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TRANSCRIPT EPISODE 6:
GREENHOUSE GASES
Hello. I'm Margot Politis. Welcome to Study English, IELTS preparation.
Today we're going to talk about the environment. Global warming is caused by the presence of greenhouses gases in the atmosphere. One of the worst greenhouses gases is carbon dioxide.
We're going to look at the language of cause and effect while we find out why these greenhouses gases are a problem.
The main problem is our use of fossil fuels. So what we've done is put the whole natural system out of balance by digging up coal and oil that took about 200 million years to accumulate and we're releasing it all in about 100 years. So it's put the whole system out of balance at the moment, which has resulted in higher levels of these gases in the atmosphere.
That was Dr Roger Francey talking about the natural system. He says that the natural system is 'out of balance'.
He also talked about the causes and effects of this.
Listen for the main cause of the natural system being out of balance…
The main problem is our use of fossil fuels.
He says 'the main problem is our use of fossil fuels'.
So if we look at a table of cause and effect, we can say that 'the use of fossil fuels' is a cause, and 'the natural system out of balance' is an effect.
Listen again.
The main problem is our use of fossil fuels. So what we've done is put the whole natural system out of balance by digging up coal and oil that took about 200 million years to accumulate and we're releasing it all in about 100 years.
So the natural system has been put out of balance by people digging up and burning coal and oil. This releases gases into the atmosphere. Coal and oil are fossil fuels.
So if we go back to the table of cause and effect, we can say that 'digging up and burning coal and oil' is another cause.
See if you can hear another effect.
The main problem is our use of fossil fuels. So what we've done is put the whole natural system out of balance by digging up coal and oil that took about 200 million years to accumulate and we're releasing it all in about 100 years. So it's put the whole system out of balance at the moment, which has resulted in higher levels of these gases in the atmosphere.
It's put the whole system out of balance, which has resulted in higher levels of gases in the atmosphere.
So here, 'the natural system out of balance' is now a cause.
It has 'resulted in', or 'caused', higher levels of gases in the atmosphere.
This is an effect.
To express these relationships, there many different word choices.
We can use verbs like 'causes', 'leads to', 'results in'.
So we can express the relationship like this:
'A causes B', 'A leads to B', 'A results in B'.
Listen to an example here.
The main problem is our use of fossil fuels. So it's put the whole system out of balance at the moment, which has resulted in higher levels of these gases in the atmosphere.
'Our use of fossil fuels has resulted in higher levels of gases.'
But we can also express the cause/effect relationship the other way round:
'Higher levels of gases are the result of our use of fossil fuels.'
Notice that we use a noun phrase here. This is very common.
We can use nouns like 'the result', 'the effect', 'the consequence'.
If we look at these effect relationships, we can say:
'B is the effect of A', 'B is the result of A', 'B is the consequence of A'.
Remember that it's always important to have a variety in your language. Make sure you use both nouns and verbs to express causes, and effects. This will make you written work and your speech sound more interesting.
OK, so Dr Francey and his team have designed a new way of measuring one of the worst greenhouse gases in the earth's atmosphere: carbon dioxide.
Listen for what they're trying to find out.
We need to understand what happens in the tropics, that's where the biggest forests are and that's where some of the biggest changes are occurring in terms of human modification of those forests through conversion to agriculture and regular burning of these forests.
Our interest is not so much in that diurnal or daily variation. We're interested in what's happening on time scales of days or months or years.
They are interested in what's happening over days, months or years.
Their interest is not so much in diurnal or daily variation.
The conjunction 'or' here works to connect alternative meanings.
In this sense, 'or' means 'that is', 'I mean'.
'We're interested in diurnal, that is daily, variation.'
'We're interested in diurnal, I mean daily, variation.'
The second word defines the first. It tells the reader or listener what the more unfamiliar, technical word means.
Listen again for what diurnal means.
Our interest is not so much in that diurnal or daily variation.
He says diurnal or daily.
'Diurnal' means 'daily'.
See if you can work out the meaning of CO2 here …
"One of the main causes of global warming is CO2, or carbon dioxide."
'CO2 or carbon dioxide'
'CO2 is carbon dioxide'
When you're looking at environmental issues, like global warming and greenhouses gases, it's often necessary to be familiar these kinds of chemical terms.
You should try to learn the more common ones, like 'CO2'.
You might want to keep a copy of the 'periodic table' in your notebook. That's the list of all chemical elements and their abbreviations.
Here are some of them:
'hydrogen' is H, but 'helium' is He.
Notice that with abbreviations of elements, the first letter is always a capital, and the others are always small.
See if you can guess these ones:
'oxygen', that's O, and 'carbon' is C.
But they're not always that easy:
'lead' is Pb, and 'sodium' is Na.
OK, now let's listen to Dr Francey talk about the new CO2 measuring device…
Then we'll look at the names of countries and nationalities.
There's been interest from Korea, Japan, France and Malaysia, where the analyser could be installed on a 100metre tower on the island of Borneo.
She says there's been interest in their device from Korea, Japan, France and Malaysia.
It's important to learn and recognise the English names of the major countries of the world, their nationalities, and how to spell and pronounce these.
It's a good vocabulary exercise to make lists of these families of words.
To help you remember them, try grouping countries according to how the nationalities are formed.
Notice that they're all spelt with capital letters.
We have the '–an' group:
'Australia, Australian',
'Korea, Korean',
'Malaysia, Malaysian',
'Fiji, Fijian'.
We have the '–ese' group:
'Japan, Japanese',
'China, Chinese',
'Vietnam, Vietnamese'.
Then there's the '–i' group:
'Bangladesh, Bangladeshi',
'Kuwait, Kuwaiti'.
And some nationalities are formed in an irregular way:
'France, French',
'New Zealand, New Zealander',
'Philippines, Filipino'.
And watch the change in spelling with that one!
Why don't you start your own list of English names for countries and their people. Some countries also take separate adjectives that you can learn along with them.
And that's all for Study English today.
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Community Concerns . . . from
June 2006
____________________________________________________________________________________________________________________________________________________________________________________
Grace Jones, Executive Director Phone: 608-634-3104 www.couleecap.org
Energy and Low-Income Consumers
Increasing energy costs play a substantial role in the financial pressures low-income people face. Energy costs for low-income families take a much bigger portion of the family budget than for non-low-income families. A typical American family spends more than $1,600 a year on home utility bills. The average Wisconsin household pays 2.6% of its income on heating fuel, in contrast to households receiving fuel assistance. Families that receive fuel assistance are at 150% of poverty or less of the federal poverty guideline and pay an average of 10.6% of their total income for heating fuel.
Nationally, the average non-low-income family spends 7% of its income on all forms of energy, in contrast to the average low-income family which spends 25% of its income on all forms of energy. Low-income families in Wisconsin and throughout the nation are spending, as a percentage of income, over three times what the average non-low-income families spend on all forms of energy. Along with rising costs of housing, health care, education, and transportation, rising energy costs place an additional financial burden on families that have limited financial resources.
The 2005 National Energy Assistance Survey of 1,100 Low-Income Home Energy Assistance Program (LIEAP) recipients showed that:
73% reported they reduced expenses for household necessities because they did not have enough money to pay their energy bills.
19% kept their home at a temperature they felt was unsafe or unhealthy.
24% used their stove or oven to provide heat.
32% reported they did not fill their prescription or took less than their full dose of a prescribed medicine due to energy bills in the past five years. This included 41% of households with asthma, emphysema, heart disease, or stroke.
More Wisconsin families are being pushed into poverty, and the fastest growing segment of the poor is the working poor (40% of the growth in the past fifteen years), those who work at least forty (40) hours a week but are still unable to make enough to keep their families out of poverty.
Wisconsin's Home Energy Assistance Program (WHEAP) provides home heating assistance to eligible households. Income eligibility for WHEAP is at or below 150% of federal poverty level. For example, a monthly income for a family of four can not exceed $2,418. Operating with federal funding, the program assists approximately 140,000 Wisconsin households annually. Heating Assistance is a one-time benefit per heating season. It is intended to help pay a portion of a household's heating costs, not the entire annual cost of heating a home. Electric Assistance is a one-time benefit payment per heating season to eligible households. It is intended to help pay a portion of the household's electric costs. A household may be eligible for Crisis Assistance if it has no heat, received a disconnect notice from its heating fuel dealer, if it is nearly out of heating fuel and does not have any way to pay for its heating needs, or if a heating emergency can be avoided. WHEAP crisis assistance provides both emergency and proactive services. Proactive services include training and information on how to reduce fuel costs, counseling on money management, providing payments to fuel supplies when a household agrees to a co-payment, and other actions to help avoid future emergencies.
Couleecap operates WHEAP in Crawford and Monroe Counties. Crawford County residents can contact Peg Gallagher at 608-326-0428; Monroe County residents can contact Sue Rahr at 608-269-1506. La Crosse County
1
residents call 608-785-6001; Vernon County residents call 608-637-5210. Households need to provide information on their income and heating costs. See the WHEAP Coordinator in your county for more details.
The Wisconsin Home Energy Assistance Program - Federal Fiscal Year 2006 Year to Date Report (updated 4/15/06) statistics show:
www.homeenergyplus.wi.gov/detailedreports
In addition to WHEAP, Couleecap operates a Weatherization program in our four county service area. This program can help reduce home heating bills, save energy, and make homes warmer in the winter and cooler in the summer. If a household is eligible for the county fuel assistance program, they may be eligible for the Weatherization program.
Services include:
Insulate attics, walls, and floors
Reduce air leakage
Insulate or replace water heater
Install energy efficient lighting
Perform a general health and safety inspection
Provide information about maintenance and energy conservation
There are many ways to save on energy and money at home. These include:
Setting your thermostat lower.
Using compact fluorescent light bulbs.
Air drying dishes and using the sun to dry clothes.
Turning off your computer and monitor when not in use.
Using power strips for home electronics so they can be all turned off at once.
Lowering the thermostat on hot water heaters.
Washing only full loads of dishes and clothes.
Taking short showers instead of baths.
Driving sensibly.
Using ENERGY STAR® appliances and products.
Couleecap, Inc. is a private non-profit 501(c)3 charitable organization created in 1966. Our four-county service area includes Crawford, La Crosse, Monroe, and Vernon counties in Wisconsin. For more than 40 years, we have been helping low-income people build on their strengths and become more self-sufficient. We operate over 50 programs in the areas of housing, family and youth services, and emergency services. For more information regarding Couleecap, Inc. and its programs go to www.couleecap.org, or visit our State association at www.wiscap.org.
Presented by Kay Mueller, Planner, Couleecap, Inc. Westby, WI. 54667 June 2006
References: 2005 National Energy Assistance Survey Report, Key Findings; www.neada.org U.S. Department of Energy, Office of Energy Efficiency and Renewable Energy; www.eere.energy.gov Wisconsin Community Action Program Association (WISCAP), Energy Information; www.wiscap.org Wisconsin Home Energy Assistance Program (WHEAP); www.homeenergyplus.wi.gov
Special Thanks to Todd Mandel for his assistance in preparing the final draft of this paper.
Repair or replace furnace
Test and/or replace refrigerator
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Soulestial MusingsTM
~ April 2013~
Mother Earth
Reduce, Renew, Reclaim, Recharge
Honor Mother Earth and heal your relationship with her. In many shamanic traditions, it is right relationship with the earth that governs weather and rain. Our planet is made up of fire, earth, water, and air — from her fiery core to her earthy crust to her watery inlets to her airy skies. How much of her reflection do you share? You are mostly water, return to the earth, and breathe her air. You possess the fire of digestion, as well as Spirit. You too are part of the Web of life on Mother Earth. Tread with care.
Cicada
From deep within earth, cicada patiently waits to emerge. Once free, it signifies great change. Embrace all your opportunities. Chirping in the treetops, the cicada joyfully heralds a gift. Perhaps an old friend has resurfaced in your life. Open your heart and allow the gift of happiness.
Quote
"Each night, when I go to sleep, I die. And the next morning, when I wake up, I am reborn." ~ Mahatma Gandhi
Contact
Call (512) 343-7679 or email email@example.com. Visit our Web site at www.SevaSoulas.com. Private one-on-one tutoring is now available, either in person or via Skype.
Each year, on Earth Day, we are given an opportunity to assess our environmental impact, are carbon footprint, our connection to nature.
Many of us lack a grounded connection to the Earth. This connection is vital to your well-being. It's so simple for you to reconnect. What can you do?
* Take a walk outside
* Go for a hike
* Swim in the lake
* Gaze at the stars
* Work in your garden
* Plant flowers or a tree
* Lay on the ground
What is your environmental impact? Look at what is realistic in your life. Perhaps you can recycle, compost, ride the bus, or any number of things. By reducing waste, renewing resources, and reclaiming energy, you can reduce your impact and recharge your life at the same time.
Here are some resources to check out:
Made in a Free World – Complete their online survey to see how slavery around the world is linked to your lifestyle. http://madeinafreeworld.com/
Nature Conservancy – Use their carbon footprint calculator to determine your environmental impact. http://www.nature.org/greenliving/carboncalculator/index.htm
Light Language
Learn to read and write in light. Communicate at light speed. Redirect your life. Change the lives of others. Impact your community. Make a difference in the world.
The following Light Language classes are available:
* LL1 – Beginning Light Language
* LL2 – Intermediate Light Language
* LL3 – Advanced Light Language
* AP – Advanced Principles of Light Language
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Planning for Transition
When thinking about the transition process, a great place to start is by consulting with your child's school. Whether it is a school counselor, school psychologist, teacher, case manager or school administrator, a school professional with experience can be very helpful in getting the ball rolling when it comes to planning for the transition to adulthood.
As you have hopefully learned throughout your child's school years, the Individuals with Disabilities Education Act (IDEA) mandates a public education for all eligible children ages 3 through 21 (in most states) and makes the schools responsible for providing the supports and services that will allow this to happen.
It is important to recognize that one of the goals of IDEA is for students to be prepared for employment and independent living.
As you may also know, IDEA requirements are facilitated through the Individualized Education Program (IEP) process. The IEP process must include transition planning services for all special education students at age 16. Ideally, this should begin a few years before that. The funding and services available through IDEA are not available once the student has received a high school diploma or aged out of the school system, so it is important to take advantage of these services when they are available.
Federal law requires schools to have a transition plan for every special education student exiting high school.
of youth with autism had
a transition plan by the
required age according
to their teachers.
Source: National Autism Indicators Report Transition into Young Adulthood. AJ. Drexel Autism Institute, Drexel University.
Transition Planning and the IEP
As outlined in Section 300.43 of IDEA, transition services means a coordinated set of activities for a child that…
1. Is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child to facilitate the child's movement from school to post-school activities, including:
- Postsecondary education
- Vocational education
- Integrated employment (including supported employment)
- Continuing and adult education
- Adult services
- Independent living or
- Community participation
11
TRANSITION TOOL KIT
2. Is based on the individual child's needs, taking into account the child's strengths, preferences and interests; and includes:
- Instruction
- Related services
- Community experiences
- The development of employment and other post-school adult living objectives
- If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation
The transition process will continue to evolve, as the transition plan is a work in progress that should be monitored several times a year. You and your adolescent will continue to learn and grow during this process, and you will need to adjust your plan accordingly.
Getting Started: Preparing for the Transition IEP Meeting
As far in advance of the first meeting as possible, you should talk with your adolescent about what he or she may want to do in the future. While out in the community, you can identify different jobs or activities that may be of interest to him or her. It is important to remember that the future may seem like a scary topic for adolescents with autism to discuss and they may not be ready. Some families have shared that they scheduled a specific day of the week and a specific time to discuss future plans with their young adult. This helped provide structure and a time limit on a sensitive subject. It also provided some time for the young adult to prepare for what he or she was going to share during these sessions.
If you have completed a person-centered plan, or if you would like to implement a person-centered approach, the best time to do this is before the transition IEP meeting. The information generated from the person-centered plan should be shared with
12
the transition IEP team prior to the meeting. There are also several tools available to help prepare for the meeting – two such tools are It's My Choice, a transition workbook from the Minnesota Governor's Council on Developmental Disabilities; and Chapter 3 of Keeping It Real on the Elizabeth M. Boggs Center on Developmental Disabilities website. Both can be found in the resource section of this kit.
Life for all adults, autistic or not, is very much about this ongoing process of identifying and making adjustments when they need to be made. Every person with autism has a path; making the adjustments is the journey.
– Valerie Paradiz, Ph.D.
Assessments
In preparation for the meeting, your school district may also conduct several assessments that should be shared with you and your adolescent in advance. Some of the assessments are outlined below:
Level I Assessment:
- Parents, students and teachers all complete a questionnaire to help them focus on the student's long term career goals
- Helps explore possible areas of interest that can be used in the transition plan
- Should be updated yearly
Level II Assessments:
- Parents, students and teachers provide feedback as to a student's skills and aptitudes when compared to his or her peers
- Can often help pinpoint areas where further skills can be developed
TRANSITION TOOL KIT
Level III Assessments:
- Student tries out different areas of work in different settings with the proper supports in place (situational assessment)
- Allowed students to get some hands-on work experience and see what they enjoy and in what fields they excel
- Staff on hand assesses the student's response to each environment
- For students who do not perform well on tests or thrive in testing environments
The Community-based Skills Assessment, developed for Autism Speaks through a contract with Virginia Commonwealth University's Rehabilitation Research and Training Center, can help you and your child's team develop a comprehensive personalized transition plan by assessing his or her current skill levels and abilities beginning at age 12 and continuing into adulthood. An app for the CSA is coming soon! Learn more at autismspeaks.org/csa.
Preparing Your Adolescent for the Transition Meeting
The transition meeting is a perfect place for your child to work on his or her self-advocacy skills. Making sure that he or she is involved in the transition process is a great way for your child to learn how to express his or her thoughts and feelings about future plans. Topics you may want to review with your child before the meeting include his or her autism, entitlements and ideas for accommodations to help
Just as with every other subject, it is important to develop a lesson plan and anticipate questions and concerns that students may have as they work on applying their strengths and challenges to create their own customized education.
- Stephen Shore, Ed.D., Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum
13
provide the greatest support possible. Make sure he or she understands what an IEP is and what the purpose of the meeting is to the best of his or her ability. For those with limited verbal ability, pictures or written statements may be helpful.
Just as when transitioning to any other new activity, prepare your child in advance of the IEP meeting and describe its purpose. His or her involvement can take place on a sliding scale of responsibility. Initially and/ or for students at a lower cognitive or developmental stage, familiarizing your child with the purpose of an IEP can be sufficient and all that can reasonably be expected. The range of involvement might include the following:
- The teacher brings the student to the IEP meeting for a brief period of time, encouraging interactions with some or all of the team members. This introduction may be as short as a few minutes where the student just says "hi" to one or two IEP team members or helps pass out materials.
- The student prepares a short statement that he or she distributes or reads aloud to the IEP team, indicating strengths and difficulties in school.
TRANSITION TOOL KIT
- After obtaining data from IEP team members prior to the meeting, the student writes sections of the IEP for modification and approval at the meeting.
- The student co-presents as an equal
member of the IEP team.
- The student leads the IEP meeting with support from his or her primary teacher.
The Transition Meeting
Since your school district is responsible for coordinating transition services for your adolescent, you may want to partner with the school district in advance of the meeting to make sure that any outside agencies or individuals that can offer resources have been invited. As you can imagine, it takes a fair amount of time to coordinate with those who may need to attend the meeting, so you may want to work with your school advisors to start the process as early as possible.
The transition IEP meeting can involve a wide array of people, including:
- The student (as appropriate)
- Parents or guardians
- Teachers (special and general education)
- School administrators
- Related service providers such as speech therapists, behavioral consultants, etc.
- Representatives of outside agencies that may provide support to reach posttransition goals such as the state Division of Vocational Rehabilitation
- Other individuals who can support your child
You may feel overwhelmed sitting at a table with all of these people making recommendations about your child's future. Remember, nothing is "written in stone" and the plan continues to be a work in progress. Goals are set in order to move forward and with a proper plan, your child will reach new vistas.
14
During the meeting, it is important to respect your adolescent's wishes and needs and encourage others to do so as well. Try to model appropriate behavior by addressing questions about your child to your child. If your child is having trouble answering a question, provide visual supports or choices to further encourage him or her to be an active participant in the meeting.
Many parents want to highlight their child's successes, while downplaying struggles. In believing that your adolescent has mastered a skill that may not be possible independently, you are doing him or her a disservice. A mastered skill needs to be done correctly from beginning to end, without prompts or support. This is an important point to keep in mind.
Be prepared to discuss a wide variety of topics at your transition meetings – planning for adulthood requires a focus on employment, housing, community living, postsecondary education, independence and more. Lots of factors go into creating a life that allows your child to be as independent and fulfilled as possible.
Steps for Creating a Transition Plan
Several steps have been outlined that will be important in developing a transition plan:
1. Describe the student's strengths and present levels of academic achievement and functional performance.
2. Develop measurable postsecondary goals based upon the student's strengths and challenges.
3. Develop corresponding IEP goals that will enable the student to meet his or her postsecondary goals.
4. Describe the transition services needed to help the student achieve his or her desired post-school goals.
TRANSITION TOOL KIT
Once we started the transition process, I
looked at Stacey's education with a different focus. Although academics are important, I needed to work with her to make choices as to the best possible use of her high school time. Was it more important for her to identify the predicate of the sentence, or to respond when a peer spoke to her? My husband and I started to think about Stacey's education by asking the question "is this a skill or information that she will use when she leaves school?"
– Jeannette, Mom of Stacey, age 14
In addition to stating the goals, the transition plan should include logistical information on how the plan will be implemented and monitored, such as: a timeline for achieving goals, responsible people or agencies to help, clarification of how roles will be coordinated and a plan for identifying post-graduation services and supports, including methods to obtain funding to access these.
If you are not in agreement with the transition services proposed, you can try to reach an acceptable agreement with the school district. If this is not possible, you and your family have the right to go to mediation or an impartial hearing.
