline recent trends in Illinois voter turnout, ticket splitting, party organization, the election schedule, voter qualifications, and the regulation of campaign finance. The problems created by the decennial redrawing of district lines, including the redistricting of 1991, are covered in Kenney and Brown's treatment of the legislative branch of the government. Special emphasis is given to the question of who goes to the General Assembly and who its leaders are, along with a full description of the legislative procedure. Turning to the executive branch, Kenney and Brown first focus on the office of governor. Considerable attention is given to the multiple terms of James R. Thompson, Illinois' longest serving governor, and the election in 1991 of James Edgar. The authors conclude the chapter with a description of the administrative structure of the executive branch. The Illinois court system and the jurisdictions of its three levels are presented as Kenney and Brown turn to the judicial branch of government. They provide biographical information on each of the current justices of the Illinois Supreme Court with particular emphasis on their partisanship. The judgeship selection process is carefully considered and Operation Greylord, which revealed pervasive corruption in the Cook County courts, is discussed. As is the case in each of the chapters on the branches of government, Kenney and Brown offer detailed descriptions of current public officials. Basic Illinois Government also includes chapters on local government, state and local finance, and policymaking issues in education, corrections, welfare, and transportation. In the local government section Kenney and Brown make clear the powers and functions of counties, townships, special districts, and municipal corporations, giving special attention to Chicago and Cook County. They compare the taxing and spending policies of Illinois to those of the rest of the United States and review in detail the controversial income tax increase of 1983 and 1989 with its extension in 1991.
INTRODUCTIONRepresenting Congress presents a selection of politicalcartoons by Clifford K. Berryman to engage studentsin a discussion of what Congress is, how it works,and what it does. It features the masterful work of one ofAmerica's preeminent political cartoonists and showcases hisability to use portraits, representative symbols and figures,and iconic personifications to convey thought-provokinginsights into the institutions and issues of civic life. The Houseof Representatives and Senate take center stage as nationalelected officials work to realize the ideals of the Founders.This eBook is designed to teach students to analyze history as conveyed in visual media.The cartoons offer comments about various moments in history, and they challenge thereader to evaluate their perspective and objectivity. Viewed outside their original journalisticcontext, the cartoons engage and amuse as comic art, but they can also puzzlea reader with references to little-remembered events and people. This eBook providescontextual information on each cartoon to help dispel the historical mysteries.Berryman's cartoons were originally published as illustrations for the front page of theWashington Post and the Washington Evening Star at various dates spanning the years from 1896to 1949. Thirty-nine cartoons selected from the more than 2,400 original Berryman drawingspreserved at the Center for Legislative Archives convey thumbnail sketches of Congress inaction to reveal some of the enduring features of our national representative government.For more than 50 years, Berryman's cartoons engaged readers of Washington's newspapers,illustrating everyday political events as they related to larger issues of civic life.These cartoons promise to engage students in similar ways today. The cartoons intrigueand inform, puzzle and inspire. Like Congress itself, Berryman's cartoons seem Page 6/8
familiarat first glance. Closer study reveals nuances and design features that invite indepthanalysis and discussion. Using these cartoons, students engage in fun and substantivechallenges to unlock each cartoons' meaning and better understand Congress. As theydo so, students will develop the critical thinking skills so important to academic successand the future health and longevity of our democratic republic.2 | R E P R E S E N T I N G C O N G R E S SHOW THIS eBOOK IS ORGANIZEDThis eBook presents 39 cartoons by Clifford K. Berryman,organized in six chapters that illustrate how Congress works.Each page features one cartoon accompanied by links toadditional information and questions.TEACHING WITH THIS eBOOKRepresenting Congress is designed to teach students aboutCongress-its history, procedures, and constitutional roles-through the analysis of political cartoons.Students will study these cartoons in three steps:* Analyze each cartoon using the NARA Cartoon Analysis Worksheet* Analyze several cartoons to discuss how art illustrates civic life using Worksheet 2* Analyze each cartoon in its historic context using Worksheet 3 (optional)Directions:1. Divide the class into small groups, and assign each group to study one or more cartoonsin the chapter "Congress and the Constitution."2. Instruct each group to complete Worksheet 1: Analyzing Cartoons. Direct each groupto share their analysis with the whole-class.3. Instruct each group to complete Worksheet 2: Discussing Cartoons. Students shouldapply the questions to all of the cartoons in the chapter. Direct each group to sharetheir analysis in a whole class discussion of the chapter.4. Repeat the above steps with each succeeding chapter.5. Direct each group to share what they have learned in the preceding activities in awhole-class discussion of Congress and the Constitution.6. Optional Activity: Assign each group to read the Historical Context Informationstatement for their cartoon. The students should then use the Historical Context
An eminent constitutional scholar reveals how the explosion of rights is dividing America, and shows how we can build a better system of justice. You have the right to remain silent and the right to free speech. The right to worship, and to doubt. The right to be free from discrimination, and to hate. The right to marry and to divorce; to have children and to terminate a pregnancy. The right to life, and the right to own a gun. Rights are a sacred part of American identity. Yet they were an afterthought for the Framers, and early American courts rarely enforced them. Only as a result of the racial strife that exploded during the Civil War--and a series of resulting missteps by the Supreme Court--did rights gain such outsized power. The result is a system of legal absolutism that distorts our law and debases our politics. Over and again, courts have treated rights conflicts as zero-sum games in which awarding rights to one side means denying rights to others. As eminent legal scholar Jamal Greene shows in How Rights Went Wrong, we need to recouple rights with justice--before they tear society apart.
Classic Books Library presents this brand new edition of "The Federalist Papers", a collection of separate essays and articles compiled in 1788 by Alexander Hamilton. Following the United States Declaration of Independence in 1776, the governing doctrines and policies of the States lacked cohesion. "The Federalist", as it was previously known, was constructed by American statesman Alexander Hamilton, and was intended to catalyse the ratification of the United States Constitution. Hamilton recruited fellow statesmen James Madison Jr., and John Jay to write papers for the compendium, and the three are known as some of the Founding Fathers of the United States. Alexander Hamilton (c. 1755–1804) was an American lawyer, journalist and highly influential government official. He also served as a Senior Officer in the Army between 1799-1800 and founded the Federalist Party, the system that governed the nation's finances. His contributions to the Constitution and leadership made a significant and lasting impact on the early development of the nation of the United States.
The Lincoln–Douglas debates (also known as The Great Debates of 1858) were a series of seven debates between Abraham Lincoln, the Republican Party candidate for the United States Senate from Illinois, and incumbent Senator Stephen A. Douglas, the Democratic Party
Copyright : sbc.ccef.org candidate. These debates focused primarily on slavery: specifically, whether it would be allowed in the new states to be formed from the territory acquired through the Louisiana Purchase and the Mexican Cession. Douglas, as part of the Democratic party, held that the decision should be made by the residents of the new states themselves rather than by the federal government (popular sovereignty). Lincoln argued against the expansion of slavery, yet stressed that he was not advocating its abolition where it already existed. This book contains the second of those debates, held on August 27th, 1858, in Freeport, Illinois. Copyright: b74917d03f712aaa651753475afba207 | <urn:uuid:9c5f7200-1a74-4038-b60b-76152609bc04> | CC-MAIN-2021-49 | https://sbc.ccef.org/foto/secret/illinois_constitution_and_government_answers_key_pdf | 2021-12-04T01:54:11+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00436.warc.gz | 545,694,094 | 5,584 | eng_Latn | eng_Latn | 0.997872 | eng_Latn | 0.998064 | [
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Kyle's Story
Kyle was never a star student, but he got by. A quiet and shy boy, he managed to get passed from grade to grade without much notice. He realized early on that if he just stayed out of trouble and turned in assignments, his teachers would be satisfied and he could earn Cs on his report cards. He was the second of three children who lived with their mother in a small rural town. His mom left school early to start working and was pleased that her son was doing fine in school.
When Kyle was in third grade, his teacher told his mother that he would be participating in a morning math program. Kyle did not hate math; he did not hate—or love—any subject, so he dutifully attended. He played some computer games each morning with little interaction with the teacher's aide, who opened the door when he and 10 other students arrived every day.
In the fifth grade, Kyle was assigned to a new teacher and was pleased to see that the 10 students from his third grade math program were also in his class. He was not asked to come to school early that year. Instead, Kyle's teacher told his mom that she would be using a special math program in class for all of her students. Kyle thought nothing of it since all his classmates had the same book. He noticed that his cousin, who was in another fifth-grade classroom, had a different math book. His cousin's book was newer.
After a long summer, Kyle started middle school. He reported to the office the first day and received his class schedule. He was pleased to see history listed as his first period class. He had secretly enjoyed learning about American History in the fifth grade. He was one of the only students to memorize the Preamble to the Constitution, though he never let on to his teacher that he had learned it. He was also fascinated whenever he saw replicas of actual historical documents, such as John Hancock's original signature and old photos. He was especially interested in the government, how the first president came to be, and how people get elected to office.
Kyle got to his first period and was relieved to see many familiar faces of students who were in his fifthgrade class. He sat down next to them and shared their slightly bewildered first-day-of-middle-school looks. As he moved through his day, he noticed that most of his friends were in all of his classes—what a relief! His last period was math. His teacher seemed kind and explained that they were lucky. This class was an "easy A" because they would be reviewing fifth-grade math. She passed out the books and Kyle noticed that it looked a lot like the math book his cousin used the year before, but it was brand new. He would make sure to use a book cover to keep it nice all year.
Kyle's middle school experience seemed okay. He learned that grades matter to people much more in middle school and that "passing" was anything above an F. So, Kyle was "passing" middle school. Still on the shy side, he wanted to play a little sports at school, or maybe join the history club, or the future teacher's club (maybe he'd like to teach history one day), but none of his friends were involved in those activities, and he felt uncomfortable around unfamiliar people.
So Kyle just went to school every day, turned in homework, and continued to pass his classes. As he crossed the stage at the eighth-grade promotion ceremony, Kyle imagined what high school would be like and decided that it would be different. He decided to tell his high school counselor about his secret interest in history and his idea about becoming a history teacher—maybe he could teach at his own middle school. Maybe he would even run for a student body office. That would be something!
On the first day of high school, Kyle reported to the office for his class schedule. He was confused to see that he had no history class. He had all the regular subjects, and two electives called Life Skills and High School Success, but no history. While that was disappointing, he was comforted to see so many familiar faces in his classes throughout the day. His sixth-period math class was interesting.
The teacher was young and energetic. This was his first teaching job and he was very happy to be at that school. Kyle knew that ninth-graders at his high school took algebra. His book was called Readiness for Algebra. His cousin's book was called Algebra: College-Prep, but algebra is algebra, he guessed.
Kyle's Story
At the end of the ninth grade, Kyle received a call slip to see his counselor. His counselor seemed very nice. Since he was passing all of his classes, Kyle intended to tell her about his interest in history, his plans for a career in teaching, and his hopes of running for school office in the spring.
Before he got a chance, his counselor told him that she was meeting with all students who were at risk of not graduating—not graduating! She told him that many students like him in the Title I program . . . what program? . . . with a history of poor test scores . . . huh? . . . often had trouble passing the high school graduation exam . . . you have to pass a test to graduate from high school? She was also worried that he might not complete the required high school coursework for graduation unless he attended summer school each year.
As it turns out, Kyle was on a different track from other students. Though he never realized it (in retrospect, he suspected), Kyle had trouble in math as early as second grade. As a result, he was identified "Title I," which meant the school had to give him extra support. Also, because his family sometimes spoke Spanish at home, he was considered an English learner and had to get extra help for that, too. Even though Kyle almost never spoke Spanish himself, his label put him into certain classes and kept him out of others.
The morning program was supposed to provide that extra support and close his math and EL gap, but it did not. His elementary school grouped all the fifth-grade Title I students into one class to provide them extra support. That was supposed to close the gap, but it did not. The middle school placed students in pathways based on fifth-grade test scores, so Kyle and the other "at risk" students were grouped together for math, which by virtue of master scheduling constraints, grouped them together most of the day. Finally, the high school used test scores and teacher recommendations for placement in ninth-grade courses. Based on his middle school record, Kyle was placed in less rigorous courses. To make room for those helper classes, history was deferred that year.
That day with the counselor, he learned that biology and chemistry were required courses, but that he could not take them until he took algebra and geometry. It turns out that Algebra Prep doesn't count for anything but elective credit. He learned that the high school graduation exam was administered to 10th-graders and contained middle school and high school material that he never studied in his classes. He saw that his electives and lower-level classes took up the spaces other students were using to graduate on time. For the first time, he felt very out of place and different from other students. He let the counselor talk, count credits, show him summer school schedules and lists of courses, testing dates, and addresses to local continuation high schools and adult schools. When she finished, she asked if he had any questions. "No. Thank you." As he left the office, he realized he forgot to mention that he loved history. Kyle attended summer school, was transferred to an alternative program, and then one day stopped going to school.
That day with the counselor, he learned that biology and chemistry were required courses, but that he could not take them until he took algebra and geometry. It turns out that Algebra Prep doesn't count for anything but elective credit. He learned that the high school graduation exam was administered to 10th-graders and contained middle school and high school material that he never studied in his classes. He saw that his electives and lower-level classes took up the spaces other students were using to graduate on time. For the first time, he felt very out of place and different from other students. He let the counselor talk, count credits, show him summer school schedules and lists of courses, testing dates, and addresses to local continuation high schools and adult schools. When she finished, she asked if he had any questions. "No. Thank you." As he left the office, he realized he forgot to mention that he loved history. Kyle attended summer school, was transferred to an alternative program, and then one day stopped going to school.
From The Wallpaper Effect: Data Strategies to Uncover and Eliminate Hidden Inequities by Dr. Robin Avelar La Salle and Ruth S. Johnson
Dr. Robin Avelar La Salle is the Co-founder and CEO of Orenda Education, a technical assistance organization with over 20 years of experience in successfully partnering with schools and districts to build a new foundation fo systems and practices that are grounded in equity, driven by data, and sustained through collaborative learning. Orenda's approach improves student outcomes and creates a path for college or career opportunities for all students.
orendaed.org
Director of Education Partnerships
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BECOMING A STRONG SELF-EDITOR
Becoming a good self-editor is all about evaluating your text objectively. This handout discusses some general areas to focus on as well as tips for taking your paper from a rough draft to a polished work. The more you learn about your strengths and weaknesses as a writer, the easier it will become to prioritize areas to revise/edit.
Try not to revise and edit everything at once! Read through your paper several times with a different focus for each reading. For example, you might look at citations the first time through and sentence fragments the next time.
REVISING VS. EDITING
1. REVISING happens when you are perfecting your content.
* Check your:
[x] Organization
[x] Thesis Statement
[x] Scholarly Sources
[x] Potential Plagiarism
* TIPS:
o Revise your content before looking for small errors like grammar/awkward wording, etc.
o Compare the paper to your prompt to make sure you fulfill the requirements.
o Skim your paper asking yourself the following:
- What is each paragraph/section about?
- What is its function within my text?
o Check that scholarly sources provide evidence for each major point you make.
o Seek out feedback on your text from another person, your professor, or the writing lab.
2. EDITING occurs when you adjust the finer points of your text.
* Check your:
[x] Formatting (MLA, APA, or Turabian)
[x] Spelling
[x] Grammar & Punctuation
[x] Active Voice
[x] Clarity/Flow
* TIPS:
o Only edit after you have finished revising your content.
o Set your text aside before you start editing (anywhere from an hour to a day).
o Read out loud or with someone.
o Read the text backwards to catch grammar or spelling mistakes.
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Unit 2 Performance Task: Initial Business Plan
Scarcity – the scarcity of all resources forces parties to make choices that incur costs.
In this task you will take the initial steps toward creating a detailed business plan. You will use this business in the rest of your tasks. For this unit, you will be making some very basic decisions concerning your business. The requirements for your plan are as follows:
- PART I: Explain what your good/service is and why it is needed (what makes it different)? Identify several examples of land, labor, and capital you will need. Explain how you serve as the entrepreneur.
- PART II: Use a Production Possibilities Curve to show a trade-off your company will face. It could be a trade-off between resources or variations of your product. Use two points on your curve to explain opportunity cost.
- PART III: Analyze how scarcity will impact your business by explaining 3 areas you will face scarcity and how you will try to reduce the impact of scarcity. Explain why scarcity can never be avoided.
- PART IV: Analyze how your company could benefit from investment in SPECIFIC education/training of employees or technology. What opportunity costs will there be if you invest in this education or technology?
You may turn in a printed report, an electronic report, create your own website, schedule time to deliver your report orally to Mr. Cannon before or after school, or any other delivery method you choose. Here is how you will be evaluated:
| Criteria | 1 (Needs Improvement) | 2 (Below Standard) | 3 (Meets Standard) | 4 (Exceeds Standard) | Weight |
|---|---|---|---|---|---|
| Part I: Explains the need for good/service and identifies multiple examples of land, labor, and capital and explains entrepreneurship | - All 4 categories of factors of production are not present - No explanation of why the good is needed | Examples of factors of production do not relate to the good or service. Only one example is identified in some categories Purpose of good is unclear or absent. | Multiple examples of each factor of production are identified and logically relate to good or service Entrepreneurship is explained Purpose of good/service is clearly explained | In addition to everything in meets, also logically explains which factor of production is most scarce and why. | X 3 |
| Part II: PPC is labeled correctly and opportunity cost is explained. | Opportunity cost is incorrectly explained Graph is entirely incorrect or missing | Graph is mostly correct, but mislabeled Opportunity cost is explained, but not related to the good or service | Both axes are labeled with a variation of the good/service Opportunity cost is explained using the two variations | In addition to everything in meets, you explain your opportunity cost by using two specific points on your PPC. | X 2.5 |
| Part III: Analyzes the impact of scarcity in 3 areas. | Most examples of scarcity are incorrect. No explanation of how to minimize the impact of scarcity. | Scarcity is correctly identified in 2 areas. Explanation of how to minimize impact is unclear or incorrect in some examples | Scarcity is correctly identified in 3 places In each place, you explain what can be done to minimize the impact of scarcity. | In addition to everything in meets, you explain why scarcity can never be avoided. | X 3 |
| Part IV: Analyzes the impact of investment in education and/or technology on your business | Explains what investment in education/technology means, but does not link to productivity | Explains the link between investment in ed./tech. and productivity Examples of ed./tech. are generic or not related to business | Explains the link between investment in education /training and productivity using specific examples of the types of training or education that would help your product | In addition to everything in meets, you explain what you would give up in order to invest in education or training. | X 3 |
| Chosen format is presentable and professional | Design of plan is confusing or mislabeled More than 10 mechanical errors | 5-9 mechanical errors | ALL parts of business plan are easy to find and labeled or noted in some way Fewer than 5 mechanical errors | N/A | X 1 | | <urn:uuid:489d45b5-6f97-4faa-ad6b-e9ca899ed64c> | CC-MAIN-2021-49 | https://teachercannon.weebly.com/uploads/6/8/3/8/6838442/unit_2_performance_task.pdf | 2021-12-04T01:14:21+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00439.warc.gz | 647,962,071 | 956 | eng_Latn | eng_Latn | 0.999118 | eng_Latn | 0.999118 | [
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ĐỀ THI THỬ THPT QG TÀI LIỆU LUYỆN THI THPT QG 2018
Giáo viên:Nguyễn Thanh Hương
Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.
Question 1:
A. carried
B. organized
C. impressed
D. involved
Question 2:
A. chemical
B. character
C. charming
D. chemistry
Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.
Question 3:
A. believe
B. marriage
C. response
D. maintain
Question 4:
A. hospital
B. supportive
C. wonderful
D. mischievous
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 5: I did not have enough lexical knowledge to ________ that article from Vietnamese into English.
A. translate
B. convert
C. transmit
D. change
Question 6: He wanted to know _______.
A. where he could change some money
B. where he can change some money
C. where could he change some money
D. where can he change some money
Question 7: Mary didn‟t remember what I ________ her the day before.
A. have told
B. told
C. was telling
D. had told
Question 8: He became interested in ________ when he started taking pictures for the local newspaper.
A. photography
B. photograph
C. photographer
D. photographic
Question 9: Body language ________ communication effectively.
A. is known to enhance
B. has known to enhance
C. knew to have been enhanced
D. was known to be enhanced
Tổng đài tư vấn: 1900 6933
Question 10: Taking an exam ________ English always makes me nervous.
A. on
B. at
C. in
D. of
Question 11: Women also work to share the household financial _______ with their husbands.
A. burden
B. weight
C. weight
D. load
Question 12: The boys who enjoy playing tricks and annoying people are ________.
A. caring
B. supportive
C. mischievous
D. obedient
Question 13: This is the first time I ________ such a famous person.
A. have ever met
B. ever met
C. ever meet
D. had ever met
Question 14: She was angry when she found that she was ________ last person to know the truth.
A. θ
B. the
C. a
D. an
Question 15: ________, it is certain that in the future something will be different.
A. For the best or worst B. For better or worse
C. For best or worst
D. For the better or worse
Question 16: If it ________ fine tomorrow, we will go to the coast.
A. is going to be
B. will be
C. is
D. would be
Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.
Question 17: From these documents, the interviewer will have some insight into your social skills, work motivation, and keen for the job.
A. documents
B. into
C. motivation
D. keen
Question 18: Communication is the act of transferring information through neither erbal messages or non-verbal signals.
A. through
B. neither
C. transferring
D. transferring
Question 19: The shocking news in newspapers are what people are talking about this morning.
A. shocking
B. are
C. in
D. what
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.
Question 20: She got up late and rushed to the bus stop.
-
A. came into
B. went leisurely
C. dropped by
Question 21: It will take more or less a month to prepare for the wedding.
A. approximately
B. simply
C. generally
D. frankly
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.
Question 22: She was unhappy that she lost contact with a lot of her old friends when she went abroad to study.
A. lost control of
B. got in touch with C. made room for
D. put in charge of
Question 23: Mr. Smith‟s new neighbors appear to be very friendly.
A. inapplicable
B. futile
C. futile
D. amicable
Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.
Question 24: Tom: I thought your tennis game was a lot better today, Tony.
Tony: ____________! I thought it was terrible.
A. You‟ve got to be kidding
B. You can say that again
C. No, I don‟t think so
D. Thanks! Same to you
Question 25: "What do you want me to cook for your dinner?" - "_________"
A. Yeah, your meal is great.
B. It‟s up to you.
C. Let me go.
D. Yes, give up.
Mark the letter A, B, C or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.
Question 26: His eel soup is better than any other soups I have ever eaten.
A. Of all the soups I have ever eaten, his eel soup is the best.
B. I have ever eaten many soups that are better than his eel soup.
C. His eel soup is good but I have ever eaten many others better.
D. His eel soup is the worst of all soups I have eaten.
Question 27: Many people think that Steve stole the money.
D. went quickly
A. It was not Steve who stole the money.
B. The money is thought to be stolen by Steve.
C. Many people think the money is stolen by Steve.
D. Steve is thought to have stolen the money.
Question 28: I have not met her for three years.
A. I did not meet her three years ago.
B. During three years, I met her once.
C. It is three years when I will meet her.
D. The last time I met her was three years ago.
Mark the letter A, B, C or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.
Question 29: Anna jogs every morning. It is very good for her health.
A. Anna jogs every morning that is very good for her health.
B. Anna jogs every morning, which is very good for her health.
C. Anna jogs every morning and then it is good for her health.
D. Anna jogs every morning and is good for her health.
Question 30: Mary was very disappointed, but she tried to keep calm.
A. Feeling disappoined, Mary tried to keep calm, but she failed.
B. Mary was too disappointed to keep calm.
C. Mary lost her temper because of her disappointment
D. Disappointed as she was, Mary tried to keep calm
Read the following passage extracted from Expert on Cambridge IELTS Reading 1 and mark the letter A, B, C or D on your answer sheet to indicate the correct answer for each of the questions from 31 to 38.
Political and family values within society have impacted upon the modern family structure. Traditionally, it has been the man‟s role to be the breadwinner for the family- providing the funds to pay for food and shelter. However, due to the many new and unique responsibilities placed upon families, in numerous cases both men and women- fathers and mothers- have had to enter the workforce. Generally, the reasons for both being involved in the workforce revolve around the need to add to the family‟s current financial base. To a lesser extent, the need to interact with "adults" in a stimulating work environment is another popular reason. Whatever their reasons, for many families, the decision for father and mother to go out of home and join the labour force has led to a number of side effects within the home which, in turn, impact upon their performance as employees.
Many researchers agree that attitudes towards work are carried over into family life. This spillover can be positive or negative. Positive spillover refers to the spread of satisfaction and positive stimulation at work resulting in high levels of energy and satisfaction at home. If the amount of research is to be taken as an indication, it would seem that positive spillover is not a dominant occurrence in the workplace with most research focusing on the effects of negative spillover. Often pointing out the incompatible nature of work and family life, the research focuses on problems and conflict at work which has the effect of draining and preoccupying the individual, making it difficult for him or her to participate fully in family life.
Social scientists have devised a number of theories in an attempt to explain the work-family dynamic. Compensation theory is one which has been widely used. It assumes that the relationship between work and family is negative by pointing out that high involvement in one sphere- invariably the work sphere- leads to low involvement in the other. As an individual advances within a career, demands typically fluctuate from moderate to more demanding and if the advancing worker has younger children, this shift in work responsibilities will usually manifest itself in the form of less time spent with the family. Researchers subscribing to this theory point out that the drain on family time is significantly related to work-family conflict with an escalation in conflict, as the number of families increase.
(Adapted from Expert on Cambridge IELTS Reading 1, Hai Jim)
Question 31: What is the main focus of this passage?
A. Roles of husbands in a family
B. Relationships between family and job satisfaction
C. Positive attitude to work
D. Relationships between work itself and job satisfaction
Question 32: The main reason fathers and mothers join the workforce is ____________.
A. they want to escape the boring environment of home
B. they need the mature interaction that goes on between adults
C. they want to be able to retire comfortably
D. they need extra money
Question 33: The word “ draining ” is closest in meaning to ____________.
A. waste
B. empty
C. make somebody weaker
D. make somebody stronger
Question 34: The word "it" in the third paragraph refers to __________.
A. family life
B. family life
C. spillover
D. Compensation theory
Question 35: The following are the reasons why the fathers and mothers both go to work EXCEPT
________.
A. the need to work to earn money
B. the need to interact with “adults” in a stimulating work
C. the need to show the ability of working
D. the need to add to the family‟s current financial base
Question 36: The following are true EXCEPT ___________.
A. On the past, man earned money to provide the funds to pay for food and shelter for his family
B. The modern family structure has been affected by political and family values
C. The spread of satisfaction and positive stimulation at work result in high levels of energy and satisfaction at home
D. the advancing worker who has younger children spends more time with the family
Question 37: The word “ breadwinner” is closest in meaning to ____________.
A. earner
B. bread maker
C. winner
D. bread
Question 38: According to the passage, positive spillover ______________.
A. is only a positive attitude toward work
B. is the conflict at work
C. refers to the spread of satisfaction at work resulting in high levels of satisfaction at home
D. assumes that the relationship between work and family is negative
Read the following passage extracted from Mastermind of English and mark the letter A, B, C or D on your answer sheet to indicate the correct answer for each of the questions from 39 to 45.
When we moved to our new house near the sea, I was eight years old. Even before that I had spent every summer messing about on boats. My dad had taught me to sail before I learnt to ride a bike so I knew how I wanted to spend my time at the new house- I was going to get my own boat and sail it everyday. The house was only a few metres from the water‟s edge, and in rough weather the waves would come crashing into the front garden. I used to sit with my nose pressed to the glass, fascinated by the power of the ocean. I grew up watching the skies to see if it was going to rain; would I be going sailing that afternoon or not?
Of course I sometimes wished I could live in the town like my friends. I used to get irritated with my parents, who had taken early retirement because they seemed incapable of getting anywhere on time. Dad drove me the eight miles to school everyday, but I was often late because he had been walking on the cliffs earlier in the morning and had lost track of time. When I was taking my university entrance exams, I used to stay over at a friend‟s in town, just in case. All in all, I was lucky to grow up by the sea and I still love to sail.
Question 39: At the age of eight, the writer‟s house was ___________.
A. in the town
B. by the sea
C. on boat
D. under the mountain
Question 40: The word " rough" is closest in meaning to ____________.
A. careful
B. forceful
C. easy
D. mild
Question 41: The writer‟s father retired early because ___________.
A. he walked on the cliffs every morning
B. he lost rack of time
C. he had to drive his kid to school everyday
D. he was unable to get anywhere on time
Question 42: The following are true EXCEPT ___________.
A. the waves came crashing into the writer‟s front garden in bad weather
B. the write moved to a new house when he was 8
C. the writer didn‟t know how to sail
D. the distance from the writer‟s house to school was 8 miles
Question 43: Growing up by the sea, the writer felt___________.
A. unlucky
B. irritated
C. excited
D. lucky
Question 44: The writer learnt to sail _____________.
A. before learning to ride a bike
B. when his family moved to a new house
C. before going to school D. When he/ she was eight
Question 45: When taking the university entrance exams, ___________.
A. the writer‟s family moved to a new house by the sea
B. the writer had to live in a friend‟s house
C. the weather was terrible
D. the writer‟s father drove him/ her to university
Read the following passage extracted from Mastermind of English and mark the letter A, B, C or D on your answer sheet to indicate the correct word for each of the blanks from 46 to 50.
The home was an important aspect of ancient Greek civilization and the term oikos not only meant house or home, but also a man’s domain. (46)_______, home ownership brought with it considerable responsibility, including protection of the home‟s inhabitants. A typical Athenian (47)_______ in the 5th and 6th centuries BC consisted of a couple, any children might have, plus several slaves. The men were often (48)_______ for work or at war and, as a result, security was a constant worry. A typical dwelling had high walls and a strong gate, and was constructed of mud bricks around a central courtyard, (49)_______ might have been used for cooking, relaxing or socializing with friends and family members.
The courtyard also (50)_______ women the chance to enjoy the open air in the privacy of their own home, as they did not normally go out much.
Adapted from Mastermind of English
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Student/Parent Guide for Turning in Work on our LMS
To turn in work through the LMS, select the subject and go to its Class Wall.
From the Class Wall, select the Unit…
Then select the Title of the assignment, discussion, or quiz.
ALWAYS select the TITLE on the assignment, discussion, or quiz to activate the TURN IN function, if it has been used for that activity.
When an assignment or discussion post has work that is to be turn in through the LMS, you will see a red plus icon on discussions
or a red circle with a down arrow on assignments,
appear when you select the title
of the assignment or discussion post.
Selecting the will open a window to type a message or response, as indicated by the teacher. The paper clip icon in this window will allow you to upload a file, which can be a document or a picture.
Then select POST or TURN IN to complete.
Selecting the paper clip icon, will open the Drag & Drop. If you are on a laptop, you can use the "Drag and Drop" function with your mouse, or upload through browse.
If you have a Google Drive, you can connect from here.
If you are on an iPad or iPhone, select browse, and it will open a window allowing you to take a picture, upload from your photo library, or upload a file.
iPad or iPhone views
Once your upload is completed, it will show a window with the assignment or discussion information that you submitted.
Special note:
The announcements will not have anything to turn in through the LMS, however they might take you to an online resource where the work will be completed.
Some assignments might also have work that is turned in offline.
Last, but not least, here are a few navigation tips.
ALWAYS select the colored band of the class to get to your assignments.
Selecting the assignments from the Dashboard will cause you to miss important information your teacher may have posted on the Class or Topic Wall.
The house icon takes you back to the Dashboard
The "bread crumb trails" at the top of the screen, help facilitate navigating between assignments and topics. | <urn:uuid:a854e10e-5fe2-43b1-9f74-ffc91b2cb3e8> | CC-MAIN-2021-49 | https://btschool.org/wp-content/uploads/sites/3/2020/03/BT-Student-Parent-Guide-to-Turning-In-Work-on-the-LMS.pdf | 2021-12-04T00:45:16+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00439.warc.gz | 229,687,694 | 437 | eng_Latn | eng_Latn | 0.994262 | eng_Latn | 0.998113 | [
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The researchers of this study suggest the following next steps:
1. Schools should look at the way paraprofessional services are delivered. Are they working for each student?
2. Students with disabilities should help decide how much support they get.
3 Schools should look for ways to create shared learning experiences that can encourage new friendships between students with and without disabilities.
4. School leaders should start a conversation about how to improve school inclusion. Schools needs to make sure they are teaching students with disabilities, and not "hosting" them.
5. We need to listen to students with disabilities. Their experiences and perspectives will help improve schools for all students.
Summary prepared by Jeanne Nauheimer and Emma Nelson of CDCI.
Source:
Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional supports. Exceptional Children, 71, 415-430.
CDCI Research into Practice
Name of Study:
Perspectives of Students with Intellectual Disabilities about their Experiences with Paraprofessional Supports
What was this Study About?
Sixteen young adults with intellectual disabilities who had help from a para professional when they were in school were asked questions about their experiences with this help. Paraprofessionals are sometimes called teacher assistants or paraeducators. They provide help to students and teachers in general education classes.
The 16 young adults answered questions about:
(a) themselves (How old are you? Where did you go to school?),
(b) what is was like in school working with a paraprofessional,
(c) their point of view about those supports, and
(d) what advice they would give to people in schools.
This is study is important because it asked students with intellectual disabilities about their thoughts and ideas about paraprofessional help in school.
A look at what we have learned
What was learned from this Study?
The young adults who were interviewed provided important information about the ways paraprofessionals worked with them. They described paraprofessionals taking four different roles: as mothers, friends, protectors from bullying, and teachers. Some spoke about these relationships positively and others spoke about them negatively. Researchers found that there was cause for concern in each of the four roles.
Paraprofessional as Mothers:
Paraprofessional as Protector from Bullying:
Participants had mixed feelings about a paraprofessional acting as mothers. Some said it was a caring relationship, but others said it was unwanted attention. Individuals in the study explained how too much mothering could get in the way of building relationships with other classmates.
Cause for Concern: Paraprofessionals acting like mothers can get in the way of relationships between students with disabilities and students without disabilities.
Paraprofessional as Friend:
Many of the participants talked about feeling like they were different or did not fit in at school. Since the participants did not have a lot of friends, many thought of paraprofessionals as their friends at school.
Cause for Concern: Having a friend is important for any person, but the researchers were concerned because paraprofessionals are not actually friends, but are employees hired to help the students. It is important for students to have friends their same age.
Participants said they were bullied at school. Paraprofessionals acted as a shield against bullying when they were there and could stick up for students if they heard about bullying after it happened.
Cause for Concern: Even if paraprofessionals could stop bullying when they were around, they could not stop all the bullying. The root of the problem is that bullying still happens. Having paraprofessionals does not teach students to deal with bullies.
Paraprofessional as Primary Teacher:
Participants reported that they felt like the main classroom teacher was too busy to work with them, so they mostly learned from the paraprofessional. Sometimes this help was welcomed, but other times it was unneeded and unwanted.