Diploma Options
As you plan for transition, it is very important to understand the different types of diplomas available to individuals with disabilities in the public school system. Some learners with autism will be able to receive a general high school diploma, while others may work toward an IEP or Occupational Diploma or certificate. The list below outlines some of the different types of diplomas and what opportunities they may provide for postsecondary education. Remember that each state has different options and guidelines for diplomas, so be sure to check in with your school administrators:
15
High School Diploma: This diploma is awarded to students who have passed required courses and exams in a number of subjects. It is generally accepted for admission everywhere: two- and fouryear colleges as well as military and trade schools.
General Education Development (GED)
Diploma: This diploma is awarded to students who have passed the GED exam. It is generally accepted by military, trade schools and some junior/community colleges (which sometimes require additional qualifications).
IEP/Local Diploma or Certificate of
Completion: This diploma is awarded to students who have reached the goals on their Individualized Education Programs. It is not accepted for admission to any postsecondary degree program without other testing or certification.
Conclusion
Again, long-term transition planning is an ongoing process that reflects the continuing development and changing needs of your adolescent. Given that the process starts in the early to mid-teen years, there needs to be a great deal of flexibility in the plan. Your adolescent will continue to grow and learn throughout his or her remaining school years and beyond, so the plan needs to be flexible and at times altered to meet his or her changing needs and goals.
Once the actual plan is completed by the
team, it is a living, evolving document that should be reviewed and updated several times a year to ensure it reflects and meets all of your young adult's needs and adequate progress is being made to that end. By creating a document with outcome-oriented goals that can be measured, you can more efficiently and effectively monitor your young adult's progress.
- Life's Journey through Autism, A Guide for Transition to Adulthood from the Organization for Autism Research
TRANSITION TOOL KIT
Evidence Based Predictors for Post-School Success
Ohio Employment First Transition Framework Evidence Based Predictors Tool
ohioemploymentfirst.org
Predictor One: Collaborative Networks for Student Support
Predictor Five: Academic, Vocational, Occupational Education and Preparation
Research shows that youth benefit from having a support network. Both 'formal' (agency based) networks and 'informal' (friends, family, community members) networks enhanced youth success.
Predictor Two: Individualized Career Development
Career Development refers to the process used by an individual to form a work identity. It is ongoing and spans a lifetime. Individualized career development means that the strategies, supports and services are selected to align with how the youth learns and also provides access to careers that reflect the youth's preferences, interests and skills.
Predictor Three: Authentic Community Based Work Experience
During the high school years, participation in real life work experiences that closely resemble adult environments has been identified as a high predictor of successful adult outcomes.
Predictor Four: Social and Social-Emotional Instruction and Skills
Youth with disabilities require a well-designed, coordinated, and unique education and preparation program. The program requires aspects of academic preparation as well as vocational/ occupational preparation
Predictor Six: Supporting Parental Involvement and Expectations
Parent, guardian or other caretaker participation is essential to an individual's ongoing success. Involvement means parents/families/guardian are active and knowledgeable participants in all aspects of transition planning. Parental impact also encompasses the expectation of the family.
Predictor Seven: Self-Determination, Independent Living Skills Instruction and Skill Building
A successful adult reflects self-management and direction, often referred to as Self-Determination. Many skills can support the development of selfdetermination such as the ability to make choices, solve problems, set goals, evaluate options, and take initiative to reach goals, and accept the consequences of actions.
Social competencies are critical to successful participation in the adult community life. Employers report that inability to meet the social expectations of the community and workplace remains as a top reason why employees (disabled or not) lose their jobs.
Predictor Eight: Inclusive Practices and Programs
Participation in inclusive settings during the school years provides opportunities to prepare for integration into the adult community. Inclusive practices refer to engagement and participation, not simply access to an environment.
ohioemploymentfirst.org/up_doc/Evidence_Based_Predictors_for_Post_school_Success3_25_15.pdf
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Purpose of Essay:
This essay serves three purposes:
1. To analyze the use of motifs in literature.
2. To draw conclusions about these motifs.
3. To use your understanding of Modernism in analyzing.
Definition of Terms/Keys for Success:
AP exams love to see you draw conclusions, so they expect you to read carefully. Besides AP, colleges (be it English or Engineering) want to see you look into a written work and report back more than the basic details of a work. In contrast to an Expository, which requires a topical examination of a work, this Form Essay examines the elements of a story and explains how an author uses these elements to construct the plot as a whole.
In order to write a cohesive essay, you will need to focus/re-focus on some important elements:
1) Supporting Details
a. You will need more than one citation to prove your topic sentence (if your topic sentence deals with color, for instance, you will need two to three supporting details from the work)
b. You should tie each supporting details to a larger, interpretive concept (historical, literary device, author's purpose, etc):
Ex:
When Millhauser uses the color black, he shows . . . which ties _________ to the idea of . . .
2) Citations
a. This is vitally important!
Direct Citations use a long quotation as the focus of the sentence (set off by a colon or a comma – generally at the end of the sentence). All direct quotations need a context, commentary, citation:
On page 66, when Martin first meets the Vernon family, he's struck by an immediate contrast that, ". . .".
-
1
Implicit Citations relays a specific idea, includes a short quotation, and ends with a citation.
```
Martin notices " . . ." almost immediately; their ". . ." creates . . . as they both show . . . (Dressler, 66).
```
Embedded Citations summarize a specific scene without quotations, but end with citation. (This is your most effective method because it shows mastery of the details – ie, you are not using quotes to prove your points, you are using specifics from the story)
Chapter 4 elaborates on Martin's struggle between . . . which shows the tension how the Modern period corrupted people's hopes and dreams (Dressler, 44-51)
The Assignment:
Below is a prompt fashioned in the AP Literature Format – Prose Question. Before we begin, hi-light the important elements of this cue. Though this is not an exact replication – the exact question will ask you to develop an argument—, you should be mindful of three writing techniques absolutely necessary for success:
1) Embedded and Indirect Citations
2) Summarization/Context that accompanies quotations
3) Arguing requires text:
a. Tell what the author says
b. Tell why he says it (or the impact on the story)
Prompt
Motifs in literature can be subtle, but authors use them to develop a comprehensive picture out of the smaller pieces of the story. Using Martin Dressler: Tale of an American Dreamer, discuss how the author uses motifs and how they contribute to the novel as a whole. | <urn:uuid:4087379e-39a0-4897-a094-eb23063d89df> | CC-MAIN-2018-13 | http://thomasuwwritinglab.net/second-semester---literatur/unit-1---martin-dressler/dressler-resources/dressler-motifs-essay.pdf | 2018-03-21T06:40:21Z | crawl-data/CC-MAIN-2018-13/segments/1521257647584.56/warc/CC-MAIN-20180321063114-20180321083114-00511.warc.gz | 309,389,105 | 665 | eng_Latn | eng_Latn | 0.9986 | eng_Latn | 0.998686 | [
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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Publications, etc. -- Nebraska Forest Service
Nebraska Forest Service
2007
Electrical Fire Prevention on the Farm and Ranch
Bob Vogltance Nebraska Forest Service
Larry Wiles Nebraska Forest Service
Follow this and additional works at: http://digitalcommons.unl.edu/nebforestpubs
Part of the
Forest Sciences Commons
Vogltance, Bob and Wiles, Larry, "Electrical Fire Prevention on the Farm and Ranch" (2007). Publications, etc. -- Nebraska Forest Service. 9.
http://digitalcommons.unl.edu/nebforestpubs/9
This Article is brought to you for free and open access by the Nebraska Forest Service at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Publications, etc. -- Nebraska Forest Service by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Machine shops, grain bins, barns and other agricultural buildings are all susceptible to electrical fires. Watch for fire hazards in these areas and repair them immediately to prevent costly losses.
* old, non-grounded wiring;
* conduit passing into ceilings and walls;
* oversized fuses;
* bare wiring;
* burn marks on switches and outlets;
* loose-hanging conduit;
* switches that stick;
* rodent-damaged wiring.
* knob and tube wiring and/or
REMEMBER THAT PERMITS are required for open burning. When burning:
* never burn around utility poles and
* never burn under power lines;
* never burn around utility boxes.
ELECTRICAL EMERGENCIES can occur on the farm and ranch. You should know what to do when an accident happens. Always be prepared.
* Call your rescue unit immediately.
* If someone receives an electric shock, shut off the power. Do not touch the person directly until they are removed from the electrical source.
IN CASE OF AN ELECTRICAL FIRE
* Call the fire department. Give your name and address and tell them what is burning.
* Evacuate all people and livestock.
* If possible, turn off the electricity. If you are unable to do so, call your utility company.
* Use a fire extinguisher ONLY if the fire is small and the extinguisher is a CO 2 or dry chemical fire extinguisher.
* NEVER use water when attempting to put out an electrical fire.
For more information contact: Nebraska Forest Service Wildland Fire Protection Program P. O. Box 830815 Lincoln, NE 68583-0815 (402) 472-2944 (402) 472-2964 (FAX) www.nfs.unl.edu
Written by Bob Vogltance and Larry Wiles, Nebraska Forest Service.
Photos courtesy University of Nebraska Institute of Agriculture and Natural Resources.
Nebraska
Service
Forest
The University of Nebraska-Lincoln does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin or sexual orientation.
[ 2007 ]
Nebraska Forest Service
Electrical Fire PREVENTION on the Farm and Ranch
RFP15-2007
ELECTRICAL POWER is essential to the operation of farms and ranches. However, it can cause serious problems if not respected. Everyone who lives or works on a farm or ranch should watch for electrical fire hazards and know what to do in the event of an electrical emergency.
EVERYONE LIVING OR WORKING on a farm or ranch should know the location of electrical panels and how to shut off power. Additionally, everyone should know to NEVER touch a wire that is exposed or down and NEVER assume exposed or downed wires are dead. If you or anyone else discover downed or exposed wires, report them to your power company immediately.
WILDFIRES are occasionally caused by electricity. Both electric fences and well pumps should be kept clear of grass and weeds to prevent costly fires. Similarly, if well wiring is not properly maintained, a wildfire can ignite. Downed power lines also pose a threat, particularly in remote areas where
Maintain irrigation well pumps and keep the surrounding area free of weeds and tall grass to prevent electrical fires that can destroy valuable irrigation equipment and crops.
wildfires may destroy many acres before the fire department can arrive.
THE ELEMENTS OF NATURE are beyond our control and may cause an electrical distribution system to come dangerously within our reach. Weather events can dislodge or break utility poles, causing the wires to sag or break. Even if tempted, NEVER move downed or damaged wires or electrical equipment. Report downed lines and damaged poles to your utility company immediately.
TREES contain moisture and will conduct electricity so avoid planting them under power lines. If there are existing trees near your power lines, don't try to trim them yourself. Leave this to your local utility company.
MODERN FARMING requires the use of large, complex machinery. Each year a tragic number of accidents are caused by the careless handling of equipment around electric power. Use caution when moving large equipment, such as front-end loaders, grain augers, balers, hay stackers, combines and even items such as irrigation pipe and metal ladders. If there is any chance of the item coming into contact with overhead wires, DO NOT move it. Contact your utility company for help.
LIVESTOCK are not normally considered an electrical hazard, but conditions in their environment may produce an electrical fire.
* Damage to wiring can be prevented by using conduit to protect the wire from
* Keep all electrical wiring out of areas that can be accessed by livestock.
Take special caution when using electrical items around livestock. Protect wires from being chewed or rubbed by livestock and be sure heat lamps are secured to prevent them from falling into flammable bedding material.
livestock chewing or rubbing.
* Prevent heat lamps from falling into flammable bedding material by securing them to a solid object.
* Extension cords used for heat lamps and portable heaters should be a sufficient size for the electrical load.
* Use waterproof wiring and equipment in areas susceptible to moisture, such as for electric heaters in stock tanks.
* All electrical circuits should be properly grounded.
* Never install electric fencers near combustibles.
AGRICULTURAL BUILDINGS should be examined for electrical hazards. Wiring in farm buildings is highly susceptible to deterioration due to dust, moisture and corrosive gases. Any of the following conditions can signal a potential hazard:
* damaged or corroded fuse boxes;
* flickering or blinking lights;
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Dear Parents,
To help develop your child's fluency in mathematics, we ask them to learn Key Instant Recall Facts each half term. We expect children to practise their KIRFs at least 3 times a week.
Year 4 – Autumn 1
I know number bonds for each number to 6.
I know the multiplication and division facts for the 6x table
By the end of this half term the children should know the following facts .
The aim is for them to recall these facts immediately.
Key Vocabulary
What is 8
multiplied by
6?
What is 24
What is 7
times
6?
divided by
6?
They should be able to answer these questions in any order, including missing number questions e.g. 6 x = 72 or ÷ 6 =7
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don't need to practise them all at once: perhaps you could have a fact of the day. If you would like more ideas, please speak to your child's teacher.
Songs and Chants – You can buy Times Tables CDs or find multiplication songs and chants online. If your child creates their own song, this can make the times tables even more memorable.
Double your threes – Multiplying a number by 6 is the same as multiplying by 3 and then doubling the answer. 7 × 3 = 21 and double 21 is 42, so 7 × 6 = 42.
Buy one get three free – If your child knows one fact (e.g. 3 × 6 = 18), can they tell you the other three facts in the same fact family?
Warning! – When creating fact families, children sometimes get confused by the order of the numbers in the division number sentence. It is tempting to say that the biggest number goes first, but it is more helpful to say that the answer to the multiplication goes first, as this will help your child more in later years when they study fractions, decimals and algebra. E.g. 6 × 12 = 72. The answer to the multiplication is 72, so 72 ÷ 6 = 12 and 72 ÷ 12 = 6
Year 4- Autumn 2
I know number bonds for each number to 6. I know the multiplication and division facts for the 9 and 11 times tables.
They should be able to answer these questions in any order, including missing number questions e.g. 9 x = 45 or 72 ÷ 9 =
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don't need to practise them all at once: perhaps you could have a fact of the day.
Look for patterns – These times tables are full of patterns for your child to find. How many can they spot?
Use your ten times table – Multiply a number by 10 and subtract the original number (e.g. 7 × 10 – 7 = 70 – 7 = 63). What do you notice?
What happens if you add your original number instead? (e.g. 7 × 10 + 7 = 70 + 7 = 77)
What do you already know? – Your child will already know many of these facts from the 2, 3, 4, 5, 6, 8 and 10 times tables. It might be worth practising these again!
Year 4- Spring 1
I know number bonds for each number to 6. I can recognise decimal equivalents of fractions.
Children should be able to convert between decimals and fractions for ½, ¼, ¾ and any number of tenths and hundredths.
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don't need to practise them all at once: perhaps you could have a fact of the day.
Play games - Make some cards with pairs of equivalent fractions and decimals. Use these to play the memory game or snap. Or make your own dominoes with fractions on one side and decimals on the other.
Year 4-Spring 2
I know number bonds for each number to 6. I know the multiplication and division facts for the 7 times table By the end of this half term the children should know the following facts . The aim is for them to recall these facts instantly
7 × 1 = 7
Key Vocabulary
7 × 2 = 14
1 × 7 = 7
7 ÷ 7 = 1
7 ÷ 1 = 7
7 × 3 = 21
7 × 5 = 35
7 × 4 = 28
7 × 6 = 42
7 × 8 = 56
7 × 7 = 49
7 × 9 = 63
2 × 7 = 14
4 × 7 = 28
3 × 7 = 21
5 × 7 = 35
7 × 7 = 49
6 × 7 = 42
8 × 7 = 56
9 × 7 = 63
14 ÷ 7 = 2
28 ÷ 7 = 4
21 ÷ 7 = 3
35 ÷ 7 = 5
49 ÷ 7 = 7
42 ÷ 7 = 6
56 ÷ 7 = 8
63 ÷ 7 = 9
14 ÷ 2 = 7
28 ÷ 4 = 7
21 ÷ 3 = 7
35 ÷ 5 = 7
49 ÷ 7 = 7
42 ÷ 6 = 7
56 ÷ 8 = 7
63 ÷ 9 = 7
7 × 11 = 77
7 × 10 = 70
10 × 7 = 70
70 ÷ 7 = 10
70 ÷ 10 = 7
7 × 12 = 84
11 × 7 = 77
12 × 7 = 84
77 ÷ 7 = 11
84 ÷ 7 = 12
77 ÷ 11 = 7
84 ÷ 12 =7
They should be able to answer these questions in any order, including missing number questions e.g. 7 x = 28 or ÷ 6 = 7
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don't need to practise them all at once: perhaps you could have a fact of the day.
Songs and Chants – You can buy Times Tables CDs or find multiplication songs and chants online. If your child creates their own song, this can make the times tables even more memorable.
Order of difficulty – Ask your child to order these facts from the easiest to the most challenging. Can they explain why some facts are easier to remember? Then focus on practising the most challenging facts.
Use memory tricks – For those hard-to-remember facts, www.multiplication.com has some strange picture stories to help children remember.
What is 7
multiplied by
What is 7
times
6?
What is 84
divided b y 7?
8?
Year 4-Summer 1
I know number bonds for each number to 6. I can multiply and divide single digit numbers by 10 and 100.
By the end of this half term the children should know the following facts . The aim is for them to recall these facts instantly
These are examples of the facts they should know this term. They should be able to answer these questions in any order, including missing number questions e.g. 0. 8 x = 8 or ÷ 6 = 100
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don't need to practise them all at once: perhaps you could have a fact of the day.
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Social Justice Sunday Statement Student Activities
A Rich Young Nation: The challenge of affluence and poverty in Australia.
The following student activities have been written to support the 2008 Social Justice Sunday Statement: A Rich Young Nation: The Challenge of affluence and poverty in Australia.
The activities are based on Edward de Bono's Six Thinking Hats which require students to extend their way of thinking about a topic by 'wearing' a range of different 'thinking' hats.
Other activities are based on Bloom's Revised Taxonomy of cognitive processes.
The writers of the student activities, Di Brown, Member of the Bishop's Commission for Justice Development and Peace in the Armidale Diocese, Beverley O'Keefe, St Michael's School, Mittagong and Lesleigh Altmann, St Mary's School Bowraville and St Joseph's School, Kempsey have designed the activities to enable teachers to use tools for differentiating curriculum tasks to address the diverse learning needs of students. The activities do not focus on specific year levels, but have a wide range of strategies suitable for students in Primary and Secondary school settings. The activities can be adapted to address the learning outcomes for the various year levels.
Bloom's Revised Taxonomy
REMEMBERING REMEMBERING
1. Using the Bishops' Social Justice Sunday Statement for 2008, define the word 'Affluenza'.
2. The Bishops' Social Justice Sunday Statement 2008 states "When people see wants as needs, it is not surprising that two thirds say they cannot afford everything they need". Write a list or create a PowerPoint of your needs and wants. Discuss with a friend whether your wants have become needs.
3. Complete a 'Facts Chart' showing how Indigenous people are disadvantaged in Australia's affluent society.
UNDERSTANDING
1. Read the scripture passage Luke 4: 16-19. Jesus showed by his words and deeds a special concern for the least powerful in the society of his time. Choose one of the organisations that help those who are disadvantaged. Explain in written format or use a digital presentation (eg PhotoStory) to present your findings.
2. Affluence can bring great benefits, depending on how we use it. Form groups and discuss what is meant by the words 'affluent' and 'consumerist mentality'. Provide examples and share your understandings with other groups in your class.
3. The disparity between the wealthiest and poorest in our community is growing with many Australians experiencing an ongoing cycle of poverty. Form groups and prepare a flow chart that illustrates how this cycle is often perpetuated across generations.
APPL APPLYING YING YING
1. Read the words of Jesus in Matthew 25:35-40 when He said, whenever we do something for someone in need, we also do it for Him. Paint a wall frieze illustrating these words of Jesus. Alternatively, use the free software PhotoStory3 or experiment with Green Screen Video effect http://www.mediacollege.com/video/special-effects/green-screen/)
2. Make a sculpture depicting the plight of Refugees and Asylum seekers who are waiting for permission to build a new life in Australia.
3. Write a Haiku poem on 'Consumerism'. (A Haiku poem is a Japanese poem consisting of three lines. The first and third lines have 5 syllables in each line and the second line has 7 syllables.)
ANALYSING ANALYSING
1. Compare the positive and negative aspects of the prosperity flowing from 15 years of economic growth in Australia. Discuss the changes to family life and our environments as a result of the spectacular growth. Present your discussion in a hardcopy or use PhotoStory3 or Movie Maker or iMovie to present your ideas.
2. One of the best known statements of Blessed Mary MacKillop is, "Never see a need without trying to do something about it." Write a biography of her life detailing how she initiated projects that showed how she and members of her Congregation of the Sisters of St Joseph of the Sacred Heart acted on this statement. If you are using an Interactive White Board in your class, create a lesson on the biography of Blessed Mary MacKillop using web links and historical photos (eg http://www.sosj.org.au/mary/index.html)
3. There are many causes of poverty in our society. It is the responsibility of all of us as a nation, to ensure that the basic conditions and opportunities exist for families to provide for themselves, to be freed from poverty traps and not be welfare dependent. Analyse the causes of poverty and examine ways in which it can be overcome. Share your ideas with your local State and Federal Members of Parliament. Your ideas may take the form of a Word Document, a Power Point Presentation or a PhotoStory.
EVALUATI EVALUATING NG NG
1. Conduct a Debate using the following statement from the 1996 Bishops' Conference, "In the main, people are poor not because they are lazy or lacking in ability or because they are unlucky. They are poor because of the way society, including its economic system, is organised".
2. Form a panel to discuss the following words of Pope John Paul II, "It is not wrong to want to live better; what is wrong is a style of life which is presumed to be better when it is directed towards 'having' rather than 'being' and which wants to have more, not in order to be more but in order to spend life in enjoyment as an end in itself."
3. Read the 'Ideas for Action' section of the Bishops' Social Justice Sunday Statement for 2008 and write a personal reflection or create a Reflective Movie using Movie Maker, iMovie or PhotoStory considering the ideas to which you could personally commit your time and resources over the next twelve months.
CREATING CREATING
1. According to the teachings of the Gospel, Jesus calls us to build a just society and to work together to ensure that poverty is eradicated and that all are able to live a full life. Those with means have a special responsibility to ensure that those who are vulnerable are clothed, housed and looked after. Devise ways in which your school and Parish communities can contribute to the work of addressing and preventing poverty. Create a timeline for implementing and assessing the effectiveness of your projects.
2. Visit the websites of:
Catholic Social Services Australia: www.catholicsocialservices.org.au Australian Catholic Social Justice Council: www.acsjc.org.au Australian Catholic Migrant and Refugee Office: www.acmro.catholic.org.au Catholic Earthcare Australia: www.catholicearthcare.org.au National Aboriginal and Torres Strait Islander Catholic Council: www.natsicc.org.au Using coordinates, (grid) design a Floor Game or an Interactive Whiteboard Game about the work the above organisations do to improve the lives of those on whom they focus.
3. By living life more in terms of what we need, rather than what we want, we will be less concerned with material acquisition and freed from the clutter of consumerism. Most importantly, we will be in a better position to recognise the needs of others. Visit www.livesimply.org.uk and devise ways you can live more simply. Encourage others to join you in making a promise. Use your Mac with GarageBand or your PC with Audacity software and Podsafe Music to create a Podcast to encourage others to make your promise. As an alternative to GarageBand or Podsafe Music, create your own music.
Social Justice Sunday Statement 2008 Student Activities
A Rich Young Nation: The challenge of affluence and poverty in Australia.
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Learning and Teaching Policy
Aims
* To raise levels of attainment for all pupils, enabling them to achieve their personal best
* To foster self-esteem and personal responsibility
* To prepare children for the challenges and opportunities of adulthood in a developing world enabling them to be positive citizens in society
* To provide an exciting, broad, balanced and relevant curriculum appropriate for individual needs
* To establish a learning culture within the school involving pupils, staff, parents, governors and other stakeholders
* To develop confident, disciplined and enquiring learners, able to make informed choices and to take responsibility for their own learning
* To create a well-structured environment in which children are able to learn and teachers are able to teach
* To facilitate considerate and positive relationships between all members of the school community
* To ensure equal opportunities in relation to gender, race, ability, special needs and belief
Principles
Children learn best:
* when they are happy and secure
* when their work is planned appropriately
* when a variety of teaching techniques, strategies and contexts are used appropriately
* when they understand
* when they are actively involved
* when their environment is conducive to learning
* when there are positive links between the school, home and community
* when the whole team works and develops together
Our principles are addressed across the curriculum. Specific arrangements for each subject are detailed below.
Early Years
Children can start Newnham Primary in Reception. During their first years they follow the Early Years Foundation Stage Curriculum and develop their knowledge, skills and understanding through nine areas of learning. They are assessed on the Foundation Stage Profile. Detailed information about the EYFS Curriculum is in the DRET Early Years Policy.
English
At Newnham Primary we have a daily English session with an emphasis on developing basic skills and knowledge in speaking, listening, reading and writing in a range of contexts. The four areas are inter-related and planning ensures appropriate coverage of these through a variety of genres. In the school we use Read, Write, Inc a phonics based programme to develop the children's skills. Whilst some literacy skills may be taught discretely, it is vital that children understand the relevance of what they are learning and can apply these skills in different contexts through the delivery of the connected curriculum.
Maths
At Newnham Primary we have a daily maths lesson with an emphasis on mental calculation. Lessons have a clear focus on direct, instructional teaching and interactive oral work with the whole class and groups. Lessons are organised and differentiated to enable pupils of all abilities to access appropriate learning. The planning structure is the same across each year group and is organised into key concepts which are consolidated and extended during the academic year.
Science
At Newnham Primary we aim to teach science so as to foster the following attitudes: curiosity, independence, open mindedness, responsibility, originality, cooperation, determination, self criticism, perseverance, sensitivity to living things and flexibility of thought. Teachers are encouraged to use a variety of teaching styles and classroom organisation in order to ensure the children have experience of a child centred approach with open ended questioning techniques; where their ideas through scientific investigation are valued and respected; they are given opportunities to broaden their scientific knowledge
ICT
As the aims of ICT are to equip children with the skills necessary to use technology and to become independent learners, the teaching style that we adopt is active and practical. During their weekly timetabled session the children are taught how to work with hardware and software in a "skills" session. These skills are then transferred to support learning across the curriculum through all aspects of school life. The programme of study Newnham uses is Switched On Computing which ensures coverage of Curriculum 2014 from EYFS right through to Year 6.
SMSC
SMSC is taught through discrete lessons, circle time, as well as through cross curricular opportunities. Assemblies also support the delivery of SMSC and citizenship.
Physical Activity
Our PE programme is broad and balanced, complies with statutory requirements whilst also being accessible and differentiated to meet the needs of all pupils. Sessions are structured and delivered to maximise time, learning, enjoyment and activity levels for all children and to facilitate involvement in out-of-hours learning opportunities. Facilities and equipment are made available for use at lunchtimes and we aim to continually improve and develop these to promote increased participation in consultation with pupils and staff. Sports coaches are used to deliver lunchtime learning and after school clubs. The remaining areas are taught by teachers.
Religious Education
R.E at our school is taught through the newly revised and updated Agreed Syllabus for Religious Education for schools in Northamptonshire. This syllabus teaches children the skills and attitudes through a breadth of study that encompasses both minor and major modules; where teaching stimulates curiosity as well as develops the children's sense of exploration and discovery.
The Arts
At Newnham, we acknowledge the arts subjects as powerful, unique forms of communication that can influence the way children feel, think and act. We aim to help them both understand themselves and to relate to others as part of cultures both past and present. Through our teaching of the Arts, we aim to develop the children's ability to appreciate a wide variety of art forms and to make judgments whilst increasing selfdiscipline, creativity, aesthetic sensitivity and fulfillment.
Humanities
We aim to reflect the requirements of the National Curriculum with a particular focus on the teaching of the skills inherent in history and geography. These skills are taught through short units of work that ensure both coverage and progression. We plan learning opportunities to transfer these skills to support learning across the curriculum in a more connected curricular way, whilst matching the challenge of the task to the children's ability and experience.
Equal Opportunities and Inclusion Statement
Every member of Newnham's Community will be valued, respected and welcomed equally. Children will be taught to celebrate their differences, understand the cultural diversity and variances within their community; local and global, and all discrimination from any member of the school community to another will be tackled rigorously.
Appendices
For specific guidance on the following, please refer to the appendices:
* Gifted and Talented
* Early Years
Monitoring and review
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Title: Social Media
Part 1: Me online
Level: THIRD/FOURTH
Links to Curriculum for Excellence
Experiences/Outcomes
I recognise that power can exist within relationships and can be used positively as well as negatively. HWB 3-45a I know that popular culture, the media and peer pressure can influence how I feel about myself and the impact this may have on my actions. HWB3-46b I am developing skills for making decisions about my relationships and sexual behaviour. I am able to apply these to situations that may be challenging or difficult. HWB 3-46c I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 3-46a I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse. HWB349b
Learning intentions
* Young people talk about their online activity.
* Young people consider how popular culture and media impacts on them.
* Young people identify sources of information and support.
Success criteria
* I can describe what I do online.
* I reflect on my own behaviour and actions when I am online.
* I can reflect on the benefits and risks involved in being online.
* I have strategies to deal with situations that cause me concern.
* I can identify people or places to go to when I have questions or a worry.
Resources to support this activity
* PowerPoint slides
* Props for each area of activity
In terms of the discussion in this activity there may be young people in the class who do not have a phone, tablet or access to the internet. Rules at home will be different. Be aware of whatever emerges here so that a child who has different access or rules is not criticised or shamed. Check the beginning of the activity description as young people are asked to do a pre-session task.
rshp
Relationships, sexual health
and parenthood education
Benchmarks
* Identifies and explains influence/impact of media, including social media and pornography on self-esteem and decision making.
* Explains the impact an imbalance of power can have on relationships, including sexual relationships, for example, consent, coercion, responsibility for actions and decisions.
* Identifies how to take action in a situation involving abusive or inappropriate sexual behaviour, for example, ending unhealthy relationships, local support, police.
* Demonstrates the skills needed to challenge stereotypical images in the media, including social media, for example, confidence, judgement.
Activity
Before the session: In the days or week before facilitating this session let young people know they will be talking about social media. Ask them to think about/identify a person who is online and doing something good as a result – a vlogger, campaigner, personality. They will be asked to tell others about this person and their activity on line.
1. Me online. Start with an introduction that we all use the internet differently. Some of us will have phones or tablets or game online, some not. Whatever access we have, whatever we use, today young people will be thinking about their online lives, and it's likely that even with limited access now, this will probably increase for everybody as they get older.
Have a conversation about similarities and differences, with prompt questions such as: How happy are the young people with their online activities? Do they feel they spend enough or too little time online? What would they miss if they could not have the access they have?
Ask the young people to (relatively quickly) sketch out a small poster that maps their online/social media activity day-to-day, at school, at home. Use the images of icons and the questions provided (prop 1) or have young people create their own (to ensure it's current). The questions are (on slide): What are the main sites or apps or games that I use day to day? How much time in a day do I spend on each?
2. Young people online (Use prop 2) Share the Internet Matters poster it describes some key facts about young people's use of social media. Talk through the main findings – any surprises for the class/group? Then share the second page Top Ten Tasks for Teen Tablet Users (also prop 2). Does this reflect the behaviour of this group?
Use the prompt questions (on slide) for discussion either as a whole class/group or in smaller groups, with reporting back.
o If someone said something unkind about you on social media, would you block them?
o Do your parents/carers know much about what you do online?
o Would you consider any followers you have on any site as friends?
3. Social media – good or bad? Introduce the idea that some people feel that social media, and young people spending time online is overall a bad thing. But others argue that the internet and global access to information and people means that young people can get active and have a great influence. Print off and read through together the article (prop 3): Excessive social media use harms children's mental health. Discuss opinions in the class/group. Prompt questions could include: why do you think being online would impact on a young person's emotional and social development? There appears to be a gender difference, girls spend more time on social media, seem to be affected more – why so?
Remind the young people that they had been asked to think about identifying a young person/young adult who they know online who they feel does good. Ask who would like to share and describe the person and their online activities. Accept contributions, they might range from the beauty blogger who promotes self-confidence to an environmentalist to a rap artist that challenges racism. Acknowledge any difference in views young people might have about whether the examples are 'good' in terms of message/influence or not.
If no-one has prepared anything give the young people some time on their phones/tablets to do so. OR use the two pre-prepared examples (prop 4 and on the slide) about online activism by Hannah Alper and Joshua Williams.
rshp
Relationships, sexual health
and parenthood education
4. To end pose the main questions again and ask young people to work in small groups, which must take a stance: Social media – good or bad? They must identify 5 key points they want to make, appoint a spokesperson and present.
Additional ideas
* Research: Learners could explore this site and report on most useful aspects for young people: http://www.childnet.com/young-people/secondary
* This article explores Is social media bad for your health? https://www.theweek.co.uk/checkedout/90557/is-social-media-bad-for-your-mental-health
* Most popular social media sites UK 2019 https://social-media.co.uk/list-popular-social-networkingwebsites
Connecting with home
The text below could be used to communicate with home about this group of learning activities:
At school we are discussing being online and social media. Our learning will explore how we behave online and the sharing of sexual images between people, sometimes called sexting. Here are some great information sites for parents/carers:
* http://www.childnet.com/parents-and-carers
* https://www.thinkuknow.co.uk/parents/
* http://www.childnet.com/blog/online-etiquette-or-netiquette-the-dos-and-donts-of-onlinecommunication-
_final.pdf
We are also watching this short film: Trouser boy: https://vimeo.com/231619730 This guide is for parents/carers who want to think about their child's screen-time: https://www.rcpch.ac.uk/sites/default/files/2018-12/rcpch_screen_time_parent_fact_sheet_-
Further learning activities are available that connect to this RSHP curriculum content
* Netiquette
* Sending and sharing images
Practitioner Notes
rshp
Relationships, sexual health
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RE curriculum key stage 1
Example schemes of work and other resources for teaching religious education at key stage one.
Do your little bit of good where you are;
it's those little bits of good put together that overwhelm the world. Desmond Tutu (1931-)
In the new syllabus, you will be expected to teach the following units over the course of key stage 1; the order that the units are taught is up to the individual school. The schemes posted here contain examples of how the material can be delivered. The rest of the time devoted to RE in the school timetable can be used to deliver school-based units.
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City University of New York (CUNY) CUNY Academic Works
Publications and Research
New York City College of Technology
10-27-2018
How Songbirds Learn to Sing Provides Suggestions for Designing Team Projects for Computing Courses
Ashwin Satyanarayana CUNY New York City College of Technology
Radhika Natarajan Frisco Liberty High School
Lior Baron The Graduate Center, City University of New York
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Recommended Citation
A.Satyanarayana, R.Natarajan, and L.Baron, "How Songbirds Learn to Sing Provides Suggestions for Designing Team Projects for Computing Courses", ASEE Mid-Atlantic Section Fall 2018 Conference, October 26-27th, 2018.
This Article is brought to you for free and open access by the New York City College of Technology at CUNY Academic Works. It has been accepted for inclusion in Publications and Research by an authorized administrator of CUNY Academic Works. For more information, please contact firstname.lastname@example.org.
Paper ID #24692
How Songbirds Learn to Sing Provides Suggestions for Designing Team Projects for Computing Courses
Dr. Ashwin Satyanarayana, New York City College of Technology
Dr. Ashwin Satyanarayana is currently an Associate Professor with the Department of Computer Systems Technology, New York City College of Technology (CUNY). Prior to this, Dr. Satyanarayana was a Research Scientist at Microsoft in Seattle from 2006 to 2012, where he worked on several Big Data problems including Query Reformulation on Microsoft's search engine Bing. He holds a PhD in Computer Science (Data Mining) from SUNY, with particular emphasis on Data Mining and Big data analytics. He is an author or co-author of over 25 peer reviewed journal and conference publications and co-authored a textbook – "Essential Aspects of Physical Design and Implementation of Relational Databases." He has four patents in the area of Search Engine research. He is also a recipient of the Math Olympiad Award, and is currently serving as Chair Elect of the ASEE (American Society of Engineering Education) Mid-Atlantic Conference. He also serves as an NSF (National Science Foundation) panelist.
Miss Radhika Tulasi Natarajan,
Radhika is currently a high school senior at Liberty High School in Frisco, TX. Radhika works as an instructor at a computer science school that teaches kids K-12 coding concepts and logical thinking skills. Radhika designed and taught summer camp curriculum in robotics, game development, programmable drones, and visual arts, and also teaches after school classes focused on learning the fundamentals of programming languages. Radhika has also competed in the USA Computing Olympiad and advanced to the silver division at the January 2018 contest.
Lior Baron, CUNY Graduate Center
Lior is currently a Computer Science PhD graduate student in City University of NY (CUNY) Graduate Center. In parallel, Lior is the heading the data analytics practice in a midsize advisory firm in Atlanta, GA and has been working in the data analytics and performance improvement field for more that 15 years. Lior earned his Bachelor of Arts degree in Computer Science from Technion I.I.T. and his MBA from New York University – Stern School of Business
⃝
c
American Society for Engineering Education, 2018
How Songbirds Learn to Sing Provides Suggestions for Designing Team Projects for Computing Courses
Ashwin Satyanarayana
N-913, Dept. of Computer Systems, New York City College of Technology City University of New York (CUNY) 300 Jay St, Brooklyn, NY 11201. {email@example.com}
Radhika Natarajan
Frisco Liberty High School 15250 Rolater Rd, Frisco, TX 75035. {radhika.natarajan.787@ k12.friscoisd.org}
Lior Baron
Dept of Computer Science, The Graduate Center, City University of New York 365 Fifth Avenue New York, NY 10016. {firstname.lastname@example.org}
Abstract
Understanding how our brain works and how we learn is perhaps one of the greatest challenges facing twenty-first computer science. Songbirds are good candidates for trying to unravel some of this mystery. Over the last decade, a large amount of research has been made to better understand how songbirds learn complex songs. The Canary (Serinus canaria) and the Zebra Finch (Taeniopygia guttata) have been widely used bird models to study these brain and behavior relationships. Like songbirds, we humans are vocal and social learners. In such learners, the development of communication is initially steered by social interactions with adult tutors. In songbirds, song development is further shaped through interactions with peers and by attending to the consequences of others interacting. In this paper, we review three key areas in a bird's brain which perform three specific roles (i.e. actor, experimenter and critic). Similarly, there are three roles (i.e. coder, designer and tester) that are being played in software firms for developing products. We can bring the same roles into the computer science classroom by designing a term project which involves students who play these three different roles. We demonstrate our methodology by showing how it works in a senior level computer science course. We then discuss and qualitatively show the benefits of such a role-based project design.
Keywords
Active learning, Agile Software Development, Experimental learning, Zebra Finches, Term Project Design
1. Introduction
In spite of the increasing demand for computer science professionals in the workforce, computer science education 1 follows the traditional educational paradigm, where knowledge is received by passive learning. By studying songbirds, we understand knowledge is constructed and not received. This process of knowledge construction is very similar to how students learn complex computer science concepts. We, like songbirds, construct our sense of reality out of all the sensory input we receive. We build patterns of the way we think the world works. Humans' and songbirds' brains are similar in that they are both storage and processing units. New sensory input is integrated into already existing mental models and is processed and constructed into our sense of reality.
The format of the paper is as follows. We provide motivation to our methodology by reviewing prior neurological understanding of how birds learn in Section 2. We then provide prior work on three learning areas and their corresponding roles in the birds' brain in Section 3. In Section 4, we draw parallels between the roles in the birds' brain and the three main roles in software development. We then provide our design of a term project using the three roles in Section 5. We then discuss some of the benefits of our methodology and conclude.
2. Motivation
The Zebra finch is a bird species that has been thoroughly studied over the past 40 years for neurological song learning and production circuitry. Key studies 2,3 identified two neurological pathways that participate in song memorization, acquisition and production. At a high level, Zebra finch hatchlings start displaying behavior that resembles singing only few weeks post hatching. Over the next few weeks, the hatchling (young bird) will experiment producing bout of song syllables that resembles a song of an adult colony member tutor (not necessarily their parent). Over time, the sounds that the young bird makes will resemble the tutor song more and more until the new song matures and resembles the tutor's song to a large degree. At some point, the song becomes crystalized and no more learning will occur for the entire duration of the Zebra finch's life. This amazing acquisition of complex behavior (memorization of the tutor song, production of sound by the bird, and adjustment of produced sounds to resemble the memorized song, even when the tutor is not present) shows the complex neurological pathways that play a role into song learning.
An interesting idea we can borrow from Zebra finches is the interactions between different areas of the bird brains to support trial and error learning of a complex task. The interactions of neuron population in different areas of the brain can serve as an inspiration in class organizations with different roles computer science student play and how they interact to solve complex learning problem.
3. Learning areas of the bird brain
In the past few decades, key areas involved in bird song acquisition and production were identified 4,5 . The areas are organized in two separate pathways, the song motor pathway, which in involves 3 brain areas:
a. Actor: In the bird, HVC, RA and Motor neurons make up the pathway that produces sounds and plays the role of the "Actor" (shown in fig. 1 in green).
c. Critic: Lastly, researchers were able to identify neurons in adult birds that were active when the bird made an error while trying to produce a previously learned song 4 . The error identifying cells are located outside the traditional bird song pathways and provide input to the AFP pathway in area L (shown in fig. 1 above in yellow).
b. Experimenter: The second pathway (shown in fig. 1 above in red) plays the experimenter role and involves the AFP pathway – HVC, Area X, LMAN, DLM and VTA. It has been shown that particularly LMAN to RA projecting neurons are active during song development periods in young zebra finches and produce an experimental type of sound behavior, which plays an important part in the learning process.
Fig. 2 show the interaction between the actor, experimenter and the critic that gives rise to bird song production according to one line of research 5 . Using simulated models, a group of researchers was able to achieve song learning by an artificial neural network with circuitry similar to AFP in relatively short time. Particularly, the interaction between the experimenter and the critic who provide feedback for action taken in the recent past is what allows the network to learn and adapt behavior.
4. Agile Software Development in the Corporate World
Software has been part of modern society for more than 50 years. There are several software development methodologies in use today. Traditional methodologies use comprehensive planning, detailed documentation, and expansive designs for developing software. Since 2001, more recent methodologies such as agile modeling, have gained significant attention from the software engineering community. Some of the characteristics of agile modeling are (a) short development cycles, (b) incremental planning, (c) continuous feedback, (d) reliance on communication, and (e) evolutionary design 7 . Thus, agile software development is an approach to software development under which requirements and solutions evolve through the collaborative effort of self-organizing and cross-functional teams and their end user.
In an organization that uses agile software development, team members spend few minutes on programming, few minutes on design, few minutes on feedback, and few minutes on team building many times each day. We find the same three roles (experimenter: designer, actor: developer and critic: tester) discussed in the previous section, play an active part in the overall development of the product. The better the interaction between the designer, developer and tester roles, the stronger and more productive the team becomes. This way, not only everyone has tasks throughout the agile sprint, but also knows and understands the roles, responsibilities, hard work
and effort taken by each member. Thus, the team learns to respect, understand and get on well together to work together with the common goal of a quality product.
4.1 Actor (Programmer)
In bird learning, actors play the part of producing sounds. In software development, actors are programmers who produce code, and gain the operations knowledge needed to support the application in production. These actors or programmers are efficient at breaking down complex scenarios into small programmable chunks, similar to how a bird's brain breaks up a complex song into simpler syllable sequences.
4.2 Experimenter (Designer)
In songbirds, experimenter neurons are active during the initial stages of young hatchlings' song development. In software development, the experimenters are designers who study how the end users interact with the software and systematically design ways to improve that interaction. They also design complex systems. In both cases, the experimenter provides design strategies for the actors.
4.3 Critic (Tester)
Critics are testers who help with the effort ensure the software does what was intended and functions properly. Testers are experts in finding complex scenarios, where they can probably uncover a glitch to break the system. Testers in bird learning provide constant feedback to actors on the overall complex learning process.