Cause for Concern: If a student feels like he or she is being taught by someone else other than the teacher, it increases the student's feeling that he or she is "different." It also made the researchers wonder if the students were getting the same opportunities to learn as students without disabilities. | <urn:uuid:9b81e7d6-3279-4b41-9e95-2741385946fe> | CC-MAIN-2021-49 | https://www.uvm.edu/sites/default/files/Center-on-Disability-and-Community-Inclusion/ResearchSummary1_print.pdf | 2021-12-04T01:49:10+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00437.warc.gz | 1,142,236,925 | 874 | eng_Latn | eng_Latn | 0.998586 | eng_Latn | 0.998751 | [
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GYMNASTICS SKILLS
Key Information
Age group: Years 3 & 4 Gender specifications: Male and Female Number In a Team: 10 participants. 5 for each gender group
EquipmenTstopwatch x 1, skipping rope x 1, hula hoop x 2 gym mat x 1, 1 score sheet and pen per participant
Description
The participants will need to work in pairs. Two pairs will start on the skipping activity and then rotate round together. All the other stations will start with one pair. The team event will take place at the end when everyone has completed all 4 activities.
The teacher is in charge of timing, everyone starts and finishes at the same time. Participant 1 has 1 minute to complete the activity whilst participant 2 counts his/ her score. The pair then change over.
The participation area is to be organised into 4 stations of one activity
Skipping with a rope. How many skips can you do in one minute ?
Hula hoop. How many times can you hula hoop in one minute? If you drop the hula hoop don't count that one but do carry on
Flipping crabs—how many times can you flip from crab to scorpion, and scorpion to crab in one minute?
Plank taps —how many plank shoulder taps can you do in one minute?
Team hula—2 teams of 5. The teacher can decide how these teams are set up. Stand in a line and hold hands. Start with the hoop at one end. Each person has to step through the hoop and pass it onto the next person. How many times can you pass the hoop down the line (without breaking the chain) and back again in one minute. 1 score = 5 people through the hoop
TEAMWORK
Great cooperation brings in results!
Cheshire & Warrington Virtual school games
GYMNASTICS SKILLS
Key Information
Age group: Years 3 & 4 Gender specifications: Male and Female Number In a Team: 10 participants. 5 for each gender group Diagrams
Lift your arm and leg to turn and face upwards to the sky
4. flipping crabs 5. Team Hula
TEAMWORK
Honesty
Be honest when you count your scores.
Great cooperation brings in results!
Cheshire & Warrington Virtual school games
Inclusive:
Adapt the activities accordingly to meet the needs of the children; for example;
Skipping: step over the rope; ask someone to turn the rope for you
Hula hoop: use a different body part e.g. arm: how many times can you step through hoop
Plank taps; how many times can you tap your shoulder in a sitting position
Flipping crabs: lie straight and roll across the floor; how many full circles can you do in a wheelchair
Team Hula; Use some rope tied as a loop to pass over a wheelchair user; use a scarf to make the link if children don't want to hold hands
Risk assessment:
Please make sure your exercise area is clear and there is nothing nearby which could cause a trip or fall. All the challenges are designed to be suitable for each age group, however it is important to understand that if you choose to take part, you are doing so at your own risk.
Covid-19: please adhere to the current Covid-19 guidelines at the time that you take part in this activity. This is in relation to social distancing and the use of equipment.
Please ensure that you have completed a risk assessment for the children taking part in this activity, and adapt the tasks / area to meet the requirements of your own school risk assessment.
Cheshire & Warrington
Virtual school games
GYMNASTICS SKILLS Years 3 & 4 team Score Sheet
| School | | | | | |
|---|---|---|---|---|---|
| Pupil name | Task 1 | Task 2 | Task 3 | Task 4 | Team task |
| Team 1 | | | | | |
| Team 2 | | | | | |
| Overall score | | | | | |
Cheshire & Warrington Virtual school games
GYMNASTICS SKILLS years 3 & 4 data collection
| | Total number of girls taking part | Number of ethnic minority pupils | Number of SEND pupils | Number of School Games Makers helping out |
|---|---|---|---|---|
| Year 3 | | | | |
| | Total number of boys taking part | Number of ethnic minority pupils | Number of SEND pupils | Number of School Games Makers helping out |
|---|---|---|---|---|
| Year 3 | | | | |
| Year 4 | | | | |
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Overactive bladder information sheet
Having to hurry to pass urine can be a symptom of an overactive bladder . There are certain rules to follow which can help to control your symptoms.
1. When you get up in the morning go straight to the toilet and empty your bladder.
2. Make sure you sit on the toilet correctly.
a)Sit on the whole seat ( not perched on the edge).
b)Rest your feet on a stool if they do not touch the floor.
c)Keep your tummy muscles relaxed by bending forward slightly.
d) Relax and wait for the wee to come .
3. Try to do your wee in one go- listen to the sound. Sit for the length of time it takes to sing "Twinkle twinkle little star"- longer if required, to make sure your bladder is properly emptied.
4. Twice a day try "double voiding"-maybe first thing in the morning and last thing at night.
a)Go to the toilet as above
b) when you have finished weeing, get up from the toilet pull up clothes.
c)wait for 20-30 seconds (you can sing dance jump)
d) sit down and try to do another wee.
5. During the day you will need to go to the toilet regularly- eg. When you wake, before school, break time, lunch time, home time, dinner time and before bed. If you need at other times, it may be possible to distract yourself from going for a short while.
6. As the wetting improves, you will have to go to the toilet less often.
7. Do not reduce your fluid intake- this will make your problem worse. Have a water based drink at every 1-2 hours. Avoid drinks containing caffeine, fizzy juice and juices from red berries.
8. You may need to think about when you need to do a wee and learn to recognise the signals. You also need to plan to wee- if you know you are going to be doing something like a car journey go before you leave to avoid needing in the car.
9. You may be asked to fill in a chart every time you go to the toilet and record if your pants are dry/ damp/wet – be honest this can help us help you. | <urn:uuid:fcfd9621-8ada-4887-b247-be3c36065979> | CC-MAIN-2021-49 | https://www.nhsfife.org/media/35530/overactive-bladder-information-sheet.pdf | 2021-12-04T02:30:38+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00437.warc.gz | 991,002,643 | 462 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.99812 | [
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LEVEL 1
After one year at school
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Green level of Ready to Read*.
Students will independently read texts at Green level.
Texts at Green level have been designed with characteristics that include:
*• generally familiar contexts and settings
*• one text form, and one main storyline or topic, for each text
*• most content explicitly stated but also some implicit content
*• illustrations that support and extend the meaning but may not exactly match the words
*• sentences that run over more than one line but do not split phrases
*• many high-frequency words
*• topic words and interest words that are likely to be in a reader's oral vocabulary and that are strongly supported by the context and/or illustrations
*• some visual language features such as diagrams or speech bubbles
*• dialogue between easily identified speakers
*• a range of punctuation, including speech marks and commas, to support phrasing and meaning.
When students at this level read, respond to, and think critically about texts, they:
*• understand that we read to get meaning
*• confidently approach challenges in their reading and persevere when they are having difficulties
*• know that reading should be phrased
*• read at an appropriate pace
*• use a range of sources of information in the text, along with their prior knowledge, to make sense of the texts they read
*• monitor their own reading and self-correct where necessary, using strategies such as rerunning text or checking further sources of information
*• with some teacher guidance, use comprehension strategies such as asking questions and making inferences to help them think more deeply about the ideas in the text.
After two years at school
After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read*.
Students will independently read texts at Turquoise level.
Texts at Turquoise level have been designed with characteristics that include:
*• some settings and contexts that may be outside the students' prior knowledge but can easily be related to it
*• a mix of explicit and implicit content
*• illustrations that support the meaning and may suggest new ideas or viewpoints
*• a variety of sentence structures, including compound sentences and a few complex sentences
*• mostly familiar words, but some new topic words and descriptive language that are supported by the context and/or illustrations
*• some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary
*• frequent use of dialogue and more than one character speaking on a page.
When students at this level read, respond to, and think critically about texts, they:
*• understand that texts have purposes and are written for audiences
*• read longer texts with increasing independence and with appropriate intonation, expression, phrasing, and pace
*• flexibly use the sources of information in text, in combination with their prior knowledge, to make meaning and to consider new ideas
*• take appropriate action when they lose meaning, both at the sentence level and across larger sections of the text
*• with teacher guidance, use a wider range of comprehension strategies to
–– locate and interpret ideas and information that are directly stated or explicit in the text or illustrations
–– respond to ideas, plots, and characters
–– think critically about aspects such as the theme or ideas.
Knowledge and skills
LEVEL 2
After three years at school
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read*.
Students will independently read texts at Gold level. They will begin to use texts to meet specific learning purposes across the curriculum.
Texts at Gold level have been designed with characteristics that include:
*• some unfamiliar contexts and settings as well as shifts in time and/or place
*• (in narrative texts) many characters and events and more than one storyline
*• a mix of explicit and implicit content
*• some pages with no illustrations
*• ideas and information organised in paragraphs
*• a variety of sentence structures, including complex sentences
*• some unfamiliar words and phrases, the meaning of which is supported by the context or illustrations
*• visual language features such as subheadings, text boxes, and diagrams that are clearly explained and linked to the body text
*• frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.
When students at this level read, respond to, and think critically about texts, they:
*• monitor their reading, drawing on a variety of strategies when their comprehension breaks down
*• integrate and confidently use comprehension strategies, including
–– making connections between ideas in the text and their prior knowledge in order to make simple inferences
–– identifying and keeping track of ideas and information across longer sections of text
–– evaluating information and ideas within a text in terms of their purpose for reading
By the end of year 4
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2.
Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
The texts that students use independently to meet the reading demands of the curriculum at this level will often include:
*• some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students' prior knowledge
*• some places where information and ideas are implicit but are easily inferred using information that is nearby in the text and where there is little or no information that is irrelevant to the reading purpose
*• a straightforward text structure, such as a structure that follows a recognisable and clear text form
*• some compound and complex sentences, which may consist of two or more clauses
*• some words and phrases that are ambiguous or unfamiliar to the students, the meaning of which is supported by the context or clarified by photographs, illustrations, diagrams, and/or written explanations
*• other visual language features that support the ideas and information, for example, text boxes or maps
*• figurative language, such as metaphors, similes, or personification.
When students at this level read, respond to, and think critically about texts, they:
*• monitor their reading for accuracy and sense, confidently adjusting their reading when they encounter difficulties
*• understand how they select from and use their repertoire of comprehension strategies as they locate and evaluate information and ideas
*• identify and reflect on writers' purposes and on the ways in which writers use language and ideas to suit their purposes
*• read for sustained periods and sustain meaning in longer texts over time.
–– identifying a writer's purpose for writing and explaining how they identified it.
Knowledge and skills
LEVEL 3
By the end of year 5
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at early level 3.
By the end of year 6
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3.
Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
The texts that students use independently to meet the reading demands of the curriculum at this level will often include:
*• abstract ideas accompanied by concrete examples that help support the students' understanding
*• some ideas and information that are conveyed indirectly
*• some information that is irrelevant to the identified purpose for reading
*• mixed text types, such as a report that includes a complex explanation
*• sentences that vary in length and in structure
*• a significant amount of vocabulary that is unfamiliar to the students, which is generally explained in the text by words or illustrations
*• figurative and/or ambiguous language that the context helps students to understand
*• illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.
When students at this level read, respond to, and think critically about texts, they:
*• monitor their reading for accuracy and sense, confidently adjusting their reading when they encounter difficulties
*• understand how they select from and use their repertoire of comprehension strategies as they use texts to support their learning
*• identify and reflect on writers' purposes and on the ways in which writers use language and ideas to suit their purposes
*• regularly read for sustained periods and sustain meaning over many days in longer texts and across a variety of texts on the same topic.
years 5–6
The text and task demands of the curriculum are similar for students in years 5 and 6. The following differences in the standard for year 6 will be evident as students respond to the increasing demands of the curriculum.
Year 6 students are more independent in using their reading for a variety of purposes as they engage with more complex ideas and information across the curriculum at level 3.
In year 6, students are required to read a wider range of texts, including longer texts.
Year 6 students have more control in selecting strategies for using texts to support their learning and are more effective in selecting different strategies for different reading purposes.
Year 6 students read more fluently, drawing on their reading-related knowledge and skills with greater efficiency.
LEVEL 4
By the end of year 7
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at early level 4.
By the end of year 8
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4.
Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
The texts that students use independently to meet the reading demands of the curriculum at this level will often include:
*• elements that require interpretation, such as complex plots, sophisticated themes, and abstract ideas
*• complex layers of meaning and/or information that is irrelevant to the identified purpose for reading
*• non-continuous text structures and mixed text types
*• sentences that vary in length, including long, complicated sentences that contain a lot of information
*• adverbial clauses or connectives that require students to make links across the whole text
*• academic and content-specific vocabulary, as well as words and phrases with multiple meanings
*• metaphor, analogy, and connotative language that is open to interpretation
*• illustrations, photographs, text boxes, diagrams, maps, charts, and graphs, containing main ideas that relate to the text's content.
When students at this level read, respond to, and think critically about texts, they:
*• apply appropriate skills and technologies to locate and use a range of texts for specific purposes
*• increasingly control a repertoire of comprehension strategies that they can use flexibly as they use texts to support their learning
*• identify and evaluate writers' purposes and the ways in which writers use language and ideas to suit their purposes
*• apply some criteria to evaluate texts, such as the accuracy of information or the presence of bias.
years 7–8
The text and task demands of the curriculum are similar for students in years 7 and 8. The following differences in the standard for year 8 will be evident as students respond to the increasing demands of the curriculum.
Year 8 students are more independent in selecting and using texts for a wider variety of purposes as they engage with more complex ideas and information across the curriculum at level 4.
In year 8, students are required to read a wider range of texts.
Year 8 students have more confidence and control in choosing the most appropriate strategies to suit their purposes for reading in different learning areas. They use these strategies more flexibly, drawing on them when they know they are not comprehending fully, and deliberately reading at a rate that is appropriate to the text and the task.
Year 8 students read more fluently, drawing on their reading-related knowledge and skills with greater efficiency.
Knowledge and skills
Knowledge and skills
The knowledge, skills, and attitudes expected at these levels are described in The Literacy Learning Progressions.
The knowledge, skills, and attitudes expected at these levels are described in The Literacy Learning Progressions.
The knowledge, skills, and attitudes expected at these levels are described in The Literacy Learning Progressions.
Go to Page 13
Go to Page 15
Go to Page 16
On the poster, some detail from the original published versions has been omitted and some wording clarified. Teachers need to refer to the published versions of the standards and the progressions for further detail and elaboration.
* Ready to Read is the core instructional series that supports reading in the New Zealand Curriculum.
The knowledge, skills, and attitudes expected at these levels are described in The Literacy Learning Progressions.
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andy andbook ealth
For early years and education providers in Herefordshire 2016/17
MMR vaccinations
In order for children to be fully protected against measles, mumps and rubella, they need to have two doses of the MMR vaccination.
The first dose is given when a child is 12 months old with the second dose being given when they reach around three years and four months (before they start school).
Unfortunately, not all children are having their second MMR vaccination, which means they're potentially more susceptible to measles, mumps and rubella, which are viral infections that can quickly spread to unprotected children.
There is more information about the MMR vaccination and all other vaccinations on the NHS Choices website.
School based vaccination programme
The 2016/17 vaccination programme has been confirmed and all schools should have been advised of their full vaccination schedule for the entire school year. The vaccination dates will also be included on letters to parents, excluding dates for the flu nasal vaccination.
This year, the following vaccinations will be offered…
Flu nasal spray will be offered to students in years 1, 2 and 3 during the autumn term. There's a short YouTube flu video available, which children might find helpful prior to having the vaccination.
DTP (diphtheria, tetanus and polio) and Meningitis ACWY will be administered to years 9 and 10 between the autumn and spring terms.
HPV (human papilloma virus) will be given to year 8 children (first dose) and year 9 children (second dose) during the summer term.
The consent forms and information booklets will be delivered to schools by the immunisation nurses and should be distributed to parents of all eligible children. The completed consent forms should be returned to school in advance of the immunisation sessions taking place. For those students who don't want the vaccinations, they should still be encouraged to return their consent form.
It would be helpful if school's have a newsletter, website or e-mail service to inform parents of the dates the immunisation team will be visiting and to encourage them to return the consent forms before the session. If parents have any queries about the vaccinations, they are advised to contact the team directly on the below details.
If children are absent or unwell on the day, a catch up session can be offered later in the school year, excluding the flu nasal vaccination. If parents and / or students would prefer to have their vaccination at a clinic instead, this can be arranged.
If you require any additional information, please contact the vaccination team on 01432 376959 / 07881 848289 or email@example.com.
Norovirus
Norovirus is one of the most common stomach bugs in the UK, causing diarrhoea and vomiting. It's often called the 'winter vomiting bug', as it's more common during winter months, although you can catch it at any time of the year.
Norovirus can often be unpleasant, but usually clears up by itself in a few days and those who have it can normally be looked after at home.
As norovirus can easily be spread to others, it is recommended not to visit a GP but rather call NHS 111 for advice.
How norovirus is spread
Norovirus spreads very easily in public places such as schools, hospitals and nursing homes and you can catch it if small particles of vomit or poo from an infected person get into your mouth, such as through:
* Close contact with someone with norovirus: They may breathe out small particles containing the virus that you could inhale
* Touching contaminated surfaces or objects: The virus can survive outside the body for several days
* Eating contaminated food: This can happen if an infected person doesn't wash their hands before handling food
A person with norovirus is at their most infectious when their symptoms first start until 48 hours after all symptoms have passed, although they may also be infectious for a short time before and after this.
Unfortunately, you can get norovirus more than once as the virus is always changing, so your body is unable to build up any long term resistance to it.
How to wash your hands
Rub nails on palms.
Rub palms together (away from the water).
Rinse with clean, running water.
Rub fingers and thumbs, and the bits between
Preventing norovirus
It's not always possible to avoid getting norovirus, but following the below advice can help stop the virus spreading…
* Stay off school or work until at least 48 hours after the symptoms have passed. You should also avoid visiting anyone in hospital during this time
* Wash your hands frequently and thoroughly with soap and water, particularly after using the toilet and before preparing food. Don't rely on alcohol hand gels, as they do not kill the virus
* Disinfect any surfaces or objects that could be contaminated. It's best to use a bleach-based household cleaner
* Wash any items of clothing or bedding that could have become contaminated separately on a hot wash to ensure the virus is killed
*
Don't share towels and / or flannels, as this helps to spread the
virus
* Flush away any infected poo or vomit in the toilet and clean the surrounding area
* Avoid eating raw and / or unwashed produce and only eat oysters from a reliable source (oysters can carry the virus)
To find out more about how to prevent germs from spreading, visit the NHS Choices website.
Alternatively, the Community Practitioners' and Health Visitors' Association (CPHVA) has produced a handy clean and healthy start to school booklet, which schools and parents may find useful.
Health outbreaks
If you have a health outbreak, please ensure you inform Public Health England at the earliest opportunity. They will then liaise with the council's public health team.
Public Health England 2nd Floor, Kidderminster Library, Market Street, Kidderminster, DY10 1AB
Tel:
0344 225 3560 (select option 2, then option 3)
Web: www.phe.gov.uk
Please note that this is for schools and professionals only, members of the public should contact NHS 111 or visit www.nhs.uk.
National Child Measurement Programme and Change4Life
The National Child Measurement Programme (NCMP) and Change4Life (C4L) have joined forces to develop the new 'our healthy year' initiative, which will help primary school teachers integrate healthy lifestyle learning into their lessons.
C4L has also produced a range of curriculum linked resources for reception and year six primary school teachers to use, which will help build a healthy, balanced diet and being active into the daily school routine.
There are similar resources available for school nursing teams to use with children both in and outside of school. The printed resources are delivered to primary schools via the school fruit and veg scheme and are also available on Change4Life's School Zone.
National Child Measurement Programme
A big thank you to those schools which took part in and supported this year's NCMP programme, which measures the height and weight of over one million four to five and ten to eleven year olds in primary schools across England.
The NCMP provides an excellent source of data at both a local and national level, which helps increase our understanding of the patterns and trends in underweight, healthy weight, overweight and obesity among children.
To find out more about the NCMP data for Herefordshire, please visit Public Health England's NCMP local authority profile webpage.
Change4Life's School Zone
Change4Life's School Zone is a fantastic resource for primary teachers, which provides curriculum linked materials and inspiration to help teach children about healthy eating and being active.
School Zone features exciting lesson ideas, homework tasks and whole school activities for use with key stage 1 and 2 students.
To find out more, visit Change4Life's School Zone, where you can also subscribe to new resources and updates via the 'stay in touch' button.
Don't forget that Change4Life is also a helpful resource for parents and carers to help families eat well, move more and live longer together.
School nursing service
School nurses are specialist registered public health nurses who offer public health advice to school aged children and young people. This includes evidenced based information on healthy lifestyles, relationships, smoking, sexual health, alcohol and other health related issues.
The service is confidential and accessible Monday to Friday by self-referral or referrals from other agencies, including GPs. Parents and carers are also able to access the service.
Every council maintained school has a named public health school nurse, who offer drop in sessions during school hours for secondary schools.
For further information regarding the school nursing service, please call 01432 363940.
Sexual health service
Since December 2015, all sexual and reproductive health services in Herefordshire have been provided by Herefordshire Health Partnership, which is a collaboration between Worcestershire Health and Care Trust and Taurus Healthcare.
Integrated sexual health clinic
There is an integrated sexual health clinic (iSH) at 29-30 Commercial Road in Hereford. The clinic can provide STI testing for all ages, with or without symptoms, providing contraception and emergency contraception. There's also a range of specialist sexual health services and referrals made from the clinic.
The clinic offers drop-in and booked appointments from Monday to Saturday by calling 01432 266908 or visit www.knowyourstuff.nhs.uk/herefordshire for more information and opening times.
Sex and relationship education
The partnership also offer advice on sex and relationship education (SRE) policy, good practice, age appropriate guidance for curriculum and lesson planning for primary, secondary and special schools and colleges. The resources and information can be provided to facilitate understanding about consent and appropriate sexual relationships to safeguard young people from abuse.
To access the service, please contact Heather Smith on 01432 382126 or firstname.lastname@example.org.
C-Card
The partnership is running a new C-Card condom distribution service for young people up to the age of 19, which enables them to access free condoms at distribution points across the county. Young people have a conversation with a trained worker about sexual health and healthy relationships and it they fit the scheme's criteria, they'll be issued with a C-Card.
If you're interested in getting involved in the scheme and providing improving sexual health outcomes for the young people you work with, contact Heather Smith on 01432 382126 or email@example.com.
Training courses for professionals
There's a range of training courses available for professionals who work with young people and in schools, including current issues for young people in sexual health and relationships.
To find out more, please contact Heather Smith on 01432 382126 or firstname.lastname@example.org.
National chlamydia screening programme
The partnership operates a chlamydia screening programme as part of the national initiative to reduce the high rates of chlamydia in 16 to 24 year olds. A free chlamydia testing kit can be ordered online at www.dontpassiton.co.uk. In the near future, a kit will also be available from selected distribution points across the county.
Working with vulnerable young people
There is scope for one to one / group work with young people in the county, who are identified as being vulnerable.
To discuss this further or set up a session, please contact Heather Smith on 01432 382126 or email@example.com.
Online STI testing
Young people aged over 16, with a Herefordshire postcode, can order a free STI testing kit for chlamydia, gonorrhoea, syphilis and HIV online at sh24.org.uk. The results will be sent via a discreet text message.
WISH service
The Wellbeing Information and Signposting for Herefordshire (WISH) service is provided by Herefordshire Council in partnership with Services for Independent Living (SIL).
The service provides a wide range of information and guidance, plus a comprehensive directory of services and activities to support the wellbeing of adults, children, young people and
families across Herefordshire. The information is available online, by phone
or face to face.
To find out more visit www. wisherefordshire.org and select either the children and families or adults sections.
PSHE supporting information
There is a range of different information available to help support teachers and personal, social, and health education (PSHE) lessons. This is by no means an exhaustive list, but will help provide information on different areas, including sexual health and healthy eating.
Please note that although we provide information on different local, regional and national organisations / services, they are not necessarily endorsed by the council. It is your own responsibility to ensure they are suitable for your school and students.
Sexual health and relationships
Healthy eating and physical activity
* Family Planning Association (FPA)
* Brook
* NHS Choices
* Sex Education Forum
* CWP Resources
* WISH
* Know Your Stuff
Domestic abuse
* The CRUSH Project
* The Hideout
* National Domestic Violence Helpline
* West Mercia Women's Aid
* Government - Forced marriage
Drugs and alcohol
* Alcohol and You
* Drinkaware
* Public Health England - Alcohol Learning Resources
* CWP Resources
* Healthy Schools - Wiltshire
* Change4Life - School Zone
* Food for Life / Soil Association
* Sustain
* Children's Food Trust
* The Independent School Food Plan
* British Nutrition Foundation
* BBC Schools - It's up to you!
* Government - Food teaching in primary schools
Smoking
* ASH - Action on smoking and health
Mental health and emotional wellbeing
* Young Minds
* PSHE Association
* Public Health England and Children & Young People's Mental Health Coalition - Promoting children and young people's emotional health and wellbeing
Other
* British Red Cross - PSHE
* BBC Schools - Primary ages 4 to 11
* BBC Schools - Secondary ages 11 to 16
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Photo Summary Remediation of Shallow Wells
From a Power Point presentation to the Annual Conference of the Groundwater Foundation. November 4, 2004, Washington, D.C.
Thousands of rural Americans get their drinking water from wells that look like this:
Many families are drinking out of a
sanitation nightmare.
It is common practice for families to drink the water just like it comes from the well— without disinfection, treatment, filtration, or testing.
The challenge now is to see if thousands of rural wells can be upgraded to prevent contamination.
Preservation of this water source in a sanitary fashion is important to our area.
Best estimates:
3,486 homes in Lancaster and Northumberland Counties of Virginia have water that is drawn from inadequately constructed wells.
Shallow wells are in use in many parts of the United States and in developing countries.
Because shallow wells are fed by rain and snow, this is a renewable source of water
In a country with national standards for safe drinking water, there is a huge gap in public health and safety
because private wells
are not regulated after their initial installation and many homeowners are woefully uneducated as to proper maintenance.
Shallow Well Studies in Virginia
Curran Study. In 1995, Lancaster County 44 wells sampled 13 (30 percent) were positive for E. coli bacteria
duPont Survey. In 2003, Northumberland County 90 percent of the wells (34 of 38) had detectable levels of total coliform bacteria.
16 wells (42 percent) had detectable levels of E. coli bacteria.
Nitrate was present in 31 of the 40 wells at a concentration that could cause health problems for infants.
Kingston Study. In 1994, Northumberland County. 8 wells—all wells failed total coliform screening, but none showed detectable levels of E. coli bacteria.
Watchdog Study. Included virus screening of water samples by Michigan State University. Twelve wells were sampled initially and 8 were sampled a second time. The university identified 4 wells of great concern for potential public health risk and advised alternative sources of water, boiling the well water, or installation of treatment systems.
Well head Protection
New Wells
In Virginia well drillers are required to install a protective grout (cement) down 20 feet for shallow bored wells.
Many older shallow wells have no protective sealing or grouting.
Three case studies
Well B. The owner has thrown a board over the top. Laboratory reports show no E. coli and only 81 MPN/100 ml for total coliform bacteria.
Well C.
Laboratory analyses showed total coliform bacteria count as > 2,419 MPN/100ml and E. coli 32.8 MPN/100 ml.
Possible sources of contamination include:
Any consideration of remediation for a shallow well should include a
thorough assessment
of social and environmental factors, laboratory analyses, and inspection of the well structure to determine sources of contamination and pathways and entry points into the well.
Laboratory analyses of follow-up samples are a necessity.
Common Pathways of Contamination
Sampling errors
The plumber and the Plumbing
Chlorinate anytime the source or system is opened for remodeling or repair.
When the pipeline is installed, plumbers break a hole through the cement curb often leaving a jagged opening around the pipe where dirt can pour into the well.
Inadequate disinfection.
We arrived at a well site just as the crew was chlorinating and noticed that the man was splashing most of the liquid bleach around the sides of the well. Very little got into the well water and the water level never came up to the area that had been bleached.
Homeowners in the country are very reluctant to use bleach lest their well water taste like city water.
They may only use a teacup of bleach for 20 feet of well water.
Home heating oil tanks
When a home heating oil tank leaks, the ground around the well becomes saturated with the oil. Often the only solution is to abandon the well and dig a deep well that does not draw from the surficial aquifer.
A slow leak in the oil line under a neighbor's home gradually soaked the ground and made its way into a well.
Summary
Thousands of rural citizens are currently outside the protection of our National Drinking Water Standards.
! At this point there is a great need for research to document whether commonly used methods for remediation of shallow wells are adequate to insure a safe supply of drinking water.
! Research is needed to verify the safety of drinking water in new shallow wells dug with modern specifications.
! A protocol for thorough assessment of environmental factors in addition to well construction problems is crucial.
! Focus must be placed on plumbing as a source of bacterial growth.
! Sampling techniques must be carefully scrutinized and documented.
! There is a vast need for public education in maintenance of water wells.
! Information on sanitation procedures for wells needs to be disseminated to plumbers, persons who "clean" wells, certification boards for well drillers, health department sanitarians and other water professionals as well as homeowners.
A reliable method of withdrawing water from the surficial aquifer would preserve a valuable and renewable source of water.
________________________________________________
P.O. Box 839, Burgess, Virginia 22432
804 580-2079
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Core practical 14: Determine the activation energy for the reaction between bromide ions and bromate(V) ions
Objective
* To use the Arrhenius equation to determine the activation energy of a reaction
Safety
Specification links
* Wear a lab coat and gloves, and use eye protection.
* Phenol is corrosive and toxic.
* Sulfuric acid solution is an irritant.
* Potassium bromate(V) is oxidising.
Procedure
1. Pipette 10 cm 3 of phenol solution and 10 cm 3 of bromide/bromate solution into one boiling tube.
2. Add four drops of methyl red indicator to the mixture.
3. Pipette 5 cm 3 of sulfuric acid solution into another boiling tube.
4. Use a kettle and a beaker to prepare a water bath with a temperature of 75 °C (±1 °C). Stand the two boiling tubes in the water bath.
5. When the contents of the boiling tubes have reached the water temperature, mix the contents of the two tubes by pouring rapidly from one tube into the other and then pouring the mixture back into the empty test tube. Start the stop clock at the same time.
6. Leave the boiling tube containing the reaction mixture in the water and time until the methyl red indicator disappears.
7. Copy the results table below and use the first two columns to record all your results.
8. Repeat the whole experiment at 65 °C, 55 °C, 45 °C, 35 °C, 25 °C and 15 °C. Use ice to achieve the lowest temperature.
| Temp/oC | Time/s | T/K | 1 K1 T | ln t |
|---|---|---|---|---|
Practical activities have been safety checked but not trialled by CLEAPSS.
Users may need to adapt the risk assessment information to local circumstances.
* Practical techniques 1, 2, 4, 11
* CPAC 1a, 2a, 2b, 3a, 4a, 4b
Notes on procedure
* Ensure that students are able to use the ln function on their calculators.
* Students may find it useful to discuss how to process their results.
Chemistry
Answers to questions
1. C6H5OH + 3Br2 → C6H2Br3OH + 3HBr
2. When all the phenol has reacted, the bromine continuously produced in the first reaction will then react with the methyl red indicator, bleaching its colour.
3. Depends on students' data but using the sample data the answer should be approximately 6816.
4. Ea = 56 668 to 56 676 J mol −1 approximately
Sample data
| Temp/°C | Time/s | T/K | | 1 K1 T | ln t |
|---|---|---|---|---|---|
| 15 | 440 | 288 | 0.00347 | | |
| 25 | 221 | 298 | 0.00336 | | |
| 35 | 90 | 308 | 0.00325 | | |
| 45 | 45 | 318 | 0.00314 | | |
| 55 | 20 | 328 | 0.00305 | | |
| 65 | 8 | 338 | 0.00296 | | |
| 75 | 4 | 348 | 0.00278 | | |
Gradient of the graph = 6816
Ea = gradient R = 56 676 J mol −1
Practical activities have been safety checked but not trialled by CLEAPSS.
Users may need to adapt the risk assessment information to local circumstances.
Chemistry
Core practical 14: Determine the activation energy for the reaction between bromide and bromate(V) ions
Objective
* To use the Arrhenius equation to determine the activation energy of a reaction
Safety
* Wear a lab coat and gloves, and use eye protection.
* Phenol is corrosive and toxic.
All the maths you need
* Use a calculator to work out and use exponential and logarithmic functions.
* Substitute numerical values into algebraic equations using appropriate units for physical quantities.
* Plot two variables from experimental or other data.
Equipment
* 70 cm 3 of 0.01 mol dm −3 aqueous phenol solution
* 70 cm 3 bromide/bromate solution
* 50 cm 3 of 0.5 mol dm −3 sulfuric acid
* methyl red indicator
* three 100 cm 3 beakers
* 2 boiling tubes
* 10 cm 3 pipette
* thermometer (0–110 °C)
* stop clock
* 500 cm 3 beaker
* access to a kettle
Procedure
1. Pipette 10 cm 3 of phenol solution and 10 cm 3 of bromide/bromate solution into one boiling tube.
2. Add four drops of methyl red indicator to the mixture.
3. Pipette 5 cm 3 of sulfuric acid solution into another boiling tube.
4. Use a kettle and a beaker to prepare a water bath with a temperature of 75 °C (±1 °C). Stand the two boiling tubes in the water bath.
5. When the contents of the boiling tubes have reached the water temperature, mix the contents of the two tubes by pouring rapidly from one tube into the other and then pouring the mixture back into the empty test tube. Start the stop clock at the same time.
6. Leave the boiling tube containing the reaction mixture in the water and time until the methyl red indicator disappears.
7. Copy the results table below and use the first two columns to record all your results.
8. Repeat the whole experiment at 65 °C, 55 °C, 45 °C, 35 °C, 25 °C and 15 °C. Use ice to achieve the lowest temperature.
| Temp/°C | Time/s | T/K | 1 K1 T | ln t |
|---|---|---|---|---|
Practical activities have been safety checked but not trialled by CLEAPSS.
Users may need to adapt the risk assessment information to local circumstances.
© Pearson Education Ltd 2016
This document may have been altered from the original
* Sulfuric acid solution is an irritant.
* Potassium bromate(V) is oxidising.
EDEXCEL
Chemistry
Analysis of results
1. Calculate temperatures in Kelvin, K, and fill in the third column of the table (0°C = 273 K).
2. Fill in the fourth column of the table by dividing each of the temperatures into 1.
3. Fill in the fifth column by taking natural logs of the times.
4. Plot a graph of lnt (y-axis) against 1 T ( x -axis).
Learning tips
* The Arrhenius equation is an exponential relationship between the rate constant, k, and temperature, T.
where R = gas constant = 8.314 J mol −1 K −1 (T = temperature in Kelvin) and Ea = activation energy of the reaction.
* The Arrhenius equation can also be expressed as a logarithmic relationship:
Because lnc and lnA are constants, a graph of ln t against 1 T has a gradient of a E R .
Questions
1. Write an equation for the reaction between bromine and phenol.
2. What function does the methyl red have in this experiment?
3. Measure the gradient of your graph.
.
4. Calculate the activation energy of the reaction, Ea
Practical activities have been safety checked but not trialled by CLEAPSS.
Users may need to adapt the risk assessment information to local circumstances.
© Pearson Education Ltd 2016
This document may have been altered from the original
Core practical 14: Determine the activation energy for the reaction between bromide ions and bromate(V) ions
Objective
* To use the Arrhenius equation to determine the activation energy of a reaction
Safety
* Wear a lab coat and gloves, and use eye protection.
* Solid phenol is toxic and corrosive. Avoid skin contact and wear protective gloves when preparing the solution.
* Consult CLEAPSS Hazcards ® 70, 95A, 98A. Perform a risk assessment using up-to-date information before this practical is carried out.
| 70 cm3 of 0.01 mol dm−3 aqueous phenol solution | Solid phenol is toxic and corrosive. Avoid skin contact and wear protective gloves when preparing the solution. |
|---|---|
| 70 cm3 bromide/bromate solution | 0.1 mol dm−3 w.r.t. potassium bromide solution 0.02 mol dm−3 w.r.t. potassium bromate(V) solution (equivalent to 11.90 g KBr and 3.34 g KBrO in 1 dm−3 3 of solution) KBrO is an oxidising solid. 3 |
| 50 cm3 of 0.5 mol dm−3 sulfuric acid | Irritant |
| methyl red indicator | |
| three 100 cm3 beakers | |
| 2 boiling tubes | |
| 10 cm3 pipette | |
| thermometer (0–110 °C) 1 °C | |
| stop clock | |
| 500 cm3 beaker | |
| access to a kettle | |
Notes
Practical activities have been safety checked but not trialled by CLEAPSS.
Users may need to adapt the risk assessment information to local circumstances.
© Pearson Education Ltd 2016
This document may have been altered from the original | <urn:uuid:f3e74b08-625b-45f0-8539-7cf492d1090b> | CC-MAIN-2018-47 | https://qualifications.pearson.com/content/dam/pdf/A%20Level/Chemistry/2015/teaching-and-learning-materials/A_level_Chemistry_Core_Practical_14_Activation_Energy.pdf | 2018-11-13T01:21:26Z | crawl-data/CC-MAIN-2018-47/segments/1542039741176.4/warc/CC-MAIN-20181113000225-20181113022225-00474.warc.gz | 728,022,344 | 2,140 | eng_Latn | eng_Latn | 0.979495 | eng_Latn | 0.985398 | [
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Dear Parents,
GRADE I & II
Date:31.10.2018
CHILDREN are Amazing, cherish them Believable, trust them Energetic nourish them Innocent delight in them Joyful, appreciate them Talented, believe in them Unique, affirm them
Extra special …. Celebrate with them.
Children are the world's most valuable resource and its best hope for the future.
with a view to nurture and nourish we have organised various activities and ward accordingly.
#
1
2
| DATE | DAY | GRADE | COMPETITION |
|---|---|---|---|
| 16.11.2018 | FRIDAY | GRADE I | Image Starters: Healthy and Unhealthy Food |
| 16.11.2018 | FRIDAY | GRADE II | Healthy Eating, Health Choice Collage Competition |
Theme decorative
ACTIVITIES
DIWALI FUN
Festivals promote diversity, they increase creativity, they offer to opportunities improve general psychological well – being.
| DATE | DAY | GRADE | ACTIVITIES |
|---|---|---|---|
| 05.11.2018 | Monday | GRADE I | Toran Making Activity |
| 05.11.2018 | Monday | GRADE II | Diwali Aarathi Plate |
Wellness Week
Come let's get moving for the health.
Holidays for November month:
01.01.2018:
Kannada Rajyotsava
06.11.2018 to 08.11.2018:
Diwali Holidays
21.11.2018 :
Id_Milad.
26.11.2018 :
Kanakadasa Jayanthi.
Dates to be Remembered
15.11.2018 :
Science Olympiad Exam. (GRADE I & II During Regular Class)
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STAGES II maths strategy
Introduction
The GEC places a strong emphasis on uptake of literacy and numeracy skills as a primary outcome for girls supported by projects. STAGES II is directly educating 23,000 girls in CBE classes and supporting a further 170,000 girls through government school interventions. These beneficiaries are expected to meet the target of 0.25 standard deviations over the control group (non-STAGES supported government school students) in both literacy and numeracy testing at midline and endline. Numeracy skill uptake is measured through Early Grade Mathematics Assessment (EGMA) and Secondary Grade Mathematics Assessment (SEGMA) tools designed by the STAGES evaluator, which are composed of a number of subtasks including number identification fluency (EGMA 1), quantity discrimination (EGMA 2), missing number identification (EGMA 3), addition fluency (EGMA 4), subtraction fluency (EGMA 5), word problems (EGMA 6), multiplication and division (SEGMA 1), and more complex equations including algebra (SEGMA 2).
Situational analysis
STAGES I endline report demonstrated that numeracy skills had increased since midline, although the increases were more limited than literacy achievements especially in secondary grades (for both CBE and government school girls). Girls in some provinces reported particularly struggling with maths more than with reading.
STAGES II baseline report confirms the trend that girls are struggling with maths more than with reading and writing activities, which intensifies for the more complicated maths problems. In CBE primary school grades, girls' foundational numeracy skills are higher than for literacy for the most basic subtasks, where we see the largest proportion of girls being classed as established learners in EGMA 1 and 2. However, foundational numeracy skills fall for EGMA 3, 4 and 5, particularly for the addition and subtraction subtasks, where girls are classified as emergent learners. Foundational numeracy skills fall even further for more complex numeracy subtasks, and girls are predominantly non-learners in EGMA 6 (word problems) although emergent in SEGMA 1 (more advanced multiplication and division). These results suggest that girls are struggling with numeracy, particularly more complex subtasks. Girls' lower foundational numeracy skills in word problems may be due to a larger focus in the curriculum on computing equations rather than transferring these computational skills to word problems. Furthermore, given that 29.7% of CBE girls are learning in a language of instruction different to their native language, this may impact on their ability to complete word problems. Overall, we see the same gaps in foundational numeracy skills among girls in primary government schools. Similar to foundational literacy skills, there are slightly larger proportions of girls in CBE than government schools that cross over into established and proficient bands of achievement for all subtasks. Nevertheless, as for CBE students, government school students are struggling with higher-level maths skills.
GOV
| EGMA 1 Number Identification | | EGMA 2 Quantity Discrimination | | EGMA 3 Missing Numbers | | EGMA 4 Addition | | EGMA 5 Subtraction | | EGMA 6 Word problems | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CBE | GOV | CBE | GOV | CBE | GOV | CBE | GOV | CBE | GOV | CBE | GOV | CBE |
40.44
42.28
15.44
1.84
100%
| 2.31 | 1.89 | 3.77 | 7.16 | 6.33 | 10.32 | 6.93 | 8.63 | 7.06 | 10.53 | 63.02 | 61.47 | 34.85 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 24.57 | 25.89 | 27.86 | 24.42 | 41.12 | 43.79 | 53.89 | 59.16 | 57.06 | 63.16 | 20.07 | 24.21 | 38.53 |
| 39.54 | 43.16 | 40.15 | 38.53 | 33.45 | 31.58 | 38.44 | 31.37 | 35.16 | 26.32 | 11.8 | 11.79 | 20.35 |
| 33.58 | 29.05 | 28.22 | 29.89 | 19.1 | 14.32 | 0.73 | 0.84 | 0.73 | 0 | 5.11 | 2.53 | 6.28 |
| 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% |
Although girls in primary school grades are predominantly non-learners in word problems, by grade 7 CBE girls have achieved proficient learner status (Table 25). In contrast, girls in government schools are still struggling with word problems and are predominantly emergent in this subtask. The pattern shifts for the SEGMA 2 subtask. Much like for primary grades, girls in CBE have maintained an emergent learner status for SEGMA 2; however, we see government school girls crossing into the established learner band of achievement. For SEGMA 2, both CBE and government school girls are non-learners, which may be due to algebra and more complex maths only beginning to be introduced in lowersecondary school grades.
| | CBE | | | | |
|---|---|---|---|---|---|
| Categories | EGMA 6 Word problems | SEGMA 1 Advanced multiplication, division etc. | SEGMA 2 More complex equations (incl. algebra) | EGMA 6 Word problems | SEGMA 1 Advanced multiplication, division etc. |
| Non-learner 0% | 10.71 | 8.33 | 64.29 | 2.17 | 17.39 |
| Emergent learner 1%-40% | 28.57 | 46.43 | 22.62 | 45.65 | 30.43 |
| Established learner 41%-80% | 27.38 | 23.81 | 9.52 | 36.96 | 43.48 |
| Proficient learner 81%-100% | 33.33 | 21.43 | 3.57 | 15.22 | 8.7 |
| | 100% | 100% | 100% | 100% | 100% |
In higher grades, there are more variations in achievements between CBE and government schools. CBE girls in grade 5 are struggling as non-learners with word problems and government school girls have crossed into the emergent band of achievement for this subtask; however, by grade 7, CBE girls have become proficient in word problems with no movement into upper bands of achievement for government school girls. Grade 7 government school girls are, however, more established in advanced multiplication and division. These results may indicate that different approaches to teaching maths are being used in CBE and government schools, with higher achievement in word problems but lower achievement in advanced multiplication for CBE girls perhaps an indication that CBE teachers are relying less on more structured equations. Although this may be evidence of more interactive CBE teaching, it may also indicate that CBE lower-secondary school teachers are struggling with more complex and structured maths equations. However, the overall results suggest that teachers teaching lowersecondary grades are struggling more with teacher competencies and with maths in particular.
When questioned in focus groups and interviews, 66.7% of girls noted that maths was an area they particularly struggled with. 13.3% of parents also noted that they had seen their children struggling with maths. The majority of girls described methods which their teacher used to help them with maths, but 20% of girls reported that their teachers did not do enough to help them. These cases were concentrated among government intervention communities. Numeracy outcomes are strongly linked with all six teaching competency standards, indicating that teaching ability is a strong predictor for students' uptake of numeracy skills.
Province-wise, the lowest numeracy scores in grade 1 can be found in Badakhshan, particularly in the most remote districts. This also holds for literacy skills. Given that teacher competencies are also the lowest in the most remote districts of Badakhshan, we can hypothesise that girls' low numeracy skills in Badakhshan can be linked to low teacher competencies which can be linked to the lower supporting resources available to teachers and students in these deprived communities, as well as partner staff's difficulties in reaching those communities on a regular basis to provide tailored mentoring support to teachers (even remotely, as border communities often have no phone or internet connectivity at all). In grade 4 and 5 the lowest scores are in Ghor and Badakhshan for both literacy and numeracy. However, due to issues with data in Ghor results for Ghor may not be reliable. At grade 7, lowest numeracy scores are in Kabul and Faryab.
Highest numeracy scores for grade 1 are in Ghazni, Paktiya and Parwan, although small sample sizes in Ghazni and Paktiya make it difficult to draw conclusions for the lower grades. However, high scores for Ghazni, Paktiya and Parwan persist into grade 4 and 5, in addition to Khost. In grade 7, numeracy scores are substantially higher in Khost than in other provinces.
| | n (mean) | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| | Province | | Gr 1 | | Gr 2 | | Gr 4 | | Gr 5 | Gr 7 |
| Badakhshan | | 78 (19.7) | | 12 (56.1) | | 72 (30.9) | | 51 (17.6) | | |
| Baghlan | | 76 (32.5) | | --- | | 53 (45.5) | | 34 (47.6) | | |
| Bamyan | | 49 (35.7) | | 12 (38.7) | | 42 (51.3) | | 56 (56.6) | | |
| Fayrab | | 87 (26.2) | | --- | | 23 (28) | | 10 (47.8) | | |
| Ghazni | | 4 (43.3) | | --- | | 2 (49.5) | | 31 (63.5) | | |
| Ghor | | 28 (29.3) | | --- | | 11 (16.1) | | 18 (42.6) | | |
| Hirat | | 16 (35.8) | | --- | | 14 (38.9) | | 3 (51.8) | | |
| Kabul | | 55 (30.9) | | --- | | 48 (31) | | 15 (38.8) | | |
| Kandahar | | 84 (29.4) | | --- | | 4 (44) | | 3 (56.1) | | |
| Kapisa | | 12 (35.4) | | --- | | 6 (44.9) | | 33 (36.4) | | |
| Khost | | 19 (38) | | --- | | 12 (59.6) | | 86 (67.8) | | |
| Paktia | | 4 (39.6) | | --- | | 14 (43.8) | | 27 (45.3) | | |
| Parwan (CARE) | | 3 (47.5) | | --- | | 3 (63.2) | | 27 (67.1) | | |
| Parwan (AKF) | | 24 (37.5) | | --- | | 12 (57.6) | | 24 (58) | | |
| Overall n (mean) | | 539 (29.9) | | 24 (47.4) | | 316 (39.2) | | 418 (55.2) | | |
Given that CARE is the implementer in all the highest scoring provinces (which are relatively contextually diverse), we can theorise that CARE staff may be the most successful in providing training and ongoing professional support relating to maths to teachers. This would be particularly logical for grade 7, since CARE has been implemented lower secondary CBE in Khost for several years and so teacher trainers and project-supported teachers have likely both received training on lower secondary grade maths for a longer period of time. An analysis of CBE teacher types and qualification levels in these provinces also shows that in contrast to other provinces which have a high number of teachers with below grade 12 qualifications, only 16 teachers in these four provinces have qualifications below grade 12, with the vast majority of teachers having at least grade 12 education or higher (university or TTC graduates). Therefore, students' higher numeracy scores may also be linked to their teachers' higher qualifications.
| Province | Sum of Female # <Grade 12 | |
|---|---|---|
| Badakhshan | 1 | 16 |
| Baghlan | 0 | |
| Bamyn | 22 | |
| Faryab | 0 | |
| Ghazni | 1 | |
| Ghor | 7 | |
| Herat | 3 | |
| Kabul | 10 | |
| Kandahar | 9 | |
| Kapisa | 0 | |
| Khost | 2 | |
| Paktya | 3 | |
| Parwan | 2 | |
| OVERALL TOTAL | 60 | |
Khost, Paktiya and Parwan provinces are also categorised by the low proportions of female teachers as compared to other provinces.
By sub-group, the only significant link with lower numeracy skills is not being able to speak the language of instruction. This may partially explain the low numeracy scores in remote regions of Badakhshan, where girls speak minority languages like Shughni and Wakhi for which no learning materials exist and classes are taught in Dari. By barriers, girls' numeracy scores are lower if they are poor, if they don't feel safe at school and if their teacher doesn't make them feel welcome. The same patterns hold for literacy scores.
Girls' only classes and time spent reading are significant enablers of both literacy and numeracy skill uptake. Peer mentoring as an enabler of numeracy skill uptake only. Qualitative data suggests that teacher-organised, structured peer mentoring is used much more frequently in government school classes than in CBE classes, likely due to the much larger class sizes in government schools.
Conclusions
There are a number of factors which may have an impact on the uptake of numeracy skills. Some of these are already addressed through planned project activities, some require more information and some can be further addressed through tailoring activities.
Assessment of maths knowledge level
In order to tailor TPD materials and approaches to improve teachers' ability to teach maths, STAGES suggests the following methodology.
1. Selection of a sample of EGMA papers from the baseline evaluation of varying levels and containing students' correct answers and incorrect answers.
2. Random sampling of CBE and government school teachers across project areas, and containing a balance of female and male teachers and varying qualification levels.
3. Teachers will be asked to mark the EGMA papers including identifying incorrect answers and providing corrections.
4. The marked papers will be sent back to the PMU to be assessed and an analysis produced. The resulting analysis will give the project greater understanding as to (1) teachers' knowledge of maths subject content and (2) teachers' ability to assess students' maths skills.
The above methodology is recommended as an alternative to asking teachers to complete the EGMA tests themselves as it will (a) avoid demoralising teachers by asking them to complete the same testing as the students and (b) provide an additional layer in understanding teachers' ability to teach maths, rather than simply complete maths problems themselves.
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Starters
2018 update
At a glance – what's new?
Movers
| Paper | Part | What’s been updated? |
|---|---|---|
| Listening | Part 1 | Instead of placing objects on the picture, children will need to match names to people. This is now the same task as Movers and Flyers Part 1. |
| Reading and Writing | Part 1 | Now has both plural and singular nouns. |
| Reading and Writing | Part 4 | This is now a semi-factual text instead of a riddle. |
| Speaking | Part 1 | The test is now made up of four tasks. This new part combines the content from the old Part 1 and 2. |
| Speaking | Part 1 | The examiner will now ask the child their name. |
| Speaking | Part 1 | An additional question has been added. Children now need to talk about the picture, rather than point (for example ‘Tell me about...’). |
| Wordlist | | 466 w 497 |
| Paper | Part |
|---|---|
| Listening | Part 3 |
| Listening | Part 5 |
| Reading and Writing | All parts |
| Reading and Writing | Part 1 |
| Reading and Writing | Part 3 (old Part 4) |
| Reading and Writing | Part 5 |
| Reading and Writing | Part 6 |
| Speaking | Part 1 |
| Speaking | Part 2 |
| Wordlist | |
For further information about the exam changes visit:
Flyers
| Paper | Part | What’s been updated? |
|---|---|---|
| Listening | Part 5 | Children will no longer be asked to draw as part of this question, they will now write a word. |
| Reading and Writing | All parts | Across all seven parts, there are now 44 questions instead of 50, and some tasks have changed position. |
| Reading and Writing | Part 3 (old Part 4) | The word options children are asked to select from are now placed before the text. |
| Reading and Writing | Part 7 | This is a new writing task, replacing the old Part 2 task. |
| Speaking | Part 1 | The examiner will now ask the child their name, age and family name. |
| Speaking | Part 3 | The story now has a title and the characters have been given names to provide appropriate context and support. |
| Wordlist | | 471 w 513 |
www.cambridgeenglish.org/younglearners | <urn:uuid:d26eed04-25a5-4aae-94b0-465eb24da495> | CC-MAIN-2018-47 | http://worldoffun.cambridge.es/storage/app/media/ALL%20TESTs%20ITEMS/UPDATE%20YLE%20WEB%20SV.pdf | 2018-11-13T00:18:19Z | crawl-data/CC-MAIN-2018-47/segments/1542039741176.4/warc/CC-MAIN-20181113000225-20181113022225-00477.warc.gz | 372,042,214 | 561 | eng_Latn | eng_Latn | 0.986363 | eng_Latn | 0.986363 | [
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For Successful Bluebirding
Top Ten Tips
Written By: Keith Radel
Commitment
Commit to opening and checking the contents of your nest boxes AT LEAST once a week during nesting season. Keep written records of what you find. Weekly checking identifies problems and determines the success or failure of each location to attract and fledge bluebirds.
DO NOT INSTALL NEST BOXES IF YOU CANNOT MAKE THIS COMMITMENT
Habitat
Select habitat in an open area, at least 300 feet from brush. Place the nest box in short or mowed grass with nearby perching sites: overhead wires, pasture fencing, or a standing dead tree. Bluebirds prefer high ground rather than wetland areas.
The Right Nest Boxes
Select a durable, waterproof nest box. The ideal size for a round entrance hole is 1-9/16 inch. The box must be easy to open for regular checking and cleaning. The Bluebird Recovery Program of Minnesota (BBRP), recommended boxes include the Gilbertson PVC, Gilwood, and the Peterson. All boxes should be installed with proper mounting.
Proper Mounting
First, have the site checked for underground utilities. In Minnesota call Gopher State One Call (1-800-252-1166). BBRP recommends mounting nest boxes on 1/2″ metal electrical conduit over 1/2″ rebar. The entrance hole should be 5 to 6 feet above the ground facing a tree, not a road or highway. To eliminate climbing predators, never mount on trees, fences, wooden posts or steel fence posts without baffles.
Spacing
Space nest boxes at least 1000 feet apart. Overloading an area with nest boxes may result in increased populations of competitive birds such as house wrens and tree swallows. This can cause problems in future years.
Welcome Chickadees and Tree Swallows
Allow nest boxes to be used by native cavity nesters, such as black-capped chickadees and tree swallows. If tree swallows are competing with bluebirds, try pairing two nest boxes 10-15 feet apart, with at least 1000 feet to the next pair.
Dealing with House Sparrows and House Wrens
The PVC nest box is the most sparrow resistant.
The nests and eggs of house sparrows must be removed. House sparrows are not native to this country and are an enemy of the bluebirds. If you cannot deal with house sparrows, do not install bluebird boxes. Avoid placing boxes where house sparrows are abundant — near livestock farms, or within cities.
To avoid possible retaliation, do not remove the sparrow nest if bluebirds are nesting in the paired nest box until bluebirds have fledged. House wrens have become a problem for all cavity nesting birds. These sweet-singing little birds poke holes in other birds' eggs, carry out nestlings and take over nest boxes by filling them with sticks. Avoid brushy areas where house wrens are likely to reside.
DO NOT PLACE BLUEBIRD NEST BOXES IN HOUSE WREN HABITAT
Nest Checks
Open the nest boxes weekly to check contents until the nestlings are 12 days old. Check after a heavy rain for wet nests, which should be replaced with dry grass. Keep blowfly larvae out of the box. Remove a dead nestling immediately. Remove old nests after young have fledged, and before the second nesting begins. After the nesting season & migration, if house sparrows are in the area, leave the door of wooden boxes open and close the entrance hole of the PVC boxes. This practice also eliminates mice from inhabiting the boxes during the winter months. In the spring, open PVC holes and close doors on wooden boxes mid to late march in Minnesota.
Keep Bluebirds Safe
Volunteer to help move, remove or remount boxes that are poorly placed and/or improperly mounted. This may be as important as installing new boxes to help the bluebird population. Boxes mounted on trees, wooden or steel fence posts without baffles provide easy access for raccoons and cats. Boxes in trees, in wetlands areas and by livestock farms produce mostly competitors of bluebirds such as house wrens, tree swallows and house sparrows.
Report Your Results
Send in your nesting season's results to a bluebird organization that publishes the yearend results. Share your experiences and encourage others to follow these Top Ten Tips so bluebirds will be here for future generations. Become a member and support BBRP in Minnesota or your local bluebird organization. | <urn:uuid:cc927a99-5ca3-4143-94e1-57152caf5a8d> | CC-MAIN-2018-47 | http://bbrp.org/wp-content/uploads/2018/11/Top-Ten-Tips-For-Successful-Bluebirding-website-1.pdf | 2018-11-13T01:29:28Z | crawl-data/CC-MAIN-2018-47/segments/1542039741176.4/warc/CC-MAIN-20181113000225-20181113022225-00481.warc.gz | 39,842,423 | 927 | eng_Latn | eng_Latn | 0.99785 | eng_Latn | 0.998245 | [
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"The silence of a falling star" by Erkki Veltheim (2015) : performance notes
"The silence of a falling star" for violin, flute, electric guitar, cello, high bell, didgeridoo and shortwave radio was commissioned by Tura New Music for the 2015 Reflections Tour. The title is taken from Hank Williams' song "I'm so lonesome I could cry".
Duration: 12'05"
Each performer needs a stopwatch.
The nominal speed is = 60 bpm. All rhythmic durations are indexed to this speed. q
The general dynamic and atmosphere throughout is soft and gentle.
The live instruments, electronics and radio should all be balanced evenly.
The electric guitar employs 'drop D' tuning and sounds 8ve below notated pitch.
The high bell is pitched at C8. If a bell can't be found, this part can be played on a crotale or a glockenspiel bar pitched at C8.
The didgeridoo is pitched at C2.
The violin, flute, guitar and cello employ the following notation:
The timecode determines the start and end points for the use of each cell. The given pitches can be used to build phrases containing between one pitch and the total number of pitches in each cell. Any pitch can be played as a harmonic (sounding at the notated pitch). The durations following the pitches give the range of note durations to be used for these phrases. The durations in seconds following the fermata symbol give the range of the durations of silences between each phrase. Each phrase can be repeated once. Try to find as many variations in successive phrases as possible within these parameters.
The high bell and didgeridoo employ the following notation:
00:05
The timecode determines the start of each phrase. The didgeridoo may freely employ upper partial colourations within these rhythms.
The shortwave radio employs the following notation:
/
The radio is to be switched on and the scanning dial turned slowly at each given timepoint separated by a barline. Search for country music. If you don't find a country music broadcast, keep scanning the frequencies until the next timepoint (following the dash) and switch the radio off. If you do find a country music broadcast, stop scanning and leave the radio on at this frequency until the next bar. Repeat this process for each bar. | <urn:uuid:59a5b4ba-66d2-4bbe-9ae3-4f455f7ea74e> | CC-MAIN-2018-47 | http://erkkiveltheim.com/ev/w/the_silence/the_silence_notes.pdf | 2018-11-13T00:03:57Z | crawl-data/CC-MAIN-2018-47/segments/1542039741176.4/warc/CC-MAIN-20181113000225-20181113022225-00480.warc.gz | 108,884,393 | 504 | eng_Latn | eng_Latn | 0.998133 | eng_Latn | 0.998133 | [
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Deadly Double-Mindedness
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
Saint Tatiana of Rome and Saint Peter the Apostle are two saints who suffered because of the double-mindedness, or indecision, of powerful people.
Tatiana lived in the early third century, and belonged to an eminent Christian family. Well-educated in the faith, she was a deaconess, and could speak about Jesus Christ with conviction and effectiveness.
The Emperor of Rome at the time, Alexander, was the son of a Christian mother, but he himself could not make up his mind about the faith. He kept statues of Christ and Apollo, and of Abraham and Orpheus, in his palace—an obvious sign of his double-mindedness. His advisors apparently became impatient with his hesitation, and on their own began to persecute the troublesome Christians in the empire. Tatiana was a victim of these persecutions, though she had many miraculous recoveries from torture before being beheaded, resolutely praying up to the moment of death for her persecutors. Perhaps if Alexander had been as decisive about the faith as Tatiana was, she would not have had to die at those persecutors' hands.
The Holy Apostle Peter was also the victim of a double-minded ruler. This was Herod Agrippa, who, as we read in Acts 12: 1, laid violent hands on some members of the Church. He went on to kill James, one of the sons of Zebedee. And then "...when he saw that it pleased the Jews, he proceeded to arrest Peter also." Peter had committed no crime; it was only that Herod didn't take seriously enough his responsibility to be a just ruler. He allowed a competing desire to please the Jews to overwhelm him, and so the innocent Peter found himself imprisoned in chains.
The Book of Acts goes on to relate the coming of an angel who awakens Peter as he sleeps in his cell late at night. The angel commands him to get up quickly, get dressed, and put on his sandals. As he does so, the chains fall from his hands. He follows the angel past two guards to the prison's iron gate, which opens by itself and lets them pass freely out to the city. In gratitude for this saving miracle, the Church designates a day to venerate Peter's chains as a tangible sign of God's care.
Peter, of course, had his own moments of double-mindedness. His faith faltered when Christ enabled him to walk on water, and as a result he began to sink. Challenged at a moment of danger on the night Jesus was arrested, he denied even knowing the Lord he had been with for years.
The Epistle of James reminds us that we can ask God for wisdom and He will give it to us "generously and without reproaching..." But we need to ask in faith, with no doubting. The person who asks "must not suppose that a double-minded man, unstable in all his ways, will receive anything from the Lord" (James 1:8). | <urn:uuid:f13d7064-170c-41d2-ad84-48b637110c74> | CC-MAIN-2018-47 | http://dce.oca.org/assets/files/inserts/deadly-double-mindedness.pdf | 2018-11-13T00:38:53Z | crawl-data/CC-MAIN-2018-47/segments/1542039741176.4/warc/CC-MAIN-20181113000225-20181113022225-00480.warc.gz | 83,771,364 | 651 | eng_Latn | eng_Latn | 0.998708 | eng_Latn | 0.998708 | [
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FSANL Safety Moment Insects
We all look forward to the warmer temperatures and being able to work in the woods without all the snow we have during our winter operations. It is much easier to get around and a lot more comfortable to work in.
One issue we face in the summertime of course is insects. All kinds of insects, they are everywhere. Some like the butterfly are nice to observe fluttering around pollinating flowers, while others like the wasp are also pollinating but become very aggressive if disturbed.
Protecting ourselves against insect bites and stings is very important as not only do they itch and are painful, but we can also contract diseases from them.
Mosquito bites are itchy and have raised bumps at the location of the bite. Mosquitos can carry the West Nile virus, malaria and other illnesses that can be harmful to humans. Once bitten you can use a product called After Bite which relieves the itch, or you can also use hand sanitizer on the site which does the same thing. To prevent the bite in the first place cover exposed skin with the appropriate clothing applicable to the work you are doing. Use insect repellant that wards off mosquitos. There are many different things from citronella to insect spray. Studies show that the best working agent for repelling insects are repellants with a chemical called Deet. Find the repellant that works best for you. Avoid leaving windows and doors open to prevent insects from getting into your vehicle or building.
Ticks are very abundant in our province. They are of major concern as they can carry Lyme disease. This disease can cause many different adverse health effects if you are bitten and not treated. Ticks are found on long grass, leave piles, branches, etc. The tick will grab onto the clothing or fur of a warm body and crawl to the skin surface and embed itself into the skin.
If you find the tick partially embedded into your skin you can use a tick removal tool or a pair of tweezers and gently remove it without crushing or breaking off a part of the tick in your skin. If the tick is completely embedded into your skin, you will see a bullseye rash on the surface of the skin. Cover the area with Vaseline and the tick will crawl back out onto the surface of the skin. Take the tick in a container and go the hospital and get checked for Lyme disease. To prevent tick bites, wear light colored clothing, tuck your pants into your socks and check your clothing when you go back inside.
Wasps & Hornets are a cause for concern as the sting is very painful and you are usually dealing with multiple insects when a nest has been disturbed. You will find wasp nests under tree branches and hornets will sometimes burrow and build a nest in the ground. Once the nest is disturbed the insects become very aggressive and will attack and sting whatever is in the immediate area.
Wasps and hornets will sting multiple times and inject small amounts of toxins with each sting. Besides the pain caused by the stings those who suffer from anaphylaxis will require an auto injector and must be taken to the hospital immediately. The auto injector will keep the airway open for 10-15 minutes. If first aid is not administered immediately this person will die. | <urn:uuid:5858c36f-c8af-488c-91d3-b5bc22738afe> | CC-MAIN-2023-40 | https://nlforestsafety.ca/wp-content/uploads/2020/07/Insect-Tool-Box-Talk.pdf | 2023-09-26T22:58:05+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00510.warc.gz | 458,556,093 | 665 | eng_Latn | eng_Latn | 0.999433 | eng_Latn | 0.999433 | [
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Matching Game
Always hungry
Always thirsty
A Community Nutrition Education Program of the LSU AgCenter for Grades 5 - 8
Lose weight without trying
Feel tired and sleepy
Go to bathroom often
Feet tingle and feel numb
Have family members with diabetes
Have trouble seeing
Have dry, itchy skin
Smart Choices Youth Lesson 10 Fact Sheet 2
Author:
Beth Reames, PhD, LDN, RD, Specialist (Nutrition)
Visit our Web site: www.lsuagcenter.com
Louisiana State University Agricultural Center, William B. Richardson, Chancellor Louisiana Agricultural Experiment Station, David Boethel, Vice Chancellor and Director Louisiana Cooperative Extension Service, Paul D. Coreil, Vice Chancellor and Director Pub. 3041 (20M) 1/08
Issued in furtherance of Cooperative Extension work, Acts of Congress of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. The Louisiana Cooperative Extension Service provides equal opportunities in programs and employment. This institution is an equal opportunity provider.
This material was funded by USDA's Food Stamp program. The Food Stamp program provides nutrition assistance to people with low income. It can help you buy nutritious foods for a
better diet. To fi nd out more, contact your local Extension offi ce or visit www.lsuagcenter.com | <urn:uuid:f68ddda9-6089-4274-8a76-707dd5d75d5c> | CC-MAIN-2023-40 | https://www.lsuagcenter.com/~/media/system/e/c/8/8/ec8847907924599d5942861f9f205c35/pub3041matchinggame.pdf | 2023-09-26T22:59:44+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00512.warc.gz | 941,481,357 | 284 | eng_Latn | eng_Latn | 0.95626 | eng_Latn | 0.959881 | [
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FOR IMMEDIATE RELEASE
October 31, 2014 14-047
DEPARTMENT OF HEALTH ADVISES PUBLIC TO STAY OUT OF WATER AT KAHALUU LAGOON
HONOLULU – The Hawaii State Department of Health (DOH) is advising the public to stay out of the water at Kahaluu Lagoon and the channel leading to Kaneohe Bay in Windward Oahu. Recent water samples taken in the area show abnormally high readings of bacteria indicating contamination from sewage at multiple monitoring sites. Caution signs are posted around the affected area advising people to avoid swimming or entering the water. DOH will conduct additional investigations and studies to find the source(s) of the unusually high test results and determine further follow up activities.
"One likely source of the high bacteria readings from the water at Kahaluu Lagoon may be the large concentration of residential cesspools in this area that discharge untreated human waste into the groundwater," said Gary Gill, deputy director of environmental health. "This untreated sewage contains pathogens that can spread disease, as well as nutrients that can degrade water quality and harm coral reefs. With this potential source of contamination, the department will conduct further studies to determine the extent of the problem and what can be done to protect people and the environment."
The DOH Clean Water Branch began testing of Kahaluu Lagoon for harmful bacteria in response to a report from the Kahaluu Neighborhood Board (KNB) that canoe paddlers, boaters and fishermen were developing infections and illnesses after entering the recreational waters of the lagoon and stream. "We heard the reports of open sores and skin rashes from the community and relayed them to the DOH," said KNB Chair Flora Obayashi. "We appreciate the investigative work that the DOH is doing to trace the source of the high levels of bacteria and move to solve this problem of infections and illness threatening the health of our community."