5. Methodology: Designing Term Projects in a Classroom
In this section, we describe our innovative approach to designing a term project at a senior level course for students majoring in a Computer Systems degree at a college of technology. The goal of the term project is to develop an end-to-end online airline reservation system using Oracle database. The class of 24 students was divided into 3 groups (Groups A, B, and C). Each student wore three different hats through the three different phases of the project.
Designer (Experimenter) Phase: In the first third of the project, all 3 groups wear the designer hat, where they design the database (using an Entity Relationship Diagram diagram) for building the airline reservation system.
Coding (Actor) Phase: In the next phase of the project, Group A would code or implement the design made by Group B. Group B would code the design from Group C, and Group C will code the design from Group A. All three groups now are involved in the coding phase, and they are not only collaborating with members of their own group but also with the designers from the other groups.
Testing (Critic) Phase: In the third phase, all three groups would wear the critic hat, where they start testing the system. Group A now would test the system built by Group B. Group B would test the system built by Group C, and Group C would test the system built by Group A. Again there is constant collaboration between the coding and testing groups.
As shown in Fig. 3, each student will not only wear the different hats, but will interact with other students about their own work and the work of other students.
Figure 3: Three different roles of students in a term project for better learning using social interaction and active learning.
We qualitatively measured student satisfaction with our term project model with a survey shown in Fig. 4.
6. Discussion: Benefits of having such a model
6.1 Learning by Social Interaction
Researchers 8 scanned the birds' brains and found that the birds who were socialized had higher producing dopamine and norepinephrine centers. These neurotransmitters are known to be involved in learning, potentially because the birds get a reward from the attention involved in this task. The increased amounts in the socialized group may be the reason why they had higher
levels of success. The researchers found that the socialized chicks, the ones that were taught by adults, learned the songs much better, even when they only socialized for a short period of time. Students in the classroom are more productive when there is social interaction between the different roles (i.e. actor, experimenter and critic) of students. It has been shown that having a community of student learners produces better student performance and retention rates 9,13 .
6.2 Learning by Breaking Complex Tasks into Simpler Tasks
Our design of the project where a complex task is broken down into three simpler tasks helps students achieve their end goals using a divide and conquer approach.
For a songbird, learning a new song is akin to a computer science student learning a new programming language. Zebra finches approach this challenge step by step, and even make a detour in the process – by taking song syllables that they already know and adapting them to the syllables that they have to learn 10 . During this learning phase, the syllable sequence often gets mixed up. The birds then arrange the newly-learned syllables into the correct order in the next learning phase. For example, let's assume that letters represent different syllables (each of a specific pitch): + and - for a positive and negative semitone change, ++ for a whole tone change. A bird that has mastered song ABC, was given task of learning song AC++B. In a first step, the bird changed the pitch of syllable C and sang ABC++. Only in a second step did the bird arrange the syllables in the correct order AC++B.
6.3 Learning by Trial and Error: Active learning
Computer science students are constantly learning new concepts, but whether they find it easy or hard to generalize what they have learned and apply it to new situations can depend on how they learned it. Active learning, which focuses on experimentation and trial and error, is becoming more and more prevalent in schools and colleges 12 . In our term project, we noticed that students learnt more from other groups through experimentation as shown in Fig. 4.
In the first few months of a songbird's life, they learn the characteristic song of their species. In their experiments, the researchers were able to show that zebra finches can learn by observing fellow members of their species 11 . The birds had to learn through trial and error to discriminate between two classes of birdsong, one long and one short. Without any special preparation, the median number of repetitions it took for the birds to master the task was 4,700. But if the finches were able to observe other finches as they learned this task, then it took them just 900 repetitions. Researchers surmise that although the act of observation involves many synapses between neurons in a finch brain, these are relatively weak. In contrast, trial-and-error learning involves a smaller number of synapses, but they are much stronger, leading to an enhanced ability to generalize.
7. Conclusion
In this paper, we reviewed three areas of the bird's brain which perform three key roles (actor, experimenter and critic) in the process of learning. Similar roles (developer, designer and tester) are employed in software firms today using the agile software development model. We then presented our novel approach to designing a term project in a classroom using the same three roles. We successfully implemented our methodology in one semester of study, and presented student satisfaction numbers. In comparison to traditional term project design, students not only enjoyed this new experience but also learned concepts more quickly.
References
1 Yadav, A., Gretter, S., & Hambrusch, S. (2015). Challenges of a computer science classroom: Initial perspectives from teachers. In Proceedings of the Workshop in Primary and Secondary Computing Education (pp. 136-137). ACM.
3 Brainard, M. S., & Doupe, A. J. (2002). What songbirds teach us about learning. Nature, 417(6886), 351.
2 Nottebohm, F., Stokes, T. M., & Leonard, C. M. (1976). Central control of song in the canary, Serinus canarius. Journal of Comparative Neurology, 165(4), 457-486.
4 Keller, G. B., & Hahnloser, R. H. (2009). Neural processing of auditory feedback during vocal practice in a songbird. Nature, 457(7226), 187.
6 Brenowitz, E. A., Margoliash, D., & Nordeen, K. W. (1997). An introduction to birdsong and the avian song system. Journal of neurobiology, 33(5), 495-500.
5 Fiete, I. R., Fee, M. S., & Seung, H. S. (2007). Model of birdsong learning based on gradient estimation by dynamic perturbation of neural conductances. Journal of neurophysiology, 98(4), 2038-2057.
7 Awad, M. A. (2005). A comparison between agile and traditional software development methodologies. University of Western Australia.
9 Cabo, C., & Satyanarayana, A. (2018). Building a Community of First Year Students Improves Student Retention and Performance in Computing Courses. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 1084-1084). ACM.
8 Chen, Y., Matheson, L. E., & Sakata, J. T. (2016). Mechanisms underlying the social enhancement of vocal learning in songbirds. Proceedings of the National Academy of Sciences, 113(24), 6641-6646.
10 Lipkind D, Zai AT, Hanuschkin A, Marcus GF, Tchernichovski O, Hahnloser RHR (2017). Songbirds
11 Narula, G., Herbst, J. A., Rychen, J., & Hahnloser, R. H. (2018). Learning auditory discriminations from observation is efficient but less robust than learning from experience. Nature communications, 9(1), 3218.
work around computational complexity by learning song vocabulary independently of sequence. Nature Communications, 1 November 2017.
12 Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102138.
13 Cabo, C., & Satyanarayana, A. (2018). Promoting Students' Social Interactions Improves Performance, Class Attendance and Retention in First Year Computing Courses. In 2018 IEEE Frontiers in Education Conference (FIE 2018), IEEE, 2018.
Ashwin Satyanarayana
Dr. Ashwin Satyanarayana is currently an Associate Professor with the Department of Computer Systems Technology, New York City College of Technology (CUNY) and a Doctoral faculty at the Graduate Center, City University of New York. Prior to this, Dr. Satyanarayana was an Applied Research Scientist at Microsoft in Seattle from 2006 to 2012, where he worked on several data analytics programs including query reformulation on Microsoft's search engine Bing. He holds a PhD in Computer Science (Data Mining) from SUNY, with particular emphasis on big data analytics. He is an author or co-author of over 25 peer reviewed journal and conference publications and has co-authored a textbook - "Essential Aspects of Physical Design and Implementation of Relational Databases." He has four patents in the area of search engine research. He is also a recipient of the Math Olympiad award, and is currently serving as Chair Elect of the ASEE (American Society of Engineering Education) Mid-Atlantic Section. He also serves as an NSF (National Science Foundation) panelist.
Radhika Natarajan
Radhika is currently a high school senior at Liberty High School in Frisco, TX. She works as an instructor at a computer science school that teaches K-12 students coding concepts and logical thinking skills. Radhika designed and taught summer camp curriculum in robotics, game
development, programmable drones, and visual arts, and also teaches after school classes focused on learning the fundamentals of programming languages. Radhika has also competed in the USA Computing Olympiad and advanced to the silver division at the January 2018 contest.
Lior Baron
Lior is currently a Computer Science PhD graduate student in City University of NY (CUNY) Graduate Center. In parallel, Lior is the heading the data analytics practice in a midsize advisory firm in Atlanta, GA and has been working in the data analytics and performance improvement field for more than 15 years. Lior earned his Bachelor of Arts degree in Computer Science from Technion I.I.T. and his MBA from New York University – Stern School of Business. | <urn:uuid:c89cbb4e-e2f5-440b-bb67-461daafd6ae9> | CC-MAIN-2019-39 | https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1363&context=ny_pubs | 2019-09-18T05:19:09Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00241.warc.gz | 365,227,696 | 4,977 | eng_Latn | eng_Latn | 0.979782 | eng_Latn | 0.99593 | [
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Voice of Care's mission is to equip the Church to nurture people with disabilities and their caregivers in their walk with Christ.
How would you phrase it? All people have... abilities? or disabilities?
We may not want to use the label "disability" when we think of athletes, artists, political figures, teachers, any those that many would call "normal" or "ordinary" people. For many people, any disability that they have is hidden and not noticeable. Unless they make it public or someone close to them points it out, we only see ability – which shines out when there is no observable disability.
But when a person has an obvious disability—cognitive delays, hearing difficulty, unsightedness, physical disfigurement, spinal injuries or other noticeable difficulty—we tend to see only that, and any ability the person may have remains hidden. When we see that someone has a disability, we may make assumptions about that person's life, marginalizing his/her abilities, or worse still, making that person an object of our scorn and ridicule. For children, trying to fit into the society of their peer culture, the outcome can be bullying – or worse.
Our mission at Voice of Care is to assist congregations in recognizing the ability beyond the disability and to recognize the need for all people to hear the precious Gospel of Jesus, ultimately taking their place by Grace through Faith in the Family of a Father-God who holds them precious in His sight as: 1) His workmanship, created in His image for His purpose, use and guidance; and 2) a precious possession bought with the blood of His very own Son Jesus Christ who by Faith enters His Glorious Family.
As we seek to fulfill this mission among churches we recognize that the disposition to feel this way, and to carry out the mission of God, will often be more fervent if started at a young age and developed and matured throughout childhood. Thus, we have made Voice of Care's Disability Awareness Day kit available for download.
"Celebrating Awareness" is a Disability Awareness Day, where through a series of hands-on exercises students can experience the difficulties many persons face in their lives and some of the ways these things may be overcome to allow the ABILITY to shine through. By sharing simulated experiences, children will come to relate to, rather than pity, peers with disability. "Celebrating Awareness" presents multiple learning stations through which the students rotate. At each station, participants can experience what having a certain disability may feel like, and what it might take to overcome it. These stations include activities for Manual Dexterity, Wheelchair Rodeo or Obstacle Course, White Cane Obstacle Course, Braille, Vision Perception, Sign Language, Disability Friends figurines and Word Play Perception
We are glad that you have chosen to promote awareness and we are happy to consult with you to make this day a great experience for all.
Together in Christ,
Deaconess Kris Blackwell, Executive Director
Lori E. Solyom, Director of Development
630.234.1491
630.640.0426
P.O. Box 251
West Chicago, IL 60186-0251
voiceofcare.org | <urn:uuid:9f52e796-6219-4b5b-8aec-d7cb7b98a258> | CC-MAIN-2019-39 | http://voiceofcare.org/uploads/1/1/6/5/116584173/invitation_to_disability_awareness_days.pdf | 2019-09-18T04:58:56Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00241.warc.gz | 203,975,207 | 654 | eng_Latn | eng_Latn | 0.996355 | eng_Latn | 0.996355 | [
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Title: Equality, Feminism and Sexual Harassment Part 1: Equality and Feminism
Level: THIRD/FOURTH
Links to Curriculum for Excellence
We can also identify these additional CfE Experiences and Outcomes as being relevant to these activities; they sit within Mental, Emotional, Social and Physical Wellbeing group within Health and Wellbeing. As the responsibility of all they do not have associated Benchmarks.
* As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 4-09a
* I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 4-10a
Learning intentions
* Young people understand that power exists within relationships.
* Young people consider what the abuse of power means in terms of gender.
* Young people explain what gender equality and feminism mean to them.
Success criteria
* I can talk about what gender equality and feminism mean to me.
* I am developing skills and confidence to challenge inequality and abuse of power.
Resources to support this activity
* PowerPoint slides
* The activity plan suggests that it would be interesting to tap into something happening currently on social media that explores or promotes gender equality or feminism. The teacher/educator and young people could think of this in advance.
rshp
Relationships, sexual health
and parenthood education
Activity
1. Explain that in this session young people will be talking about men and women and equality.
2. Men can…/Women can…. To start, ask young people to work with a partner. Explain that each pair should choose an option to discuss, either Men Can or Women can. Their task is to make a list in response to the short prompt. Try to set up equal numbers doing each. After some time in a pair, join pairs up for some comparison. Bring everyone back together and explore: Similarities? Differences? Why so? Is gender (always) restricting? Or is gender (ever) liberating?
3. Question time: Use the slides to work though the questions. Use discussion as it works with your class/group – small group, full group, you could get responses with a show of hands (YES/NO) or moving to points in the room - and seek any additional comments anyone wants to make, working through them one at a time.
Question time:
2. Do you believe that women and men should be paid the same money for the same job?
1. Do you believe in the equality of all people?
3. Do you believe that girls and women and boys and men should be safe in their own home and in the street?
4. Do you think boys/men and girls/women should do the same amount of work at home?
5. Do you think that women and men should be equally involved in bringing up their children?
4. Use the next 2 slides/text: What is equality? Read together, check understanding, any thoughts or questions? This should be an idea/concept young people have explored before – do young people think their views on what equality means have changed as they mature?
5. Use the slide/text: Feminism is a movement to bring about equal rights for women. Feminism is about making sure women and girls can be free to be who they want to be. Any first thoughts? Comments?
6. Work through the subsequent slides with additional text. Read through and discuss. Any surprises? Anything people would question or agree or disagree with? (This could be done in small groups initially per slide, or the larger group)
* Feminism is important now because while in many ways men/boys and women/girls have the same opportunities there are still important ways in which women and girls are discriminated against. For example:
* Girls can be made to feel that certain subjects (like science or computing) or activities (like football or gaming) are not for them (this can apply to boys too).
* Although women make up 51% of the population that are in a minority in positions of power like being an MSP (only 1 in 3 are women).
* Women might be paid less than men for doing the same/similar job. In almost all big companies there is gender pay gap – so on average women workers earn less than men do.
* In many families, women/girls are expected to do more of the domestic chores or childcare.
rshp
Relationships, sexual health
and parenthood education
* Women/girls are often expected to look and behave in certain ways – to be a stereotype of what feminine should be. On the other hand, when they enjoy dressing up they can be called negative things and blamed if they are harassed or attacked.
* Women and girls are more likely to experience sexual harassment and sexual violence. Women and girls can be blamed or shamed when they are the ones who experience these things.
7. Question time/Part 2: Use the slides to prompt discussion, either in small groups or the larger group. For the last question ask young people to have a conversation in a group/with a partner and discuss ideas.
* Do you consider yourself to be a feminist?
* Can a man be a feminist? What's feminism got to do with boys and men?
* Can you imagine a gender equal world?
8. Use the slide to tell the young people about heforshe, which has been set up by the United Nations Women Solidarity Movement for Gender Equality. It is about involving boys and men to create a gender equal world. Share the home page/site on the smartboard. Have young people explore the site on phones or tablets. Seek some first reactions to the idea.
9. Tap into something happening currently on social media that promotes gender equality and/or feminism – share something you have identified or ask young people (in advance?) if they know of any current issues, actions, campaigns or movements that they can report on and will help explore some of the issues raised today.
10. To end, inform the young people that the focus of the next session will be on sexual harassment.
Additional ideas
* Use the cartoon/image Equality and Equity. The young people might be interested in thinking about equality further by exploring the difference between equality and equity. The cartoon provided illustrates that equality might be perceived as everyone gets the same, while equity gives everybody what they need to experience equality.
* When the heforshe movement was launched, actor Emma Watson (from the Harry Potter films) spoke powerfully about why she wants boys and men to get involved and work for gender equality: https://www.youtube.com/watch?v=Q0Dg226G2Z8&feature=youtu.be (duration 11 minutes).
* More about the Equality and Human Rights Commission in Scotland here: https://www.equalityhumanrights.com/en/commission-scotland
These reports have informed this and subsequent learning activity and would be of interest to young people looking for more information or undertaking research projects:
* The Status of Young Women in Scotland 2018 http://www.ywcascotland.org/wpcontent/uploads/2019/05/SYWS18.pdf
* The Status of Young Women in Scotland 2016: http://www.ywcascotland.org/wpcontent/uploads/2017/02/SYWS-2016.pdf
* Girlguiding Girls Attitude Survey 2017 https://www.girlguiding.org.uk/globalassets/docs-andresources/research-and-campaigns/girls-attitudes-survey-2017.pdf
rshp
Relationships, sexual health
and parenthood education
Connecting with home
The following could be the basis of a short email/message home to parents/carers about this series of learning activities:
As part of our RSHP (Relationships, Sexual Health and Parenthood) learning, we are exploring equality, feminism and sexual harassment. This means talking about the experience of men and women in our society, and thinking about what feminism means to young people today. In the second session of two, we will look at sexual harassment with a focus on how this can be experienced in school. We have some good information about these matters from the perspective of young women in Scotland because of the work of the YWCA and Girlguiding Scotland. The reports are here if you would like to have a look.
* The Status of Young Women in Scotland 2018 http://www.ywcascotland.org/wpcontent/uploads/2019/05/SYWS18.pdf
* Girlguiding Girls Attitude Survey 2017 https://www.girlguiding.org.uk/globalassets/docs-andresources/research-and-campaigns/girls-attitudes-survey-2017.pdf
Further learning activities are available that connect to this RSHP curriculum content
* Sexual Harassment
Practitioner Notes
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國立高雄海洋科技大學99 學年度碩士入學考試 海洋環境工程研究所—英文試題
I. Read the following sentences carefully, and select the best answer for each of the blanks. (40%)
1. The doctor, ______________, apologized.
A. his mistake realizing
B. he realized his mistake
C. realizing his mistake
D. realized his mistake
2. I wonder if you'd mind____________.
A. to get the engine started B. getting started the engine
C. getting the engine started D. to get starting the engine
3. _______ treatment is started early, complications may result.
A. Although B. Despite C. Since
D. Unless
4. I don't know how you _______ such a noisy child; it would drive me crazy!
A. put up with
B. put off C. take after D. take over
5. Because of safety concerns, building materials for the laboratory were chosen for their fire _______.
A. resistance B. opposition C. antipathy D. provability
6. _______ I known that you were coming, I would have made more cookies.
A. If
B. Since
C. Would D. Had
7. It is too late now; you _______ started earlier.
A. should B. should have C. had better D. would have
8. These two parties ______ a conclusion over how to settle the controversial issue after making mutual concessions.
A. implied B. arrived C. took D. reached
9. Long, long ago, people used fingerprints ______ signatures as a way of showing their identity.
A. by means of B. instead of C. in spite of D. as a result of
10. His _______ is to study abroad in order to improve his English and gain life experiences.
A. indecision B. intention C. pretension D. pension
11. The benefits of new technologies must be _______ against their potential dangers.
A. protested B. tried C. traded D. weighed
12. An individual needs to continually think of ways to ________ himself.
A. motivating
B. motivation
C. motivational D. motivate
國立高雄海洋科技大學99 學年度碩士入學考試 海洋環境工程研究所—英文試題
13. Don't meddle in my affairs, and I can handle them properly by myself.
A. interfere B. interest
C. merge
D. attend
14. He carefully read the _______ of the last meeting.
A. commodities B. controversies C. proceedings D. contributions 15. The first thing most employers look for in an employee is a good ________.
A. standing B. appearance
C. attitude D. occupation
16. The weather is ________ cold for this time of year.
A. extreme B. exterminate
C. extremely D. extra
17. In order to ________ goals, you must have faith in yourself.
A. accomplished B. accomplishing C. accomplishment D. accomplish 18. When I got home, nobody was there, but I found a note that my sister ______
on the door.
A. has left B. was leaving C. leaves D. had left 19. If you do not _______ more attention to your health, you may become sick.
A. put B. pay C. place D. throw
20. Due to poor _______ of the strategy, the final result was failure.
A. contingency B. embedding C. execution
D. allotment
II. Please answer the following questions in English. (30%)
1. Please write about your "life plan".
2. What kinds of problems does obesity or overweight cause? How does wealth cause obesity or overweight?
3. What are some ways that people try to make money without actually working? Do you know anyone who tried to get rich quick and lost money instead?
國立高雄海洋科技大學99 學年度碩士入學考試 海洋環境工程研究所—英文試題
III. Please write a summary with your feedback in English after reading from the text "Get-Rich-Quick Scams: Get Rich or Get Conned?" (30%)
Get-Rich-Quick Scams: Get Rich or Get Conned?
PHILADELPHIA—Would you like to make thousands of dollars a month without working? Then Greg Cheney wants to talk to you. You can see Creg on television every day. He is always selling something. Now he has a new product. He calls it the "greatest diet pill in the world." However, the "greatest diet pill" is really the "biggest scam" in the world.
"This is the easiest way in the world to make a fortune," says Cheney in his TV commercial. "If you get 20 people to try this product, we will send you a thousand dollars," the con artist promises. And some people believe him. " It sounded so good, " says Kelly Eagan. "I signed up the same day."
The rip-off works like this. Cheney isn't really selling diet pills. He is selling Web sites that advertise diet pills. You buy a Web site. Then you wait for people to go the Web site and buy the diet pills. However, the numbers don't work. The diet pills cost $39.95 a bottle. Twenty bottles cost about $800. How can Cheney pay the seller $1,000 to make $800? The answer is that he can't,
Cheney sells the Web sites for $35. But most people pay much more than that. After you sign up, he sells you a lot more things. Cheney says the extra things bring more customers to the Web sites. Hower, Kelly Eagan paid him $5,175 and only one person visited her site.
Cheney has a list of people have made a lot of money. He says that he sends out checks every week--$3,500, $5,600, even $22,782. But even some people on the list have lost money. For example, Susan Kauffman is on the moneymaker list. She says she spent $5,000 and sold about 23 bottles of diet pills. Igor Spilsak is on the list, too. He paid $2,000 and sold six bottles of diet pills. However, in the commercial he says, "This is the easiest thing I've ever done and I'm making more than $100 an hour." Why did he lie? Cheney paid him $600 to be in the commercial.