High levels of both enterococcus and clostridium bacteria in water may indicate the presence of sewage. Sewage contains pathogens (bacteria, protozoa, and viruses) that may cause gastroenteritis, hepatitis A, conjunctivitis, leptospirosis, salmonellosis, and cholera. The DOH Clean Water Branch's Monitoring Section routinely tests for enterococcus and clostridium as part of its regular monitoring schedule. More information on the area of concern and scientific basis for the warning is available at
https://drive.google.com/folderview?id=0B6e8OCVJ6sZEdmVTSG9WbzRkM0k&usp=sharing
DOH reminds individuals to take precautions and avoid entering recreational waters with open cuts, wounds, or abrasions. Individuals with open wounds or weakened immune systems are at increased risk for infection. Keep cuts or open wounds clean and covered with bandages to help shield against bacteria entering through the skin and causing infection. Whether you have wounds or not, be sure to clean exposed areas with soap and water after swimming. Monitor cuts or open wounds and let your doctor or other healthcare provider know of any increasing warmth, redness, swelling, and pain.
Other good hygiene practices that help decrease the risk of getting skin infections include:
- Keeping your hands clean by washing thoroughly with soap and water or using an alcohol-based hand sanitizer
- Avoiding contact with other people's wounds or bandages
- Avoiding sharing personal items such as towels or razors
###
MEDIA CONTACT:
Watson Okubo Monitoring Section Supervisor Clean Water Branch (808) 586-4323 firstname.lastname@example.org
Janice Okubo Communications Office (808) 586-4445 | <urn:uuid:11d6b3bb-4074-4188-aa32-70bf52b21e96> | CC-MAIN-2023-40 | https://health.hawaii.gov/news/files/2013/05/DEPARTMENT-OF-HEALTH-ADVISES-PUBLIC-TO-STAY-OUT-OF-WATER-AT-KAHALUU-LAGOON.pdf | 2023-09-26T22:31:42+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00512.warc.gz | 319,471,024 | 763 | eng_Latn | eng_Latn | 0.99193 | eng_Latn | 0.994747 | [
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Discovery
Portuguese navigator João da Nova discovers the island of Saint Helena - May 21, 1502
Brindha V ☼
☼Correspondence to: E-mail: firstname.lastname@example.org
Publication History
Received: 17 March 2013
Accepted: 05 April 2013
Published: 1 May 2013
Citation
Brindha V. Portuguese navigator João da Nova discovers the island of Saint Helena - May 21, 1502. Discovery, 2013, 4(11), 27-28
Publication License
© The Author(s) 2013. Open Access. This article is licensed under a Creative Commons Attribution License 4.0 (CC BY 4.0).
General Note
Article is recommended to print as color digital version in recycled paper.
1. INTRODUCTION
St. Helena is well known as Napoleon's second and final island exile, but the rich and fascinating history of the island goes back to its discovery in 1502 by the Portuguese navigator, Joao da Nova. He named the unknown and uninhabited island in honor of Saint Helena, the mother of the Roman Emperor Constantine, since it was on her feast day that the island had been discovered. On May 5, 1659, the island was permanently settled by the English East India Company. Prior to the opening of the Suez Canal in 1869, St. Helena was an important stop for water and refit for ships sailing in the South Atlantic. Ascension is primarily a site for British and American military, satellite tracking, and communication activities. It is the only island of the three (St. Helena, Ascension, and Tristan da Cunha) with an airport and regularly receives military planes from England, the United States, the Falkland Islands, and Recife, Brazil. Ascension's first residents were British soldiers posted there during the exile of Napoleon to St. Helena. Today, several hundred "Saints" live and work on Ascension with expatriates. St Helena was much less frequently visited by Asia-bound ships, the northern trade winds taking ships towards the South American continent rather than the island.
2. ST. HELENA
St Helena Island is Queensland's most historic island. This beautiful National Park is located four kilometers from the mouth of the Brisbane River and for more than 60 years was home to hundreds of society's outcasts, for here stood colonial Queensland's foremost maximum security prison for men. The Island is rich in history and has a fascinating and colorful past. The island has two museums. Longwood House, Napoleon's home during the last years of his life has exhibits which make it the best Napoleonic museum in the world. The islands own excellent museum is managed by the Heritage Society. This museum is situated in Jamestown. It is the island's only town and retains many of the Georgian buildings built in the heyday of sailing ships. This museum overlooks the harbour where the East India Company's ships anchored to rest their crews and take on fresh provisions. St Helena was a welcome port of call after many months at sea on the return voyage from India. There are two National Parks. One helps protect some of the rare flora on the central ridges. Several of these species can only be found on St Helena. The second, at Sandy Bay on the southern coast, protects
further rare native species and the spectacular geological structures which are a legacy of St Helena's volcanic origins.
www.discoveryjournals.orgOPEN ACCESS
EDITORIAL
3. HISTORICAL BACKGROUND
In 1657, the English East India Company was granted a charter to govern Saint Helena by Oliver Cromwell, and the following year the Company decided to fortify the island and colonize it with planters. The first governor, Captain John Dutton, arrived in 1659, and it is from this date that Saint Helena claims to be Britain's second oldest colony (after Bermuda). A fort was completed and a number of houses were built. A new parish church was erected in Jamestown in 1774. Captain James Cook visited the island in 1775 on the final leg of his second circumnavigation of the world. In 1815 the British government selected Saint Helena as the place of detention of Napoleon Bonaparte. He was brought to the island in October 1815 and lodged at Longwood, where he died on 5 May 1821. During this period, Saint Helena remained in the East India Company's possession, but the British government met additional costs arising from guarding Napoleon. The island was strongly garrisoned with British troops, and naval shipping circled the island. The latter half of the 19th century saw the advent of steam ships not reliant on trade winds, as well as the diversion of Far East trade away from the traditional South Atlantic shipping lanes to a route via the Red Sea (which, prior to the building of the Suez Canal involved a short overland section). These factors contributed to a decline in the number of ships calling at the island from 1,100 in 1855 to only 288 in 1889. From 1958, the Union Castle shipping line gradually reduced its service calls to the island. Curnow Shipping, based in Avon mouth, replaced the Union-Castle Line mail ship service in 1977, using the RMS (Royal Mail Ship) Saint Helena.
The British Nationality Act 1981 reclassified Saint Helena and the other Crown colonies as British Dependent Territories. The islanders lost their status as "Citizens of the United Kingdom and Colonies" and were stripped of their right of abode in Britain. For the next 20 years, many could find only low-paid work with the island government, and the only available overseas employment was on the Falkland Islands and Ascension Island. The Development and Economic Planning Department, which still operates, was formed in 1988 to contribute to raising the living standards of the people of St Helena. In 1989, Prince Andrew launched the replacement RMS Saint Helena to serve the island; the vessel was specially built for the Cardiff–Cape Town route and features a mixed cargo/passenger layout. The Saint Helena Constitution took effect in 1989 and provided that the island would be governed by a Governor and Commander-inChief, and an elected Executive and Legislative Council. In 2002, the British Overseas Territories Act restored full passports to the islanders, and renamed the Dependent Territories (including Saint Helena) the British Overseas Territories.
4. WEATHER
Saint Helena has a (sub) tropical climate with no great extremes regarding temperature. The north coast has a very low annual rainfall, just over 100 mm in Jamestown for example, but this coast is sheltered from the southeast trade winds which bring much more rainfall along the southern coastline and also at higher altitudes more inland, roughly between 750 and 1,000 mm a year. Temperatures vary from around 16 to 19 °C from July to November (14 °C to 16 °C at night) and 22 °C or 25 °C from January to April (18 °C or 219 °C at night). Rainfall is pretty constant throughout the year with around 15-21 rainy days a month. The highest precipitation is in July and August, while May/June and November are driest. In this damned island most of the year we cannot see sun and moon, always rain or fog.
www.discoveryjournals.orgOPEN ACCESS | <urn:uuid:10971df0-392f-49f3-b70f-682c441bd0ac> | CC-MAIN-2023-40 | http://discoveryjournals.org/discovery/current_issue/v4/n11/A1.pdf? | 2023-09-26T21:41:41+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00514.warc.gz | 11,183,905 | 1,547 | eng_Latn | eng_Latn | 0.997024 | eng_Latn | 0.997524 | [
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Board Chair
Tracey Davis
Board Treasurer
Robert Dinerstein
Board Members Don A. Smith Jane M. Brown Tara S. Emory Tonia M. Dansby R. Daniel Okonkwo Nike O. Opadiran Kim Y. Jones
Executive Director Kim Y. Jones
V: (202) 678-8060
F: (202) 678-8062
TF: (888) 327-8060
W: www.aje-dc.org
E: firstname.lastname@example.org
1012 Pennsylvania Ave SE Washington, DC 20003
3912 Georgia Ave NW Washington, DC 20011 Tues & Thurs (9am – 3pm)
Fact Sheet: Signs & Symptoms of Juvenile Diabetes
Diabetes is one of the most common chronic diseases affecting children. Type 1 diabetes is commonly known as juvenile diabetes because it typically strikes during childhood or adolescence. Individuals with type 1 diabetes will always need to take insulin, either through injections or through an insulin pump. The rate at which young people are diagnosed with type 1 diabetes is much higher than diagnosis of type 2 diabetes, known as "adult onset diabetes." During 2008–2009, an estimated 18,436 people younger than 20 years of age in the United States were newly diagnosed with Type 1 diabetes annually, and 5,089 people younger than 20 years were newly diagnosed with Type 2 diabetes annually. i
The signs and symptoms of Type 1 diabetes in children usually develop quickly, over a period of weeks. Parents should be aware of the following signs and symptoms identified by The American Diabetes Association:
- Increased thirst and frequent urination: As excess sugar builds up in a child's bloodstream, fluid is pulled from the tissues. This may leave the child thirsty. As a result, the child may drink and urinate more than usual.
- Extreme hunger: Without enough insulin children muscles and organs become energy-depleted. This triggers intense hunger.
- Weight loss. Despite eating more than usual to relieve hunger, children may lose weight sometimes rapidly. Without the energy sugar supplies, muscle tissues and fat stores simply shrink.
- Fatigue: When a child's cells are deprived of sugar, he or she may become tired and lethargic.
- Irritability or unusual behavior. Children with undiagnosed Type 1 diabetes may suddenly seem moody or irritable.
- Blurred vision: Fluid may be pulled from the lenses of a child's eyes. This may affect your child's ability to focus clearly.
If you notice any of the signs or symptoms of Type 1 diabetes in your child, you should contact your child's medical provider. Untreated diabetes can have serious, lifelong consequences for a child. Short-term risks are hyperglycemia (high blood sugar), hypoglycemia, (low blood sugar), diabetic ketoacidosis (increased ketones in the urine) and coma. Long-term risks are primarily vascular and nerve damage, resulting in blindness, kidney failure, amputations and increased risk of heart attack or stroke. Since children don't necessarily understand the long-term consequences, it is the responsibility of the parents and other caregivers to make sure children get a proper diagnosis and treatment. | <urn:uuid:577be30e-d76c-4145-bd2b-d90f5437d382> | CC-MAIN-2023-40 | https://aje-dc.org/wp-content/uploads/2011/12/Juvenile-Diabetes-Fact-Sheet1.pdf | 2023-09-26T21:19:06+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00521.warc.gz | 102,544,443 | 667 | eng_Latn | eng_Latn | 0.995097 | eng_Latn | 0.995097 | [
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Explaining Career Paths to Children
1) Break down your profession into simple language and examples. What is a lawyer? Someone who helps people fight using words so they don’t hit each other. What is an accountant? Someone who helps people count their money.
2) Demonstrate that your profession isn’t only about money. Describe some of the ways you use your skills outside of a commercial setting to help people. Tell them stories about how your profession helps people. If you are in marketing, talk about the Ad Council. If you are an architect, talk about how architects build schools and hospitals.
3) Tell your story. How were you inspired to join your profession? What keeps you inspired? Tell vivid stories that help them relate to your path.
4) What did you want to be when you grew up? Odds are you aren’t doing exactly what you envisioned, but are you doing work that is aligned with the values and aspirations you had as kid? Can you tie in some of your favorite subjects as a child to your career now? | <urn:uuid:3aa7d31f-5bef-41b5-8fe0-27797a9e3c6e> | CC-MAIN-2023-40 | http://popnet.instituteforlearninginnovation.org/wp-content/uploads/Explaining-Career-Paths-to-Children.pdf | 2023-09-26T22:17:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00519.warc.gz | 32,526,517 | 211 | eng_Latn | eng_Latn | 0.998926 | eng_Latn | 0.998926 | [
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Group Session Two Guidance Notes
Session two aims to:
1. Find out how the homework went
2. Discuss how our activity levels change as our pain changes (over/under activity cycle).
3. Discuss pacing
4. Remind participants about setting baselines and goals
The session content is detailed below:
1. Over / under activity cycling (5-10 mins)
Start with the flow diagram on the flip chart that you finished with last session.
- Remind the participants about the vicious cycle, or ask the group to summarise what the diagram shows.
Suggested narrative:
"We discussed last session how we tend to do less when we are in pain and how this can cause physical changes such as muscle weakening."
Now, draw the BLACK text and lines only chart in Figure 2 on a new page of the flipchart and ask:
- "Does anyone's pain do this?"
Figure 2 Diagram to show over active / underactive cycle
When the group agree ask them:
- "What happens to your activity levels when you are in pain?"
They should conclude that their activity levels are reduced when they are in pain. Discuss what then happens to their pain, with this reduction of activity. They should agree that their pain subsequently reduces/settles.
Now ask the group:
- "What happens to your activity levels when you are having less pain or having a good day?"
o The group will likely agree that their activity levels increase, for example, catching up
on jobs or doing all the housework
o Try to show how this contributes to their pain going up and down, i.e. the increased activity on better days can often flare up their pain, leading to decreased activity the next day. Write the RED text and arrows onto Figure 2.
o Remember that this is a logical way of managing our activity levels. We all do this normally, for example, we might do more on a Saturday around the house and then do very little on a Sunday if we have had a busy Saturday
o The problem here is that this way of managing our activity levels isn't very helpful when we have a pain problem as it reinforces the link between activity and pain and leads us to avoiding more and more in an attempt to get control over the pain.
o In general the over active / under active cycle leads to a gradual decline in activity
- Summarise by leading onto pacing. Suggested dialogue:
"Therefore, trying to avoid these peaks and troughs is likely to be helpful and this is called pacing"
2. Introduction to pacing (20-25 mins)
Explain to the group what pacing is. Make sure you include all the points below:
- Pacing is a systematic approach to changing a person's activity, whether to gradually build on what they can presently comfortably achieve or to limit over-activity
- Pacing means balancing activity so that the day is divided into periods of relative rest and activity. It will help patients manage the day better and, by keeping to their planned target, means that they will be more in control of how much they do and avoid the over activity/under activity cycle just discussed
- Pacing also means doing the activity whether feeling good or bad, not doing too much and not doing too little. The aim is maintain an even level of activity over the day and week.
- Emphasise that on a good day, patients should not wait for the pain to tell them when to stop. They should still stick carefully to their plan and avoid overdoing things. They should not do more just because they are feeling good - they may pay for it the next day!
- It is also important to highlight that if they are having a bad day they should still try to keep going as they had planned but could try to break up the activities more
Guidelines to pacing
Ask the group to come up with an activity that they tend to over-do-it with, for example, cleaning the car, doing the laundry, hovering etc. Pick one of the activities and run through the guidelines below with the patient's, helping them problem solve how to pace the activity. An example of cleaning the car is given below.
- Prioritise
Help patients decide the most important things that need to be done. That is, what has to be done immediately and what can wait until another time.
Car cleaning example: Dust inside of the car and clear out rubbish first as people getting a lift in my car
With the patients, plan activities so that difficult ones are spread out and not done all in one go. Help them decide what order to do things in, if they need help to do them, or if they need to do them in a different way.
Example: try vacuuming the back of the car one day and the front another day, or spreading it over a morning and an evening. Can they use a hose to rinse the car to save needing to carry so many buckets of water? Could they leave the wheels for the next day?
- Tolerance level
The patients need to work out their baseline level or time level for each activity in their plan, that is, how much of the activity can be done without overdoing it.
Example: either set baselines by taking three measurements (explained in next section of the group) or try and find the middle ground between what you would do on a good day and what you would do on a bad day.
- Evaluate
Encourage them to stick to the plan. After several days carrying out this plan they should look back and decide if any changes need to be made.
Example: if they had no problems with dusting and emptying the car of rubbish, next time they could try vacuuming the back seats as well and see how they feel.
Break (10 mins)
Inform the group that they have a 10 minute break and that this break can be used to get a drink etc., or that there are mats available for people to do exercises if they choose. Make sure that everyone knows that you are available to answer any exercise questions specifically and that you can check any of the exercises that they are concerned about.
3. Reminder of working out baselines (5-10 mins)
Whatever activity they are planning, it is important to work out where to start for each activity. This is called setting a baseline.
- Plan
It is important for the patients to work out their capacity or level for each activity or exercise in their plan, that is, how much of the activity or exercise can be done at the moment without overdoing it. Using an example of walking (below), a good way to do this is:
- Let the patient choose the best time of day to walk and select a good place to start.
- Patients walk at their own pace for a sensible period that they feel they can manage at that time. They may have to make an educated guess at this stage but encourage them to use their knowledge and experience of roughly how much is all right for them.
- They record the amount of time or distance they have walked e.g. 15 minutes
- They repeat the same sequence again another day walking as much as they feel they can manage on that day.
- Record the time or distance you have walked e.g. 20 minutes
- They again repeat the sequence on yet another day using the same principles and recording the outcome e.g. 10 minutes
- Calculate the average (i.e. add the scores and then divide by three). In this example the average would be 15 minutes.
- The general principle is that their baseline should be at a level below their average.
You can use the example above or select one from the group.
Progressing on from your baseline (Graded activity)
Once they have been able to carry out the baseline activity on most days of the week for one or two weeks, they need to progress on. This will usually be a small increase, around 10-20%. The participant would continue increasing at this rate every one to two weeks until they reach their goal. This is called GRADED ACTIVITY and represents an incremental approach to allow physical conditioning to occur.
On flipchart draw Figure 3 to demonstrate the graded activity approach.
Activity
Time
Figure 3 Diagram to demonstrate incremental increases in activity in 'Graded Activity'
Discuss as a group, what would be a good plan if we have an increase in pain after making a graded increase a good plan would be to go back to previous level for a little while longer, or drop down so the increase isn't quite as much.
4. Goal setting (10-15 mins)
Check how the group got on with the homework of identifying goals they have for the programme. Most people will have identified one or two other goals they have. If anyone has had difficulty then the following questions can be used to help prompt new goals;
'I want less pain…'
- OK, how would I know you were in less pain, (if I were watching you) what would I see you doing differently?
- If I had a magic wand and took away your pain, what would I see you doing over the next week / month / year
- Tell me about your perfect day
'I'm doing everything I want to…'
- If I were to look back to ____ years ago, what would I see you doing then that you are not doing now?
- Are you able to do everything you want, when you want? Or only on a good day?
Some of the following information was given to the patients during their initial assessments. However, the information is reviewed in order to identify any difficulties with the concept.
Reiterate that:
- A goal is something that someone would like to achieve, in a set timescale.
- It helps to write down goals to focus on what is being worked towards.
Point out that everyone has different problems and different ambitions so each person's
- goal will be different
Below are a few short and long term goals to give you an example of what would be appropriate goals:
Short term:
- Being able to walk to the local shop by the end of the month
- Riding a bicycle for twenty minutes, twice a week
- Managing to vacuum two rooms at a go, within a fortnight
Long term:
- Getting fit for work within eight months
- Taking on responsibility for weeding the garden within six months
- Going out with friends once a week within three months
Use the tips below to help patients with their goal setting:
1. Chose a meaningful goal that will improve quality of life. Ideally the goal needs to be pleasurable and provide a sense of satisfaction, or at least one of these. Avoid goals that are activities that the person feels they 'ought' to be able to do
2. Be realistic about what you can achieve, and set a deadline for achieving it
3. Break down goals into small achievable steps
4. Write goals down
5. Reward yourself when you succeed
6. If you don't achieve your goal, learn from this; try breaking the goal down into smaller steps and measure your baseline again
7. A goal needs to be SMART:
| S | Specific |
|---|---|
| M | Measurable |
| A | Applicable |
| R | Rewarding |
It is very important that patients can see how their goal setting and pacing skills apply to normal everyday activities, as this will help patients be successful in increasing these activities.
The majority of goals will need to be broken down into small steps that the patient can achieve using an effective pacing strategy. Setting goals and working out pacing intervals is quite straightforward with exercises but may require a bit more thinking when applied to daily activities.
Group exercise – make one of the patients' goals into a SMART goal together then work through with the group how to break it down into small achievable steps. Examples below:
Goal is to be able to ride a bike to/from work three times a week
- Begin on an exercise bike
- Set a baseline of how long you can manage on the exercise bike
- Plan how often you will be able to exercise
- Plan when you will progress to a proper bike
- Plan when you are going to increase the amount of cycling and by how much
- Set a baseline for the proper bike
- Make a plan of how you are going to increase this amount
Goal is to be able to mow the lawn once a week
- Plan how to get mower out of garage
- Plan how to start it – if need to pull a cord then plan to perform that movement without resistance initially, building up speed and adding resistance
- Check the mower has enough petrol
- Set a baseline of how long you can manage to push mower
- Plan how to put mower away
- Plan how to empty grass cuttings e.g. start with container half-full
Some of these steps may need to be broken down further
5. Goal setting in pairs (10-15 mins)
Ask the patients to get into pairs. Together they should try using the guidelines (Page 21 of their packs) to break down the steps on one of their goals. Remind them about setting baselines and about pacing the activity. They have 10-15 minutes to try this out. It will be up to the pair if they manage to get through just one of their goals or whether they have time to do a goal each.
When they come back together ask patients to share one of their goals with the group. Write their goal on the flip chart and note the steps they will take to achieve it. Depending on the time, you may wish to write up several successes or tackle problem goals.
6. Homework (1-2 mins)
Get started on their next goal—breaking it down, setting their baseline and deciding how to pace the steps towards achieving their goal.
7. Link to next session (1-2 mins)
They will be running through the homework at the beginning of the next session in case anyone had problems breaking down their goals
Let patients know that they will be learning about how thoughts and feelings can affect their pain.
8. Feedback (1-2 mins)
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Amoeba Sisters Video Recap: Nervous System
If focusing on the brain (part of the CNS), please complete the following. Remember that these are general areas; more detail could be explored about all of these regions!
5. The forebrain includes the cerebrum. What are some functions of the cerebrum?
6. The forebrain also includes the thalamus and hypothalamus. What are some functions of these structures?
4. What are some functions of the midbrain?
8. What are some functions of the structures listed above?
9. The term brainstem includes the midbrain plus which two structures from the hindbrain?
7. The hindbrain includes the medulla, ____________________, and cerebellum.
____________________________________________ and ____________________________________________
Amoeba Sisters Video Recap: Nervous System
10. The PNS can be divided into the autonomic nervous system (ANS) and somatic nervous system (SNS). How do these cartoons at right illustrate some differences between their functions?
The ANS can be further divided. You can look at the very first question again to see the division flow chart!
11. Cartoon 1 at right is representing functions involved in the ________________________________________________ system.
12. Cartoon 2 at right is representing functions involved in the ________________________________________________ system.
13. For this image featuring a neuron, please label the: axon, axon terminals, cell body, dendrites, and synapse.
14. Many neurons can be myelinated. What does that mean and what is its significance?
15. Neurons can receive a signal in the ______________ and carry it down the ____________________________.
16. The action potential allows neurons to carry a signal quickly. In 2-4 sentences, briefly summarize what occurs in an action potential.
17. When an action potential reaches the end of the axon, it can signal synaptic vesicles to release __________________________________, which can travel the between neurons and signal an action potential in the neighboring neuron.
18. Neurons aren’t the only cells heavily involved in the nervous system! Glial cells (or glia ) have many important roles in the nervous system. What are at least 3 functions of glia?
Cartoon 1
Cartoon 2
Cartoon 1
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NATIONAL GEOGRAPHIC EDUCATION
Geography Awareness Week
Geography Outreach Activities for the College Campus
There are many ways for college students and professors to celebrate geography not only Geography Awareness Week but throughout the entire year — here are just a few ideas to get started! If you get inspired, use our How To guides on GeographyAwarenessWeek.org to plan, publicize, and fundraise for your event.
1. Go GeoCaching: Participate in geocaching or organize a geocaching event on your campus. Check out http://www.geocaching.com/ to get started.
2. Host a Salvage Sale: Organize a yard sale or end-of-the-year salvage event to get rid of unwanted dorm furniture and other items. Consider ways to involve local non-profit organizations and small businesses so that they can acquire furniture and office supplies cheaper than they otherwise would be able to.
3. Hold a Contest: Organize a poster, art, photo, or poetry contest on your campus that encourages students and others to celebrate geography in everyday life. Reach out to different departments to get students from all different disciplines involved.
4. Organize a Geography Trivia Night: Host a geography quiz night in your student center or dormitory. You could make it a weekly or monthly event with clever themes for each quiz night, or simply host one just for Geography Awareness Week. See our guide to get started (http://education. nationalgeographic.com/media/file/GAWeek-Quiz_Night_How_To_with_Questions.pdf).
5. Volunteer for a Non-Profit Organization: Volunteer with your friends or organize a campus-wide day of service during Geography Awareness Week. Some activities you could include are reading to children at a local elementary school or cleaning up a nearby park.
6. Host a Speaker Series: Find someone who has done something related to geography that is interesting or inspiring, or even just plain cool, and get him or her to speak on your campus. If possible, consider putting together a speaker series or a panel of speakers.
7. Organize an Informal Meeting to Increase Geography Awareness: Encourage friends and peers to discuss geography-related topics in the news. Informal settings such as brown-bag lunchtime discussion or geography-themed coffee breaks can provide an opportunity for students to connect.
8. Host a Film Screening: Use an empty auditorium or conference space on your campus to host a film screening that relates to geography. Check out National Geographic Education's Geography film list for some ideas (http://education.nationalgeographic.com/education/news/geography-goesmovies/?ar_a=1).
9. Organize a GIS Day Event: GIS Day is the Wednesday of Geography Awareness Week. Organize your own GIS Day event to explain what GIS is and the importance of it. If you register your event at GISDay.com, you can even receive free promotional materials to give out at the event.
10. Organize an International Meal: Use the Internet to find recipes for food from around the world. Organize a potluck dinner during Geography Awareness Week and encourage your friends, classmates, or dormmates to bring foods from their own ethnic or cultural heritage.
NATIONAL GEOGRAPHIC EDUCATION
Geography Awareness Week
Geography Outreach Activities for the College Campus
11. The College Sustainability Report Card: How green is your school? Check out your college or university's "Green Report Card" (http://www.greenreportcard.org/) to see how your college or university stacks up against others. Then come up with action items to tackle the areas your school in which your school struggled.
12. Recyclemania: Learn about recycling in your college or university's state (http://www. campaignforrecycling.org/states) and organize an event to promote recycling on your campus. Get your school to participate in Recyclemania, a friendly 8-week competition among colleges across the United States and Canada. Visit the Recyclemania homepage to learn more (http://recycle. oregonstate.edu/opportunities/recyclemania/about).
13. Partner with a Local K-12 School: Consider pairing up with a classroom at a local school to participate in a service project, mapping or GIS activity, or to simply teach students the value of geography education.
14. Create a Green Living Program: Develop a "Green Living Program" at your college or university to promote sustainable living. Make it a competition or reward system that encourages behaviors like switching off lights, biking to class, and composting. Work with your college's residential life department to develop "Green Ambassadors" in every dormitory that help organize programs and get people excited about sustainability.
15. Go Green When Back-to-School Shopping: Outfit your dorm or school supplies drawer with ecofriendly, "green" dorm accessories and supplies. Most office supplies stores offer supplies made from recycled and/or sustainable materials.
16. Travel Abroad: College is the perfect time to travel or study abroad, be it for the summer, semester, or entire school year. Experience a new culture and natural surroundings, get out of your comfort zone, and learn from others. Catch the travel bug and see where you end up!
17. Go WWOOF-ing: Love to travel? Like volunteering? Why not do both? World Wide Opportunities on Organic Farms (WWOOF) connects volunteers with owners of farms all around the globe. You select your destination and volunteer on a farm in exchange for room and board for as long as your heart desires. Visit the WWOOF homepage to learn more (http://www.wwoofinternational.org/how-itworks/).
18. Pursue a Career in Geography: There are so many ways you can apply your geography skills postcollege. Explore careers in geography and GIS to further your interest in the field. The Association for American Geographers (AAG) and ESRI both provide resources on their websites to get you started, but be creative and find something that truly interests you! | <urn:uuid:b54953ac-1033-4b30-b56e-a5484df13033> | CC-MAIN-2023-40 | https://agti.ie/wp-content/uploads/2013/11/Ideas_-_College_Campus.pdf | 2023-09-26T21:54:38+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00519.warc.gz | 98,164,938 | 1,209 | eng_Latn | eng_Latn | 0.994663 | eng_Latn | 0.994814 | [
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Grade Levels K-2
Haida Cultural Significance
consumption and trading in the form of fish, oil, and eggs to providing
Herring have played an integral role in Haida life. They provide food for jobs in canneries. Life would not be possible with them. In
dependent on herring. The animals that provide Haida people addition many of the animals in the ocean life cycle are
with food need herring for their survival. Herring may not be a primary food source to Haida people; but those foods that we are so
A series of elementary level thematic units featuring Haida language, culture and history were developed in Ketchikan and Hydaburg, Alaska in 2004-6. The project was funded by the U.S. Department of Education, Haida Language Immersion Program - Boosting Academic Achievement grant #S356A030046, awarded to the Sealaska Heritage Institute.
Lessons and units were written by a team including Jordan Lachler, project director and linguist specializing in documenting and revitalizing Native American languages. Lachler heads up the local field office of the Sealaska Heritage Institute in Ketchikan. Cherilyn Holter (T'áaw Kúns) grew up in Hydaburg, raised by her grandparents, Willis and Hazel Bell and has worked with the remaining fluent Haida Elders for years. She taught the Haida language to students since returning to Hydaburg in 1990. Linda Schrack (Skíl Jáadei) grew up in Ketchikan, spending a great deal of time with her grandparents, Robert and Nora Cogo. She worked for many years in the field of early childhood education, and is an accomplished Native artist and traditional Haida dance group leader. Julie Folta, a cultural curriculum specialist with years of experience developing and teaching thematic, child-centered curriculum in rural Alaska also contributed to lessons and Annie Calkins edited final drafts of the units.
All units are available online at: www.sealaskaheritage.org.
dependent on use herring as their primary food. Herring help teach us to respect all life and recognize how we are all linked to one another.
Elder/Culture Bearer Role
An Elder in the classroom can enrich this unit with personal stories of gathering and preserving herring and herring eggs and therefore help make the lessons more relevant and real to students. An Elder can also help emphasize the importance of respect toward all living things and the respect that is needed when gathering food. He/she also can provide a different perspective on the unit and contribute in ways that may not have been discussed here.
Overview
In this unit students discover what herring are, how they live, and how herring are a part of the Haida diet.
Lesson #1 – What are Herring?
In this lesson students use their senses to describe the characteristics of herring. A large chart is made as students explore real herring. To finish the lesson students make herring prints with the real herring. Prints are used in later lessons.
Lesson #2 – A Herring's Life.
In lesson 2 students explore the life of herring, the life cycle, habitat, food chain, and survival. Learning is done with literature, games and hands-on activities.
Lesson #3 - Herring's Life Cycle.
Students discover all the ways in which herring provide food to Haida people. They pretend to cook and preserve herring and herring eggs, all the while showing respect for living things.
Lesson #4 – Herring Food Chain. Students learn and identify the animals in the herring's food chain.
grant from the U.S. Department of Education. However, the contents do not necessarily
Lesson #5 – A Haida Way of Life.
Students explore the traditional and contemporary means of gathering and preserving herring.
Background Information
Pacific herring live along the American west coast from San Diego to the Bering Sea and in Japanese coastal waters. They are silvery with bluish sides. Mature herring can be as large as 18 inches but the average is 9 inches long.
Herring spawn in the spring and eggs hatch in about two weeks. Juvenile herring live together, separated from adults in shallow bays and inlets, until they are about 2-3 years old, when they join adult herring in the ocean to feed. Mature herring will return to shallow areas to spawn, which may or may not be where they were born. They then return to the ocean to feed. The average life of a herring is 8 years. Herring spend their days in deeper water and come closer to the surface in the evening.
Alaska State Standards
English/Language Arts
A1) Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style
Science
B1) Use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting
A14a) Understand the interdependence between living things and their environments A15) Use science to understand and describe the local environment
Math
A4) Represent, analyze, and use mathematical patterns, relations, and functions using methods such as tables, equations, and graphs;
A3) Perform basic arithmetic functions, make reasoned estimates, and select and use appropriate methods or tools for computation or estimation including mental arithmetic, paper and pencil, a calculator, and a computer
Cultural Standards
C1) Perform subsistence activities in ways that are appropriate to local cultural traditions
A4) Practice their traditional responsibilities to the surrounding environment
D1) Acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;
Lesson #1 What are Herring?
Objectives
* Learn the physical characteristics of a herring.
Students:
* Apply their 5 senses to describe what they see, feel, smell, taste, and hear.
* Haida words and phrases that pertain to this lesson.
2
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government
Time
Activity #2 – 20 minutes
Activity #1 - 20-30 minutes
Activity #3 – 20 minutes
Activity #5 – 20 minutes
Activity #4 – 20 minutes
Activity #6 – 20 minutes
Activity #8 - 30-45 minutes
Activity #7 - 30-45 minutes
Activity #9 - 60 minutes
Materials
* Herring poster
* Real herring
* Different colored pieces of paper
* Sand paper
* Cookies
* Linoleum block print ink (Speedball)
* Stiff paint brushes
* Lemons
* Lemons and sugar
* Newsprint paper
Teacher Background Information
* Herring have a blue-green upper body with silver sides, no markings.
* Herring can grow to be up to 18 inches in length but 9 inches is considered large.
Haida Vocabulary
gin sçid
something red
gin çuhlahl
something blue
páabaa
black pepper
sçáal naçáay honey
gin ýáwlaa
something sweet
gin k'áywahl something sour
kíl çaagáa
a weak voice
kíl tláats'gaa a strong voice
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government grant from the U.S. Department of Education. However, the contents do not necessarily
3
Haida Phrases
Gin sçid Hl ñínggang.
I see something red.
Gin çuhlahl gw dáng ñing?
Do you see something blue?
Páabaagaay hl sgún¬gwdang. Smell the black pepper.
Sçáal naçáay hl k'ugwdáng. Taste the honey.
Gin ýáwlaa uu íijang.
It's something sweet.
Gám gin k'áywahl is'ánggang. It's not something sour.
Dáng kíl çaagáagang.
Your voice is weak.
Díi kíl tláats'gaagang.
My voice is strong.
Activity #1
* Gather students and discuss senses.
Our senses
* Brainstorming with the students, make a chart that names different senses across the top, and then a list of describing words under each (e.g. 'bright', 'smooth', 'sweet', 'loud', etc.). Be sure to explain that words like "good" or "bad" are not describing words.
* If students get stuck, give them well known examples to describe—such as an orange or bark of a tree.