Cheney insists that you can make money if you work hard and don't quit. However, it seems that one person is getting rich quick and that's Creg Cheney. | <urn:uuid:a40b2483-03cb-44d2-9fe5-974d4c4dba3e> | CC-MAIN-2019-39 | http://mee.nkmu.edu.tw/download.php?filename=132_4be723df.pdf&dir=recruit&title=%E8%8B%B1%E6%96%87 | 2019-09-18T05:59:49Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00242.warc.gz | 130,645,029 | 1,452 | eng_Latn | eng_Latn | 0.999076 | eng_Latn | 0.999566 | [
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Neonatal Nursing Education Brief: Improving Neonatal Skin Care
https://www.seattlechildrens.org/healthcareprofessionals/education/continuing-medical-nursing-education/neonatalnursing-education-briefs/
Human skin functions in a variety of ways. It provides barrier protection, safety from infection, and thermal stability. Neonatal skin is immature at birth, and slowly approaches adult function. Skin immaturity places neonates at risk for injury in the NICU. However, prevention is possible. NICU, neonatal, skin care, medical adhesives, skin injury, preterm infants
Improving Neonatal Skin Care
Purpose and Goal: CNEP # 2110
* Learn about the characteristics of neonatal skin
* Learn about the risks of neonatal skin injury in the NICU
None of the planners, faculty or content specialists has any conflict of interest or will be presenting any off-label product use. This presentation has no commercial support or sponsorship, nor is it co-sponsored.
Requirements for successful completion:
* Successfully complete the post-test
* Complete the evaluation form
Date
* July 2019 – July 2021
Learning Objectives
* Describe the structure and function of skin
* Describe 2 options for preventing skin injury in the NICU
* Describe the unique structure of neonatal skin
Introduction
* Skin is a major protector from infection
* It is immature at birth and is at risk for injury
* Exposure to potential injury in the NICU is common
* However, it is possible to minimize exposure to risks
* It is also possible to prevent neonatal skin damage
The Function of Human Skin
* Human skin functions in several ways
* Barrier protection
* Tactile sensation
* Thermal regulation
* Acid mantle formation
* Skin protects internal organs
* Skin offers barrier protection against
* Irritants
* Bacteria
* Allergens
* Potential toxins
* Skin provides tactile sensory input
* Sensations of touch
* Sensations of pressure
* Sensations of temperature
* Sensations of pain and itch
* Skin regulates insensible water loss
* Skin secretes electrolytes and water
* Skin plays a major role in the storage of fat
* Skin plays a major role in thermoregulation
The Layers of Human Skin
* Skin is composed of 3 layers
* The dermis
* The epidermis
* The hydrodermis
* The outermost layer of the epidermis
* The epidermis is comprised of two distinct layers
* Is the stratum corneum
* Made up of dead cells
* A non-living layer
* Constructed like a wall of bricks
* The stratum corneum
* It continuously sloughs dead cells
* Forms part of vernix caseosa
* Prevents absorption of toxic substances
* Controls transepidermal water loss
* The deepest layer of the epidermis
* It is the bottom layer
* Is the basal layer
* Adjacent to the junction
* It is made up of living cells
* Of epidermis and dermis
* That replace sloughed cells
* Toward the surface of skin
* New cells push older cells up
* It is a source of renewal for the epidermis
* It is composed of collagen
* The dermis is the layer underneath the epidermis
* It is composed of elastin fibers
* Nerves
* It contains several important items
* Mast cells
* Lymph vessels
* Blood vessels
* Inflammatory cells
* It is thin and not well developed in the neonate
* It is the carrier of heat, pressure and pain
* The hydrodermis is the subcutaneous layer
* It functions as many things
* It is composed of fatty connective tissue
* Heat insulator
* Caloric reservoir
* Shock absorber
* Fat deposits occur in the third trimester
The Anatomy of Neonatal Skin
* All infant skin structure/function is immature at birth
* The epidermis has fewer layers of stratum corneum
* The stratum corneum is "visibly mature" in term infants
* But term skin is 30% thinner than adult skin
* Premature skin is 40-60% thinner than adult skin
* Thinner skin allows for increased permeability
* Adult skin has 10-20 layers of stratum corneum
* Term infant skin has fewer layers
* Premature infant skin has even fewer layers
* <30 week skin → 2-3 layers of stratum corneum
* 23-24 week skin → 0 layers of stratum corneum
* Full barrier protection does not exist
* Until 2-4 weeks in most infants
* Until 8-9 weeks in VLBW infants
* The maturation rate varies dependent on gestational age
* 23-25 weeks it takes 8-10 weeks to mature
* <27 weeks the process remains slowed
* 27-40 weeks it takes 10-14 days to mature
* Functional skin maturity can take weeks – months
* The risks of underdeveloped skin include
* Infections
* Skin irritation
* Increased water loss
* Increased absorption of toxins
* Epidermal skin stripping
* An immature basal layer can lead to epidermal stripping
* The dermis-epidermis is connected by fibrils
* The fibrils are fewer and more widely spaced
* Fibrils become stronger with time and age
* The risks of underdeveloped fibrils include
* Increased bond of adhesives to thin epidermis
* Deceased adhesion between dermis-epidermis
* Leads to epidermal stripping with adhesive removal
* An immature dermis places the infant at risk of injury
* Fewer collagen and elastin fibers
* Leads to increased risk of edema
* Edema leads to increased risk of
* Ischemic injuries
* Pressure necrosis
* Deceased blood flow
The Characteristics of Infant Skin
* Neonatal skin appears soft, wrinkled, velvety
* Premature skin is transparent
* Subcutaneous edema may be present
* Lanugo and vernix are present
* Neonatal skin has an alkaline surface
* pH falls to 4.95 within 4 days
* Term skin pH is 6.3 at birth
* Which creates and "acid mantle"
* pH falls to 5.5 over first week
* Premature skin pH is >6.0 at birth
* pH falls to 5.0 over the first month
* Adult skin pH is 4.7
* Diapered area pH is 4.7
* A low pH forms an "acid mantle"
* Transient flora are inhibited
* The acid mantle is protective
* Resident skin flora grow at pH >4.7
* Fat and zinc accumulate in the 3 rd trimester
* Neonatal skin may have altered nutritional stores
* Premature infants at risk for fatty acid deficiency
* Immature immune system
* Neonatal skin is more vulnerable to infections
* Invasive tubes and catheters
* Immature skin structure
* Frequent use of antibiotics
* Immature skin function
* Changes in skin pH
* Excoriation and trauma
Skin Protection in Neonates
* NICU care exposes immature skin to risks
* Toxicity from skin disinfectants
* Damage from pressure injuries
* Stripping from medical adhesives
* Acid mantle disruption from bathing
* The goals of skin care include
* Maintain skin integrity
* Reduce traumatic injury
* Avoid exposure to toxins
* Minimize exposure to irritants
Skin Toxicity in Neonates
* Neonatal skin has an increased risk of toxicity
* From commonly used skin disinfectants
* This is due to several factors
* An increased absorptive surface
* An increased ratio of surface area/weight
* A lack of subcutaneous fat
*
Which leads to a reduced buffer
* And a redistribution of fat soluble drugs
* An immature blood brain barrier
* An immature detoxification system
* Immature liver
* Immature kidneys
* There are 3 main skin disinfectants used in neonates
* Chlorhexidine gluconate
* Povidone iodine
* Isopropyl alcohol
* Chlorhexidine gluconate
* Chlorhexidine aqueous
* Chlorhexidine in 70% alcohol
* Chlorhexidine reduces skin colonization
* It also reduces contaminated blood cultures
* Effective against Gram + and Gram – organisms
* No evidence it reduces blood stream infections
* FDA Warning: use with care in infants <2 months
* It has been found in the serum of neonates
* With accumulative effects over time
* Due to increased absorption
* Due to decreased elimination
* Highest levels 2-3 days after use
* Known to cling to stratum corneum
* Chlorhexidine baths not routinely recommended
* Side effects include
* Chemical burns
* Contact irritant dermatitis
* Occasional anaphylaxis
* Povidone iodine
* Also known as Betadine
* Betadine reduces skin colonization
* It also reduces contaminated blood cultures
* No evidence it reduces blood stream infections
* Iodine can interfere with preterm thyroid function
* Isopropyl alcohol
* Is very drying and irritating
* Is least effective at reducing bacteria
* Best Practice for disinfectant use
* Allow to dry for procedure
* Avoid excessive use or pooling
* Remove with sterile water or saline
* Following the procedure
* Avoid using alcohol products
* There is no evidence to recommend any one product
Pressure Injuries in Neonates
* Pressure injuries are common in neonates
* They frequently occur in infants requiring
* Cardiorespiratory monitoring
* Respiratory support equipment
* The use of medical adhesives
* They also frequently occur in infants with
* Altered perfusion
* Edematous skin
* Altered blood pressure
* Most commonly affected areas include
* Head
* Face
* Nares
* Ears
* Legs
* Best Practice for prevention includes
* Monitor skin regularly
* Use protective padding
* Snuggle up
* Bendy Bumper
* Gel or ZFlow mattress
* Change position frequently
* Allows for increased visibility
* Decreased prolonged pressure
* Best Practice for Reduced risks includes
* Use appropriate sized oxygen devices
* Rotate CPAP mask and prongs
* Use skin protection under CPAP
* Change pulse oximeter probe regularly
* Avoid leaving BP cuffs on infants
* Change use cotton underneath IV catheters
* Monitor all tape frequently
* Loosen tight tape as needed
Adhesive Injuries in Neonates
* Skin stripping is common in neonates
* Related to the use of adhesives
* Common medical adhesives include
* Medical tapes
* Cloth
* Pink tape
* Transparent
* Hydrogels
* Monitor electrodes
* Temperature probe covers
* Hydrocolloids
* Duoderm
* Exuderm
* Replicare
* Polyurethane films
* Opsite
* Tegaderm
* Bioclusive
* Skin stripping occurs with adhesive removal
* The top 2 layers of skin are connected by fibrils
* Fibrils are fewer and further apart in neonates
* The epidermis is not securely attached to the dermis
* Removal can separate the epidermis from the dermis
* Leaving areas of denuded skin
* Leaving area without barrier protection
* Best Practice for prevention includes
* Use smallest amount of tape
* Use transparent film when possible
* Use hydrocolloids under tape
* Avoid use of Band-Aids for heelsticks
* Use cotton or gauze
* Peel adhesives parallel to the skin
* Instead of straight up
* Hold skin surface next to adhesive
* Provide support to the epidermis
* Use Vaseline or Aquaphor
* Use warmed saline wipes
* Stretch transparent film to release
* Instead of peeling parallel
* Instead of peeling straight up
* Remove adhesives slowly and gently
*
Provide pain control measures during removal
* Prevention of medical adhesive related injury is possible
* OF NOTE: adhesive removers are not recommended
* Several adhesive removers are available
* Alcohol / organic-based solvents
*
Contain hydrocarbon derivatives
* Contain petroleum distillates
* Detachol is no longer considered safe
* Case reports of IVH
* Case reports of brain injury
* Oil-based solvents
* Mineral oil
* Paraffin based products
* Leaves an oily residue
* Newer citrus-based products
* May be the safest option for use
* OF NOTE: skin prep products are also not recommended
* Use of hydrocolloid barrier is safest
* Benzoin is no longer considered safe
* Mastisol is no longer considered safe
* Silicone barrier films are newer options
* Plastic polymers sprayed or wiped on skin
* Alcohol free products
* Shown to be less irritating
* Cavilon No-Sting was the first product
* Only recommended if >28 days old
* Not recommended for routine use
Skin pH Injuries in Neonates
* Bathing is a common event in neonates
* Bathing should be done every few days
* Immersion tub bath
* Swaddled immersion bath
* All bathing causes an increased skin pH
* Tap water increased skin pH for up to 24 hours
* Bath products should be tested as safe for neonates
* Avoid scented products
* Avoid antimicrobial products
* Preservatives are safe for use
* Bath products should be neutral or slightly acidic
* Ideally with a pH 5.5-7.0
* pH of bath products not currently available
* Avoid lengthy baths that overhydrate the skin
* There is no evidence to support one product over another
Diaper Dermatitis in the Neonate
* Diaper rash is a common problem in neonates
* It is characterized by skin inflammation
* It can cause pain and stress
* For infants
* For families
* It affects up to 24-40% of NICU neonates
* There are 3 common types of rash
* Chaffing
* Irritant contact
* Candidiasis
* Diaper dermatitis is multifactorial
* It is usually associated with irritants
* Moisture
* Fecal enzymes
* Cleansing agents
* Diaper materials
* Diaper friction on skin
* The diaper area is predisposed to irritation
* Over hydration
* Higher skin pH
* The Diaper Dermatitis Cascade
* Exposure to water / harsh cleansers damages skin
* Fecal enzymes degrade the stratum corneum
* Excess rubbing and cleansing strips skin
* Skin irritants penetrate the epidermis
* Neonatal skin has a thin epidermis
* Penetration causes inflammation
* Down to the epidermal basal layer
* Best Practice for prevention includes
* Use dye free diapers
* Use super absorbable diapers
* Use soft disposable diaper wipes
* Or a soft cloth
* With soap and water
* Avoid vigorous rubbing with cleaning
* Best Practice for management includes
* Use Vaseline with every diaper change
* Currently regarded as the gold standard
* Use Desitin if diaper area is reddened
* Use Nystatin as needed for candidiasis
* Cream, ointment, powder
* Seal powder with skin protectant
* Cover with a thick layer of Desitin
* Use stoma powder if area is denuded
* Allow powder to dry and "crust"
* Cover with a thick layer of Desitin
* Covering Nystatin or Stoma Powder
* Prevents diaper from sticking
* Prevents absorption by diaper
* In general, mixing several products together
* Has not been shown to be effective
* Is not better! Fewer products is best!
* Best Practice for management also includes
* Leaving diaper area open to air
* "Clean → Dry → Apply"
* Dry before applying barrier
* Dry before applying new diaper
* Avoid removing barrier products
* Just remove urine and stool
* Consider a daily soap and water "Butt Bath"
* Consider Cavilon No-Sting Barrier if >28 days
* Consider Cavilon Advance for severe excoriation
* Consider using honey if nothing else works
* It debrides wounds
* It reduces edema and exudate
* It is thought to have antibacterial properties
* It is thought to have anti-inflammatory properties
Summary
* Neonatal skin is different than adult skin
* It is easily prone to irritation and injury
* The goals of skin care are to
* Prevent toxicity
* Preserve integrity
* Minimize exposure
* To medical adhesives
* To chemical irritants
* It is possible to avoid skin injury and damage
* Updated skin care guidelines direct Best Practice
References
Association of Women's Health, Obstetric and Neonatal Nurses. 2018. Evidence-Based Clinical Practice Guideline: Neonatal Skin Care, 4 th Edition, Washington DC.
Lund, C. 2014. Medical Adhesives in the NICU. Newborn and Infant Nursing Reviews, 14 (4), p. 160-165.
Scheans, P. 2015. Neonatal Pressure Ulcer Prevention. Neonatal Network, 34 (2), p. 126-132.
Lund, C. 2016. Bathing and Beyond: Current Controversies for Newborn Infants. Advances in Neonatal Care, 16 (55), p.S13-S20.
Merrill, L. 2015. Prevention, Treatment and Parent Education for Diaper Dermatitis. Nursing for Women's Health, 19 (4), p. 324-336.
Kuller, J.M. 2016. Infant Skin Care Products: What Are the Issues? Advances in Neonatal Care, 16 (55), p. S3-S12.
Fox, M.D. 2011. Wound Care in the Neonatal Intensive Care Unit. Neonatal Network, 30 (5), p. 291-303.
Esser, M. 2017. Leptosperum Honey for Wound Care in an Extremely Premature Infant. Advances in Neonatal Care, 17 (1), p. 27-32. | <urn:uuid:b7d9d8ba-beae-41c3-95af-36f23f336294> | CC-MAIN-2019-39 | https://www.seattlechildrens.org/globalassets/documents/healthcare-professionals/neonatal-briefs/neonatal-skin-care.pdf | 2019-09-18T05:01:38Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00242.warc.gz | 992,247,739 | 3,901 | eng_Latn | eng_Latn | 0.954511 | eng_Latn | 0.989413 | [
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Experiment No.-01
Objective- Understand the use of various Accessibity options in windows operating System.
Task- Open Ease of Accessibiity Centre from windows operating system and perform use of various Accessibility options.
Theory-
Steps to open Accessibility option in windows-
i. Click on Start Menu
ii. Go to Control Panel option
iii. Click on Ease of Access Centre
Options in Accessibility Mode-
I. Sticky Key-StickyKeys is an accessibility feature to help computer users with physical disabilities, but it is also used by others as a means to reduce repetitive strain. StickyKeys allows the user to press and release a modifier key, such as Shift, Ctrl, Alt, or the Windows key, and have it remain active until any other key is pressed.
Steps to apply Sticky key:
Ease of Access Centre-
Make the keyboard easier to use
Turn on Sticky keys
II. FilterKeys- It is a feature of Microsoft Windows. It is an accessibility function that tells the keyboard to ignore brief or repeated keystrokes, making typing easier for people with hand tremors. Steps to apply Filter key:
Ease of Access Centre-Make the keyboard easier to use Turn on Filter keys
III. ToggleKeys- ToggleKeys is also a feature of Microsoft Windows. It is an accessibility function which is designed for people who have vision impairment or cognitive disabilities. When ToggleKeys is turned on, computer emits sound cues when the locking keys (Caps Lock, Num Lock, or Scroll Lock) arepressed. A high sound is emitted when the keys are switched on and a low sound is emitted when they are switched off.
Steps to apply Toggle key:
Ease of Access Centre-Make the keyboard easier to use Turn on Toggle keys
IV. High Contrast-
High Contrast is an accessibility feature to assist people with vision impairment. You can change the size and color of fonts and the background for ease of viewing.
Steps to on/off High Contrast :
Ease of Access Centre-Make the Computer easier to use Turn on/off High Contrast when left Alt+left Shift+Print Screen is pressed
V. Mouse Key-
MouseKeys is an accessibility feature that assists people who have difficulty using a mouse. This option uses the keyboard (especially numeric keypad) as a pointing device instead of a mouse. Steps to apply Sticky key:
Ease of Access Centre-Make the Mouse easier to use Turn on Mouse keys VI. Cursor Optionsimpairment by changing the blink rate and width of the cursor.
Cursor Options is also an accessibility feature that assists people with vision Steps to change cursor options:
Ease of Access CenterMake the keyboard easier to useClick on keyboard settings
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TEACHER PAGE
Lesson: Terrific Tangrams Teacher-Authors: Nellie Jo Hendricks ASSET Animator: Harue Yoshida
New Arizona Math Strand 4 Geometry and Measurement Grade 3
Articulated 4M31-O1
Build geometric figures with other common shapes.
Old Arizona Math Standard 4: Geometry Foundations 2
Grades 1-3
4MF2-PO1 Build geometric shapes with other common shapes (e.g., tangrams, pattern blocks, geoboards)
Learning Objectives:
The student will be able to:
*Identify all 7 shapes of a tangram
*Explain the process of change in making new shapes out of a limited number of shapes
*Explain the meaning of the word rotation in tangrams.
Overview:
Students manipulate basic shapes to create new shapes and explain the results in making new shapes with the limitation of a precise number of pieces. This is a pre-transformation activity. There are web activities in the lesson and a print request in Talk About It!
Engage students:
Students will need to follow directions in finding the 7 exact, and listed, pieces for tangrams from pre-cut pieces stored in a container. Or teacher demonstrates on the overhead the manipulation of, perhaps, the two larger triangles from a set of tangram pieces to explore new shapes. Students should be invited to the overhead, or at their desks, to explore the same phenomenon. Explore the reason for tangrams in developing spatial sense. At home, does someone move the furniture around with sometimes good and sometimes not so good results? How do scientists use this "spatial sense" information? Allow students to predict the way shapes can be changed, changed by combining shapes, and changed by dividing them.
Content:
The activity of building geometric shapes with other common shapes transcends basic identification, naming, and naming attributes to another layer of understanding of geometric properties. The understanding of spatial sense can be reached either from the whole to the parts or vice versa. Tangrams give practice with both. Think of art projects that relate to this concept and use them to transfer this skill to another level. The word rotation is used in the lesson—be sure students understand this term. This lessons is also available with English narration and script.
Follow-up, extensions:
There are many web sites that help students explore tangrams. One is given in the lesson and this one from Math Forum ought to remain stable. Two more good sites are:
http://pbskids.org/sagwa/games/tangrams/
http://www.ex.ac.uk/cimt/puzzles/tangrams/tangint.htm
Develop a center for tangram puzzles. Encourage students to make up their own puzzles. There are many commercial games that follow the principles of spatial sense. Suggest students look over their games and bring them to school to demonstrate or describe them.
Assessment:
The student will fill tangram shapes without the aid of guidelines. Students may check the results. Other tests may involve placing triangles together to make other triangles, or dividing a triangle or rectangle into smaller ones. | <urn:uuid:02f805f4-3f87-4745-ba3e-c786e808e3c6> | CC-MAIN-2019-39 | http://www.asset.asu.edu/new/mathactive/pdf_tpg/70.pdf | 2019-09-18T05:01:43Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00246.warc.gz | 223,727,147 | 632 | eng_Latn | eng_Latn | 0.997599 | eng_Latn | 0.997599 | [
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2's Weekly Curriculum by Themes
In addition to curriculum, the classrooms will also focus on:
Potty Training (when the child is ready).