Activity #2 What do you see?
Holding up a blue piece of paper and a red piece of paper. Ask the students what they see in Haida.
Gúus uu dáng ñínggang? What do you see?
Gin çuhlahl uu Hl ñínggang. I see something blue.
Gin sçid uu Hl ñínggang.
I see something red.
Continue this with other red and blue objects.
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government grant from the U.S. Department of Education. However, the contents do not necessarily
4
Activity # 3 What do you feel?
Ask one student to come up and feel a piece of sand paper or a smooth stone. Ask them what they feel in Haida.
Gúus uu dáng tlagwdánggang?
What do you feel?
Gin k'i uu Hl tlagwdánggang.
I feel something sharp/rough.
Gin tl'uust'anáa uu Hl tlagwdánggang. I feel something smooth.
Repeat with other students.
Activity # 4 What do you smell?
Ask one student to come up and smell some honey and some black pepper. Ask them what they smell in Haida.
Gúus uu dáng sgún¬gwdanggang?
What do you smell?
Páabaa uu Hl sgún¬gwdanggang.
I smell black pepper.
Sçáal naçáay uu Hl sgún¬gwdanggang. I smell honey.
Repeat with other students.
Activity # 5 What do you taste?
Ask one student to come up and taste a cookie and a lemon.. Ask them what they taste in Haida.
Gúus uu dáng k'ugwdánggang?
What do you taste?
Gin ýáwlaa uu Hl k'ugwdánggang.
I taste something sweet.
Gin k'áywahl uu Hl k'ugwdánggang. I taste something sour.
Repeat with other students.
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government grant from the U.S. Department of Education. However, the contents do not necessarily
5
6
Activity # 6 What do you hear?
Ask one student to come up and listen to a whisper and a loud voice. Ask them what they hear in Haida.
Gúus uu dáng gudánggang?
What do you hear?
Kíl çaagáa uu Hl gudánggang.
I hear a weak voice.
Kíl tláats'gaa uu Hl k'ugwdánggang. I hear a strong voice.
Repeat with other students.
Activity #7 Herring
* Use a real herring and:
* Give each group of 3-4 students a senses chart and a herring. Ask students what they notice about the herring, what do they see?
o Ask in Haida but allow students to answer in English.
* Students record their observations on a 5 column chart
* To hear herring: http://www.zoology.ubc.ca/~bwilson/herring_sound.wav
o What do you hear? Ask in Haida but allow students to answer in English.
* Using real herring from a store or caught fresh, students touch herring and describe what they feel,
o What do you feel? Ask in Haida but allow students to answer in English.
* Smell the herring and describe the smell
o What do you smell? Ask in Haida but allow students to answer in English.
* Taste herring in the next activity.
Activity #8 Yumm, herring
* If you can get fresh herring try eating it.
* Eat herring and describe taste on the chart
o What do you taste? Ask in Haida but allow students to answer in English.
Herring recipe:
o 10-12 fresh herring
o 1/2 c. oil
o 1/2 c. flour
o garlic or onion salt
Collect herring in early spring, March or April, before the herring spawn. Wash in fresh water. Roll in flour and seasoning. Fry whole on medium heat in oil for 5 to 8 minutes (longer for crispness). Serve hot. Eat with rice. Meat will peel right off backbone. The eggs in the herring can also be added to the rice.
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
Activity #9 Herring print
* Use fresh herring or some from the store.
* Clean the outside of herring with lemon juice. Gently wipe clean.
* Let fish completely dry. It's important for a clean and clear print.
* Place herring on newspaper and paint it with ink. Stroke head to tail first and then tail to head.
* Place a sheet of newsprint on top of herring and rub. Be careful not to smudge.
* Gently peel off paper. Wow, you have a nice herring print!
* Each student makes several prints for later use.
Assesment
Give students the senses form and a new object, possibly another type of fish or various food items and have them fill it out individually. Use the rubric to score their responses.
Rubric
4 points
All categories have at least 4 describing words.
Describing words are unique.
3 points
Most categories have at least 4 describing words. Some describing words are unique.
2 points
Most categories have less than 4 describing words. Some words do not describe. ie- good, bad, ect.
1 point
All categories have less than 4 describing words.
Few describing words.
0 points
Not completed.
Resources included with this lesson
* Herring picture
* Student herring senses chart
* Haida language CD
Additional Resources
Information about herring sounds: http://news.nationalgeographic.com/news/2003/11/1110_ 031110_herringfarts.html
Nutritional information
http://www.nutritiondata.com
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
7
Lesson #2 A Herring's Life
Objective
* Identify where herring live at different times.
Students:
Time
Activity #1 - 30 minutes
Activity #2 - 60-90 minutes
Materials
* World map or globe
Haida Vocabulary
íinaang, íinangaay (the) herring
tang, tangáay
(the) sea, sea water, salt water
tlagáay chaayáay the shallows
Haida Phrases
Íinangaay t'aláng k'wáayandaa ts'an. Let's count the herring.
Tangáay gwíi hl ñínsaa.
Look out at the sea.
Tlagáay chaayáay ii íinaang íijang.
There are herring in the shallows.
Activity #1 A herring's habitat
Discuss that there are different types of herring. Atlantic herring and Pacific herring are two of them. We'll be studying Pacific herring. On a map showing the Pacific Ocean show the range of Pacific herring: San Diego Bay to the Bering Sea and Japan. Ask the class: What things do you do? Do you do them in different places? Herring do too. They feed, spawn, and grow up all in different places. When herring are young they stay with other young herring in bays and inlets while they grow. During the day herring spend their time near the bottom of the ocean. In the evening they move upward toward the surface to feed. Once herring are 3 or 4 years old they lay eggs every year in the spring. They come to shallow areas to spawn. In the winter after spawning they swim to the deeper ocean to feed. Fill in pages of the herring book with drawings of herring in appropriate areas.
8
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
Activity #2 Under sea mural
* On a bulletin board or wall:
o Cover area with blue paper.
o Students look at pictures in books, magazines, or on the Internet of real underwater pictures.
* Tell students to think about the habitat herring live in and choose creatures or objects that would be in that habitat, and draw them for the mural.
* Students write short descriptions of the mural to display along side it.
Assessment
* Make a list of times in a herring's life such as; when they are young, when they spawn, when they die, etc. Then on a piece of paper ask students to chose one time in a herring's life, draw and label a picture of the herring's environment and write a sentence to go with the picture.
Resources included with this lesson
* Where are the Herring? Book
Optional Extension Activities
The web site has facts and information about herring: http://www.oceanlink.island.net
Lesson #3 Herring's Life Cycle
Objectives
* Expand their knowledge of the life cycle of herring.
Students:
Time
Activity 1- 45 minutes
Activity 2- 30 minutes
Materials
* Chart paper
Haida Vocabulary
k'ut'ahlga to die (pl.)
sçúngga to spawn (of herring)
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
9
10
grant from the U.S. Department of Education. However, the contents do not necessarily
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government
Haida Phrases
Íinangaay k'ut'ahlgáang. The herring have died.
Sçúngaang.
The herring are spawning.
Activity #1
Herring time line
* On chart paper make a time line with 8 slots, numbering each one:
* Explain to students that each line represents a year of life.
* Fill in the slots with what might by typical for students in your class:
o Year 1- born and learns to walk
o Year 2- learns to talk
o Year 3- learns to use the bathroom
o Year 4- goes to preschool or Headstart
o Year 5- goes to kindergarten
o Year 6- is in first grade
o Year 7- is in second grade
o Year 8- is in third grade
* Make another time line.
* Fill in the first year with a herring's life
o Year 1- herring born from eggs, hatch in 10-14 days
o Year 2-herring live in shallow bays and inlets while they grow
o Year 3- herring mature and move to the deep ocean to live with other adult herring
o Year 4- herring spawn for the first time in shallow water
o Year 5- herring spawn in the spring—may or may not be at same place as in the past
o Year 6- same
o Year 7- same
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
11
o Year 8- most herring live to be 8 years old
Activity #2 Herring life cycle
Discuss with students how herring migrate to different places throughout the year. When herring are young they live with other young herring in shallow bays and inlets. When they mature they move out to the ocean with other adult herring. In the spring herring come in shallow to spawn and then move back out to the ocean to feed and spend the rest of the year. Herring continue this cycle up until they are about 8 years old, when the average herring dies. Students fill in the Herring's Life worksheet with where the herring are during different times of their life and what they are doing.
Note to teacher:
Elder role: at any time during this lesson Elders should be invited to share stories or help explain the concept of every living thing being dependent on another and that if one animal is over harvested it affects all life.
Assessment
* Students fill in an individual time line worksheet. Use students' worksheets on life cycle of herring for assessing their knowledge and comprehension.
Resources included with this lesson
* Life cycle worksheet
* Time line assessment worksheet
Optional Extention Activities
The web site has facts and information about herring: http://www.oceanlink.island.net
Lesson #4 A Herring's Food Chain:Who eats herring?
Objectives
* Identify animals in a herring's food chain.
Students:
Time
Activity #1- 30-45 minutes
Activity #2- 30 minutes
Activity #3- 60-90 minutes
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The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
Materials
* Book: There Was an Old Lay Who Swallowed a Trout! By Teri Sloat,
* Chart paper
* Pocket chart cards
* Pocket chart
Haida Vocabulary
chíin, chíinaay
(the) salmon
ýúud, ýúudaay
(the) seal
sçáan, sçáanaay (the) killer whale
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
13
grant from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government
grant from the U.S. Department of Education. However, the contents do not necessarily
Haida Phrases
Chíinaay íinangaay táagan. The salmon ate the herring.
Ýúudaay chíinaay táagang. The seal is eating the salmon.
Sçáanaay ýúudaay táasaang. The killer whale will eat the seal.
Activity #1 Herring food chain
Read: There was an Old Lady Who Swallowed a Trout by Teri Sloat. Discuss what a food chain is animals eating other animals for food. Say; "Herring are part of a food chain right here in Alaska."
Using the food chain posters provided, introduce the animals of this food chain: Phytoplankton, zooplankton, herring, salmon, seals, killer whales. Discuss concepts of dependency—if one part of the chain is missing the whole thing would fall apart. If there were no herring then salmon wouldn't have any food and they would die, and then seals wouldn't have any food and so on, and so on.
Give students the "Food Chain" pattern provided. (For best results copy on to cardstock or construction paper.) Students can use the patterns to write facts they know about each animal. Staple the chain links together as you would a Christmas tree chain, demonstrating how each animal is "linked" to each other.
Activity #2 Haida lesson
Use the pocket chart cards to create the three basic Haida phrases shown above. Invite students to come up and switch around the cards to make a new sentence. Discuss which sentences are likely ('The seal ate the salmon') and which are not ('The herring ate the killer whale').
Activity #3 Herring food chain book
Once students understand the food chain revisit There was an Old Lady Who Swallowed a Trout. Ask students what would be the first animal the lady swallows if she eats the herring food chain. Students should respond with phytoplankton. Continue asking what would come next until reaching killer whales.
Make a list on chart paper of verbs that show what these animals might do. Show the pre-printed pages and demonstrate filling in the blanks of the book. If the child is a boy he/she will write boy on the blank line and if the child is girl he/she will write girl on the blank line. On the first pages students should fill in phytoplankton and chose 2 verbs to use throughout the book. Do page 2 as a class and then let students fill in their own books.
14
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government
Activity #4 A herring's life is a dangerous life
Discuss the question "Besides salmon, what other predators are there to herring?" Make a list of other animals on chart paper:
o Salmon
o Seals
o Sea lions
o Killer whales
o Sea gulls
o Eagles
o Humans
Ask, "What else could threaten a herring?" Try to get examples such as:
o Pollution
o Crabs and smaller animals could eat eggs before they hatch
o People could collect eggs before they hatch
Ask, "What do other animals do to protect themselves from dying?"
o Crabs have a hard shell
o Porcupines have quills
o Bears have sharp teeth and claws
o Deer are fast and quiet
After you have listened to their ideas, ask "What do herring do to help themselves survive?"
o Lay thousands of eggs at a time
o Hide in vegetated bays and inlets while young
o Fast and move in large schools when adults
Activity #5
Herring game
* Students make small game pieces out of clay to use as game pieces. Otherwise use a coin, linker cube or bean as a marker.
Assessment
* Review the assessment worksheet to evaluation the student's knowledge.
Resources included with this lesson
* Food chain animal wall cards
* Food chain pattern
* There was an Old Lady Who Swallowed a Trout Book
* Assessment worksheet
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
15
grant from the U.S. Department of Education. However, the contents do not necessarily
Optional Extension Activities
The web site has facts and information about herring: http://www.oceanlink.island.net
Lesson #5 A Haida way of life
Objectives
* Define subsistence.
Students:
* Describe the weight and length range of herring.
* Describe older traditional ways of fishing for herring and more modern ways of fishing.
* Describe how to gather herring eggs and what time of year to get them.
Time
Activity #1- 15 minutes
Activity #2- 60-90 minutes
Activity #3- 45-60 minutes
Activity #4- 60-90 minutes
Materials
* Chart paper
* Ruler
* String
* Large paperclips
* Scale
* Ounce weights
* Objects that weigh between 110-160 gm
* Rice or beans
* Ziplock bags
* One inch diameter wooden dowel
* Wooden clothes pins
* Herring prints from lesson #1
Haida Vocabulary
k'áaw, k'áawaay
(the) herring eggs
hlñ'ámaal, hlñ'ámalaay (the) hemlock branch
ngáal, ngáalaay
(the) broad kelp
hlk'i'íid, hlk'i'íidaay
(the) herring rake
Haida Phrases
K'áaw t'aláng táa ts'an.
Let's eat some herring eggs.
Hlñ'ámalaay ñináang.
The branch is heavy.
Ngáalaay sçináawgaagang. The broad kelp is green.
Hlk'i'íid hl gya'ándaa!
Use a herring rake!
16
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government
Activity #1 Subsistence
Discuss the meaning of subsistence. Ask the class where THaida people got food in the past, before stores. Make a list of ways to get food such as hunting for deer, seal, bear, fishing for salmon, herring, gathering berries, beach greens, seaweed.
Discuss what foods we get from herring. See how many ideas students can list, including:
o Herring can be salted, smoked, boiled, dried
o Eggs can be boiled, steamed, dried, smoked
Ask the class how herring helps us. Look for answers such as:
o We can use their oil for lanterns
o Use them for bait
Summarize with a discussion about why herring were and are important to Haida people.
Elder role: ask an Elder to share stories about gathering food or ways that he/she learned how to gather food.
Activity #2 Fishing for herring
Discuss as a class: "Have you ever gone fishing? How do you do it?" Allow students time to share stories about fishing. Ask: "What kind of fish did you catch?" (Most will probably say salmon.) Ask: "How many salmon can you catch with one pole and line?") "one" Ask: "Have you ever fished for herring?" "Are herring large or small?" (Small) "What size hook do you think would be needed to catch herring? Large or small?" (Small.) "What would make sense to use, one small hook on a like or several small hooks at one time?" (Several)
After the discussion, tell the students they will use string and large paperclips make a simulated fishing line and hooks. Have each student tie paperclips about every 12 inches along a piece of string.
Making simulated herring is the next topic of discussion. Talk about "range". Have students line up and ask them "Are you all the same size?" (No) Say: "So, even though you are all kids in the 2nd grade, you are all different sizes." Then, have students line up shortest to tallest.
On a chart paper taped to the wall mark how small the shortest student is. On the same chart paper mark how tall the tallest student is. Ask students “Will every other student in the class fit in between these to marks?” (Yes “So, this is the range of our class. Students in our class range from _____ inches tall to ______ inches tall.”
Ask: “Are all herring the same size?” (No) Tell the students that “Adult herring range from 7 inches to 18 inches long.”
On another chart paper measure and mark these lengths to show the range. Say, "These herring also have a weight range. Herring range from 110 grams to 160 grams" Ask students if 140 grams is in that range. Ask if 80 grams is in the range, no. Continue this type of questioning until the class understands the range.
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
17
Ask students what object in the class might weigh 120 grams. This will be difficult, let them guess and then choose 3-4 objects to weigh. Show weights that will be used to measure objects and show 120 grams. Demonstrate how to weigh objects. Find several objects that fall into the 110-160 grams range.
Use rice or beans and Ziploc bags to make simulated herring:
o Students weight out amounts of beans and fill bags making sure the weights fall in the range of 110-160 grams.
o Make several herring for each pair of students.
Fishing: One student sits behind a table lying on its side to simulate a boat. Throw the fishing line over the edge. The other students attach herring to the line and gently wiggle the line. The fisherman then pulls the line in.
Gather students back together. Ask "How do you think Haida people in the past fished for herring?" After students have had time to share their ideas show picture of a herring rake. Read the description and measure 12 feet in the classroom to show how long it was. Use a wooden dowel and wooden clothespins to make a simulated herring rake using hot glue, glue clothespins to dowel 1 inch apart.
Students practice raking herring with dowel, moving in a motion similar to paddling a canoe. Clip herring to herring rake and try making the raking motion again.
Elder role: Ask an Elder to share fishing stories, describe traditional herring fishing or share recipes.
Activity #3 Yumm, herring!
Discuss how herring were gathered to preserve for winter use, eaten fresh and to get oil from. The oil from herring was eaten with dried foods during the winter.
Drying herring: Pretending you are drying herring, using the fish prints you made in Lesson #1, set up the classroom in to two areas; outside and inside. Cut out herring and string along the gills and hang in the classroom. Herring were hung outside for 2-3 days and then brought inside the house. After hanging herring in the outside area move them to the inside.
Cooking herring: Pretending you are cooking herring over an open fire, go outside and gather sticks for roasting herring. Set up a pretend open fire pit with colored paper. Students will make a herring out of cardstock, draw, color, and cut out. Using a hole punch or pencil, pierce the herring drawing in two places and stick the stick through and pretend to roast the herring.
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
Activity #4 The herring are spawning!
Herring spawn in the spring. Ask students, "What are the signs of spring? What are the signs that herring spawning?" These are things such as:
o Seagulls gather and fly around
o Water turns a milky color
Gathering herring eggs:
Herring eggs could be gathered on broad kelp or hemlock branches. Go on a walking field trip to collect hemlock branches or kelp, if possible. As you are walking, distinguish between different types of trees, helping students be able to identify hemlock trees by looking at the needles; flat and not very sharp.
Tell the students to gather herring eggs. You would cut down branches, but for us today, we will gather some from the ground to take back to the classroom.
Set up the classroom floor to represent the intertidal zone by having students draw and cut out beach creatures. Decide on
one end of the room to be high tide and one low tide. Using a large piece of paper or fabric one group of students can simulate the water coming in and going out. When the tide goes out students go and place branches on the lowest part of the beach with an anchor, branches tied to a large rock. Students simulate the tide coming in and going out several times.
Discuss how the tide comes in and goes out twice a day and figure out how many times that would be in 3 days. After 3 days branches would be gathered and have herring eggs on them.
If possible, get real herring eggs on hemlock branches and try eating them. To cook herring eggs simmer enough water to cover branches and eggs, dip eggs in simmering water for 30-60 seconds. Peal of branches and eat with seal grease or soy sauce.
Elder role: Ask an Elder to share stories about gathering herring eggs, memories they have or describe the process of gathering and preserving.
Resources included with this lesson
* Pictures of hemlock branches and broad kelp
The contents of this curriculum were developed under the Haida Language Immersion Program: Boosting Academic Achievement (2005)
represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government grant from the U.S. Department of Education. However, the contents do not necessarily
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Set A
Card size: 143mm x 80mm
11x A1 Cards:
Addition and subtraction family of facts for the numbers 1 to 7.
12x A2 Cards:
Addition and subtraction family of facts for the numbers 8 to 10.
11x A3 Cards:
Addition and subtraction family of facts for the numbers 11 to 13.
7x A4 Cards:
Addition and subtraction family of facts for the numbers 14 to 18.
9x A5 Cards:
Revision of the addition and subtraction numeracy facts for numbers 1 to 10.
10x A6 Cards:
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Partners in Education
Corey Huntsberger- General Manager Petermann Robin McCabe- Administrative Assistant
Bus Safety: The Danger Zone
The Danger Zone is the area surrounding the bus, including the area around the front bumper, rear bumper, front and rear tires and door when opened. This is important to know because the area around our buses presents a significant hazard to the well being of the children we serve.
According to National Statistics, Danger Zone Accidents account for three times the number of serious injuries and student fatalities than any other type of school bus accident. One of the most common examples of a Danger Zone accident occurs when a driver inadvertently closes the door on a student, their clothing, or back pack.
To prevent such accidents, the following steps must be followed when unloading students:
* Check traffic in front of and behind the bus prior to the stop.
* In Accordance with state law, activate the amber warning lights before the stop.
* Stop the bus in area prescribed by state regulation (If no state regulation, stop as far to the right side of the roadway as possible).
* Set the parking brake and place the transmission in neutral.
* Activate the red warning lights.
* Ensure all traffic has stopped before fully opening the door.
* Instruct students to remain seated until the door is fully open and you inform them that it is safe to exit the bus.
* Before opening the door, ensure traffic has stopped and the area is clear of suspicious persons or other dangers are near the stop.
* Count the number of students exiting the bus making sure the students who have exited have moved a safe distance from the vehicle.
* Before closing the door, make sure no backpacks, belts, straps or passengers can be caught in the door.
* Account for each student before disengaging the brake. If you are not sure of a student's whereabouts, get out and check.
* When safe, disengage the brake, activate the left turn signal, and perform a five-point mirror check looking for students, pedestrians, and traffic. Re-enter traffic when it is safe to do so.
_________________________________________________________________________________________ | <urn:uuid:c4cb258b-b10c-48ec-aecd-acf9e4e1ce63> | CC-MAIN-2019-04 | http://www.westcler.org/docs/district/depts/22/TransportationDocs/bus%20safety%20danger%20zone%20done.pdf | 2019-01-22T22:38:38Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00600.warc.gz | 409,350,259 | 426 | eng_Latn | eng_Latn | 0.999345 | eng_Latn | 0.999345 | [
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A Reusable, Extensible Infrastructure for Augmented Field Trips
Mark J. Weal, Don Cruikshank, Danius T. Michaelides, David E. Millard and David C. De Roure
IAM Group, University of Southampton, UK
{email@example.com
Eva Hornecker, John Halloran and Geraldine Fitzpatrick Interact Lab, Dept. of Informatics, University of Sussex, UK {firstname.lastname@example.org
Abstract
This paper describes a reusable pervasive information infrastructure developed as part of the Equator IRC, designed to allow the construction of literacy based eLearning activities on top of material created as part of a more traditional visitors system.
writing. A wide variety of visitors to the house can be identified including groups of schoolchildren using the grounds for a number of possible curriculum based experiences, academics studying at the Centre, coach parties from such as the Jane Austen Society of America, and local Flower Societies.
The architecture of the system is described along with details of the creation of the curated material and the subsequent adaption of the system by local primary school teachers to create a literacy experiences. Results of the first trials of the system are presented with conclusions drawn and discussion of future directions.
1. Introduction
Wireless handheld technologies are increasingly being used in outdoor environments to provide engaging learning experiences for children in authentic settings. Much of the focus of this work to date had been about supporting scientific enquiry (Wireless Coyote [3], Gay et. al. [2], Ambient Wood [5]) and has often been set up as a one-offexperience. The focus of this paper is to report on the first phase of a project that seeks to support a more diverse range of learning activities, initially creative writing, and to provide a persistent infrastructure that can easily be repurposed by teachers and others to create new experiences.
The Equator IRC (Interdisciplinary Research Collaboration) is a large UK project investigating the boundary between the physical and digital worlds. Chawton House Library is an Elizabethan manor house that once belonged to Jane Austen's brother Edward, and is now owned by a charitable foundation that operates it as a study centre of early English women's
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In order to move towards a generic infrastructure to support a wide range of visitors we have been working with the curators to produce a fairly standard visitors style system, and with teachers from Whiteley Primary School in Hampshire to create an augmented field trip for a group of Year 5 students (aged 10-11). An initial aim was to engage in a co-design process [4] with the curators at the house in order to create a basic visitors system where information can be relayed to the visitors at appropriate points in the grounds of the house. The focus of this paper is describing the infrastructure to support these experiences. The teachers from the school included the literacy advisor for the region. All the teachers are working closely with the relevant areas of the curriculum.
Other learning experiences for children using locative, context-based technologies have focused on scientific discovery, learning about nature, learning about history etc., Here, the main emphasis of the school experience has been on using the landscape as a writing aide. The children explored the grounds and constructed narratives around their discoveries. The teachers left instructions and activities for the children which flashed up on the PDAs at various locations around the grounds along with selected audio clips created by the curators as part of the separate visitors system. The pupils were asked to perform small tasks such as to record a dialogue between two people arriving at the house for the first time. The children can also record their own annotations for access later in the classroom
when writing their stories.
The Chawton project architecture has been designed to support a wide range of different users and as a result a number of issues needed to be addressed. How can we enable the teachers and curators to create new experiences and engage in co-design? How can very different types of experiences be supported, i.e. experiences for different types of visitors to the house? How can we augment the grounds of a historic house without disturbing its atmosphere? How do we create an extensible and persistent infrastructure, that can be extended in terms of devices, infrastructure, content and types of experiences.
2. The Card Metaphor
To orchestrate the activities at Chawton we have applied a hypermedia technique called sculptural hypertext, coined by Mark Bernstein [1]. It describes the authoring of a hypertext system where initially every node is linked to every other node, and the authoring process removes links to produce the final hypergraph. These links are normally pruned using preconditions and assertions; in most systems describing themselves as sculptural, link pruning is dynamic. This differs from the more traditional calligraphic authoring such as hand authored Web pages, where new items are created unlinked and authors add links progressively to achieve the desired pattern of connection. This technique has been used in other pervasive projects to orchestrate the experience [6].
This system maintains a user context, or system state, and then decides which of the available cards held by the system fits with the current context. The user context includes user modelling of the participants as well as other environmental factors, in the case of the Chawton trials, the participants location as well as a global clock which controlled the overall experience. When a card is experienced by the participant, the user context can change as a result of the assertions held on the card. This allows us to build in prerequisites where a participant has to experience certain cards before they are able to access others. By encoding specific requirements on cards the experience designer gains control over the order in which events can happen as well as various timing requirements which might exist. This can be viewed as a form of state machine where the different context states are nodes in the hypermedia and the links between states are dynamically pruned based on the context information.
Different cards had different functionality associated with them, for instance a simple information card might have a piece of audio attached to it to be played
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automatically, or a capture card might ask the children to record a description of the particular part of the grounds they were in. Cards can then be arranged into sequences and decks for particular activities. The teachers were able to put specific constraints on the cards to ensure that an activity lasted a minimum amount of time or that the next card was played after a maximum allowed time for an activity.
By using a standardised ontology for representing the cards, the results of an activity (i.e. the recording of a description) can be made available to the other users of the system as information. In this way, the information cards created by the curators could be included in sequences in the literacy scenario.
3. The Chawton Architecture
Figure 1 shows an overview of the Chawton architecture. The pervasive infrastructure comprised at the base level: wireless networking, location sensing technology (GPS and RF pingers) as well as PDAs carried by the children.
On top of this infrastructure sat the generic information system, an orchestration tool (constructed using EQUIP, the EQUator Infrastructure Platform) alongside a triple store (the AKT 3store). The AKT 3Store is a MySQL based triple store that provides the facility to store and query RDF statements. It stored the cards used by the system during the trials. This was responsible for delivering information to participants, either visitors using the visit system or children taking part in the literacy experience. Orchestration was based on participants current context and metadata attached to the content.
The PDAs used in the trial were standard iPaq pocketPCs which communicated with a central server via wireless using HTTP. Four battery powered wireless access points were placed around the grounds to provide coverage. Interaction with the PDA was through a single application which displayed the various cards and allowed the participants to listen to and record audio fragments, read textual instructions and make brief notes. The PDA sent information to the server and returned an XML document containing instructions for the software based on the matched context.
Location tracking was carried out using a combination of RF pingers and GPS. Each of the PDAs had an RF pinger receiver attached via the serial port which received pings from discrete pinger boxes placed around the grounds. The pingers, with a range of around 5 meters, were developed by the University of Bristol in a previous Equator project. This provided a mechanism for identifying and highlighting specific objects or locations such as the South Door or a specific tree that had been struck by lightning.
GPS was used for larger expanses, such as the lawn area or the walled gardens. GPS information was collected from a GPS receiver and sent via Bluetooth to the PDA. Pinger locations were given priority over GPS locations by the system in the event of both providing matches. The PDA did no processing of location information but simply forwarded it to the central server.
The architecture was constructed around the EQUIP framework 1 . This provides a component based tuple space designed for the development of the types of pervasive experiences we are interested in. The dataspace holds the current state of the system. As that state changes the components are informed of the changes in state they are interested in. The dataspace operates on a broadcast model but for simplicity the diagram indicates the flow of data around the components using arrows. The four main components that comprise the EQUIP system are:
Device Component: Containing the HTTP server used to communicate to and from the hand held devices. This processes information from the device into the tuple space then returns the current available deck for the device as an XML document.
Location Component: Parses the GPS and pinger information placed in the EQUIP tuple space. Where the information matches known locations it enters the symbolic location for the device into the tuple space.
Orchestration Component: Performs a query of the cards in the 3Store based on the current context (comprised of the device, deck
1 http://www.crg.cs.nott.ac.uk/˜cmg/ Equator/Downloads/docs/equip-tech.pdf
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being used for the experience, current location, and previously viewed content). The result is turned into a deck which is placed into the tuple space.
Logger Component: Logs all traffic through the tuple space.
4. The Curated Material
The curators generated content both for their own experiences (tours) but also for re-use in other experiences such as the literacy scenario. For the initial trials, content creation involved the in-situ recording of audio content by the curators as they walked around the grounds. A post processing phase was required in order to segment the audio into individual clips and ppropriate context metadata was added. The intention is to produce a system that allows for ready revision and updating of the information content rather than aimed at providing a highly polished specific tour of the grounds.
Locations were defined in two ways. Either by the placement of a pinger used to indicate a region defined by being within range of the pinger or by walking out a region using the hand held device. A static deck of cards was produced which included paired instructions such as 'Go to the walled garden and press OK', followed by the instruction 'Walk slowly around the perimeter of the walled garden and press OK when completed.' The resultant system logs could then be automatically processed into GPS regions that defined the particular location.
5. The Literacy Scenario
The literacy scenario applied the infrastructure framework to the creation of a field trip for a group of children with the aim of steering them through the gathering of material for them to later use when writing a fictional story. The teachers devised a scenario where at various locations around the grounds the children would be given a range of different activities to carry out. Some required them to write in their exercise books while others involved the recording of text and audio on the PDAs.
The teachers were able to make use of most of the locations previously identified by the curators but were able to add some specific locations that were appropriate to the literacy exercise but had not featured in the material created previously. As well as creating the activities the teachers also selected information created by the curators that could be given to the children to augment their understanding of the landscape and house. It is this form of re-use that was one of the
main design goals of the infrastructure developed for this project.
The teachers composed the literacy scenarios as sequences of activities to take place at named locations. These activities had various specific properties to do with the timing of the activity, the method of interaction used by the children and the order in which they take place. The created scenarios were converted into a deck of cards of the following types:
Information cards were selected from the information cards created by the curators and gave the children additional information about the various locations, perhaps after they'd been asked to think what it might have been used for.
Activity cards were designed to prompt the children to think more deeply about their surroundings. They might be ask to make notes in their paper notebooks, reflect on what might have occurred at a particular location or think about how different characters might react in the current place.
Capture cards required the children to record information digitally. This could be a piece of audio, some dialogue between two imaginary characters perhaps, or perahps a short piece of text. The children could then review or rerecord the information if they were unhappy with it.
Sequence cards were used to group a set of tasks together in a location. A simple sequence might be that the children listened to an audio clip about the stable block (Information), are asked to think about who might have worked there (Activity) and then finally record a short piece of dialogue taking place between their imagined characters (Capture).
As is true of most field trips, controlling the timing of the various activities is important. By modelling orchestration information as part of the ontology the teachers were able to specify how long the children should spend on particular activities and keep the overall activity progressing.
The logging of activities is all carried out using the same ontology allowing for easy reuse of the data collected during analysis post trials and also facilitating the re-use of information during the trials. It is hoped that the information space will evolve over time with the curated information increasing and experience builders such as the teachers being able to make use of cards from previous activities.
On returning to the school the children wrote their stories based on material they had collected at the house. An electronic journal of their activities was provided via the Web which allowed them to review their
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experience by seeing the deck of cards that they collected during their exploration. This allowed them to relisten to audio clips and access their own recordings and text.
6. Initial Trials
A group of children from Whiteley Primary School were brought out to Chawton House for a day of trials. They were given a guided tour of the insides of the house to set the scene before being divided into pairs for the later activities. Previously, at the school, they had been given a brief tutorial on how to use the PDA device. The literacy experience had two parts to it. In the first session the children explored the grounds freely and at various locations were required to carry out a sequence of activities. Figure 2 shows the children exploring in pairs.
In the first phase the children gathered information through listening to audio prepared by the curators, following instructions set out by the teachers and observing the landscape, flora and fauna around them. Having completed the first phase the children were gathered together to briefly share their findings with each other before moving on to the second phase where they went back to two locations of their choice and received further instructions on more specific activities to help in the creation of their stories.
6.1. Observations
Both the children and teachers felt that the day had been a success and met their expectations. The head teacher commented on how highly motivated the children had been by the approach. The children were able, through the technology, to bring their experience back to the classroom, as one teacher put it, 'They all grabbed little bits of Chawton House yesterday.'
A problem encountered by teachers on more traditional field trips with clipboards is that the children often see the activities as a race in which the first to complete all the tasks wins. The ability to pace the activities by forcing the children to stop and reflect and not allowing them access to the next task until a fixed period of time had passed proved highly effective.
The children were readily accepting of the technology and quick to highlight what they liked about it during interviews. They enjoyed the freedom of being able to explore the various locations without having to stay to a fixed route. Comments made included that they preferred it to clipboards where the paper can blow around and become awkward to handle, they appreciated the authority of the voices speaking to them and enjoyed the fact they could relisten to information if they chose to. The children showed an awareness of some of the problems with the prototype system, namely speed of reaction and occasional software errors, but this did not seem to distract them and they were positive about the experience.
One of the main technical problems encountered has been the speed of response to changes in location. The asynchronous nature of the architecture may have exacerbated this along with the sheer speed of the children during the trials. As well as improving the speed of response, more directed tasks can be used to steer the participants to specific locations if required.
The encoding of the experience was in this instance a two phase process, with discussion with the teachers leading to a scenario document that was then created within the infrastructure by the researchers. This process has helped inform the requirements of a more automatic authoring system which will allow the teachers to perform this task themselves and remove the need for direct intervention.
As we had anticipated, this first trial has helped to give the curators and teachers a clearer idea of what we were working towards. Having seen the technology in action and understood more fully what it is capable of discussions about future trials have proved to be enthusiastic and highly productive.
7. Conclusions
The first trial with the Chawton prototype has allowed us to test the infrastructure and begin to investigate the issues raised when teachers create field trips using information provided by the curators of the house. We have focussed on a literacy experience for the children drawing on the usage of the house itself and the current curriculum for the group of children selected although the system is designed to be generic.
The use of sculptural hypermedia for orchestration provides a mechanism for encoding the complex interactions and dependencies and, with an appropriate context model, has been used to facilitate a rich experience encompassing a variety of content and interaction models. By using semantic web technology as the mediating layer between the presented interfaces (authoring and user experiences) and the underlying infrastructure, a unified approach can be taken that lends itself to ready reuse of material and the growing of a corpus of information.
For the next phase of the project we are developing tools to enable the curators and teachers to create their material more directly, and where possible in-situ. This will allow for the addition of richer material and the creation of a wider range of activities to stretch the infrastructure in different directions. We are planning further trials in the near future with both the curators and teachers as we begin to develop more advanced authoring tools. These will support the easy creation of re-usable content and augmented field trips moving towards a generic infrastructure that supports a wide range of activities.
Acknowledgments
The authors wish to acknowledge their partners: Chawton House Library, Whiteley Primary School and the University of Bristol. EPSRC IRC project "EQUATOR" GR/N15986/01.
References
[1] M. Bernstein. Card shark and thespis: exotic tools for hypertext narrative. In Proceedings of Hypertext '01, pages 41–50. ACM Press, 2001.
[2] G. Gay, R. Reiger, and T. Bennington. Using mobile computing to enhance field study. In Carrying the conversation forward, pages 507–528. Erlbaum, 2002.
[3] W. Grant. Wireless coyote: A computer-supported field trip. Comms ACM, 36(2):57–59, Feb. 1993.
[4] J. Halloran, E. Hornecker, G. Fitzpatrick, D. E. Millard, and M. J. Weal. The chawton house experience - augmenting the grounds of a historic manor house. In Workshop - Re-Thinking Technology in Museums: Towards a New Understanding of People's Experience in Museums, Limerick (Ireland), pages 54–65, June 2005.
[5] Y. Rogers, S. Price, D. S. Fraser, C. Randell, M. J. Weal, and G. Fitzpatrick. Ubi-learning Integrates indoor and outdoor experiences. Communications of the ACM, 48(1):55–59, Jan. 2005.
[6] M.J.Weal,D.T.Michaelides,M.K.Thompson,andD.C. De Roure. Hypermedia in the ambient wood. New Review of Hypermedia and Multimedia, Special Issue on Hypermedia beyond the Desktop, (9):137–156, 2003. | <urn:uuid:f5a575d4-758a-42c1-996b-4ecf2f61a2ff> | CC-MAIN-2019-04 | http://www.idi.ntnu.no/grupper/su/bibliography/pdf/2006/Weal2006percomw.pdf | 2019-01-22T22:48:19Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00601.warc.gz | 308,012,888 | 4,601 | eng_Latn | eng_Latn | 0.998163 | eng_Latn | 0.998311 | [
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Carbon Monoxide Safety Facts
SUMMARY
h
Carbon monoxide (CO) causes upward of 400 deaths and results in the hospitalization of more than 4,000 people eac year in the United States, according to the Centers for Disease Control and Prevention (CDC). Many of those falling ill don't know they have CO poisoning because it is a colorless, odorless, and tasteless gas. With proper inspection and housekeeping, Scouts and community members alike can prevent CO poisoning.
GENERAL INFORMATION
Causes of CO Release and Exposure
CO is a byproduct of many of your day-to-day activities. It is found in the fumes from gas stoves and lanterns, fireplaces, and the burning of charcoal, as well as from motor vehicles such as cars and boats. Additionally, CO poisoning most often occurs when the fumes are released within the confines of a small or closed-off room.
Sources of CO
(Possible) Symptoms of Poisoning
Car left running
Portable generators
Portable kerosene or gas heaters/lanterns
Loose or broken ventilation pipes
Improperly installed kitchen range or vent
Operating a grill indoors or in garage
Gas or wood-burning fireplace
Headache
Weakness
Dizziness
Nausea
Confusion
Disorientation
Sleepiness
In More Severe Cases
Fluid in the lungs (pulmonary edema)
Neurological disorders
Prevention and What to Do in an Emergency
* Make sure you have a properly installed CO detector in your home.
* Do not use flames or flame-producing equipment within a closed environment such as a small room, building, or tent.
* Check the seals of containers with flammable contents to ensure proper storage and prevent leakage.
* Do not burn fuels such as charcoal, propane, or other gases indoors.
* Always swim away from the engine side of any floating motor vehicle.
* Be sure to keep your vehicle inspections up to date.
If you suspect you are suffering from CO poisoning, immediately open any doors and windows to get fresh air, and contact your health-care facility or call 911. | <urn:uuid:71745500-f487-4312-ae6e-392c6d0413fd> | CC-MAIN-2019-04 | http://shin.scouts.ca/sites/default/files/files/CO%20Safety%20Moment.pdf | 2019-01-22T23:31:25Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00602.warc.gz | 189,527,168 | 432 | eng_Latn | eng_Latn | 0.997063 | eng_Latn | 0.997063 | [
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These are our rights and our responsibilities:
- To work without being disturbed
- To work without disturbing others
- To be treated fairly and politely
- To treat others fairly and politely
- To have a tidy classroom with everything in it we need to learn
- To respect our classroom and what is in it | <urn:uuid:1fcafb59-7d19-4857-bd60-29ba8906d3db> | CC-MAIN-2019-04 | https://www.wootton-school.co.uk/wp-content/uploads/2015/06/Class-3-Rights-and-Responsibilities.pdf | 2019-01-22T22:43:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00605.warc.gz | 1,001,901,713 | 63 | eng_Latn | eng_Latn | 0.985892 | eng_Latn | 0.985892 | [
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Hello. My Name is
and Iʼm funny
Hello. My Name is
and Iʼm an acrobat
Hello. My Name is
and Iʼm bored
Hello. My Name is
and I have the hiccups
Typography is the definitive tool for the graphic designer– most problems can be solved within the confines of this expressive idiom. Initial problemsolving impulses are generally oriented toward the literal, but designers must go beyond this point and take a more conceptual approach. All solutions must be hand-lettered. Study typefaces found in specimen books and online before making your selections.
A specific personality is described in each of the name labels. Visualize the character of the person described. First, choose an appropriate typeface that best expresses the personality of the individual; then carefully render your whole name, part of your name, or nickname, considering the typeface style, letterspacing, and use of upper and lowerccase characters. Pay attention to the actual size and spacing in the rectangle. | <urn:uuid:ab35cd44-4d5e-4e78-beba-2936db535877> | CC-MAIN-2019-04 | http://www.profshanks.com/uploads/1/2/8/8/12887976/in-class_hellomynameis.pdf | 2019-01-22T22:36:59Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00606.warc.gz | 357,934,168 | 220 | eng_Latn | eng_Latn | 0.997567 | eng_Latn | 0.997567 | [
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Blood Iron – Teacher's Instructions
For demonstration/class activity
Make Sure You Have…
Iron(III) chloride (FeCl3.6H2O)
Potassium thiocyanate (KSCN)
Water (H2O)
3 small beakers
1 measuring cylinder
2 microspatulas
What to Do…
1. Scoop a small mound of iron(III) chloride with a clean microspatula and place in a clean beaker.
2. Scoop a small mound of potassium thiocyanate with a clean microspatula and place in a clean beaker.
The iron(II) chloride should be rusty brown and the potassium thiocyanate should be white
3. Measure 20 ml of water into the measuring cylinder and pour it into the beaker containing the iron(III) chloride.
4. Repeat (3) for the beaker containing the potassium thiocyanate and stir each solution with a clean spatula to dissolve the solids.
The iron(III) chloride solution should be orange/brown and the potassium thiocyanate solution should be clear
5. Pour the two beakers with solution into the empty beaker
The resulting solution should be a blood red colour.
6. Wash everything up (solutions can go down the sink).
What's Happening?
What you have made is a chemical "imitation" of haemoglobin. The important part of the haemoglobin molecule is an iron(III) ion surrounded by 4 Nitrogen atoms in a square planar conformation.
The compound you have made contains a similar structure.
The iron metal is what gives your blood its distinctive red colour. Some animals have other metals in their blood so it is therefore a different colour. For example, the blood of the Horseshoe Crab contains copper and is blue! | <urn:uuid:c663c1ad-1c93-44e4-9ca2-c02dfc6e8899> | CC-MAIN-2019-04 | http://www.chem.ed.ac.uk/sites/default/files/outreach/experiments/blood-iron-teach.pdf | 2019-01-22T22:37:20Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00606.warc.gz | 261,824,418 | 378 | eng_Latn | eng_Latn | 0.982576 | eng_Latn | 0.9902 | [
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Greenvale School Personal, Social and Health Education and Citizenship Policy
Signed October 2017
Next Review date: October 2019
Personal, Social and Health Education and
Citizenship;
incorporating Sex and Relationships and Drugs Education
"Personal, social and health education helps pupils to lead confident, healthy and responsible lives as individuals and members of society" (National Curriculum handbook 2004)
1. 1 Rationale
This policy has been developed to ensure that the school meets statutory requirements, preparing pupils for adult life and providing for their moral, spiritual, social and cultural development. It aims to provide guidance and support to staff and information to parents/carers.
In the 2013 review of the National Curriculum, the government made it clear that schools should make provision for PSHE drawing on good practice (National Curriculum in England, DfE, 2013)
The framework for PSHE continues to be non-statutory at all key stages. Citizenship is a statutory requirement at Key stage 3 and 4. The provision of PSHE and Citizenship education, including sex and relationship education, is essential for the development of students as individuals and their involvement in the wider society. The policy has been informed by a range of guidance documents as outlined in Appendix A and has been developed in consultation with staff, governors and parents. Students' views have also been sought where appropriate. It will be reviewed every three years.
1.2 The Moral and Values Framework
The values and ethos of the school community are reflected in the delivery of the PSHE and citizenship and are seen as an integral part of school life. Staff work to promote awareness and understanding of personal, moral and social issues throughout the school day. Explicit opportunities to promote students' development in these areas are provided in religious education, personal, social and health education, citizenship and careers schemes of work. A significant contribution is also made by school ethos, effective relationships throughout the school, assemblies and other curriculum and out of school activities. By taking part in a wide range of activities and experiences students contribute to the life of the school and the community. In doing so they develop their self-worth, awareness and respect of others and their ability to form effective and fulfilling relationships
The school behaviour policy document sets out the schools policy and approach further.
1.3 Definition
Personal, social, health and economic (PSHE) education is a planned programme of learning opportunities and experiences that help children and young people grow and develop as individuals and as members of families and of social and economic communities.
PSHE education supports children and young people to make informed decisions about their lives. It is a planned curriculum area that contributes to pupils' life chances, developing knowledge, understanding, skills and attitudes.
PSHE education can make a substantial contribution to schools meeting the Every Child Matters outcomes and the three Statutory Aims of the National Curriculum, Successful learners, Confident individuals and Responsible Citizens.
1.4 Aims
PSHE and Citizenship are concerned with knowledge, the development of skills and attitudes. The teaching objectives are to:
- develop pupils' confidence and responsibility and make the most of their abilities
- prepare pupils to play an active role as citizens
- develop awareness of rights and responsibilities that help individuals become active citizens in the local and wider community.
- develop healthy, safer lifestyles
- develop skills in financial capability as appropriate
1.5 Teaching and Learning
Objectives are achieved through the taught curriculum, through contributing to school life and through community links.
Provision of key skills, such as the development of communication skills, in all curriculum areas reinforces aspects of PSHE. Additionally, the valuing of students' individual contribution is essential for the development of mutual respect.
The QCA document (2009), Planning, teaching and assessing the curriculum for pupils with learning difficulties, states that:
"In particular, PSHE and citizenship offers students with learning difficulties opportunities to:
- Make choices and decisions
- Develop personal autonomy by having a degree of responsibility and control over their lives
- Make a difference or make changes by their individual or collective actions
- Find out that there are different viewpoints, which lead to a respect for the opinions of others.
In response to these opportunities students can make progress in PSHE and citizenship by:
- Moving from contact with others in the class and school to community involvement
- Developing greater control and choice
- Adapting to change as they grow and develop, physically and emotionally
- Moving from the personal to a wider perspective ( in terms of the range of relationships and viewpoints, and consideration of other people's point of view)
- Moving from an immediate time perspective to thinking about the future and reflecting on the past, for example, how tackling things differently could lead to different outcomes."
In teaching PSHE and Citizenship a wide variety of teaching strategies are employed, these range from whole group discussion to small group and individual work, and might also encompass visits to, and educational links with, the local community.
As students move through the school, greater emphasis is placed on their making their own autonomous learning
1.6 Organisation
Teaching and learning for PSHE and Citizenship takes place in the following ways:
Whole School – Students are encouraged to develop values and attitudes within the school community that are mutually supportive. They are encouraged to take responsibilities and develop initiatives, developing social and moral behaviour at all times of the school day.
Designated curriculum time - each student takes part in a weekly session, working within their key stage; 3, 4 and 5. Students follow a scheme, specific to the student group
Accredited courses – students in key stage 4 and 5 have opportunities to gain externally moderated awards in PSHE and Citizenship.
Class time - certain aspects of the curriculum are delivered by the class teacher, and additional staff, these include: developing personal skills, daily living skills, domestic skills and community skills
Other curriculum areas - each curriculum subject has a particular contribution to PSHE and Citizenship education, examples are given in Appendix B.
School Events
In a variety of ways students are provided with opportunities to work together, develop and maintain relationships and contribute to the life of the school and the wider community. This may take place in, for example, assemblies, interschool PE activities, mainstream school links, student forum, school journeys, lunch-time or after-school clubs, specific-curriculum focus days.
Pastoral Care and Guidance
Senior teachers, class teachers, mentors and support staff will each play a key role in supporting and encouraging students and providing opportunities for them to share their experiences and concerns. Other professionals working at school, such as the school nurse, may also give support.
1.7 Assessment, recording and reporting
There are two broad areas for assessment,
- knowledge and understanding
- generalisation of knowledge and understanding to formulate skills and attitude
Assessment should not be seen as a judgement on the worth, personality or value of a pupil or their family. Assessment is according to agreed procedures as outlined in the staff handbook. Personalised PSD targets within students' IEP (Individual Education Plan) are set by the class teacher each term. Reference is made to the previous year's annual review document to set new targets. Parents' input at these review meetings is particularly valuable in helping set appropriate targets for the year ahead. Specific learning outcomes are set for the designated PSHE and Citizenship sessions and teaching staff record regularly and report annually against these targets.
1.8 Working with external agencies/community links
Members of the wider school community have a part to play in delivering PSHE and citizenship education, in particular members of the school nurse team. They bring a new perspective and offer specialised knowledge, experience and resources. Professionals called in to support the curriculum work with school staff present at all times and, any resources the visitor wishes to use are viewed in advance by school staff.
Opportunities for students to work outside the school environment are also important. Links with mainstream schools, educational visits and ongoing contacts all provide students with opportunities to build social skills, interact with unfamiliar peers and adults and prepare for adult life.
1.9 Confidentiality
A trusting relationship between staff and students is an important aspect of effective PSHE. In sex and relationship education however, it is important for pupils to understand that teachers cannot offer unconditional confidentiality. The member of staff makes a professional judgement about the significance of what an individual student may say based on their knowledge of that student and their particular circumstances. Any concern should be discussed immediately with the deputy or head teacher. Students are encouraged to talk to their parents/carers about concerns they may have and should be informed of sources of confidential help, for example their GP. Health professionals are bound to confidentiality by their own professional code of conduct during individual consultation with a young person but are expected to abide by the school's policy when working with a student group.
Ground rules are established within lessons concerning sex and relationship issues. Students are offered opportunities to talk individually with staff at other times to prevent possible inappropriate personal disclosures in a classroom setting. Students should be reassured that their best interests will be maintained and that, if confidentiality is broken, they will be informed and supported as appropriate.
1.10 Staff professional development
Staff receive ongoing in-service training to help them deliver PSHE and Citizenship education effectively. The PSHE Co-ordinator will keep other staff informed of factors, both national and local, that relate to the effective teaching of the PSHE curriculum.
1.11 Monitoring and evaluation
The effective implementation of the policy is seen through ongoing monitoring of planning and recording, carried out through each school year. Discussion with staff, parents, governors and pupils will inform the co-ordinator of possible improvements to be included or revisions to be made to the policy and the schemes of work.
This document was reviewed and updated in Autumn 2015
1.12 Appendix A
This policy ensures that the school is meeting the following statutory requirements with reference to:
The Education Reform Act 1998 – "the school must provide a broad and balanced curriculum to prepare pupils for adult life"
The Education Act (1996)
This policy is informed by:
PSHE Guidance (DfEE 2013)
PSHE and Citizenship Framework (QCA/DfEE 2000)
PSHE and Citizenship, Initial Guidance for Schools (QCA 2000)
Sex and Relationships Education Guidance (DfEE 2000)
Curriculum Guidance No.5 Health Education (NCC 1990)
National Curriculum in England KS3 and 4 (2014)
Sex and Relationship Education for 21 st Century (DfEE supplementary advice 2013)
Planning teaching and assessing the curriculum for pupils with learning difficulties, Personal, social and health education and citizenship (QCA 2009)
SEN Code of Practice
National Healthy School Standard Guidance
This policy ensures that the school is meeting the following statutory requirements relating to sex and relationship education with reference to:
- The Education Act 1993 – "in all maintained schools any sex education must be provided in such a manner as to encourage young people to have regard to moral considerations and the value of family life."
- The Education Act 1994 section 241 (2) inserts a definition of sex education that includes information about HIV and AIDS and other sexually transmitted diseases
- The National Curriculum Science orders 2000
- The Education schools by the office for standards in Education (OFSTED). The inspection must comment on the provision of health education including the sex and relationship education policy and pupil support and guidance, amongst a range of other aspects of school life. Inspectors have recently been updated in relation to the DfEE Guidance 0116/2000
- Every Child Matters
- SEAL
1.13 Appendix B
Contributions to PSHE curriculum through other school subject areas as follows:
English - texts with personal, health and relationships issues
Maths - aspects of financial capability
Science - sex education, safety, personal health, drugs, environmental issues
Design and Technology - health and safety, food and nutrition
ICT - finding ICT based information, improving choice making skills
History - beliefs, attitudes and experiences of people from the past, issues of cultural diversity
Geography - sustainable development, issues of cultural diversity
MFL - learning about other cultures and customs
Art and Design - learning to respect differences through studying artists and craftspeople from around the world
Music - working together, issues of cultural diversity
PE - co-operation and teamwork, health and safety, personal fitness
RE - religious and moral beliefs, values and practices that underpin and influence personal and social issues, and relationships
Careers - the world of work, leisure and ongoing learning, preparation for the adult world, financial capability
Drama – learning to work together and build appropriate relationships
Greenvale School Policy Document Sex and Relationships Education (forming part of the PSHE and Citizenship Policy)
2.1 Rationale
This policy has been developed to ensure that staff and parents/carers are clear about the statutory requirements regarding sex and relationships education and that students receive their educational entitlement. It has been developed through a consultation process, which included the governing body, school staff and parents, with reference to various guidance documents as outlined in appendix A. Other school policies are also relevant such as the behaviour policy and child protection policy.
2.2 The Moral and Values Framework
Greenvale School follows the DfE recommendations that sex and relationship education is taught within a framework, which gives due regard to moral considerations and the value of family life. Students learn about moral values through all aspects of school life and all curriculum areas, not just sex and relationship education.
- It takes account of students' level of knowledge and awareness of the issues being addressed
- It aims to develop students' self-respect through the promotion of selfesteem, acknowledging the value of each individual student
- It reflects an understanding of the range of family groups that children live in
- It aims to develop respect and sensitivity to others through a knowledge of difference
It should encourage and support students to:
- Take responsibility for their actions and the consequences of their actions
- Develop trust in relationships with other people
- Develop beliefs and opinions on complex issues
2.3 Definition
"The objective of sex and relationship education is to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood through adolescence to adulthood."
(Sex and Relationship Education Guidance, DfEE 2000)
Sex and relationship education is a lifelong process, involving the growth of knowledge, the development of skills and the exploration of attitudes. Parents/carers have a major responsibility to help children cope with physical and emotional aspects of growing up. The school will support them in this task.
2.4 Aims
Taking account of the age, maturity and needs of the students, sex and relationship education aims to:
- Give clear information, developing an awareness and understanding of the human body
- Support students to understand and express their feelings through providing the vocabulary, developing confidence and communication skills
- Develop an understanding and valuing of others beliefs, needs and feelings
- Equip students with the skills needed to develop healthy, equal and safe relationships
- Develop an understanding of the individual's ability to make healthy choices
- Provide information and strategies to help keep students safe, both off and online
2.5 Organisation
Since sex and relationship education incorporates the development of selfesteem and relationships, students' learning does not take place exclusively through the taught curriculum but through all aspects of school life. Delivery of sex and relationship education is taught specifically through agreed topics within the PSHE curriculum and designated class based time. Students have opportunities to discuss and reflect on ideas and to develop skills such as communication skills. A range of teaching and learning styles are used to support student participation. Single gender groups for sex and relationship education are used when appropriate
Parents/carers have a statutory right to withdraw their child from the parts of sex and relationship education that fall outside the national curriculum. Students cannot be withdrawn from any teaching which is part of the national curriculum (National Curriculum science orders, see appendix C). The school undertakes to inform parents in advance of the onset of work on a programme of study covering sensitive issues. A parent wishing to withdraw their child should discuss this with the head teacher and alternative arrangements will be made.
2.6 Resources
Resources are kept centrally and are approved by the PSHE co-ordinator and the senior leadership team before use. Resources are chosen as appropriate for students' age and maturity and are representative of different cultures, lifestyles and backgrounds.
2.7 Assessment, recording and reporting
The main PSHE policy outlines the procedure for assessment, recording and reporting; additional records may be appropriate when students receive individual tutorial support or work in small groups. Staff should keep records (and share information with parents when appropriate) but should use professional judgement about the detail of reporting necessary or appropriate.
2.8 Specific Issues
Child protection, sexual abuse
The school is legally required to refer concerns regarding child protection issues, including sexual abuse, to other agencies such as social services. This will mean that sometimes school staff need to support an investigation into the care of individual students attending the school. The investigation does not mean that accusations are being made, but that a concern is being looked into.
(See school's child protection policy and procedures)
Confidentiality
A trusting relationship between staff and students is an important aspect of effective sex and relationship education, however it is important for students to understand that teachers cannot offer unconditional confidentiality. The member of staff will make a professional judgement about the significance of what an individual student may say based on their knowledge of that student and their particular circumstances. Any concern should be discussed immediately with the deputy or headteacher. Students should be encouraged to talk to their parents/carers about concerns they may have and be informed of sources of confidential help, for example their GP. Setting ground rules within a session concerning sex and relationship issues, offering students opportunities to talk individually with staff at other times, helps prevent possible inappropriate personal disclosures in a classroom setting (see Appendix D). Students should be reassured that, if personal information is passed on to others, it is for their own protection and they will be informed and supported as appropriate.
Answering difficult questions
If a student asks an explicit or difficult question, staff use their judgement in deciding the best way to answer it. This may be through individual work or discussion with the student. If the staff member is concerned they can refer to the headteacher or deputy who can discuss the matter with the parent, or follow other appropriate procedures.
Harassment and bullying
Students come from a variety of backgrounds and all are entitled to learn in a supportive environment, free from fear. Some students may use terms such as "poof", "lesbian" or "gay" as a way to harass other students. This is unacceptable and will be dealt with as any other form of harassment, through the school behaviour and discipline procedures (see behaviour policy, Greenvale staff handbook)
This policy was reviewed and updated in Autumn 2015
2.9 Appendix C
[x] The National Curriculum Science orders 2007 states that; "The study of science should include the human reproductive cycle includes adolescence, fertilisation and foetal development"
Other documents relating particularly to sex and relationship education:
- The Education Act 1993 – "in all maintained schools any sex education must be provided in such a manner as to encourage young people to have regard to moral considerations and the value of family life."
- The Education Act 1994 section 241 (2) inserts a definition of sex education that includes information about HIV and AIDS and other sexually transmitted diseases
The Education (Schools) Act 1992 – provides for the inspection of schools by the office for standards in Education (OFSTED). The inspection will make judgements on the personal development, behaviour and welfare of students. Inspection will make a judgement on the effectiveness and impact of the provision for pupils' spiritual, moral, social and cultural development.
2.10 Appendix D
A working agreement model for use in certain groups:
Each person
- Is worthy of respect and to be listened to
- Has the responsibility for choosing what they want to share
- Is responsible for respecting others and listening to them
- Has the right not to share
- Is allowed to change their mind
- Is responsible for keeping the confidentialities of others
- Is allowed to make mistakes
Greenvale School Policy Document
Drugs Education
(forming part of the PSHE and Citizenship Policy)
3.1 Rationale
This policy was developed to ensure that staff, governors and parents are clear about the statutory requirements regarding drugs education. It aims to clarify procedures for dealing with drug related incidents and to provide a clear framework for the teaching of drugs in school that meets the needs of the students. The policy was developed by staff, in consultation with governors and parents.
3.2 A definition of drugs
Drugs are substances that alter the mind or body. This policy is concerned with legal drugs such as alcohol, tobacco, over the counter and prescribed drugs such as tranquillisers and pain killers and illegal drugs such as ecstasy, cannabis and cocaine, crack and heroin. Substance misuse is defined as the use of all illegal and legally obtainable drugs including tobacco, alcohol, volatile substances and medicines obtained without a prescription.
3.3 Statutory Duty of School
The head teacher takes overall responsibility for the policy and its implementation, for liaison with the Governing Body, parents, LEA and appropriate outside agencies and for the appointment within the school of a substance co-ordinator, who will have general responsibility for handling the daily implementation of this policy. The head teacher will ensure that all staff dealing with substance issues are adequately supported and trained. Certain aspects of drugs education are a statutory requirement as part of the National Curriculum science order, August 1995 (see Appendix D).Additionally, at Greenvale School drug education is provided within the broader context of health and personal and social education.
3.4 Implementation
In instances involving substance misuse or supply on the premises, and following discussion between staff members who know students well, parents will be informed at the earliest opportunity by the head teacher. The school and parents can then work together to support the young person involved. There is no legal obligation to inform the police, though they may be able to give relevant support and advice. Where it is suspected that substances are continuing to be sold on the premises, details regarding those involved with as much information as possible, will be passed to the Police Liaison Officer or Community Affairs Department. The school will consider any substance incident individually and recognise that a variety of responses will be necessary to deal with incidents. The school will consider very carefully the implications of any action it may take. It seeks to balance the interests of the pupil involved, the other school members and the local community.
3.5 Administering Medicines
The school has procedures for the administering of drugs as set out in the Health and Safety policy. It is also important that students are made fully aware of the need for care with prescribed drugs and that they learn to distinguish between appropriate and inappropriate drugs. All medicines are kept in locked cabinets in school.
(See also school policy "Supporting Pupils with long-term medical conditions")
3.6 Managing a drug related incident
A drug related incident is likely to fit into the following categories;
- A student, parent/carer or staff member is thought to be under the influence of drugs
- A student is found in possession of drugs or associated paraphernalia
- A student discloses that they or a family member/friend are misusing drugs
The priority in every case of an incident will be the safety of individuals, summoning appropriate help before addressing further issues. Each situation will be recorded and a range of responses considered, weighing up the needs of the individual and those of the wider school community. The head teacher will inform, consult and involve other agencies as necessary. The storage of sensitive information about students or staff will be secure and accord with the requirements of the Data Protection Act 1998
3.7 Aims of Drug Education
- To enable students to make healthy informed choices by increasing knowledge, exploring their own and other people's attitudes and developing and practising skills
- Promote positive attitudes towards healthy lifestyles
- Increase understanding about the implications and possible consequences of use and misuse
- Provide accurate information about substances
- Enable students to identify sources of appropriate personal support
- To encourage students to reject drugs because they believe that to be the right thing to do not just because they have been told to "say no".
3.8 Organisation
Objectives are achieved through the PSHE curriculum delivered as appropriate for the students' maturity and level of understanding.
KS3 students will learn about drugs in term 3 – Healthy Living KS4 students will learn about drugs in term 5 – Health and Safety KS5 students will learn about drugs in term 3 – Health and Hygiene The PSHE Curriculum Policy provides relevant information on the following: Assessment, recording and reporting Working with outside agencies Confidentiality
This document was reviewed and updated in 2015
3.9 Appendix D
Statutory req. science orders
3.10 Appendix E
This policy is informed by: DfES publication Drugs – Guidance for Schools (2004) DfEE and ACPO drug advice for schools (2012) Department of Health – www.doh.gov.uk/drugs www.drugs.gov.uk www.wiredforhealth.gov.uk
3.11 Appendix F
Glossary
Drug incident
Suspicion or evidence of any situation or specific event involving a drug. This could relate to a pupil, parent/carer or staff member.
Drug misuse
Drug misuse is drug taking which leads a person to experience social, psychological, physical or legal problems related to intoxication or regular excessive consumption and/or dependence. It may be part of a wider spectrum of problematic or harmful behaviour and require specific interventions, including treatment.
Drug use
Drug use is drug taking, for example, consuming alcohol, taking medication or using illegal drugs. Any drug use can potentially lead to harm, whether through intoxication, breach of the law or of school rules, or the possibility of future health problems, although such harm may not be immediately apparent. Drug use will require interventions such as management, education, advice and information, and prevention work to reduce the potential for harm.
Signed ……………………………………. Date ……………….
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REPORT OF ACTIVITIES FOR THE COMMEMORATION OF THE 2018 GLOBAL MENSTRUAL HYGIENE DAY ON PROMOTING MENSTRUAL HYGIENE MANAGEMENT AMONG ADOLESCENT SCHOOL GIRLS AT GOVERNMENT GIRLS' SECONDARY SCHOOL MAGWAN-KANO ON 28 TH MAY, 2018 BY 10AM
INTRODUCTION
Menstrual Hygiene Management (MHM) is the practice of using clean materials to absorb menstrual blood that can be changed privately, safely, hygienically, and as often as needed throughout the duration of the menstrual cycle. MHM impacts multiple areas across the sustainable development goal agenda including health, education, gender equality, and water and sanitation.
Data on Menstrual Hygiene in Nigeria is very scarce; however the statistics available indicate that the interventions on menstrual hygiene are generally low especially in the Northern part of the country.
GIGREE's core objectives include promotion of girl-child education. Therefore, the commemoration of this year's Menstrual Hygiene Day is a milestone in achieving SDGs 3, 4, 5 and 6 and to ensure that nothing interferes with the education of especially adolescent girls not even their menstrual cycle.
Menstrual Hygiene Day (MHD) is an annual global awareness day on May 28 to highlight the importance of good Menstrual Hygiene Management (MHM). It was initiated by a German- based Non-Governmental Organization known as WASH United in 2014 and it aims to benefit Women and Girls worldwide.
Menstrual Hygiene Day provides a global platform for individuals and organizations to come together to raise awareness about the many challenges women and girls face regarding menstruation, and learn how to properly address these challenges.
Menstrual Hygiene Day will help to break the silence and build awareness about the fundamental role that good menstrual hygiene management (MHM) plays in enabling women and girls to reach their full potential.
This year, Global Initiative for Girls' Rights, Education and Empowerment (GIGREE) commemorated the Global Menstrual Hygiene Day (MHD) by creating awareness on proper Menstrual Hygiene Management (MHM) among adolescent girls within the school environment. This year's Global Hygiene Day theme is; #Nomorelimits, this simply means with the right awareness, menstruation will no longer be a barrier and therefore women and girls can reach their full potentials; be it in school, at work or at home.
AGENDA:
* Opening: The event started at about 10:20am with introduction of the GIGREE team by the Executive Director, Mrs. Doom Ikyaator.
* Presentation: The Executive Director of GIGREE made a presentation on proper menstrual hygiene management and proper disposal of used sanitary materials after which she asked the students a few questions and three students gave feedback.
After the presentation, the principal gave a brief remark. In her speech, she admonished the students to ensure that they adhere to all that they were taught and practice proper hygiene especially within the school environment.
Following the principal's remarks, the Executive Director of GIGREE presented the sanitary items and the principal received them on behalf of the school. The items donated were; four (4) covered dustbins for proper disposal of used sanitary materials and twenty (20) cartons of Always ultra-sanitary pads.
* Closing Remarks: After the presentation of sanitary materials, the head girl of the school Miss. Aisha gave the vote of thanks on behalf of her fellow students. She appreciated GIGREE for choosing their school to commemorate this year's Global Menstrual Hygiene Day. She promised that they will put to practice all they learnt about Menstrual Hygiene Management and also use the sanitary materials donated to them properly.
The group pictures followed immediately after her vote of thanks.
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THE GOSPEL PROJECT SR. UNIT 27 Lesson 1: Jesus appears to His Disciples
Date: Sunday January 13, 2019Teachers: Isaiah D, Kathy D
Bible Passage: Luke 24:36-49; John 20:19-23
Main Point: Jesus appeared to His disciples.
Key Passage: 1 Corinthians 15:3-4
Big Picture Question: What is our mission as believers? Our mission as believers is to make disciples of all nations by the power of the Spirit.
NCC Question 31 Susan
What do we believe by true faith?
OPENING AND MEMORY VERSE: Isaiah
Do you know who wrote these words? (Paul) .Paul wrote a letter to the believers in a city called Corinth, where he had started a church. Paul reminded the believers of the most important thing: the gospel. The verse states twice (according to the scriptures ) because Paul wanted to remind those listening to him, that the Bible prophesies in many places that Christ would die for us and rise again.
Let's work on memorizing these verses to help us remember the gospel—the good news about Jesus.
1 Cor. 15:3-4 "For I delivered to you as of first importance what I also received: that Christ died for our sins in accordance with the Scriptures , that he was buried, that he was raised on the third day in accordance with the Scriptures."
INTRO TO LESSON: Isaiah
The stories of the Bible fit together to tell us the big story of God's plan to save sinners through His Son, Jesus. Jesus died on the cross and was raised from the dead, but the story doesn't end there.
After Jesus rose from the dead, He helped His disciples understand that their part of God's plan was just beginning.
BIBLE STORY: (video)
BIBLE STORY REVIEW: Kathy
materials: (ball: grab from the bag at the back of the gym the Dunks bring)
Ask kids to stand up and catch the ball if they know the answer to the question
What did the disciples think Jesus was when He first appeared to them? (a ghost, Luke 24:37)
How did Jesus show that He is alive? (He told the disciples to touch and see His hands and feet. He also ate fish with them; Luke 24:39-43)
What job did Jesus give His disciples? (tell other people that Jesus died to rescue them from sin and God raised Jesus from the dead on the third day, Luke 24:46-49)
How do you feel when you think of sharing the good news of Jesus with others?