Sharing with others
Using words to express emotions
Self -help skills
Participating in large group activities
2's Weekly Curriculum by Themes
In addition to curriculum, the classrooms will also focus on:
- Concepts from 1 st semester
- Patterning and sorting
- Identifying Body parts
- Opposites
- Tearing and fine motor skills
- Recognizing name and writing 1 st letter of name | <urn:uuid:b99b73c5-ccde-46d1-8d44-c02349cff70a> | CC-MAIN-2019-39 | https://whitefield.org/wp-content/uploads/2019/07/2019-20-2s-curriculum.pdf | 2019-09-18T05:02:39Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00245.warc.gz | 733,735,896 | 117 | eng_Latn | eng_Latn | 0.993957 | eng_Latn | 0.995069 | [
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Middlesex County College
Engineering Technologies Department Engineering Science Program
Student Outcomes – Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge and behaviors that students attain as they progress through the program.
Students Outcomes: Graduates will have a/an:
a. ability to apply the knowledge of mathematics, science, and engineering;
b. ability to design and conduct experiments, as well as to analyze and interpret data;
c. ability to identify, formulate, and solve engineering problems;
d. ability to communicate effectively;
e. broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. | <urn:uuid:2ddca8f3-91c8-48fd-a91b-2ebd411d5d9f> | CC-MAIN-2019-39 | https://www.middlesexcc.edu/engineering-technologies/wp-content/uploads/sites/38/2015/10/web-engineering-science.pdf | 2019-09-18T05:29:20Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00244.warc.gz | 951,422,266 | 145 | eng_Latn | eng_Latn | 0.99143 | eng_Latn | 0.99143 | [
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Fifth Grade
Title: "Girl With a Watering Can" (1876)
Artist: Peirre Renoir (1841-1919) France
EALR'S: Arts
1.2-Understands art concepts and vocabulary, principals of organization. (Balance, proportion, movement…..).
1.1.1- Understands art concepts and vocabulary, line, texture, color, value, shapes- geometric shapes (triangle, diamond, square….) and organic shapes, (curvy, natural look, flowing).
1.3-Understands and applies art styles from various artists' cultures and times.
1.4-Applies audience skills in a variety of art settings and performances.
2.1-Applies a creative process in the arts.
2.3-Applies a responding process to an arts presentation.
3.1-Uses the arts to express and present ideas and feeling.
3.2-Uses the arts to communicate for a specific purpose.
3.3-Develops personal aesthetic criteria to communicate artistic choices.
4.2-Demonstrates and analyzes the connections between the arts and other content areas
4.3-Understands how the arts impact lifelong choices.
4.4-Understand that the arts shape and reflect culture and history.
Text:
Renoir's painting depicts a serious child, rather stiff in her best clothes and standing like a doll in her high buttoned shoes. He has used very light strokes to give the thistle down quality to the child's hair.
Questions:
1. How do you know this was painted long ago? (Child's clothing, button shoes).
2. How do you think this artist felt about children? (Enjoyed them, loved them, and admired their freshness of spirit).
3. Do you think this little girl is shy and quiet?
4. What kinds of colors has the artist used to portray her? (Vibrant, intense, purethe darkness of her dress and the greens around her hair emphasize the fairness of her face and hair). How important is the bright red color of her hair ribbon? What would happen if it were blue or green?
5. Compare the varied textures you find. (Hair, lace, buttons, roses, pathway, grass, watering can). Artist used a near pointillism brush stroke technique.
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Your task is to make a lab safety sign. You have been assigned one of the 31 lab safety rules as outlined on the website under the "more info" drop down menu.
You should follow the guidelines presented below very carefully. A large portion of your grade is dependent on your ability to follow these guidelines.
The assignment will be graded out of 50 points, as outlined on the rubric on the next page - You should hand this rubric in with your poster
1. The sign should be on large paper 30.5 cm x 46 cm (12 in x 18 in - If you need it, there is paper available in the classroom.) held portrait style (not landscape). It should fill the page.
Your name should be cleverly included on the front as part of the sign. No period number or date. Put that info on the back if you wish, along with your name and a brief explanation of where I will find you name in case you think I may miss it.
2. The sign should clearly and correctly convey the idea of the lab safety rule that you have been assigned. Lettering should be bold and easy to read. You should not write out the rule word-for-word. It would be best if you paraphrase the rule. Do NOT include the rule number. Keep it simple and brief.
LARGE PRINT – thick bold lines: A person should be able to understand the sign from a distance.
3. The sign should be neat, carefully and thoughtfully prepared. Lettering should be clearly planned out ahead so that it is well-spaced.(No spelling errors, straight lines, no raised edges, not wrinkled, erase pencil guidelines, etc.)
4. The sign should be bold and colorful, and should capture the attention of the viewer.
5. The sign should include bold, clear pictures or graphics that relate to the rule.
(No small, fine-line pencil drawings. No pixelation of pictures printed from the internet)
6. The sign should be clever or humorous, something to hook your audience.
(Consider your audience to be both teachers and students.)
7. The sign should be appropriate. (No foul language. No inappropriate images.)
8. Five good reasons for five more points.
* Such as....What did you learn while you were making the poster, why did you make it the way that you did. What special skills did you use, who helped with ideas, where I should hang it in the room? or.......
* Do not tell me..... you followed the directions, or that you need the points, or that you are nice. While those may be true, I expect that you will follow the directions, and of course you need the points, and well, if you're not nice.....why not?
Portrait DO THIS
Landscape NOT THIS
Name__________________________
Important points to concern yourself with
Teacher comments | <urn:uuid:ae5f25c5-6ba5-459e-80f1-d5392173c9d0> | CC-MAIN-2019-39 | https://www.lundquistlabs.com/uploads/3/0/3/6/3036736/lab_safety_poster.pdf | 2019-09-18T04:50:14Z | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00244.warc.gz | 938,329,741 | 584 | eng_Latn | eng_Latn | 0.996881 | eng_Latn | 0.999269 | [
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*Niki Presson
Macklot's and Savu Pythons (Liasis mackloti ssp.)
Unique Indonesians
Also known as the freckled pythons or Indonesian water pythons, the Macklot's and Savu pythons are medium sized, terrestrial pythons with unique coloration and appearances. There are two subspecies known, the Macklot's Python (Liasis mackloti mackloti) and the Savu Python (Liasis mackloti savuensis). These are a medium sized, medium bodied species of python with a light to dark brown, olive brown, grayish, olive gray, reddish, to reddish orange (in the Savu subspecies) ground color. They earn their other common name of Freckled python from their paler or lighter cream to yellowish freckling. The undersides of their chins, neck, and throat are pale yellow or cream colored grading into a darker ventral surface posteriorly, and the irises are usually silver in this species. As with many python species, Savu and Macklot's pythons are ambush predators of small to large mammals, birds, and reptiles, where they seek refuge in burrows, caves, or rocky crevices.
Taxonomy
Life: All living, physical, and animate entities
Domain: Eukaryota
Kingdom: Animalia
Phylum/Sub Phylum: Chordata/Vertebrata
Class: Reptilia
Order: Squamata
Suborder: Serpentes
Infraorder: Alethinophidia
Family: Pythonidae
Genus: Liasis
Species: Liasis mackloti*
*Taxonomy subject to change and revision.
Lifespan and Longevity
If provided the proper care, Savu and Macklot's pythons can attain longevity of 20 to 25 years or more. Up to 35 to 40 years is also not uncommon.
Distribution and Habitat
Macklot's and Savu pythons are a medium sized python species indigenous to the upland http://www.madisonherps.org
grasslands and savannahs of Indonesia and its Sundas Islands of Southeastern Asia.
Conservation Status
Not Evaluated for the IUCN Red List (NE) or otherwise Data Deficient (DD).
Experience Level Required
Intermediate/Moderate.
Size
Macklot's and Savu pythons range from 15 to 20 inches as hatchlings. Adult Savu and Macklot's pythons average between 5 and 7 feet, or about 60 to 84 inches, with a maximum recorded size of around 9 feet, or 108 inches.
Housing and Enclosure
Housing must be sealed, well ventilated, and escape proof. Hatchling Macklot's and Savu pythons can be started out in a 20 gallon long terrarium or similar sized enclosure, but will soon require larger accommodations. If glass enclosures are used at any point, be sure that the enclosure retains sufficient humidity. Many of the commercially made plastic or fiberglass enclosures, or otherwise custom-designed enclosures that can retain heat and humidity well are perhaps the best and most practical enclosures to use to house mid to large sized boas and pythons. Depending on the age and size of the animal, a four to six foot by two foot enclosure or larger is required. These pythons can be maintained on a substrate of cage liner material, cypress mulch, or sphagnum fir mixtures, but always ensure that the substrate does not become too damp or moist. Do not use pine or cedar shavings, as these substrates are toxic to snakes. Macklot's and Savu pythons will also require a large sturdy water dish or tub that must be cleaned, sanitized, and changed regularly, especially if dirtied. Providing an adequately sized hidebox, artificial foliage, driftwood, rocks, logs, and other cage furnishings can also provide additional hiding and basking opportunities. Macklot's and Savu pythons will climb if given the opportunity, but floor space is more important than height.
Temperature, Lighting, and Humidity
Create a thermal gradient (or a warm side) in the cage/enclosure with an appropriate sized UTH (or tank heating pad), ceramic or radiant heat emitter, or incandescent, UVA/UVB, or other heat producing bulb. Ideal temperatures for Macklot's and Savu pythons range from 75 to 82 degrees F on the cool side and 86 to 92 degrees F on the warm side. Most species of snakes have fairly simple and undemanding heating and lighting requirements in captivity, and do not require additional UVA/UVB lighting, although providing it can be greatly beneficial for their health, immune system, and overall wellness. Also be sure to spot clean the enclosure for urates, feces, or uneaten food at least once per week. Be sure to periodically replace the substrate, clean, and disinfect the enclosure and its furnishings at minimum every 2 to 3 months. More specific lighting, heating, and humidity product suggestions and recommendations that can best suit one's needs, as well as those of one's animals can be given as well.
Feeding, Diet, and Nutrition
Carnivorous; In the wild, Macklot's and Savu pythons are carnivorous, and will prey upon a wide range of small mammals, birds, amphibians, and other reptiles that they can ambush, locate, and consume. In captivity, these pythons can be given feeder rodents of appropriate size, such as rats or mice. In most general circumstances, it is recommended to provide humanely pre-killed prey animals acquired from a reputable source, as offering live animals to any snake can carry risk of serious injury or even death to your snake when the prey item bites to defend itself or otherwise gnaws on your animal. A general rule of thumb when selecting feeder prey item sizes
for your snake is to provide prey items that are approximately the same width as the snake's widest point. It should also be noted that many snakes may refuse food for longer periods of time over several weeks or months, especially in the fall and winter months or if several other husbandry conditions are not being met. While these things can be alarming, it is oftentimes normal, but their overall health and weight should be monitored during these times to make sure they do not lose weight or otherwise deteriorate. Most snakes typically are fed whole prey items, and do not usually require additional calcium or vitamin D3 supplementation unless otherwise directed. Their feeding frequency will also depend on the age, size, and overall health of your animal. Use care as to not overfeed them, as obesity and other health related issues can become an issue. More specific dietary and supplementary product suggestions and recommendations that can best suit one's needs, as well as those of one's animals can be given as well.
Handling
As with many snakes, hatchling and juvenile Macklot's and Savu pythons are often initially more nervous and nippy. It is important to always handle them gently and deliberately, but do not drop or injure the animal. These pythons have a negative reputation for being defensive and prone to biting. However, if they are handled and worked with regularly, the Savus and Macklot's can settle down considerably and can make for very active and attractive species to maintain. The Macklot's and Savus are not the most suitable python for beginners due to their potential adult size, disposition, and strong feeding response, but for the adequately experienced and prepared intermediate to advanced reptile keeper, these pythons often make fine additions to most any reptile collection.
**Also be sure to practice basic cleanliness and hygiene associated with proper husbandry after touching or handling any animals or animal enclosures to prevent the possibility of contracting salmonellosis or any other zoonotic pathogens**
Contact
Authored by Eric Roscoe. For any additional questions, comments, and/or concerns regarding this animal, group of animals, or this care sheet, please email and contact the Madison Area Herpetological Society at email@example.com
Disclaimer: Note that the information provided in these, or any care sheets, are not intended to be allexhaustive, and further research and care should always be sought and provided when it comes to any species one may prospectively be interested in. These care sheets are also not intended to serve as substitutes for professional veterinary medical care and husbandry should any animal require it. Always seek proper and professional veterinary care for any animal should the need arise, and be prepared ahead of time for any and all husbandry costs and expenses that may occur with any animal beyond the initial purchase. Any animal owned is ultimately a matter of personal/individual care and responsibility.
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*
Arabian Sand Boa (Eryx jayakari)
Eyes on Top of the Head
The Arabian sand boa is also known as the Jayakar's sand boa. This is a small species of sand boa, which is among a very fossorial (or burrowing) group of snakes; they will conceal themselves in the substrate with only eyes exposed and ambush rodents, geckos, and other small lizards. The Arabian sand boa is a relatively small, moderately built sand boa with a broad, wedge shaped head, and extremely high set eyes atop its blunt head. Ground color usually consists of a yellowish-gray to light sandy brown to orange with darker brown or black banding and other darker markings present. The Arabian sand boa is also one of the few ovoviviparous species of sand boas, and boas in general, usually laying a small clutch of approximately 2 to 5 eggs.
Taxonomy
Life: All living, physical, and animate entities
Domain: Eukaryota
Kingdom: Animalia
Phylum/Sub Phylum: Chordata/Vertebrata
Class: Reptilia
Order: Squamata
Suborder: Serpentes
Infraorder: Alethinophidia
Family: Boidae
Subfamily: Erycinae
Genus: Eryx
Species: Eryx jayakari*
*Taxonomy subject to change and revision.
Lifespan and Longevity
If provided the proper care, Arabian sand boas can attain longevity of at least 10 to 15 years or more.
Distribution and Habitat
http://www.madisonherps.org The Arabian sand boa is a Middle Eastern species, indigenous to the arid to semi-arid deserts, scrublands, and other sandy soiled areas of Saudi Arabia, the Arabian Peninsula, and Iran.
Conservation Status
IUCN Red List Least Concern (LC).
Experience Level Required
Intermediate/Moderate.
Size
Arabian sand boas range from 4 to 6 inches as neonates, and seldom more than 15 to 18 inches as adults.
Housing and Enclosure
Housing must be sealed, secure, and escape proof. Neonate and juvenile Arabian sand boas can be housed in a 10 gallon terrarium or enclosure. Adult Arabian sand boas should be housed in a minimum of a 20 gallon long terrarium or enclosure. Arabian boas are primarily terrestrial, and floor space is more important than height. Provide a substrate that can enable burrowing or hiding such as fine aspen shavings, crushed walnut shells, or play sand mixtures. Do not use pine or cedar shavings, as these substrates are toxic to snakes. Provide additional basking and hiding opportunities using live or artificial foliage, rocks, logs, driftwood, or other hides. Also be sure to include a sturdy water bowl or dish as well.
Temperature, Lighting, and Humidity
Create a thermal gradient (or a warm side) in the cage/enclosure with an appropriate sized UTH (or tank heating pad), ceramic or radiant heat emitter, or incandescent, UVA/UVB, or other heat producing bulb. Ideal temperatures for Arabian sand boas range from 75 to 82 degrees F on the cool side and 85 to 92 degrees F on the warm side. Most species of snakes have fairly simple and undemanding heating and lighting requirements in captivity, and do not require additional UVA/UVB lighting, although providing it can be greatly beneficial for their health, immune system, and overall wellness. Also be sure to spot clean the enclosure for urates, feces, or uneaten food at least once per week. Be sure to periodically replace the substrate, clean, and disinfect the enclosure and its furnishings at minimum every 2 to 3 months. More specific lighting, heating, and humidity product suggestions and recommendations that can best suit one's needs, as well as those of one's animals can be given as well.
Feeding, Diet, and Nutrition
Carnivorous; In the wild, Arabian sand boas are carnivorous, and will prey upon rodents and other small mammals, small birds, amphibians, smaller reptiles, and other smaller vertebrates. In captivity, Arabian sand boas can be given feeder rodents of appropriate size, such as rats or mice. Newborn, juvenile, and some adult sand boas may require scenting with frogs or lizards, however. In most general circumstances, it is recommended to provide humanely pre-killed rodents acquired from a reputable source, as offering live rodents to any snake can carry risk of serious injury or even death to your snake when the rodent bites to defend itself or otherwise gnaws on your animal. A general rule of thumb when selecting feeder rodent sizes for your snake is to provide prey items that are approximately the same width as the snake's widest point. It should also be noted that many snakes may refuse food for longer periods of time over several weeks or months, especially in the fall and winter months or if several other husbandry conditions are not being met. While this can be alarming to new pet owners, it is oftentimes normal, but their overall health and weight should be monitored during these times to make sure they do not lose weight or otherwise deteriorate. Most snakes typically are fed whole prey items, and do not usually require additional calcium or vitamin D3 supplementation unless otherwise http://www.madisonherps.org
directed. Their feeding frequency will also depend on the age, size, and overall health of your animal. Use care as to not overfeed them, as obesity and other health related issues can become an issue. More specific dietary and supplementary product suggestions and recommendations that can best suit one's needs, as well as those of one's animals can be given as well.
Handling
As with many snakes, young and juvenile sand boas may initially be more nervous and defensive. Handle your sand boa gently and deliberately, but do not drop or injure the animal. Many sand boas will become more tolerant and accustomed to handling as they become older although some specimens may well remain somewhat nervous or nippy.
**Also be sure to practice basic cleanliness and hygiene associated with proper husbandry after touching or handling any animals or animal enclosures to prevent the possibility of contracting salmonellosis or any other zoonotic pathogens**
Contact
Authored by Eric Roscoe. For any additional questions, comments, and/or concerns regarding this animal, group of animals, or this care sheet, please email and contact the Madison Area Herpetological Society at email@example.com
Disclaimer: Note that the information provided in these, or any care sheets, are not intended to be allexhaustive, and further research and care should always be sought and provided when it comes to any species one may prospectively be interested in. These care sheets are also not intended to serve as substitutes for professional veterinary medical care and husbandry should any animal require it. Always seek proper and professional veterinary care for any animal should the need arise, and be prepared ahead of time for any and all husbandry costs and expenses that may occur with any animal beyond the initial purchase. Any animal owned is ultimately a matter of personal/individual care and responsibility.
*Copyright Madison Area Herpetological Society, 2017 | <urn:uuid:e464a720-5ac8-4bd7-9d40-afd08b0518d3> | CC-MAIN-2018-05 | http://madisonherps.org/guwp/wp-content/uploads/2016/07/ArabianSandBoa.pdf | 2018-01-19T05:32:57Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00372.warc.gz | 211,285,471 | 1,509 | eng_Latn | eng_Latn | 0.991578 | eng_Latn | 0.99509 | [
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St. Cuthbert's Catholic Primary School Human Relationships and Sex Education Policy.
Introduction
This policy has been developed to support the teaching and learning of Sex and Relationships Education (SRE) within the PSHE curriculum. The Diocese has introduced the term Human Relationships into the title to emphasise the importance of human relationships based on the relationship we enter with God in the development of our faith.
Vision and Mission
Our Mission Statement
"Help one another; this is what we do with all our hearts."
Alongside our parish, families and the community, we work together to create a school that is safe, happy, respectful and inspirational.
A St. Cuthbert's we are inspired by Jesus to be the very best we can be. Guided by our Mission Statement we look after one another and show respect and love through our relationships with one another. Jesus is invited into our hearts.
In the Beatitudes, Jesus invites us to lead a full life with him by explaining what makes people blessed or happy.
This is about understanding how loving our neighbour enables us to be happy too. Therefore, having a good relationship with ourselves and the other people in our lives makes us grow and flourish and we respect that everyone is a unique and beautiful part of God's creation. We are all children of God, called to grow in love for him through the person of Jesus Christ and to spread the Good News through the action of the Holy Spirit.
Procedures
The following groups have been consulted as part of producing this policy.
* Staff -through staff meeting discussions / questionnaires.
* Governing body- as a working party to develop the policy and attending Diocesan training.
* Parents have been sent a newsletter to identify the new policy has been produced and should anyone wish to discuss it further has been welcomed into school to talk about it further.
* Diocesan Education Service-through attendance at training events.
In consultation with the Governing Body, the policy will be implemented in 2017, reviewed every two years, by the Head Teacher, HRSE coordinator, the Governing Body and school staff. The next review date is March 2019. The policy will be circulated to all members of the Governing Body and all members of staff.
The school prospectus contains a statement about HRSE teaching and a full copy of the policy will be seen on the school website.
The Education Service is sent a copy of the school's HRSE policy and it is the duty of the Governing Body to ensure that this is up to date.
Rationale
As St. Cuthbert's Catholic Primary School, in the Diocese of Lancaster Education Service, we use the term Human Relationships and Sex Education (HRSE) as we believe that relationships education is about all aspects of growing a fulfilled and happy life, sexual education is a dimension of this greater whole.
For example,
As Christians we believe that God took on human form. This endows the human form with an extraordinary dignity that goes beyond that of all other forms of life and shows that humanity alone can embrace this relationship with God. Therefore, our relationship with our own bodies is not casual but infused with the Holy Spirit.
Any teaching about love and sexual relationships in school must be rooted in this belief which is expressed in the Church's teaching about relationships, marriage, sex and family life. The Church offers education to young people as it is part of complete human formation. Education about human love is no less a part of a Catholic schools responsibility than teaching about mathematics or English. At St. Cuthbert's Catholic Primary School we teach young people about how to form relationships, including understanding loving relationships and acknowledging that children's first experience of love is in the home. We encourage children from the earliest age to recognise that they are all children of God and that each person shares a God given dignity. As children mature, we encourage them to follow the example of Jesus and live lives inspired by the Gospel virtues, enabling them to follow His commandment to "Love your neighbour as yourself" (Mark 12:31). This is the basis for all relationships in our school. Teaching about relationships in our schools is supported by Christian virtue teaching as outlined in the Catechism of the Catholic Church and in line with 'Fit for Mission? Schools'.
The Department for Education (2000) suggests that sex and relationship education should build on the children's own experiences, be sensitive to the specific domestic contexts the children come from, form attitudes and values towards relationships, develop personal and social skills and increase the knowledge and understanding of each young person as they grow about their relationships and well being, including sexual health. The Diocese of Lancaster supports all these aims in educating about relationships and sex education though recognises that the Church's objectives in this are about complete human formation.