Allow kids to be honest. If they are excited, affirm them. If they are scared or worried to share, still affirm them and help them understand that Jesus gives His followers a Helper, the Holy Spirit. It is OK to be afraid, and they can ask for help from the Holy Spirit.
DISCUSSION VIDEO:
Jesus appeared to His disciples, but at first they weren't sure it was Him. Have you ever had a hard time recognizing something? Check out this video.
Show the "Unit 27, Session 1" discussion starter video. Guide kids to discuss these questions:
How quickly did you recognize the picture?
When the disciples first saw Jesus, what did they think they saw? (a ghost, Luke 24:37)
How did the disciples know Jesus was real? (He showed them His hands and side, Luke 24:39)
How can you find out if something you hear about Jesus is true?
Leader • Jesus made it clear that He is alive. Jesus is still alive today! Jesus told His disciples that they had a job to do: go and tell others about Him. We don't see Jesus today because He is in heaven, but God calls all believers to show others what Jesus is like and to tell them the good news of the gospel.
ACTIVITY: Decoder activity sheet
The BIBLE STORY Jesus Appeared to the Disciples Luke 24:36-49; John 20:19-23
On the first day of the week, in the evening, the disciples gathered together in a house. They locked the doors because they were afraid of the Jews. They didn't want to be killed like Jesus had been killed.
But wait … Jesus had appeared to two disciples on the road, and Mary Magdalene had reported seeing Him alive too. Could it be true?
As the disciples talked, Jesus came, stood among them, and said to them, "Peace to you!" The disciples were afraid! They couldn't believe their eyes! Was this really Jesus? The disciples thought they were seeing a ghost.
"Why are you afraid? It's Me! Why do you doubt?" Jesus said. "Look at Me and touch Me. A ghost does not have flesh and bones, but I do. I'm not a ghost."
Jesus showed His disciples His hands and His side. They saw the holes in His hands and in His side. Jesus was alive?
It seemed too good to be true. The disciples rejoiced because they were so happy to see Jesus! The disciples gave Jesus some fish to eat. Jesus talked to them and explained the Bible to them. "The Bible is about Me," Jesus said. He helped them understand how the Law of Moses, the Prophets, and the Psalms told about Him. Then Jesus told the disciples that they had a job to do. Jesus had died and was raised from the dead so that people could be forgiven for their sins. The disciples needed to tell other people to repent from their sin and be forgiven. "Peace to you!" Jesus said to them again. "God sent Me to earth, and in the same way, I am sending you." Jesus sent out the disciples to be His witnesses and to tell all the people that He is alive.
Christ Connection: For 40 days, Jesus presented Himself to at least 500 people and proved that He is alive. (1 Corinthians 15:3-8) Jesus is still alive today. He sends out believers to tell others about Him and gives us power through the Holy Spirit. | <urn:uuid:bbadd974-e49d-452b-8f5c-95f42e5a2afe> | CC-MAIN-2019-04 | https://redeemerw.files.wordpress.com/2019/01/unit-27-lesson-1-sr.-jesus-appears-to-his-disciples.pdf | 2019-01-22T23:47:37Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00604.warc.gz | 615,226,850 | 1,270 | eng_Latn | eng_Latn | 0.997651 | eng_Latn | 0.997914 | [
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Maeda Gakuen
Managing Children's Behaviour: Biting
Policy Statement
Many young children use biting as a means of attention seeking, responding to a trigger from another child or even experimenting with how it feels. Although this behaviour is unwanted and unacceptable it is, nonetheless, a normal stage of child development. Children often bite when their language skills are not developed enough to vocalise their feelings and is a way of expressing themselves. Whilst some children bite, others may smack, push, pull hair, scratch or have temper tantrums where they scream for attention. As children develop other ways to communicate their feelings, these unwanted behaviours usually diminish or disappear.
Procedures
Maeda Gakuen Yochien follows the following procedures in the event of a child being bitten:
* Comfort the child who has been bitten
* Remove the child who has bitten from the scene.
* Explain firmly to the child who has bitten that they have hurt and upset the other child and keep the children apart for several minutes.
* If the child demonstrates repeated bouts of biting or other unwanted behaviour they might be prevented from taking part in an activity but will be sat in company of the key worker who shall help them see how their behaviour has impacted them and others.
* We do not exclude children as we believe they are too young to understand the consequence of their action.
* We complete an accident form and inform both sets of parents what has occurred
* We do not tell parents the names of the children involved, although as children get older they will sometimes tell parents themselves.
* We discuss strategies for dealing with such incidents if they occur at home or elsewhere.
Parents are understandably upset when their child returns home with bite marks and it is often worse for the parent than for the child – who will often have forgotten about the incident. Some children do bruise more easily and the mark may last for several days, whereas in other children the mark may disappear within 24 hours. Staff are extremely vigilant, but there are occasions that biting may take place without a member of staff being alerted. This may happen if a child does not make a fuss or if a child is bitten through clothing and it has not been seen. Biting may be unprovoked and it is difficult to stop as staff cannot usually predict that a child is about to bite. We do take biting and other unwanted behaviours very seriously and will always work together with parents to try to prevent this happening.
This policy was revised in August 2017 by Nikita Phadnavis (Manager) of Maeda Gakuen Yochien.
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Powered by TCPDF (www.tcpdf.org)
Big Ideas: The Essential "Toolkit" for All Levels of Math
Facilitator(s):
Keith Van De Keere
Date:
November 06, 2018
Time:
9:00 am – 3:30 pm
Cost:
$50.00
(includes lunch, which is not prepared in a nut/gluten-free environment)
Location:
Edmonton (ERLC Office at Elmwood School)
Room 17/18, 16325 - 83 Avenue
Session Code: 19-MA-115
Target Audience
Grades 1-6 Math Teachers
About this Learning Opportunity
Everything in math is tied to big ideas. They are the foundation of number sense. These core concepts can serve as an organizing structure for teaching and learning. They are what young children should be wrestling with. They represent what we are meant to be assessing!
Students with a deeper understanding of the Big Ideas:
have better mental math skills and automaticity of facts
can generalize concepts because they understand that the big ideas never go away and never change
are more willing to think critically to find the "why" behind the math
bring flexibility to problem solving that spills over to problem solving in their daily lives.
When we understand the big ideas, we have a better understanding of the intent of each outcome and therefore better able to assess what really matters!
About the Facilitator(s)
Keith Van De Keere believes that when math teaching is focused on deep understanding of the big ideas, students have a better chance of experiencing enduring success, and teachers can better see the natural flow between teaching and assessment. To promote and support this kind of teaching, Keith is booked to do at least 100 demo lessons in classrooms during this school year. Each demo is followed up with lesson planning aimed at engaging students, impacting their level of understanding, and inviting them to see math as an investigation.
Keith asks the teachers he works with to aim for planning lessons that are infused with visual and verbal experiences for students. To this end, most lessons begin with either a visual and/or a contextual representation. Teachers then act as facilitators and "kid watchers" as the discussion revolves around the representations rather then just about numbers. They ask questions that keep the investigation moving forward and keep it in the hands of students. The focus is on understanding rather than having ways to get answers.
Keith has worked with Dr. Cathy Fosnot, who is a North American leader in constructivist learning and in changing the culture of math classrooms. In doing so, he has worked with K - 9 teachers and school divisions in Ontario, Manitoba, San Francisco and Hartford but does the majority of his work supporting teachers in north central Alberta.
This learning opportunity is being provided through funding from Alberta Education.
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4th Grade Core Academic Subjects
In fourth grade, students prepare for upper school by establishing a greater sense of responsibility. The content pushes them to think, analyze, critique, and learn in a more sophisticated and structured way. They are taught to deeply think about and make connections in what they read, write with clarity, flow, and structure similar to that of traditional essays; and learn more complex concepts across all subject areas. In addition, fourth graders are encouraged to be more independent in their learning, depending less on the teacher's guidance and researching, planning, and revising their work more by themselves. Classes are much more student-led and they engage in hands on activities solving problems with multiple answers. Students rely on logic, problem solving, and critical thinking skills across the curriculum and take risks to grow and stretch their brain! Welcome to a wonderful year full of a discovery, a love of learning, and a passion for knowledge.
English Language Arts – Writing
* Persuasive
Fourth Grade students participate in a variety of writing activities that help them work on the structure/format, the approach, and the conventions necessary to master the following types of writing:
* Biography
* Nonfiction/Informational – Gold Rush
* Creative Fiction
* Poetry
Fourth graders also study parts of speech, sentence structure, and adding to sentences to make them more detailed. Students focus on improving their vocabulary and figurative language in order to accurately describe information with detail using all five senses.
English Language Arts – Novel Study
Students in 4 th grade begin learning the art of annotating the text in order to track their thinking and easily locate text evidence throughout the novels. We use a series of codes in order to do this, as well as determine specific adjectives in order to accurately describe the character traits and the feelings of the characters throughout the text. Students write RACCE responses to articulate their understanding of open ended questions by Restating the Question, Answering the Question, Citing Text Evidence (2), and Explaining Their Thinking.
History
In history, students develop an understanding of physical and human geographical features that define places and regions in the United States, and more specifically, California. Each week they use clues to determine a mystery location to strengthen their understanding of the world around them. They also learn to describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Fourth graders also study the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Furthermore, they learn how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. In order to solidify their understanding of the economy, students participate in a real life class economy. They apply for a classroom job and responsibly complete that job daily in order to earn a salary. Students earn bonuses and demerits daily and get paid on a weekly basis. Lastly, students grow an understanding of the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Math
In math, students begin the year mastering their basic math facts and improving their mental math abilities. Students build on that knowledge in order to develop an understanding and fluency with multi-digit multiplication, and dividing to find quotients involving multi-digit dividends. They also explore fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. They gain the ability to compare fractions with unlike denominators using a variety of strategies. Students also investigate geometric figures and learn to analyze and classify them based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Throughout the year students engage in problem solving and real-world math problems using word problems. They advance their critical thinking skills and determine multiple ways to solve problems. Students grow their number sense throughout fourth grade and, therefore, are able to approach rigorous problems with the necessary tools to evaluate and solve them.
Science
In science, fourth grade students study the scientific method as well as the engineering and design process. They learn to ask meaningful questions and conduct careful investigations. They formulate and justify predictions based on cause and effect relationships, and draw conclusions about the relationships between predictions and results. They also construct and interpret graphs from measurements, and communicate results. Students explore states of matter as well as the physical and chemical changes that effect matter. They learn how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. Students learn the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. Students understand that electrical energy can be converted to heat, light, and motion. In our life science unit, students recognize that all organisms need energy and matter to live and grow. They explore food chains, food webs, ecosystems, and the producers/consumers that are an essential part to them. Furthermore, students identify the properties of rocks and minerals and how the rock cycle works. They explore earth's surface and understand the slow and rapid changes that take place and change the earth over time. Students learn to embrace questions. They are encouraged to be curious, inquisitive, outside-the-box thinkers who strive to find answers through investigation and exploration!
Civility
During civility, students discuss social emotional topics and develop strategies for dealing with different situations. Each class addresses a specific theme and we use mentor texts to expose this theme and kickstart our conversation around the topic. This class helps students practice the core values necessary to being a polite, courteous, and respectful member of our classroom community and of society in general. Students learn how to properly work together, express their feelings, solve problems, and how to address conflict. Students also develop a growth mindset. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. | <urn:uuid:52107650-ccbe-4ddc-afbb-cb626c042594> | CC-MAIN-2019-04 | http://www.addaclevenger.org/editoruploads/files/Fourth_Grade_Core_Academic_Subjects.pdf | 2019-01-22T23:18:26Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00606.warc.gz | 239,050,567 | 1,270 | eng_Latn | eng_Latn | 0.99703 | eng_Latn | 0.997099 | [
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St Martin's C of E Primary and Nursery School
SCHOOL MEALS AND NUTRITION POLICY
Aims
To provide a nutritionally balanced, two course meal which contributes to the health of pupils and staff and which promotes the benefits of healthy eating to the wider learning community in accordance with Government Nutritional Standards.
To support pupils in understanding that a healthy diet plays an important role in general health and wellbeing.
Achieved by:
§ Increasing pupils' knowledge of the benefits of healthy eating as part of a healthy lifestyle through both the taught and the wider curriculum.
§ Encouraging children to grow and cook their own food as part of the wider
§ Only allowing children to bring in healthy snacks at break and lunchtimes.
curriculum.
§ Setting a price which recognises Devon County Council's guidelines and ensures the costs of the service are managed effectively.
§ Adopting a whole school approach linking with the Healthy Schools Agenda and supporting initiatives which secure the growth and overall viability of the service.
§ Cooking meals with fresh and wholesome ingredients secured locally wherever possible.
§ Providing facilities which are safe for children, staff and visitors and which promote positive social interaction, allowing meals to be eaten in pleasant and safe surroundings.
§ Ensuring that staff preparing, cooking and serving meals are suitably trained and understand the basic principles of nutrition.
§ Ensuring, wherever reasonably practicable, that meals meet the special dietary requirements of all pupils and staff.
§ Ensuring that the meals provided for the children provide high quality nutrition and appeal to the children.
§ Ensure an equitable provision for those entitled to free school meals which encourages maximum uptake.
§ Ensuring that fresh drinking water is readily available during the luncheon period and throughout the school day.
Objective:
To ensure the School Meals and Nutrition Policy is understood and made readily available to all those involved in the safety and wellbeing of pupils.
Further information on the new standards for school meals can be downloaded from the School Food Trust website: www.schoolfoodtrust.org.uk.
REVIEW TERM: TWO YEARS
Adopted: 15th May 2012
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I can count to ten and twenty, forwards and backwards, beginning with 0 or 1, or from any given number
I can count, read and write to 10 and 20 in numerals and words
I can show numbers using objects and pictures
I can use the words; equals to, more than, less than (fewer), most, least
Woodcote Primary School Learning Ladder Maths Milestone 1 Autumn
Addition and
Subtraction
Fractions
Multiplication
and Division
Measurement
Geometry
I can use number bonds to 10 and 20 to add and subtract
I can add and subtract one-digit and twodigit numbers to 20, including zero (0)
I can read, write and understand equations with +, and = signs
I can solve one step adding and subtracting problems using objects and pictures
I can count in multiples of 2 and 5
I can use language to put events in order; before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening
I can use, recognise and name days of the week, months and years (i.e 2015)
I can name common 2D shapes – rectangles (including squares), circles, triangles
I can name common 3D shapes – cuboids (including cubes), pyramids and spheres
I can describe position and movement including whole, half, quarter and three quarter turns
Statistics
I can say one more and one less than a number given
I can count in twos and fives to 40
I can count to 40, forwards and backwards, beginning with 0 or 1, or from a given number
I can name and recognise tens and ones
Woodcote Primary School Learning Ladder Maths Milestone 1 Spring
Addition and
Subtraction
Multiplication and Division
Measurement
Geometry
I can solve one-digit adding and subtracting missing number problems
I can add and subtract within 40, a two-digit number and ones
I can add and subtract within 40, a two-digit number and tens
I can add and subtract within 40, two twodigit numbers
I can add and subtract within 40, adding three one-digit numbers
I can compare the weight, length, height and capacity of objects, i.e. longer, lighter than, less than, full
I can measure and begin to record lengths, heights, mass/weight, capacity and volume in nonstandard units
I can tell the time to o'clock and half past, and draw the hands on a clock
I can compare and solve problems for time; quicker, slower, earlier, later
I can recognise & use language relating to dates, days, weeks, months & years
I can sequence events in chronological order
Statistics
I can count to and across 100, forwards and backwards , beginning with 0 or 1, or from any given number
I can find and estimate numbers to 100 using pictures and objects
I can read and write numbers to at least 100 in numerals and words
Woodcote Primary School Learning Ladder Maths Milestone 1 Summer
Addition and Multiplication
Measurement Geometry
Subtraction
Fractions
I can add and subtract within 100, a two-digit number and ones
I can add and subtract within 100, a two-digit number and tens
I can add and subtract within 100, two twodigit numbers and Division
I can solve one-step problems involving multiplicati on and division use objects, pictures and arrays with the support of an adult
I can recognise, find and name half as one of two equal parts of an object, shape or amount
I can recognise, find and name a quarter as one of four equal parts of an object, shape or amount
I can recognise money and name the different coins and notes
Statistics
In addition to the Year 1 Programmes of Study I understand and regularly use the following correctly.
I can show fluency counting forwards
and backwards across 100 and
steps problems
I can look at an what the question
could have been with empty boxes
Au
Sp
Su
I can use place value and number facts to solve problems
I can compare and order numbers from 0 up to 100 using <, > and =
I can count in steps of 2, 3, and 5 from 0, and in tens from any number, forward & backward
I can find 10 or 100 more or less than a given number
Woodcote Primary School Learning Ladder Maths Milestone 2 Autumn
Addition and
Subtraction
Fractions
Multiplication
and Division
Measurement
Geometry
I can recall and use addition and subtraction facts to 20 to find facts up to 100
I can show that addition can be done in any order and that subtraction cannot
I can recognise and use the inverse relationship between addition & subtraction
I can add & subtract within 100, adding three onedigit numbers
I can calculate & write multiplication and division equations using x, ÷ & =
I can solve multiplication & division problems using objects, arrays, repeated +, mentally, and known facts
I can show that multiplication can be done in any order and that division cannot
I can recall x & ÷ facts for the 2, 5 and 10 tables, including recognising odd and even numbers
I can choose and use appropriate standard units to estimate and measure length/ height in any direction (m/cm) to the nearest appropriate unit, using rulers and scales
I can compare and order length and record the results using >, < and =
Statistics
I can interpret and construct simple pictograms, tally charts, block diagrams and simple tables
I can ask and answer simple questions by counti9ng the number of objects in each category and sorting categories by quantity
I can ask and answer questions about totalling and comparing data in groups
I can compare and order length and mass and record the results using <, > and =
I can recognise the hundreds, tens and ones in a 3digit number
I can count from 0 in multiples of 4, 50 and 100
Woodcote Primary School Learning Ladder Maths Milestone 2 Spring
Addition and
Measurement
Subtraction
Fractions
Multiplication and Division
I can solve problems with + & involving numbers, quantities & measures
I can use my knowledge of mental and written methods
I can solve problems with + & - of money, including giving change
I can show that addition can be done in any order and subtraction of one number from another cannot
I can recognise, find, name & write fractions 1 3 1 4 2 4 3 4 of a length, shape, set of objects or amount
I can write simple fractions for example 1 2 of 6 = 3
I can recognise the equivalence of 2 4 and 1 2
I can recognise & use symbols for pounds (£) & pence (p)
I can combine coins to make different amounts
I can find different combinations of coins that equal the same amount
Geometry
I can describe the properties of 2D shapes (sides and line of symmetry)
I can describe the properties of 3D shapes (edges, vertices & faces)
I can describe position, direction and movement, including movement in a straight line, rotation through right angles (clockwise and anticlockwise)
I can find 2D shapes on the surface of 3D shapes.
I can order and arrange patterns and sequences
I can compare and sort common 2D and 3D shapes
I can compare and order capacity and temperature and record the results using <, > and =
I can estimate numbers to 1000 using pictures or objects
I can compare and order numbers up to 1000
I can read and write numbers up to 1000 in numerals and words
Woodcote Primary School Learning Ladder Maths Milestone 2 Summer
Addition and
Subtraction
Geometry
Statistics
I can understand and draw simple pictograms, tally charts, block diagrams and simple tables
I can ask and answer simple questions by counting the data
I can ask and answer questions about totalling and comparing data
In addition to the Year 2 Programmes of Study I understand and regularly use the following correctly.
I can work out
I can solve more complex missing
number problems
(e.g. 14 + ? – 3 = 17)
I can solve word more than one step
I can look at an what the question
could have been with empty boxes
Au
Sp
Su
I can recognise the place value of each digit`, compare and order numbers up to 100
I can find 10 or 100 more or less than a given number
I can read and write numbers up to 1000 in numerals and words
I can use a numberline.
I can estimate the answer and use the inverse to check
Woodcote Primary School Learning Ladder Maths Milestone 3 Autumn
Statistics
I can interpret and present data using bar charts, pictograms and tables
I can solve one-step and two-step questions using information presented in scaled bar charts, and pictograms and tables
Woodcote Primary School Learning Ladder Maths Milestone 3 Spring
Addition and
Subtraction
Fractions (Including Decimals)
Measurement
Geometry
I can add and subtract fractions with the same denominator within one whole
I can add and subtract lengths within the same unit of measure (m/cm/mm)
Multiplication and Division
I can write and calculate statements for x & ÷ using the multiplication tables for 2, 3, 4, 5 and 10 times tables
I can multiply a 2-digit number by 2, 3, 4, 5 or 10 mentally and using a formal written method.
I can solve x & ÷ problems, including missing number problems, & problems such as n x 3 = m showing understanding that the two missing numbers will change in relation to each other
I can find and write fractions of numbers, including unit fractions and non-unit fractions with small denominators
I understand tenths arise from dividing an object into 10 equal parts & in dividing 1digit numbers or quantities by 10
I can recognise and show equivalent fractions with small denominators
I can compare and order unit fractions, and fractions with the same denominators
I can tell & write the time from an analogue clock, using Roman numerals and 12 hour and 24 hour clocks.
I can estimate and read time to the nearest minute
I can read and compare time in sec, min, hr
I know the number of seconds in a minute, days in each month, year.
I can compare the duration of events
Statistics
Woodcote Primary School Learning Ladder Maths Milestone 3 Summer
Number and
Place Value
I can find 1000 more or less than a given number
I can recognise the place value of each digit in a 4-digit number
I can order and compare numbers beyond 1000
I can round any number to the nearest 10 or 100
I can recognise angles as a property of shape or a description of turn
Fractions Fractions (Including Decimals)
Multiplication and Division
I can measure and compare mass (kg/g)
Measurement
Addition and Subtraction
Geometry
I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines
I can measure and compare volume/ capacity (l/ml)
I can compare and use mixed units of measures i.e. 3m 45cm
I can identify right angles and recognise that two right angles make a half-turn, three makes three quarters of a turn and four a complete turn.
I can identify whether angles are greater than or less than a right angle
I can draw 2D shapes and make 3D shapes using modelling materials
I can recognise 3D shapes in different orientations
I can write and calculate statements for x & ÷ using the multiplication tables for 6 and 8 times tables
I can multiply a 2-digit number by any 1-digit number mentally and using a formal written method.
I can compare and use simple equivalent of measure
In addition to the Year 3 Programmes of Study I understand and regularly use the following correctly.
I can demonstrate
I can demonstrate in comparing and
ordering numbers up
I can demonstrate reasoning about
and decide what the question could have
been
I can solve problems with empty boxes
I can find 1000 more or less than a given number
I can recognise the place value of each digit in a 4-digit number
I can order & compare numbers beyond 1000
I can round any number to the nearest 10, 100 or 1000
I can read Roman numerals to 100 ( I to C )
I can count in multiples of 6, 7, 9, 25 and 1000
Woodcote Primary School Learning Ladder Maths Milestone 4 Autumn
Addition and
Subtraction
Statistics
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
I can count up and down in hundredths
I recognise that hundredths arise when dividing an object by one hundred and dividing tenths by 10
I can round decimals with one decimal place to the nearest whole number
I can compare numbers with the same number of decimal places to the nearest whole number
Woodcote Primary School Learning Ladder Maths Milestone 4 Spring
Addition and Subtraction
I can find the effect of dividing 1- or 2-digit numbers by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
Fractions Fractions (Including Decimals)
Multiplication and Division
I can solve simple measure and money problems involving fractions and decimals to two decimal places.
I can add and subtract fractions with the same denominator
I can recognise and show, using diagrams, families of equivalent fractions
Measurement
Addition and Subtraction
Geometry
I can recognise and write decimal equivalence of any number of tenths or hundredths
I can solve problems involving increasingly harder fractions to calculate and divide quantities, including non- unit fractions where the answer is a whole number
I can recognise and write decimal equivalence
to
1
4
‘
1
2
‘
3
4
I can estimate, compare and calculate different measures, including money in pounds and pence
I can measure and calculate the perimeter of rectangles in cm and m
I can convert different units of measure
I can find the area of rectangles by counting squares
Statistics
I can count backwards through zero to include negative numbers
Woodcote Primary School Learning Ladder Maths Milestone 4 Summer
Addition and
Subtraction
Fractions (Including Decimals)
Geometry
I can use my prior learning of + & - in a range of consolidati on, reasoning and problem solving activities
I can describe positions on a 2-D grid as coordinates in the 1st quadrant
I can describe movements between positions as translations
I can plot specified points and draw sides to complete a given polygon
Multiplication
Measurement and Division
I can recognise & use factor pairs and that multiplication can be done in any order in mental calculations
I can use my prior learning of x & ÷ in a range of consolidation , reasoning and problem solving activities
I can write & calculate mathematical statements for x & ÷ using multiplication tables I know, including twodigit numbers time one-digit numbers, using mental & progressing to written methods
I can complete a simple symmetric figure with a specific line of symmetry
I can identify, compare and order acute and obtuse angles up to 2 right angles
I can compare and classify quadrilater als and triangles based on their properties.
In addition to the Year 4 Programmes of Study I understand and regularly use the following correctly.
Number and Place
Calculations
Fractions and
Measurement &
Geometry
I can demonstrate fluency and
and 1000 and in comparing and
ordering numbers beyond 1000
I can demonstrate reasoning about
more complex problems.
I can look at an what the question
could have been with empty boxes
I can read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
I can count forwards or backwards in steps of powers of 10
I can use negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
I can round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
I can read Roman Numerals to 1000 (M) and recognise years written in Roman numerals
Woodcote Primary School Learning Ladder Maths Milestone 5 Autumn
Addition and Subtraction
Measurement
Multiplication and Division
I can add and subtract numbers mentally with increasingly large numbers
I can + & whole numbers with more than 4-digits, using column method
I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
I can x & ÷ numbers mentally drawing upon known facts
I can x & ÷ whole numbers by 10, 100 & 1000
I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
I can x & ÷ numbers mentally drawing upon known facts
I can x numbers up to 4-digits by a 1digit or 2-digit number using grid method and long multiplication
I can ÷ numbers up to 4-digits by a 1digit number using a formal written method and interpret remainders appropriately for the context
I can recognise and use square numbers and cube numbers and the correct notation
I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
I know and use the vocabulary of prime numbers, prime factors and composite numbers
I can measure & calculate the perimeter of composite rectangular shapes in cm & m
I can convert between different units of metric measure
I can understand and use approximate equivalences between metric and common imperial units such as inches, pounds & pints
I can solve problems involving converting between units of time
I can calculate and compare the area of rectangles using square centimetres and square metres.
I can estimate the area of irregular shapes
I can estimate volume (i.e. using 1cm³ blocks to build cuboids) and capacity (i.e. using water)
Statistics
I can establish whether a number up to 100 is prime and recall prime numbers up to 19
I can round decimals with two decimal places to the nearest whole number and to one decimal place
Woodcote Primary School Learning Ladder Maths Milestone 5 Spring
Addition and
Subtraction
Multiplication and Division
I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
I can add and subtract fractions with the same denominator and denominators that are multiples of the same number
Fractions
(Including Decimals and Percentages)
I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
I can solve problems involving multiplication and division, including scaling by simple fractions i.e. recipes for different numbers of people.
I can compare & order fractions whose denominators are multiples of the same number
I can use all 4 operations to solve problems involving measure using decimal notation
I can read, write, order and compare numbers with up to 3 decimal places
I can recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number
I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
I can solve problems involving number up to three decimal places
I can x & ÷ whole and decimal numbers by 10, 100 & 1000
I can write percentage, decimal and fraction equivalents
I can recognise the per cent symbol (%) & understand that per cent relates to 'number of parts per hundred'
I can solve problems which require knowing percentage, decimal equivalents and fractions with a denominator of 10 or 25
Statistics
I can solve comparison, sum and difference problems using information presented in a line graph
I can complete, read and interpret information in tables, including timetables
I can round decimals with two decimal places to the nearest whole number and to one decimal place
Woodcote Primary School Learning Ladder Maths Milestone 5 Summer
Statistics
I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles
In addition to the Year 5 Programmes of Study I understand and regularly use the following correctly.
Number and Place
Calculations
Fractions, Decimals
Measurement &
Geometry
I can demonstrate fluency and
10 for any given
I can demonstrate reasoning about
more complex problems
I can look at an what the question
could have been with empty boxes
I can read, write, order and compare numbers up to 10 000 000 & determine the value of each digit
I can round any whole number to a required degree of accuracy
I can use negative numbers in context, and calculate intervals across zero
I can solve number and practical problems that involve all of the above
Woodcote Primary School Learning Ladder Maths Milestone 6; Year 6 Programmes of Study
Addition,
Subtraction,
Multiplication and
Fractions (Including Decimals and Percentages)
Division
Measurement
Ratio and
Proportion
I can x using Grid, Column & long multiplication
I can ÷ using short & long division, & interpret remainders as whole numbers, fractions, or by rounding
I can perform mental calculations with mixed operations
I can identify common factors, common multiples & prime numbers
I use my knowledge of the order of operations
I can solve +/multi-step problems deciding which operation and method to use and why
I use estimation to check answers & determine, in the context an appropriate degree of accuracy
I use common factors to simplify fractions, and common factors to express fractions in the same denomination
I can compare & order fractions, including >1
I can +/- fractions with different denominators & mixed numbers
I can multiply simple pairs of proper fractions writing the answer in its simplest form
I can ÷ proper fractions by whole numbers
I associate a fraction with division and calculate decimal fraction equivalents for a simple fraction
I can x & ÷ with decimals and decimal answers
I can recall & use simple fraction, decimal & % equivalences
I can solve problems involving the relative sizes of 2 quantities where missing values can be found by using x & ÷ facts
I can solve problems involving the calculation of % & the use of % comparisons
I can solve problems involving similar shapes where the scale factor is known/found
I can solve problems involving unequal sharing & grouping using knowledge of fractions and multiples
I can use simple formulae
I can generate and describe linear number sequences
I can express missing number problems algebraically
I can find pairs of numbers that satisfy an equation with two unknowns
I can enumerate possibilities of combinations from two variables
Statistics
I can interpret and construct pie charts and line graphs and use these to solve problems
I can calculate and interpret mean as an average
I can solve problems involving the calculation & conversion of units of measure, using decimal notation to 3dp
I can use, read, write & convert between standard units of measure using decimal notation to 3dp
I can convert between m & km
I recognise that shapes with the same area can have different perimeters
I recognise when it is possible to use formulae for area & volume
I can calculate the area of parallelograms & triangles
I can calculate, estimate & compare volume of cubes & cuboids using standard units ( cubic cm, m, mm, km)
Geometry
I can draw 2D shapes using from dimensions & angles
I recognise, describe & build simple 3D shapes & nets
I can compare & classify shapes
I can find unknown angles in any triangles, quads & regular polygons
I can illustrate & name radius, diameter & circumference, & know diameter is 2x radius
I recognise angles where they meet at a point, are on a straight line, or are vertically opposite, & find missing angles
I can describe position in all four quadrants
I can draw & translate simple shapes on the coordinate plane and reflect them in axes
In addition to the Year 6 Programmes of Study I understand and regularly use the following correctly.
Number and Place
Calculations
FDRP
Algebra &
Geometry & Statistics me to read, write,
order and compare numbers up to 10 000
value of each digit
I can say whether I
a statement by degree of accuracy
that involve calculations with
negative numbers
I can look at an what the question
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MACGREGOR PRIMARY SCHOOL
LINKED BY LEARNING… EXPERIENCE, EXPRESSION & EXCELLENCE
Principal: Jennifer Hall
Term 2 Overview 2017 Year 3
Dear Families,
4 May 2017
Welcome to another busy and exciting term. In this letter we will briefly explain some of the engaging programs that will be happening, as well as inform you of a few changes and housekeeping matters to support you and your child for a new term.
English
This term we will continue to use The Daily 5 to structure our balanced literacy program. The Daily 5 structure enables students to have choice about the order they complete planned and levelled learning activities. Students participate in whole class, short focused lessons before moving to complete their independent work. Students complete five activities a day comprising of Read to Self, Work on Writing, Read to Someone, Word Work, and Listen to Reading. Whilst the students are engaging in these independent tasks, teachers will be conferencing one on one with students or working in small groups for reading or other areas of need.
This term in writing, we will continue to explore a range of social purposes, developing the students understanding of the structures of each text type and compare the similarities and differences. Students will be working on the process of writing (planning, drafting, refining and publishing) with each social purpose, focusing on building their skills to construct interesting and engaging written pieces of work.
Mathematics
This term in mathematics we will have a focus on addition and subtraction strategies. We will be developing our mental computation strategies to help solve addition and subtraction problems with large numbers. Students will also explore mapping, length and graphing. To ensure each student is working at their own level, varying levels of mathematical questions will be used during mental maths time.
W@M and Health
Wellbeing at Macgregor – also known as W@M will continue to progress this term. Look out in the school newsletter for more information as our implementation rollout continues. To further expand the work we are doing as a school with W@M, Year 3 will be using this base to build the children's social and cooperative skills. This term will also see us moving on to a positive thinking focus, completing a Friendly Schools and Families unit and building our growth mindsets.
PE
Alongside Mr Heywood's specialist PE lessons this term, Year 3 will be working on the bounce, strike and cooperative games, in the class PE program. We will also be using this time to prepare for our athletics carnival on Friday 26 May.
Geography
Our geography lessons for Year 3 this term will focus on different climates in Australia and around the world. We will learn about the states, territories, and capital cities of Australia, and similarities and differences
Hirschfeld Cres
PO.Box 372
Telephone: (02) 62057511
www.macgregorps.act.edu.au firstname.lastname@example.org
MACGREGOR ACT 2615
KIPPAX ACT 2615
Facsimile: (02) 62057509
between climates, more particularly those of Australia. We will learn how and why climates change according to location and how different types of climates are defined.
Visual and Performing Arts
This term Ms Sam Grant will be taking our classes for specialist visual and performing arts. Year 3 will continue their focus on the visual arts and the projects they began in term 1. In class we will have a focus on performing arts, looking specifically at the skills involved in drama.
Housekeeping
This term, our specialist classes (Arts, PE and Spanish) will be on Fridays. Please ensure that your child wears appropriate clothing for PE.
Library
This term the Year 3 library sessions are on Mondays. At this time students will be able to borrow and return books as well as investigate and build their skills in the use of our school library. Please be sure that they have their library bag each Monday.
Fruit break
Each day at 10:00 am students will have fruit break. This is an opportunity for the students to give their brains a boost to help them concentrate through until break one. Students will need to bring fresh fruit or vegetables, ideally cut up, which is easy for them to manage and eat in approximately 10 minutes. Other food, such as yoghurt, cheese and biscuits need to be eaten at either break one or two.