Statutory framework
The statutory framework that surrounds education about human relationships largely falls within three key areas.
* The National Curriculum (2014)
* Statutory Guidance: 'Sex and Relationships Education Guidance' (2000)
* The Children's Act (2004) Additionally, non statutory guidance directs policy and guides the work of OFSTED as it seeks to
promote what is perceived as best practice, which may go beyond the limits of statute.
At St. Cuthbert's Catholic Primary school we aim to provide a broad and balanced curriculum which develops the spiritual, moral, cultural, intellectual and physical development of all pupils so that they can reach their potential.
PSHE resources are accessed from a number of schemes. As children move through KS2, PSHE work increasingly supports the needs of cohorts and responds to local, national and international issues, so that children begin to understand who they are in a wider context. In accordance with the HRSE policy, we provide sex education lessons as part of the national curriculum in science and PSHE. Each year group has their own area of focus based on growth and care in the earlier years, progressing to gender body differences in the lower juniors with the older children at the end of KS2 looking at body changes in puberty and emotions.
Parents are also part of this process and are fully informed of the contents of the lessons.
Gospel virtues and values underpin the HRSE curriculum. The Christian tradition describes behaviours or habits that lead to happiness, human flourishing and a closer relationship with God as virtues. These virtues are described in the Catechism of the Catholic Church and fall into two groups.
The theological virtues of faith, hope and charity (sometimes love is used instead) are about developing the habits of being open to the work of the Holy Spirit and developing a deeper relationship with God through living a balanced and happy, good life.
The cardinal virtues of practical wisdom (prudence), justice, fortitude and temperance help people develop habits of reason, fairness, emotional resilience and self mastery. They are human virtues and, as such, are part of the development of people of all faiths or none as they learn how to flourish, thrive and to have a life supported by strong and caring relationships.
The cardinal virtues are drawn from the teachings of Plato and Aristotle and are held in common with people of many faiths and secular beliefs. St. Thomas Aquinas attributes the theological virtues as having their foundation in God, they complete the cardinal virtues and are the way people can reach "the abundant life" (John 10:10).
At St. Cuthbert's Catholic Primary School we live out the Gospel values shared in the Beatitudes, throughout the life of school by trying to live up to our mission statement.
Staff model Gospel values and virtues and children are encouraged to do the same.
Throughout their time at St. Cuthbert's school the children progress in knowledge about moral behavior and are encouraged to say thank you to God and be happy and cheerful to care about other people. Children will learn about how Jesus cared for others and think about their behaviour in relation to His.
As pupils progress through Key Stage Two they will develop a deeper understanding of what is moral behaviour and be able to say why this is important for personal happiness and for a closer relationship with God. In addition to the points made above, are they given opportunities to learn how prayer enables them to make space for God in their lives and offers opportunities for reflection and growth? By the end of Year 6, children should be able to explain some behaviour choices by reference to their beliefs and values, for example, by referring to Jesus teaching about forgiveness.
The Aim and Objectives of HRSE
The aim of HRSE is part of our aim to educate the complete human person.
This is expressed in Fit for mission? Schools (2009).
The fundamental needs of the human person are the focus of Catholic education – intellectual, physical, emotional, social, and spiritual, and eschatological (Our eternal destiny). These fundamental needs can only be truly fulfilled through a rich and living encounter with the deepest truths about God and the human person.
This is why Christ and His Gospel must be the foundation of the educational project of each school and college, because He is 'the perfect Man in whom all human values find their fullest perfection' (Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School). Therefore, the Catholic school or college is called to keep the Gospel whole and alive amongst pupils, families, and staff.
HRSE should deepen the following areas of understanding.
- To develop self respect and love of self.
- To invite young people to develop and deepen a loving relationship with God.
- To invite young people to understand that their life has a purpose.
- To invite young people to develop and deepen relationships with each other based on mutual respect and care and to understand this can be an expression of God's love.
- To foster an understanding of the teachings of the Catholic Church about how to live a full life, a life of virtue, and the place of human sexuality in living a full life, marriage and parenthood.
- A strong awareness of their own safety and the nature of consent.
- To have an understanding of the law in England about Equality and Marriage, appropriate to age and maturity.
-
At St. Cuthbert's Catholic Primary School
* We will seek to develop attitudes of awe and wonder for the gift and beauty of self, respect for each other as children of God and rejoice in the goodness of God's creation.
* We will seek to develop attitudes of responsibility towards ourselves and others, recognising the dignity in all.
* We will seek to enable children to understand the choices they make and how they can help or harm themselves and others.
* We will encourage children to learn about expressing their own emotions and being respectful of the emotions and behaviours of others.
* We will encourage the whole school to be like a loving family recognising God as a merciful and generous father as Jesus taught in the Lord's prayer.
* We will encourage everyone in the school to recognise their part in the school family and work together for reconciliation when relationships in the school falter.
* We will encourage everyone in the school to value humility, mercy and compassion and to respond with empathy to the problems of others.
* We will develop children's knowledge of when to say 'no' to behaviours or attitudes that harm their dignity or the dignity of others and to be responsible for their own safety.
* We will develop children's experience of what it is to be happy so that they begin to understand the difference between happiness and gratification and value patience.
* We will teach children about the media and their choices, about what to watch, what games to play, what rules apply and that the dignity of all does not just apply to people who are physically seen, it applies to online relationships too.
* We will support children when relationships in their lives are challenging and teach them that there are people in school who will listen if they are experiencing changes that make them frightened or uncomfortable.
* We will foster an atmosphere in school which celebrates the work of the Trinity through the life of the school and its relationship with the Church.
* We will teach children about the beauty of the Church's teaching about love and God's love for them which is shared in the Sacraments.
* We will sensitively share the Church's teaching about the importance of marriage and family life as a way to live in loving relationships with others and with God.
Inclusion
At St. Cuthbert's Catholic Primary School we identify that young people mature in different ways. Our teaching about relationships and sexuality is respectful of each child's starting point, their faith, culture and sexual orientation. Lessons are framed by this understanding and young people are encouraged to respect difference and develop an approach of dialogue.
We aim is to "Care for one another…" Therefore, all children and staff feel valued and know that there is support available for anyone who may need it. Also, where pupils require further support to understand their personal circumstances we will work with families to provide or seek additional, professional guidance.
Equality
The governing body has wide obligations under the Equalities Act 2010 and will work to ensure that St. Cuthbert's Catholic Primary School endeavours to do its best for all of the pupils, irrespective of ability (physical and mental), race, ethnicity, nationality, maternity, pregnancy, sex, gender identity or orientation or whether they are looked after children.
The school ensures equality, through the implementation of its Equality Policy which is regularly updated and through monitoring of the Equality Action Plan.
Programme of study
The Diocese of Lancaster has a programme of study for its family of schools. The programme ranges from ages 2-19 years and provides suggested areas of study and outcomes for the young people it serves. It is envisaged that this programme will be taught in discreet lessons, in cross curricular lessons, particularly R.E. and science and fundamentally embedded in the ethos of the school through assemblies, classroom discussions and the centring of all relationships in school on the person of Jesus Christ. The programme of study is based on the teachings of the Catholic Church and aims to help young people develop their sense of purpose and character. It should be taught as part of a broad and balanced curriculum and allow children to express alternative beliefs and viewpoints where they hold such views. The programme of study will be supported by published resources, recommended by the Diocese, as well as those created by the school. A list of recommended resources is available on the Education Service website.
HRSE is taught as a part of a broad and balanced curriculum within the PHSE and RE curriculum.Lessons are taught in a safe and respectful environment where pupils are encouraged to contribute. Pupils who may be less confident to make contributions are able to contribute through an anonymous posting system.
A range of teaching approaches are used to engage pupils in their learning-at times there may be whole class discussions, group presentations or individual reflections. Ground rules are set for each group so that pupils are aware of respect when listening to others and respecting different beliefs. Staff receive regular safeguarding training and always take account of the Safeguarding Policy. Children's wellbeing is key to all that we do in school. It is monitored through encouraging positive behaviour and by children taking personal responsibility for their own choices.
Teaching HRSE
The Headteacher is responsible for the leadership, coordination and monitoring of this policy supported by the HRSE Nominated Governor,
All staff will be involved the implementation of the HRSE policy and will receive support from the Headteacher and R.E Coordinator to assist its implementation.
Where appropriate the school will be supported by outside agencies such as the school Nurse. All visitors will deliver support in light of this policy.
All Staff are called to be role models of the school's ethos in their relationships with other staff members, parents, governors, children and the wider community, living out Gospel virtues and shaping behaviour based on Christian values. All Staff (both Catholics and non Catholics) must conduct their behaviour in school in accordance with the vision and mission of the school.
Teaching and learning about human relationships will be part of the life of the school.
However, the programme of study will be taught through cross curricular dimensions where appropriate, such as RE, science and computing.
Supporting children and young people deemed to be at risk.
Sensitive subjects in HRSE always need to be framed so that the young people who are participating know that there is pastoral support if any of the issues discussed make them feel the need to talk further or share confidential information. This should always be done within the safeguarding framework of the school and it is paramount that all staff teaching HRSE have up to date safeguarding professional development.
Questions asked by pupils that are a cause for concern for the teacher, for example because of their explicit or graphic content, should be addressed in accordance with the school's Safeguarding policy and confidentiality procedures. This can be found in the school's Safeguarding and Child Protection Policy which is available from the school website or the Headteacher.
Parents
The Church recognises parents as the first educators of their children. The school should support parents in this task. The role of the school should be that of assisting and completing the work of parents, furnishing children and adolescents with an evaluation of "sexuality as value and task of the whole person, created male and female in the image of God". (Educational Guidance in Human Love (1983) Sacred Congregation for Catholic Education n69) Children's first experience of relationships and love are in the home. At St. Cuthbert's we seek to work with parents and support them as their children grow and begin to develop their own character as well as experiencing changes in their physical appearance.
Parents have been consulted about this policy before it was ratified by the governing body. Examples of the programme of study have been made available to parents and they were invited in to school to discuss the content with the R.E Co ordinator.
Parents are informed of their right to withdraw their children from HRSE lessons, however, they are not able to withdraw their children from statutory science lessons.
Should parents wish to withdraw their child(ren),they must contact the head teacher no later than the start of the school day when the lesson will take place.
The school will involve and support parents in learning about HRSE by making available the programme of study/published resources to be used, letters when visitors are coming to school, letters when a sensitive subject is to be taught, resources to use at home, information in school prospectus and on school website, listening to questions.
Information about HRSE is contained in the school prospectus and the majority of the programme of study is developed through the ethos of the school. However, at times, areas of particular sensitivity, such as puberty, will benefit from additional parental support and at such times, letters will sent home and parents may be invited into school to discuss the content of HRSE lessons.
Supporting children and young people deemed to be at risk
Sensitive subjects in HRSE always need to be framed so that the young people who are participating know that there is pastoral support if any of the issues discussed make them feel the need to talk further or share confidential information. This should always be done within the safeguarding framework of the school and it is paramount that all staff teaching HRSE have up to date safeguarding professional development.
Questions asked by students that are a cause for concern for the teacher, for example because of their explicit or graphic content, should be addressed in accordance with the school's safeguarding policy and confidentiality procedures. | <urn:uuid:0e2162ac-ecf8-427a-981c-729d5389da46> | CC-MAIN-2018-05 | http://st-cuthberts-windermere.cumbria.sch.uk/HRSE%20pdf%202017.pdf | 2018-01-19T05:37:44Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00374.warc.gz | 315,930,597 | 3,930 | eng_Latn | eng_Latn | 0.99269 | eng_Latn | 0.997753 | [
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In Literacy, our work links to traditional tales/fairy stories, writing instructions for things we have made, our poetry will link to seasons and we will write a report linked to weather.
In Geography, we will be investigating countries and capitals of the United Kingdom, using simple maps. We will also spend time studying our local area and finding out about the features of the place we live in. This work will include local walks to the shops and the woods.
In Design and Technology, we will be investigating how objects move through the use of levers, pivots and sliders with a final intention of designing and making a windmill.
As Scientists this term, we will be studying types of weather and looking at seasonal changes. We will also study plant life. We will go on a plant hunt and learn how to identify, classify and describe their basic structure. We will talk about how plant life is affected by the seasons.
As Artists, we will be studying famous artists such as Georgia O'Keeffe. We will look at her beautiful paintings of flowers and recreate our own. We will continue to practise our skills in painting and drawing. | <urn:uuid:0ec901cc-7420-44bf-96fa-aa976893886c> | CC-MAIN-2018-05 | http://edwardshallprimary.co.uk/uploads/documents/Yr%201%20Spring%202018.pdf | 2018-01-19T05:40:24Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00378.warc.gz | 105,434,000 | 230 | eng_Latn | eng_Latn | 0.999235 | eng_Latn | 0.999235 | [
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APES: American Experience: Earth Days
Name: ________________________________________________
Directions: Answer the following questions as you watch the video. Some of the questions require you to use prior knowledge or logic to answer.
1: Explain how the values of conservation and frugality changed in America after the war.
2: Almost all environmental problems are tied to: _________________________
3: What gases are produced as a result of paper mills?
4: Which element is found in all living things now that didn't used to even exist?
5: What were the consequences of Rachel Carson's book, "Silent Spring"?
6: Comment on the fact that the accumulation of more material goods makes people less happy (in general).
7: How have humans violated some of the basic laws of ecology? (Hint: how do we get energy?)
8: What happened in New York City in 1966?
9: Which animal was at the top of the 1st list of Endangered Species?
10: Which organization helped to stop the damming of the Grand Canyon?
11: What is the difference between the environmental movement and the conservation movement?
12: What was the name of the book written by Paul Erhlich? What was the topic?
13: What was the population of the Earth in 1968? What is the population now?
14: What did Stephanie Mills say in her graduation speech? What did she vow to do?
15: What does "going back to the land" mean? What is your opinion? Could you grow your own food? Could you take care of yourself/not depend on others for your survival?
16: What contribution did Jacques Cousteau give to the environmental movement? How?
17: How does the photograph of the Earth from space help us to realize that we are living on "an island"?
18: When was the first "Earth Day"?
19: What was the media's reaction to the plan for Earth Day?
20: How many people participated in the first Earth Day?
21: How did Earth Day help to united people in a common cause?
22: Who were the "Dirty Dozen" (not specific names):
23: What are some of the environmental laws that were passed in the early 1970's?
24: What agency did Nixon sign into law?
25: People think changes happen linearly, but in fact, environmental problems
happen :_____________________
26: What is "overshoot and collapse" and when does this happen?
27: How can people today relate to the Ancient Mesopotamians, Egyptians, Mayans, Romans, and Greeks?
28: What happened during the Arab Oil Embargo?
29: What could have happened during the Arab Oil Embargo but didnt....?
30: Why do politicians not push energy initiatives or environmental issues?
31: What did the Sierra Club want logging companies to do?
32: Explain sustainable logging:
33: Why did GM not create an electric or alternative energy vehicle years ago?
34: What did the California Energy Commission do?
35: Which president had solar water heaters installed on White House roof?
36: Which president "shut down" the alternative energy movement?
37: What is the "tipping point"?
38: Complete this quote: "We have not inherited the Earth but rather, we have __________ ____ ______ _____ ____________"
Reflect on what you have learned by watching this documentary- give your opinion. | <urn:uuid:d1ead538-81b7-4ac5-a911-ccf09369d264> | CC-MAIN-2018-05 | http://ogoapes.weebly.com/uploads/3/2/3/9/3239894/apes-_american_experience-_earth_days.pdf | 2018-01-19T05:46:38Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00378.warc.gz | 241,261,896 | 694 | eng_Latn | eng_Latn | 0.997174 | eng_Latn | 0.99825 | [
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Andy's Illustrated Talks
The Poor Child's Friend: Joseph Lancaster's Educational Revolution.
Discover how a poor boy from the slums of Southwark advanced the cause of universal elementary education.
Bringing Dead Street to Life: The British Schools in Hitchin.
How the British Schools brought hope to the children of the working poor.
Talking in Class: An Oral History of the British Schools in Hitchin.
The sights, sounds and smells of school life in the early c20th in the words of the pupils and teachers of the British Schools in Hitchin.
Life and Legacy: The Remarkable Jill E. Grey.
Code-breaker, collector, curator, campaigner. Discover the fascinating life and enduring legacy of a true heritage heroine.
A School at War: The Hitchin British Schools 1914-1919
How the Great War affected one small school in one small town.
The Glory that was Greece: The golden age of Classical Athens.
The 'accidental' origins and continuing influence of c5th bc Athens.
The Last Bolshevik: Nikolai Ivanovich Bukharin.
Was Stalin's tyranny inevitable? Discover the fate of Comrade Bukharin, the 'human face' of the Russian Revolution.
Nirvana Lost: An introduction to the History and Culture of Tibet.
Exploring the fascinating story of 'Shangri La'.
Red Cloud's War: How the West was Lost.
The clash of cultures which fuelled a thousand stories of the 'Wild West.'
Andy's Illustrated Talks
Talks can be enjoyed at your venue or at the Museum. Why not combine it with a visit to the 'Home of the Educational Revolution':
www.britishschoolsmuseum.co.uk/groups
I can bring all necessary equipment, but if you do have a screen at your venue this helps to lighten my load.
Talks last between 45 and 75 minutes and can be tailored to your requirements (within reason!) I am happy to take questions afterwards. I may even be able to answer some of them!
I ask for a donation to the Hitchin British Schools Trust of £1 per head (minimum £30) for each talk. Travelling expenses are charged for venues more than 10 miles from the Museum, at 30p per mile.
For enquiries and bookings:
Call 01462 – 420144 or email:- firstname.lastname@example.org | <urn:uuid:cb39b940-6328-4ad9-807b-34ab11ca93de> | CC-MAIN-2018-05 | http://britishschoolsmuseum.org.uk/pdf/file_Talks%20leaflet | 2018-01-19T05:48:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00379.warc.gz | 55,408,284 | 489 | eng_Latn | eng_Latn | 0.997381 | eng_Latn | 0.997381 | [
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ISSN 1174-0906
Weaving the Strands
Promoting and facilitating integrated management around the Hauraki Gulf – Tikapa Moana
Going, going, gone?
New research on the Hauraki Gulf's resident population of Bryde's whales shows we are in danger losing them.
This summer two dead whales were found floating in the Gulf and then towed to land for necropsies (the whale equivalent of an autopsy). The messy and smelly job of flensing the whales revealed broken bones and massive bruising caused by collision with large ships.
University of Auckland research Dr Rochelle Constantine says we've lost 41 whales in the last 16 years. Of the 18 that have been examined 15 have died because of ship-strike.
At this rate we are losing about two whales a year out of a Gulf population estimated at only 50.
During summer Dr Constantine and her colleagues were also able to fit depth recording tags to several whales and found they spend 90 percent of their time within 12 metres of the surface, where they are vulnerable to ships.
Internationally the creation of traffic separation lanes, seasonal whale sanctuaries and speed restrictions on large vessels has proven successful at reducing ship strike.
Studies and experience elsewhere show that a 10 knot limit is a safe, navigable speed and increases the chance of a whale surviving a strike by 75 percent.
Dr Constantine says the scattered distribution and shallow diving behaviour of Bryde's whales suggests
slowing ship speed is the best option for protecting them in the Gulf.
An initial meeting to discuss the research findings was held in March involving representatives of shipping and port interests. It is hoped that shipping interests will voluntarily put speed restrictions in place with urgency.
An officials group has also been established to investigate how regulations administered by the Ministry of Transport, Department of Conservation and Auckland Council can be put in place.
I will be working closely with all parties to ensure the Bryde's whale remains a vital part of the Hauraki Gulf Marine Park.
Mayor John Tregidga, Chair, Hauraki Gulf Forum
Petrel detective work
A team of researchers have collected the best evidence yet that the New Zealand storm petrel, which was thought extinct until 2003, is breeding in the Hauraki Gulf Marine Park.
Before dawn on Wednesday, 1 February Chris Gaskin, Dr Matt Rayner (University of Auckland), Shane McInnes (DoC) and boat skipper Brett Rathe headed out into the Hauraki Gulf to capture New Zealand storm petrels and identify signs of breeding in the birds. This is no mean feat given NZ storm petrels are small, highly mobile and maneuverable seabirds living on a big ocean.
The team captured five birds with specially designed net guns. Four of them showed signs of breeding with bare "brood patches" on their belly that are used to incubate eggs. The project team, including DoC seabird expert Graeme Taylor, believe this strongly suggests the birds are breeding locally, with islands within the Hauraki Gulf Marine Park the most likely sites.
Once additional funding is secured they hope to track birds to their island breeding location using radio tracking devices. Watch this space.
A man of vision
Many years ago Ann Holdaway kept a newspaper photo of her late husband Jim, gazing out over the Hauraki Gulf. Its caption read "Man of Vision".
Future events in Jim's life have borne out the accuracy of these words. His love of nature came from his upbringing on a beautiful Northland farm with sparkling streams and native bush from which he drew inspiration. Because of the depression he left school early to help with the farm. Jim was a remarkable leader from the start.
Decorated twice for bravery, determination and courage as a pathfinder during World War II he returned to New Zealand to build his vision. His ability to accept responsibility carried on into civilian life. Settling on 30 acres in Northcote and farming cash crops led to Jim representing a group of frontier farmers on the local council. Later he initiated New Zealand's first underground power supply and the first municipally owned shopping area. He held many public offices during which time he spearheaded the purchase of 5000 acres of regional parkland.
Of his passing in January Kit Brown of Motuora Trust says "The world needs more people like Jim. There are not too many with Jim's vision, personality and persistence. We and many others will remember with gratitude how much he contributed to conservation, the Hauraki Gulf Islands and the wonderful Regional Park network over many many years."
Tributes also from Chris Fletcher on behalf of the Motutapu Restoration Trust "Jim was a wise and gentle leader for New Zealand conservation, a passionate advocate for the Hauraki Gulf and an outstanding guardian for land and people. His vision for our environment, selfless endeavours and talent for forging strong relationships amongst people and across organisations has left a wonderful legacy for all Aucklanders and he will be sadly missed."