National Assessment Program, Literacy and Numeracy (NAPLAN)
As you are aware NAPLAN will be happening next week (9 -11 May). This will take place in the morning sessions each day, after which our normal class program will resume. Since the start of term, we have been spending small amounts of time each day preparing the children for this process, familiarising them with the types of questions they will encounter, such as multiple choice, and how to approach them.
Finally, if you would like to meet with us to further discuss your child's learning at any stage of the year, please don't hesitate to make an appointment. We can be contacted via the front office or via email:
email@example.com
firstname.lastname@example.org
email@example.com
firstname.lastname@example.org
Kind Regards,
David Combe, Ellen Christou, Janine O'Keefe and Jen Hearne Year 3 Teachers | <urn:uuid:6761c7f2-66af-464e-99ea-6517fe5cdba2> | CC-MAIN-2019-04 | http://www.macgregorps.act.edu.au/__data/assets/pdf_file/0014/400235/Year_3_Overview_Term_2_2017.pdf | 2019-01-23T00:08:48Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00609.warc.gz | 332,407,748 | 1,119 | eng_Latn | eng_Latn | 0.997934 | eng_Latn | 0.99793 | [
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Kendriya Vidyalaya NDA
Periodic Test- I class IX subject –English
Max Marks-40 set-1
Section-A (READING: 8 MARKS)
Read the Passage given below carefully:
( 8 Marks)
Man's dependence on plants is indispensable.It is this dependene for food,shelter and clothing that has led him to explore all possible ways to Preserve plants from beign lost to the ravage of naturl and man made calamities.Accordingly,man has used different methods to overcome thes calamities.While doing so,Scientiest hit upon a technique where by plants can not only be restrored from beign lost,but can also be developed into a complete plant from a small plant part.this technique,called'tissue culture',subsequent Proved to be a boon for mankinmd.Basically,tissue culture is a technique,by which small pieces of different parts of a plant body are grown on a nutritional media under completely sterile conditions.These plants divide and gradually develop either into unorganized mass of cells called callus or after a few cell divisions differentiate to form full-fledged plants.( the concept of tissue culture dates back to 1878 when a german botanist,vochting said," from a small plant piece,a whole plant can be regenerated".)later,other scientists like haberlandt in 1902 postulated that cultivation of artificial embryos is possible depending on the nutritional media.
Answer the following questions:
i) Why has man tried all the methods to Preserve Plants?
ii) What is significant about the scientific technique to save plant
iii) What is the technique by which a new plant is developed from a small part
iv) When was the idea of tissue culture first introduced and bt whom?
v) Pick out the word from the paragraph which means'assumed to be true'
vi) Find out the word from the paragraph which means'damage'
vii) Pick out the word opposite to the meaning of 'contaminated'
viii)Pick out the word which is opposite to'cruse'.
Section-B (Writing skills and Grammar :16 marks)
2. you are rashmi/rohan.Recently,you came across a news item about the lack of fitness and stamina among children.They fall down or faint during assembly and games period.Write an Article for a newspaper highlighting the importance of games,sports and physical fitness for students in about 100-150 words
( 5 marks)
Q.3. Suppose you are a student of class IX. Today you passed a very bad day of the session as you lost the school fees in the morning. Moreover, one of your teachers also rebuked you in the classroom for a petty mistake of yours. Write a Diary page expressing your pathetic condition and your feelings about the same in about 120 words.
4. In the following passage one word has been omitted in each line. Write the missing word in the space provided along with the words which come before and after it.
( ½ x8=4 marks)
Before Word After
Man's Practice increases hard work
(a) ----
If He does not it, his Practice
(b) -----
Suffers. The lawyer is judged the
(c) -----
cases he wins. The writer's
(d) -----
success examined by the opinion
(e) -----
of the readers critics; whereas
(f) -----
the typist's efficiency is tested by speed
(g) -----
and the accuracy his work.
(h) -----
5)Rearrange the given words and the Phrases to form meaningful sentences.
(1x3=3)
Write the correct sentences.
(a)pay/the/had to/ poor Indian farmers/high taxes/very
(b) natural disasters/farmers/arrears/ of taxes/even/pay/their/in the times of/the/had to
(c)starvation/ between/ 1822 /died of/Indians/ fifteen lakh/ and 1836
Section- C (LITERATURE) (16 MARKS)
6) Read the extract and answer the questions that follow in one or two lines. ( 1x4=4 marks)
"What did god makes father for?' She sobbed."
i)Name the lesson and its author.
ii) Who is:"she"? Why was she sobbing?
iii)What kind of a man did she think her father was?
iv) What impression do you get of the speaker?
7)Answer the following questions in 30-40 words each.(Any Three
) ( 3x2=6 marks)
i)Who helped Evelyn to continue music? What did he do and say?
ii)How does Tommy describe the old kind of school?
iii)Write the message of the poem 'Wind' in your own words.
iv)Why does the author say ' Toto was not the sort of pet we could keep for long'?
8)Answer the following questions in about 150-200 words(Any one) ( 4 marks)
What is the central theme of the Poem 'Road not Taken'? Explain.
OR
Give a character-Sketch of Bismillah khan.
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MACGREGOR PRIMARY SCHOOL
LINKED BY LEARNING… EXPERIENCE, EXPRESSION & EXCELLENCE
Principal: Jennifer Hall
Term 2 Overview 2017 Year 2
Dear Parents and Carers,
4 May 2017
Welcome back to Term 2. We hope you had a happy and safe break. Below is a brief outline of our curriculum areas for this term.
English
This term we have two writing focuses. We will spend the first part of the term writing to socialise including letter writing, invitations and post cards. Later in the term we will shift our focus to narrative writing. With both text types we will be looking at their specific features and structures.
We will continue to use The Daily 5 to structure our balanced literacy program. Students participate in whole class, short, focused lessons before moving to complete their independent work. Students complete Read to Self, Work on Writing, Read to Someone, Word Work, and Listen to Reading in class time. Whilst the students are engaging in these independent tasks, teachers will be conferencing one on one with students or in small groups for reading, writing and spelling areas of need. Students are encouraged to use Reading Eggs to support their reading fluency and comprehension. Please speak to your child's teacher if your child does not remember their Reading Eggs login or password.
Mathematics
Our initial focus this term will be on time. The students will be taught to tell time to the quarter hour, using the language of 'past' and 'to'. We will also be looking at graphing and length. In our WIN (what I need) time we will be working on addition and subtraction, practising various strategies to help them solve problems. Students will be involved in daily activities which will allow them to explore and practise these concepts, with a strong emphasis on their use in a real life context.
Science
In science this term we will be exploring the unit 'Watch it Grow'. This unit provides opportunities for students to learn about the lifecycles of plants and animals. We will be planting seedlings and observing them grow and change over time. If you have any egg cartons at home please send them into school to help us create a space for our seedlings to grow. By the end of the term students are expected to be able to explain how living things grow and change. They will participate in different types of guided investigations to explore and answer questions and to discuss and compare observations with predictions.
History
In history this term we will be exploring the unit 'Changing Technology'. Students will be looking at technologies used in the past and comparing them to what we use today. We will also be looking at modes of transport, communication and how digital technologies affected school and work life in the past compared to today. Students will be learning about what toys indigenous children use to play with and the purpose of these toys.
Hirschfeld Cres
Telephone: (02) 62057511
www.macgregorps.act.edu.au email@example.com
MACGREGOR ACT 2615
Facsimile: (02) 62057509
Art
This term in art we will be focusing on recreating famous artworks using a variety of different media, for example, painting, drawing, sketching and collage. We will also learn about the different techniques these artists used when creating their artworks.
Physical Education
In addition to students weekly specialist PE lessons we will be teaching them cooperative games and various fundamental motor skills. By the end of the term students are expected to be able to demonstrate sportsmanship and team work skills. The fundamental motor skills we are learning are kicking, throwing, catching and bouncing.
Health
This term in health, we will be implementing water safety lessons that align with the Aquasafe swimming program. Each week students will be exploring different ways to be safe around water in our community. We encourage you and your child to look for signs around your neighbourhood and discuss what they mean.
General Information
* At 10.00am every day we have a fruit break. We ask that children eat fresh fruit or vegetables only. Please remember to also include a water bottle. Students are encouraged to keep their water bottles on their desks.
* The day's program starts at 9am. If your child is late arriving to school, please ensure that they are signed in at the front office. Also, just a friendly reminder that in the event of your child being absent, please send in a written note to your child's teacher, or use the Macgregor app.
* We are an allergy aware school and therefore request that no nut products are brought into the premises as it is essential for the safety of a number of children and staff across the school.
* Homework for term 2 is focusing on reading every night, practising reading strategies that we have learned in class and helping with jobs around the house.
* This term, students will borrow and return library books on Tuesdays. Students are encouraged to use this library time to borrow a book for home reading. We strongly encourage all children to read at home every day. Take home books are changed by the children every morning.
We are always happy to discuss your child's progress with you. You can make an appointment with us by either sending an email or calling the school.
firstname.lastname@example.org
email@example.com
firstname.lastname@example.org email@example.com
Yours sincerely,
Kirstin Brown, Evelyn Robertson, Allison Lamond and Pam Jansson Year 2 teachers | <urn:uuid:5a1af760-0920-4666-9b53-2839b367ee95> | CC-MAIN-2019-04 | http://www.macgregorps.act.edu.au/__data/assets/pdf_file/0013/400234/Year_2_Overview_Term_2_2017.pdf | 2019-01-23T00:04:07Z | crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00610.warc.gz | 321,773,074 | 1,147 | eng_Latn | eng_Latn | 0.999024 | eng_Latn | 0.999043 | [
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SMART Goal Worksheet
Goal:
___________________________________________________________________________
Verify that your goal is SMART(S.M.A.R.T. is an acronym for goals that are Specific, Measurable, Achievable, Relevant, and Trackable)
Specific:
What exactly will
you accomplish?
Measurable:
How will you
know when you have reached
this goal?
Achievable:
Is achieving this goal realistic with effort and
commitment?
Relevant:
Why is this goal significant to your life?
Timely:
When will you achieve this
goal?
Yes/ No
Have you got the
resources
to achieve this
goal? Yes/No
If not, what do
you need?
| Specific: What exactly will you accomplish? | Measurable: How will you know when you have reached this goal? | Achievable: Is achieving this goal realistic with effort and commitment? | Relevant: Why is this goal significant to your life? |
|---|---|---|---|
| | | Yes/ No Have you got the resources to achieve this goal? Yes/No If not, what do you need? | |
SMART Goal Worksheet
ACTION PLAN
What specific steps must you take to achieve your goal?
This action plan may just get you started. Feel free to create a more detailed stepbystep pla
| Task / todo item | Expected completion date | Resources needed |
|---|---|---|
OBSTACLES / CHALLENGES
What obstacles stand in the way of you achieving your goal?
| Obstacle | How will you address the challenges if/when they arise? |
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Mrs. Collins
19291 Ward Road Caldwell, ID 83605
Phone: 208-455-9220
Email: email@example.com
Course Purpose:
To prepare students for future courses through the study of pre-algebra , foundational algebra and geometry while continuing to build a strong concrete mat mathematics foundation.
Student Expectati o ns :
- RESPONSIBILITY
-Be on time, be prepared, and be ready to learn.
-Be responsible for yourself, your materials, and your actions.
-Follow all classroom procedures and ask questions if you don't understand.
- RESPECT
-Respect yourself, respect others, respect the school and school property.
-Listen to others and they will listen to you.
.
-Be kind with your words and your actions.
- HONESTY
-Build relationships founded on trust, with your teachers and fellow classmates.
-Be honest with everyone especially yourself.
- CARING
-Love everyone (enemies too!)
-Contribute to the learning environment by expressing a caring attitude to everyone.
-Work together to solve problems, because everyone has an important role to play.
Rewards:
- Students, who follow classroom expectations, and are referral free will, be invited to attend the socials.
- Students caught exhibiting "Golden Eagle" behavior will earn special recognition.
- Students working to their highest potential will learn the importance and value of education.
Consequences:
- Students will make-up misuse of time during recess periods or after school. This includes time wasted by talking or doing anything other than the assigned activity.
- Negative behavior will result in school detention. The teacher will determine if a parent signature is required on the detention slip.
- Repeated negative behavior or severe classroom disruption will result in an office referral.
Point Distribution:
Teacher Assistance:
For both middle school and high school transcripts, grades are dependent on semesters, not quarters. 1 st and 3 rd quarter grades are essentially a midterm grade for the semes- ter. VCS will continue to give quarter grades, but the semester grades will be based on the entire points for the semester instead of an average of the two quarter grades.
Assistance will be made available by appointment. Reviews will be offered prior to any chapter tests and before semester exams.
Mandatory Supplies:
1. Pencils- Students should have more than one pencil and it is strongly recommended that they sharpen their pencils before class begins to reduce class disruptions. Also, no homework will be accepted in pen. All assessments will be taken with pencils.
2. Notebook supplies per CORE.
3. Graphing Paper
4. Note/Index Cards
5. Scientific Calculator
6. Items from general supply list
Assessment Criteria for Each Semester Grading Period
Five general areas are considered when evaluating the student's progress.
- Class Work and Class Participation- this includes completeness and neatness of the CORE binder (math section only).
- Homework-Students are expected to complete homework on time. Work must be shown for credit. Most homework assignments can be found at mymathuniverse.com. Late homework assignments will not be accepted for credit. Students with excused absences will be given two calendar days for each consecutive class missed. It is the student's responsibility to acquire all absent homework. Students with unexcused absences or absences due to field trips or other extra-curricular activities must turn in all assigned work before leaving and will be responsible for that day's assignments. Students are required to complete written and on-line homework.
- Projects- Various math projects will be assigned throughout the year. Rubrics and directions will be provided for each project.
- Assessments - will be given each chapter. Retakes on tests will occasionally be offered. Students will need to complete retakes during recess or after school during math tutoring. There will be no test corrections offered for quizzes or vocabulary assessments. Students will take notebook, warm-up, card, vocabulary and review quizzes. Quizzes will typically not be announced.
- Semester Exams -A comprehensive exam will be given at the end of each semester. There will be no test corrections for the Semester Exam. Extra review sessions will be made available to all students wanting additional review prior to the exam.
Grade Scale
Value
Please note that semester exams are worth 10% of the student's final grade and can significantly impact his or her grade. Grades will be rounded to the nearest whole number.
Brief Year Overview
(as outlined in Common Core Standards)
Ratios and Proportional Reasoning:
- Analyze proportional relationships and use them to solve real-world and mathematical problems.
The Number System:
- Apply and extend previous understandings of operations with fractions.
Expressions and Equations:
- Use properties of operations to generate equivalent expressions.
- Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Geometry:
- Draw construct, and describe geometrical figures and describe the relationships between them.
- Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Statistics and Probability:
- Use random sampling to draw inferences about a population.
- Draw informal comparative inferences about two populations.
- Investigate chance processes and develop, use, and evaluate probability models.
MATH TUTORIAL:
Math Tutorial will be an extension of the math class, but will have its own assignments and will be graded separately. In addition, students will be covering general math topics. | <urn:uuid:1c536fea-138b-43fc-af6c-8b8481dcd30e> | CC-MAIN-2017-43 | http://visioncharterschool.net/files/7th%20Grade%20Math%20Regular%203.pdf | 2017-10-19T08:54:49Z | crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00275.warc.gz | 347,475,168 | 1,102 | eng_Latn | eng_Latn | 0.994202 | eng_Latn | 0.997545 | [
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38
Community Involvement and Development
Community Contribution and Involvement
attended by prize-winning students also received reproductions of famous drawings.
The Toppan Group has supported the communities in which it operates by addressing local issues and contributing to sustainable local development. Domestic and overseas sites in the Group have engaged in contribution activities forged through dialogues with neighboring communities. Their dialogue is sustained through manifold activities, including collaborative works in organizations that bring together the opinions of community members.
Dialogues with Communities
Toppan sites take part in the meetings and activities of various community organizations. Group sites have shaped business activities and community contribution activities by sounding out opinions from their communities. Conferences are also held at the sites to inform neighborhoods of production operations and environmental initiatives, to answer questions from community members, and to elicit opinions.
In fiscal 2015 the operational sites in Kawaguchi and Niiza Cities, Saitama Prefecture invited residents from neighboring communities onto their premises to learn about the environmental efforts underway at their plants. Visitors took part in enriching exchanges with Toppan personnel and later asked the sites to continue holding similar meetings.
Fostering Future Generations and Contributing to Education
Many operational sites at the Toppan Group organize programs to foster the children and young people who one day will be sustaining society and communities. Japanese sites arrange various activities such as plant tours, work experience programs, internships, and off-site lectures.
Group sites in Bunkyo and Itabashi Cities within Tokyo cooperate with local elementary schools by organizing the "Printing School," a workshop class where students create guidebooks to promote the shopping districts in their towns. Younger employees from Toppan lecture on the efficient methods to mine and edit data. The students learn more about work-oriented mindsets by interviewing shopkeepers and gain exposure to the challenges of phrase-making and persuasive expression in their work by editing the guidebook content. The guidebooks are published and delivered in and around the local shopping streets.
Toppan Printing Co., Ltd. has worked for many years with the Japan School Library Association and The Mainichi Newspapers Co., Ltd. as a cosponsor of the Central Contest for Book Report Drawings, an annual contest that cultivates the reading and creative skills of students by encouraging them to express their impressions of books by drawing. The judges of the 27th competition in 2015 received 635,263 picture entries from 6,678 schools. Toppan produced and distributed a calendar decorated with the prize-winning works to schools and other educational facilities across Japan. The schools
TOPPAN CSR REPORT 2016
Employment Support
Toppan Group sites organize workplace training programs across Japan to give students working experience and help them cultivate working values. A program for nursing students arranged in fiscal 2015 by the site in Miyagi Prefecture encouraged students to consider healthcare issues in industrial fields. The students experienced shift patterns, environments, and duties in the workplace and healthcare systems for workers at Toppan.
Cooperating with Communities for Fire- and Disaster-preparedness
The Toppan Group engages in proactive disaster-preparedness activities in the communities neighboring its operational sites. Some Group sites cooperate with local fire-response squads and sign agreements with nearby communities to arrange cooperative activities to be performed in emergencies.
In fiscal 2015 one operational site in Osaka Prefecture entered into a disaster-preparedness agreement with the prefectural government covering three activities: providing disaster relief supplies, using packaging technologies to enhance the prefecture's stockpiling capacity, and holding educational events for local residents and companies on improved disaster-preparedness. As part of the activities, the site provided an emergency bag developed and sold by Toppan to transport water during disasters. This emergency bag holds up to about nine liters of water. It can be folded up for storage when not in use and is compact enough to carry in a tote bag or the like.
Initiatives at Overseas Sites
A Toppan site in Thailand repurposed plastic offcuts generated from its plant as a raw material for the production of baskets, handbags, and other personal effects in community workshops. Employees at the site purchased the items created at the workshop to supplement the livelihoods of the community members.
A Group site in Shanghai, meanwhile, has been inviting students from local universities to attend lectures on printing-related industries and participate in work experience programs. The site wants to incentivize the students to work by showing them the joys of work and how it can help them to achieve their dreams.
Cleanup around the site (Sapporo)
Plant tour for high school students (Saitama)
Printing School for students from elementary schools, a workshop class to make guidebooks for local shopping streets (Tokyo)
Calendar with prize-winning pictures from the contest
Cleanup around the site (Shiga)
Work experience for middle school students (Chiba)
Shopping-street guidebook created in a Printing School class
Emergency water-supply bag provided to the prefectural government (Osaka)
Plant tour for elementary school students (Gunma)
Class for elementary school students invited to the site (Aichi)
Central Contest for Book Report Drawings
Basket- and handbag-creation with community members using plastic offcuts from the factory (Thailand)
TOPPAN CSR REPORT 2016
39 | <urn:uuid:24f5a89f-844b-45db-bb49-d96272a3d6a1> | CC-MAIN-2017-43 | http://www.toppan.co.jp/library/english/csr/files/pdf/2016/csr2016e_14.pdf | 2017-10-19T08:55:54Z | crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00276.warc.gz | 578,342,239 | 1,066 | eng_Latn | eng_Latn | 0.994227 | eng_Latn | 0.997499 | [
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COMMON COLD: CAUSES & REMEDIES
by Lady Carla Davis, MPH
Specializing in Nutrition
The Common Cold, caused primarily by rhinoviruses and coronaviruses, is the most frequent infectious disease in humans. People are exposed to viruses on a daily basis. However, IF properly nourished, the body's natural defences will provide protection. There are several factors involved in becoming infected with, preventing, and quickly getting rid of a cold.
Virus Exposure, Fats, Deficiency, and Dehydration
Cold or flu viruses can enter the body through orifices such as the nasal passage, mouth, eyes, ears, sweat glands, urethra, and anus. However, as observed in a TV documentary film, viruses can not penetrate cells that are sufficiently nourished with Vitamin A and Essential Fatty Acids (EFAs). Viral invasion is only possible when cells are deficient in these nutrients. Consumption of damaged fats/ oils do not provide protection from viral infection because they do not properly nourish the cells. In addition, they disrupt the endocrine system, which in turn weakens the immune system. Intra cellular dehydration and a vitamin C deficiency also makes the body vulnerable to infection and impedes proper healing.
Poor Hygiene and Pollution
Dirty hands, poor hygiene, pollution, and chemtrails are major causes of spreading viruses and bacteria. Washing one's hands on a regular basis and covering one's mouth when sneezing, along with good hygiene, help prevent the spread of germs and becoming infected with a cold. Exposure to chemical fumes, chemtrails, and smoke in all forms also infect and damage the lungs. Avoid them.
Acidity/Low pH
The sodium and potassium ratio is the most important mineral ratio in the body. This ratio, along with the kidneys and intra cellular hydration control the body's acid-alkaline (pH) balance. When this ratio is out of balance it is more susceptible to becoming infected with a cold and disease. Several factors are involved in creating this imbalance:
* A junk food diet, drugs, and pollutants, such as coffee, MSG, soda, sugar, tobacco, various medications, and fluoride are highly acidifying. Heavily salted and highly refined foods, along with alcohol are also acidifying. Read the "Ingredients" section on all products.
*
* Improper breathing, hyperventilating, and dehydration also acidifies the body. Smoking and second hand smoke obstruct proper breathing by destroying the airways and alveoli in the lungs.
*
* Stress produces acids, cortisol, ephinephrine/adrenalin and other stress hormones in the "fight or flight" response. While this response can save one's life in an emergency, over the long-term it suppresses the immune system and breaks down the body.
Sunshine, Vitamin D and Full-Spectrum Light
Lack of sunshine, Vitamin D deficiency, and distorted lightwaves from indoor lighting all weaken the immune system. Obtaining sufficient sunshine and full-spectrum daylight (without sunglasses) on a daily basis provide important nutrients that help protect the immune system. Sunglasses distort the lightwaves. Humans, like plants, deteriorate and are more prone to disease when they do not obtain a sufficient amount of sunshine and full-spectrum light on a daily basis.
Chill
When chilled, the body produces stress hormones in an effort to keep warm. A damp cold is particularly stressful on the body. All stress weakens the immune system and creates an acidic condition, which in turn makes the body more prone to catching a cold.
Sometimes, a combination of the above factors can be the cause of a cold.
15 Tips On How To Prevent Or Get Rid Of A Cold Quickly
1. Warm the body, especially the feet. Have a sauna if possible. Sweating helps to eliminate viruses. To avoid re-infection, shower or bathe in hot water and avoid becoming chilled. When exposed to cold weather, keep the whole body warm, especially the head and feet. Avoid wearing synthetic materials, which hinder the skin's ability to function. Natural materials, such as cotton, silk, and wool enable the skin to breathe and function better.
2. Bathe in sunshine, full-spectrum or natural daylight for at least one hour daily. Sunshine and "full-spectrum/natural daylight radiate ultra violet light, which kills viruses and bacteria. Daily exposure of the skin to sunshine helps the body produce vitamin D, which strengthens the immune system and helps prevent disease. Read "Light... The Ignored Nutrient" by Lady Carla Davis, MPH, on this site or in the NZ Journal of Natural Medicine, Issue #1, 2011.
3. Body brush vigorously after showering with a hard, natural bristle body brush. This, along with circular exercises, cleanse the lymphatic system and rid the body of acids.
4. Hydrate the body with a sufficient amount of pure, structured water. To learn more go to: www.alivewater.com and www.dancingwithwater.com. Avoid fluoridated water, which is toxic and breaks down the immune system. See www.fluoridealert.org. A good indicator to determine if you are drinking enough water is to check the color of your urine; the clearer the better. Read "Your Body's Many Cries For Water" by F. Batmanghelidj, MD and "Dancing With Water" by MJ Pagman, MS and Melanie Evans.
5. Alkalize the body by consuming potassium rich foods, such as fruits (berries, citrus, raisins, etc.); steamed vegetable and herbs (green beans, potato skins, pumpkin, leafy greens, parsley, cilantro/coriander, etc.); organic meat and home-made soups rich in minerals, such as pumpkin or turkey/chicken with vegetables. Make your own stock with bones, herbs, garlic, and Celtic seasalt. AVOID MSG, commercial salt, and highly salted foods.
6. Nourish the body daily with the EFAs (Omega 3 & 6) in balance, plus other natural, undamaged fats in balance. Organic Flax Seed Oil (www.omeganutrition.com) is the best vegetable source of Omega 3 EFAs. Krill, calamari, and quality fish oils also provide EFAs and its DHA and EPA derivatives. Fresh coconut and coconut oil are rich in Lauric Acid and have anti-bacterial/anti-viral properties. AVOID ALL damaged oils and margarine. Read "What You Should Know About Fats & Oils" by Lady Carla Davis, MPH, NZ Journal of Natural Medicine, issue #2, 2011.
7. Consume high Vitamin A fruits and vegetables, which are dark green, orange, and yellow in color; organic liver; and a natural Vitamin A supplement (10,000 iu daily/adult minimum).
8. Consume high Vitamin C fruits, such as berries, tree-ripened citrus, pomegranate, papaya, pineapple, and kiwi; and vegetables such as red peppers, parsley, sweet potatoes, broccoli, along with a supplement of natural vitamin C complex in mineral ascorbate form (1,000-2,000 mg daily/adult minimum). Vitamin C is a vital nutrient and powerful antioxidant that protects cell health and integrity, repairs, and heals. It also nourishes the Adrenal glands, providing the energy necessary to eliminate toxins. Alacer's Emergen C with potassium and bioflavonoids and Rainbowlight's Super C with bioflavonoids are among the best powdered Vitamin C supplements that help alleviate a cold.
9. Consume iodine rich sea vegetables such as kelp, nori, dulce, wakame, and Main Coast Sea Seasoning shakers (www.seaveg.org), or natural iodine supplements. Iodine kills viruses and bacteria and nourishes the Thyroid gland, which helps to maintain normal body temperature and provide the energy needed to eliminate toxins.
10. AVOID acidic substances, such as refined sugar, coffee, sodas, tobacco, alcohol, MSG, fluoridated water, and highly processed and heavily salted foods, such as luncheon meats, bacon, chips, pickles, and various condiments.
11. Take a quality Garlic supplement (4-6 capsules) daily to eliminate congestion until completely cleared. Endo Met's Garlic is one of the most effective garlic supplements. Garlic is Nature's natural antibiotic. It clears lung congestion without the side effects. Cook with garlic and onions. They are rich in purifying sulphur.
12. Take OXYSILVER immune support hydrosol concentrate with 528 as directed. It is one of the most effective silver products available. http://www.cureshoppe.com/oxysilver-immune-supporthydrosol-concentrate-with-528/ . True colloidal silver is a powerful anti-bacterial, anti-viral, anti-fungal, anti-inflammatory immune booster.
13. Sleep, rest, and meditate as much as possible. This greatly helps to rebuild adrenal glands. De-stress with a therapeutic massage and soothing music. Therapies of this kind reduce acidity and greatly enhance the immune system. The body repairs and replenishes its hormones during sleep, meditation, and relaxation.
14. Freshen and circulate the air in your home. Breathe in the air near ocean waves or water falls, which provide a rich source of small beneficial negative ions. Another option is to get an Elanra ionizer (http://negativeions.com/). It is the only medical ionizer that produces the small, beneficial negative ions, found in Nature, that can be inhaled into lungs and bloodstream to increase oxygen intake.
15. AVOID pollution and do not smoke. Breathing OUT and holding as long as possible oxygenates the body. Practice the Butaynko method, Taidao, Tai Chi, Yoga, and/or Meditation methods of breathing. These modalities are all very beneficial because they help to balance the body's pH and strengthen the immune system.
Remember...the body has four channels of elimination...
Kidneys
Lungs
Bowels
Each channel must eliminate 2 lbs. of toxins a day. DO NOT HINDER them; ASSIST them!
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Spellings Year 3 Autumn 1
Yellow Group
Spelling Test Every Friday
High frequency words
| 15.9.17 | 22.9.17 | 29.9.17 | 6.10.17 | 13.10.17 | 20.10.17 |
|---|---|---|---|---|---|
| about | her | over | who | here | about |
| don’t | must | time | could | name | two |
| two | from | not | house | last | because |
| once | way | half | one | may | many |
| can’t | many | then | after | now | one |
| home | put | your | girl | people | after |
| because | just | should | bed | too | last |
| take | but | love | than | sister | people | | <urn:uuid:42af3dd7-355e-4dbd-9c63-cc598a0a819d> | CC-MAIN-2017-43 | http://hackletoncevaprimary.org.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=141&id=5&Itemid=1000000000000 | 2017-10-19T08:55:39Z | crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00281.warc.gz | 142,434,890 | 193 | eng_Latn | eng_Latn | 0.758655 | eng_Latn | 0.758655 | [
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Study Skills
SQ3R: This is a study technique which will increase your concentration,your comprehension, and your retention of information.
1. SURVEY
A. Preview each chapter
B. Skim the opening chapter
C. Skim the concluding chapter.
2. QUESTION
A. Turn the headings into questions
B. Jot down questions
3. READ
A. Read, reread, and reflect
B. Write some quick notes
4. RECITE
A. Recite the answers to your questions
B. Write down key phrases
C. Reread
5. REVIEW
A. Look over your notes
B. Check your memory
MAKE YOUR TIME COUNT
-- Decide when you study best
-- Use good lighting
-- Study in a quiet place
-- Have all the necessary materials ready
-- Sit in a straight chair at a table or desk
-- Keep your assignments in a notebook
-- Work without interruption
-- Do your written work first
-- Study with a purpose. Don't daydream
-- Read for 15-30 minutes each day
HOW TO PREPARE FOR A TEST
-- Be attentive in class
-- In reviewing a chapter or a lesson, use an outline
-- Change each heading into a question
-- Read the questions in any order and recite the answers orally
-- If you are studying for an objective test (multiple choice, true-false)emphasize rereading written material -- If you are studying for an essay test, emphasize recitation of material -- Get a good night's rest | <urn:uuid:50561a02-a293-4cd3-b9b5-a8941fdc052b> | CC-MAIN-2017-43 | http://guidance.wms.westerly.k12.ri.us/modules/locker/files/get_group_file.phtml?fid=4447155&gid=1328715 | 2017-10-19T09:12:25Z | crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00283.warc.gz | 152,463,506 | 324 | eng_Latn | eng_Latn | 0.990518 | eng_Latn | 0.991233 | [
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World First Aid Day- 9 September
Any form of help given to a sick or injured person during an emergency situation is called as first aid. It is provided until a full medical treatment is available.
World First Aid Day is an annual observance celebrated on every second Saturday of September. In the year 2000, the International Federation of Red Cross and Red Crescent Societies (IFRC) has introduced World First Aid Day. It is celebrated to bring awareness among the people about the importance of first aid.
The celebration of the day raises public awareness about the first aid, how it can save lives in every day and during crisis situations. The IFRC encourages people to learn the basic first aid training or at least educate themselves practising any available, reliable sources.
We at St. Mary's ICSE School introduced the children of Grade 1 to3 to World First Aid Day by arranging for their visit to the various labs in school. Here the children witnessed the First Aid Box, its contents and uses. They were also explained the importance of reporting any injury occurredat home/ school immediately to the adults around. | <urn:uuid:b456cae9-e0c3-4a0c-b404-33ba859a47bb> | CC-MAIN-2017-43 | http://stmarysicsekk.com/pdf/World%20First%20Aid%20Day.pdf | 2017-10-19T09:12:02Z | crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00282.warc.gz | 325,947,790 | 226 | eng_Latn | eng_Latn | 0.99858 | eng_Latn | 0.99858 | [
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Get in touch
Contact Us
badgerlink.dpi.wi.gov/contact-us
Request Training
badgerlink.dpi.wi.gov/training/request-training
Set-Up Guide bit.ly/set-up-guide
Subscribe to Emails badgerlink.dpi.wi.gov/subscribe
Provided by the Department of Public Instruction Funding provided through the Universal Service Fund and the Institute of Museum and Library Services
Social Studies Resources Guide
BadgerLink.dpi.wi.gov/social-studies
Social Studies Resources
Find a great collection of resources for your geography, history, economics, civics and government classroom! Discover primary sources, multimedia, teaching resources, and articles from magazines, newspapers and academic journals.
Archive of Wisconsin Newspapers
badgerlink.dpi.wi.gov/resource/archive-wisconsin-newspapers
Full-text daily & weekly WI newspapers from 2005 to 90 days ago, plus newspapers from the 1800s and 1900s
Britannica School
badgerlink.dpi.wi.gov/resource/britannica-school
Encyclopedia articles with images, maps, and other learning materials for students and educators
Explora
badgerlink.dpi.wi.gov/resource/explora-elementary-schools badgerlink.dpi.wi.gov/resource/explora-middle-high-schools
Interface that searches magazines, newspapers, encyclopedias, and other reliable sources
History Reference Center
badgerlink.dpi.wi.gov/resource/history-reference-center
Full-text history reference resource including primary sources, magazines, and multimedia
Humanities International Complete
badgerlink.dpi.wi.gov/resource/humanities-international-complete
Full-text information on humanties subjects like political science, psychology, and history
Newspapers.com Library Edition- World Collection
badgerlink.dpi.wi.gov/resource/newspaperscom-library-editionworld-collection
Historical newspapers archive from the 1700s - 2000s
PBS Wisconsin Education
badgerlink.dpi.wi.gov/resource/pbs-wisconsin-education
Educational videos, images, soundfiles, and animations spanning all curricular areas | <urn:uuid:6e341f4a-e916-48f6-9db1-a8dfbf2f342a> | CC-MAIN-2020-16 | https://badgerlink.dpi.wi.gov/sites/bl/files/imce/documents/badgerlink-social-studies-guide_2020_.pdf | 2020-04-04T09:46:08+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00213.warc.gz | 355,133,135 | 438 | eng_Latn | eng_Latn | 0.887438 | eng_Latn | 0.930404 | [
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