In a further moving tribute Councillor Mike Lee writes "Jim Holdaway will always be remembered as the father of the Hauraki Gulf Marine Park."
www.mikelee.co.nz/2012/01/tribute-to-jimholdaway-last-of-the-greatest-generation
Managing fish farm risks
Waikato Regional Council will use consenting and tender processes to manage and monitor the effects of fish farming on the environment.
Expressions of interest for fish farming space in two zones totalling about 390 ha in the Firth of Thames will soon be sought.
The council has considered 10 potential environmental effects of fish farming and outlined possible management options and controls. They are categorised into feed supply, the release of drugs and chemicals, waves and currents, wild fish, diseases and parasites, biofouling and invasive species, the seafloor, water quality, marine mammals and birds.
Chair of the Policy and Strategy Committee Councillor Paula Southgate said "we have good information and through the Resource Management Act consent process and tendering criteria we have the tools to manage the environmental effects and take swift action if necessary."
Before consent applications can be lodged, fish farming companies will need to demonstrate their track record on environmental systems and management as part of a competitive tender process for 80 per cent of the
space within the two zones. The first 20 per cent of the area must be allocated to the Ma¯ori Trustee.
Planning principles
A marine spatial plan for the Hauraki Gulf is a step closer after the Auckland Council gave support in principle to preparation of the plan at its Auckland Future Vision Committee meeting in February.
This follows similar endorsement and indicative funding from Waikato Regional Council last year. Central government agencies are also planning to contribute.
Though yet to be endorsed by a governance group of sponsoring agencies and iwi, project documents have flagged a collaborative approach enabling users and sector groups to play a major part in shaping the plan.
The State of our Gulf report, published by the Forum last year, highlighted the need to address land use, fisheries and protected area issues together to ensure environmental health and long term benefits from the Gulf.
Watch out for seabirds
The Southern Seabird Solutions Trust is urging recreational fishers to watch out for seabirds. It recently presented awards for innovations that reduce the risk of hooking up with birds. These included using a super soaker to distract birds when setting bait, water stains, the use of soft baits and rod handling techniques.
Nationwide, the impact of recreational fishing on seabirds is not well understood although a study carried out during the summer of 2007/08 estimated that recreational fishers may capture 11,500 seabirds per year in the north eastern region of New Zealand.
www.southernseabirds.org
Tieke make it back
Tieke (saddlebacks) – some nurtured on the islands of the Gulf – are being welcomed back to the Auckland mainland for the first time in more than 150 years.
Ninety of these rare and endangered birds are being released into the open sanctuary at Tawharanui Regional Park during the next month. They will join re-introduced kiwi, pateke, robins and whiteheads, as well as bellbirds and kaka which have returned to the park of their own accord. Tieke disappeared from the mainland in the mid to late 1800s, as a result of predators– especially rats. Auckland Councillor Sandra Coney, Chair of the Parks, Recreation and Heritage Forum, says the return of this extremely vulnerable species will test the success of Tawharanui as a pest free open sanctuary.
The tieke were sourced from populations on Lady Alice Island in the Hen and Chicken group, Red Mercury Island and Mokoia Island in Lake Rotorua to combine genetic backgrounds.
Tawharanui Open Sanctuary Society Inc (TOSSI) Chair Steve Palmer says the release is a great way to mark TOSSI's tenth anniversary. "It is special occasions like this that reminds us what all the hard work has been about."
Island successes
Tuturuatu (shore plover) are the latest native bird to be released on Motutapu and Rangitoto.
Thirty-two of the critically endangered shorebirds, raised in captivity at Mt Bruce Wildlife Centre and Peacock Springs in Christchurch, were introduced to the recently-declared pest-free islands. There are only about 200 tuturuatu in the wild and Islington Bay is ideal habitat for them to feed and breed. It is hoped they will also establish breeding populations on nearby Motuihe, Rakino and Mutukorea islands.
Meanwhile, the tieke (saddleback) released in September have already bred and hatched chicks on Rangitoto and Motutapu. The four takahe released at the same time have also settled in well and the two-year old pairs are expected to breed for the first time next year.
New Zealand's largest insect, the weta punga, has been introduced to Tiritiri Matangi Island. Predation restricted its population in the Gulf to Hauturu/ Little Barrier Island but a captive breeding programme at Auckland's Butterfly Creek has recently enabled their re-introduction to Motuora, and now Tiritiri Matangi.
March also saw the release of 60 northern tuatara into specially prepared burrows on pest-free Motuihe Island.
Kawau icon restored
The 157-year old Copper Mine Engine House on Kawau Island has been repaired and protected. Built from
Raglan restoration champion reaps rewards.
Our Changing Gulf posters carry education message.
soft sandstone, the engine house chimney is an iconic image for boaties on the island's south-west coast.
It was built to pump water from the first underground mining operation in New Zealand but had become badly eroded by sea, wind and rain. A barrier wall has been built and the eroded west wall and chimney entry have been rebuilt with matching sandstone.
50,000 people visit Kawau each year. The Department of Conservation is now planning a major restoration of the island's historic Mansion House.
Inspirational
The New Zealand Landcare Trust recently announced six Landcare Ambassadors to recognise their outstanding commitment to sustainable land management and local communities, and the ability to inspire others to get involved in action on the ground.
Among them was Fred Lichtwark of Whaingaroa HarbourCare who has overseen the growing and planting of 1 million native trees along 450km of streams and the edges of Raglan Harbour since 1995.
More than 40 farmers have been involved and the result is dramatically improved water quality, less silt build-up in the harbour and greatly enhanced fishing.
Fred is eager to share his experience and will be top of the speaker list at the annual Hauraki Gulf Marine Park Seminar later this year. Date and venue details will be posted on www.haurakigulfforum.org.nz shortly.
Rate your own beach
The Hauraki Gulf Forum has produced a Discovery Challenge to build understanding of how the marine environment is changing.
The resource was published by the New Zealand Herald as part of its promotion of the Our Changing Gulf poster series.
The posters show how the reefs, estuaries and islands of the Hauraki Gulf Marine Park are being impacted by development, fishing pressure and restoration efforts.
Illustrated by wildlife artist Dave Gunson the posters appeared in the New Zealand Herald in February, were a feature of Seaweek, and have been distributed through schools and education programmes. Further copies are available from the Hauraki Gulf Forum Manager.
The Hauraki Gulf Forum is a statutory body charged with the promotion and facilitation of integrated management and the protection and enhancement of the Hauraki Gulf. The Forum has representation on behalf of the Ministers of Conservation, Fisheries and Ma¯ori Affairs, elected representatives from Auckland Council (including the Great Barrier and Waiheke local boards), Waikato Regional Council, and the Waikato, Hauraki, Thames Coromandel and Matamata Piako district councils, plus six representatives of the tangata whenua of the Hauraki Gulf and its islands.
Contact: Tim Higham, Hauraki Gulf Forum Manager, Auckland Council
Ph 09 624 4749 email@example.com www.haurakigulfforum.org.nz
Photo credits: Ministry of Agriculture and Forestry, Rochelle Constantine, Department of Conservation, Shane McInnes, Whaingaroa Harbour Care, Bridget Winstone, Martin Sanders, Mary Flaws.
Kawau fisher found guilty of dumping catch.
Tough stance
The Ministry of Agriculture and Forestry is pleased with the prosecution of a commercial fisherman for dumping snapper. Five tonnes of snapper was found in a discarded Danish seine net off Kawau in December 2010.
The court heard how on 13 Dec 2010 the fishing vessel Diana had been targeting John Dory. Kelly Scoles and one other crew member completed a Danish seine shot. When the net was pulled to the surface, it contained a very large catch of snapper. Mr Scoles then cut the cod end and mid section of the net and steamed away from the area.
Kelly Scoles of Northland was convicted this month of abandoning sea fish of legal size and subject to the quota management system in the ocean. He was fined $25,000 and the fishing vessel was forfeited.
There have been other reports of fish-dumping throughout the North Island, including in the Hauraki Gulf, and off the Coromandel. MAF northern regional manager Greg Keys encouraged members of the public who see large quantities of fish floating on the sea surface to record the details and call 0800 4 POACHER immediately. | <urn:uuid:53ee0387-f45f-44db-a6a4-9d11498cdfa0> | CC-MAIN-2018-05 | http://www.marinenz.org.nz/documents/hgfnewslettermarch2012.pdf | 2018-01-19T05:17:21Z | crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00382.warc.gz | 503,907,700 | 3,035 | eng_Latn | eng_Latn | 0.997935 | eng_Latn | 0.998015 | [
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You
* Being physically active can help reduce your risk of cancer, heart disease, type 2 diabetes, obesity, osteoporosis, cognitive decline and depression
Move More
* Be moderately active, equivalent to brisk walking, for 30 minutes every day
* As fitness improves, aim for 60 minutes or more of moderate, or for 30 minutes of more vigorous, physical activity every day
Top tips for being more active:
* Keep it fun! Choose activities that you like and look for ways to keep it interesting
* Get off the train or bus a stop early, or park your car further away from your destination, and walk the rest of the way
* Cycle to and from work, shops and friends' houses
* Take the stairs instead of the lift, and walk up and down escalators instead of standing
* Limit sedentary habits where possible, such as sitting down to watch television in the evening
* Go for a 30-minute walk, run or cycle every day, or two 15-minute sessions each morning and evening
* Break up long periods of sitting down with a few stretches
Reaching your physical activity goals
Cycling (leisurely)
Dancing (disco)
Calories burnt in 30 minutes
300
Calories burnt
Walking (3.5 mph)
Calories burnt
in 30 minutes
260
Tennis playing
Calories burnt
in 30 minutes
170
Calories burnt in 30 minutes
190
Badminton
430
Calories burnt
Calories burnt
Calories burnt
in 30 minutes in 30 minutes
150
in 30 minutes
260
in 30 minutes
170
This shows the approximate calories burnt by a 75kg or 11st 11lb person of average build. 75kg is the average weight of a UK adult.
Mins Total
65
Use this activity diary to note down all the activity that you've incorporated into your week.
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National FFA 2012 Agronomy Career Development Event Written Exam
50 Multiple Choice Questions Choose the Best Answer
1. The NW ¼ Sec. 12 T 19 R 32 contains a maximum of:
a. 40 acres
b. 80 acres
c. 160 acres
d. 320 acres
2. What type of wheat is generally used to produce spaghetti noodles:
a. Hard Red Winter
b. Soft White
c. Hard White
d. Durum
3. Vernalization is a process some plants require to flower and produce seed. An example of a crop that needs vernalization is:
a. dent corn
b.
sweet corn
c. winter wheat
d. cotton
Use the following information to answer questions 4-8. fertilizer at the same time he seeds. He is applying 12 gallons per acre of
Jim, a wheat farmer in Texas, is planting a field of wheat which measures 1419' by 1320'. He is using a no-till drill and applying his 28% liquid nitrogen, (2.99 pounds of N per gallon) at a cost of $1.15/gallon and 20 pounds per acre of a starter fertilizer, 11-52-0, at a cost of $680/ton. He is seeding at a rate of 65 pounds of seed per acre and figures he will need an additional 10% seed for corners.
4. How many acres are in the field Jim is planting?
a. 14.3
b. 13.2
c. 43
d. 58
5. How many pounds of nitrogen is Jim applying at the time of seeding?
a. 2.2
b. 35.88
c. 38.08
d. 45
6. How many pounds of phosphorus is Jim applying at seeding time?
a. 52
b. 20
c. 15.3
d. 10.4
7. What is the cost of the fertilizer he is applying?
a. $6.80
b. $20.60
c. $13.80
d. $12.99
8. How many pounds of the seed wheat should Jim order from his local co-op? (round up if needed to the next pound)
a. 65
b. 279
c. 2795
d. 3075
9. A benefit of a no-till cropping system is:
a. crop disorders are less of a problem
b. insect problems are usually reduced
c. less fuel per acre is used
d. machinery used in no-till systems is less expensive
10. A soil is considered to be an acid soil if it has a pH:
a. higher than 7.5
b. 6.6 to 7.4
c. below 6.5
11. Purple Seed Stain is found in:
a. corn
b. wheat
c. soybeans
d. cotton
12. A definition of an annual plant is:
a. a plant that lives more or less indefinitely, keeps coming back each year
b. a plant that grows, flowers and reproduces in one growing season
c. a plant that grows one year then flowers and reproduces the next
d. a plant that reproduces only by vegetative parts
13. The release of a substance by one plant that is toxic to another plant is known as:
a. aroma volatile
b. toxicity aroma
c. abiotic
d. allelopathy
14. The fixation of nitrogen from the atmosphere occurs in:
a. cereal grains such as wheat, barley, oats
b. oilseed crops such as canola
c. legumes such as clovers, peas, alfalfa, beans
d. vegetable crops such as carrots, squash, watermelon
15. From the following list, the oral LD50 value representing the most toxic poison is:
a. 110 mg/kg
b. 390 mg/kg
c.
480 mg/kg
d. 5,000 mg/kg
16. Your crop advisor is counting plants in your corn field to determine plant population. The corn is planted in 30 inch rows with an average of 38 plants per 20 foot length. What is the plant population per acre?
a. 29,620
b. 33,100
c. 37,540
d. 41,320
17. A panicle type of seed head would be found on which of the following plants:
a. corn
b. rice
c. wheat
d. soybeans
18. Which of the different stages of growth of a corn plant is most affected by drought?
a. cotyledon
b. dry down before harvest
c. rooting
d. reproductive
19. Many noxious weeds and grasses reproduce by underground stems that produce new plants. These underground stems are called:
a. stolons
b. tillers
c. adventitious roots
d. rhizomes
20. Which of the four following crops would be best in breaking up a compact soil layer or hard pan?
a. corn
b. canola
c. wheat
d. strawberries
21. What does IPM stand for?
a. Intensive Pesticide Management
b. Integrated Pest Management
c. Intensive Personnel Management
d. Intensive Pest Manipulation
22. Which of the following nutrients is considered a secondary nutrient?
a. phosphorus
b. zinc
c. sulfur
d. potassium
23. You have noticed some of your grass seed heads have a black growth in the florets instead of a seed. This plant disorder is probably:
a. nematodes
b. smut
c. a nutrient deficiency
d. TMV (Tobacco Mosaic Virus)
24. Epinasty is a term used to describe a plant that:
a. is in full bloom
b. is close to maturity
c. has insect infestation
d. downward bending of the leaves or other plant parts
25. The best way to improve the CEC (cation exchange capacity) of your soil is to:
a. use anhydrous ammonia fertilizer
b. add organic matter to your soil
c. rotate crops
d. use a summer fallow/crop rotation
26. Which of the following classes of insecticides requires the most thorough spray coverage?
a. contact
b. systemic
c. photosynthetic
d. seed treatment
27. The microbial conversion of organic matter nutrients into inorganic ions describes:
a. mass flow
b. surface creep
c. diffusion
d. mineralization
28. A nutrient has greater potential to move into ground water on a soil with:
a. high organic matter content
b. high sand content
c. high clay content
d. high silt content
29. Increasing the pH on certain soils increases the availability of:
a. microbes and earthworms
b. cations like calcium and magnesium
c. anions like iron
d. soil moisture
30. Lowering the pH on certain soils increases the availability of:
a. microbes and earthworms
b. cations like calcium and magnesium
c. anions like iron
d. soil moisture
31. A crop of corn can best take up which of the following forms of nitrogen?
a. ammonium and nitrite
b. ammonium and nitrate
c. nitrite alone
d. nitrogen from the atmosphere
32. A fertilizer that is a high pressure liquid and is 82% nitrogen is:
a. urea
b.
aqua ammonia
c. 0-82-0 solution
d. anhydrous ammonia
33. Plant tissue analysis can give information on:
a. additional fertility needs
b. harvest date
c. GMO or not
d. number of degree days
34. The most severe type of soil erosion is:
a. gully
b. rill
c. surface creep
d. splash
35. Using dual tires on equipment:
a.
increases the amount of surface compaction
b. has little or no effect on the amount of surface compaction
c. increases erosion
d. decreases erosion
36. An example of biological aphid control is:
a. using an insect growth regulator
b. destroying all natural predators
c. setting and maintaining traps
d. introduction and protection of natural predators
37. Why is it important to spray pre emergence herbicides before a rain or scheduled irrigation?
a. to decrease the rate of microbial activity
b. decrease the rate of chemical breakdown
c. move the herbicide into the weed germination zone
d. to decrease the chances of chemical run off
38. A wheat plant would be damaged most by a frost at what stage of development:
a. pre-emergence
b. early tillering
c. just before it heads out
d. just before harvest
39. If part of a field of corn is showing stripped leaves, what caused this injury?
a.
moisture
b. hail
c. frost
d. aphids
40. If a farmer uses a disc-chisel in a tillage system, these are considered:
a. no-till
b. residue enhancers
c. secondary tillage
d. primary tillage
41. Banding fertilizer too close to the seed:
a. will increase productivity
b. is the best use of fertilizer
c. draws moisture away from the seed
d. is the most economical way of applying fertilizer
42. Often times red wheat is sold on a protein basis. What can influence the protein level in red wheat?
a. amount of fertilizer, especially nitrogen
b. amount of moisture during the growing cycle
c. genetics
d. all the above
43. A plant that produces a long coleoptile would have an advantage in:
a. a dry climate
b. a warm climate
c. a wet climate
d. a cold climate
44. Potassium fertilizer would be needed most on:
a. potassium rates are not effected by soil type
b. sandy soil
c. loamy soil
d. clay soil
45. Wind erosion that moves small sized particles over great distances is what type of erosion?
a. rill
b. sheet
c. surface creep
d. splash
46. Which of the following signal words represent the greatest hazard?
a. hazard
b. warning
c. danger
d. toxic
47. Tillers of a plant can best be described as:
a. roots
b. leaves
c. crown
d. stems
48. Select the condition that could help reduce pesticide volatilization:
a. high air temperatures
b. low relative humidity
c. incorporation in soil
d. small droplets
49. Which of the following best describes a leaf margin?
a. the surface of the leaf
b. the stem attached to the leaf
c. the vein structure in the leaf
d. the edge of the leaf
50. Fallowing land can best be described as:
a. land used for recreational purposes
b. land set aside for homes or other structures
c. land left idle for one year for weed control or moisture retention
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Project # 1 Project # 1
(Due: Sept 13, 2009 )
Problem 1: Problem 1:
On a table are four cups arranged in a line. Each is either right side up (U) or upside down (D). A move consists of selecting one or two cups and turning them (from U to D or viceversa). The goal is to get all the cups in the same orientation. (i.e., all in U or all in D.)
Problem 1a : Model the above task as a state-space search problem. Identify the number of essential states, the goal state(s), and the actions. Also describe the state-space graph. The graph may be too large to draw explicitly so it is enough to describe it implicitly and give two example moves. What is the minimum number of moves needed to solve the problem in the worst-case?
Problem 1b : In this version, the leftmost two cups are visible but the other two are not visible. The same actions can be performed as in Problem 1a. i.e., we are allowed to select any two cups (visible or not) and turn them. Since we may not know when the goal state is reached, assume that there is an external source such as a bell that rings when the solution state is reached. Determine the smallest number of moves required to solve the problem in the worst-case. Describe the optimal move sequence.
Problem Problem 2 2 2 2
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As a way to become familiar with this unit:
a. Read the selections
b. Try/think through the Activities
c. Review the Assessment opportunities
d. Do the end-of-unit assessment tasks
Penny Jars and Plant Growth
This unit is the 9 th of 9 units in fourth grade. It builds on the work of the previous units in the K-5 patterns, functions, and change strand. Before teaching this unit, perhaps after working through this Where to Start, read Mathematics in This Unit, p. 10.
Investigation 1: Looking at Graphs
Preparation
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 23)
* Investigation 1 Planner (p. 24)
The following activities and information support the key math ideas:
* Activities: Examining Temperature Graphs (p. 27) and Discussing Temperature Graphs (p. 30)
* Teacher Note: Using Line Graphs to Represent Change (p. 133)
Investigation 2: Penny Jars and Towers
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 41)
* Investigation 2 Planner (pp. 42 & 44)
The following activities and information support the key math ideas:
* Activity: Introducing Penny Jar Situations (p. 47)
* Teacher Note: Situations with a Constant Rate of Change: Linear Functions (p. 138)
* Activity: Penny Jar Tables (p. 55)
* Discussion: Start With 2 and Add 3 (p. 58)
* Activity: Making Graphs (p. 70) and Discussion: Making Rules (p. 72)
This
* Materials to Gather and Prepare (pp. 25, 43, 45, 105)
* Plan for planting seeds and collecting data (pp. 13-15)
Assessment
* Assessment in This Unit (p. 16)
* End-of-Unit Assessment Activities (p. 130) and Teacher Note (p. 145)
* Assessment Activities (pp. 81, 89, 92)
Practice & Review
* Classroom Routines (p. 20)
* Practice and Review (p. 21)
* Activity: Introducing Windows and Towers (p. 77) and Discussion: Single and Double Towers (p. 85)
Investigation 3: Collecting and Analyzing Measurements
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 103)
* Investigation 3 Planner (p. 104)
The following activities and information support the key math ideas:
* Activity: Graphing Plant Heights (p. 107) and Discussion: Fast and Slow Growth (p. 110)
* Activity: Matching Numbers, Stories, and Graphs (p. 120)
* Teacher Note: Height or Change in Height? (p. 143)
Teacher Notes and Dialogue Boxes are important sources of information about mathematics content and about students' thinking about mathematical ideas. Each time you teach this unit, you can read more of this information.
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Temperature Rises for Devices That Turn Heat Into Electricity
Long-sought materials that can harness waste heat and revolutionize refrigeration are on track to become more than an engineer's dream
Imagine throwing away 65% of every paycheck. Not an inviting prospect. But that's essentially what happens every time we turn on our cars, lights, and many other modern conveniences. Roughly two-thirds of the energy that is fed into these gizmos radiates away as heat without doing any useful work. In the United States alone, that's a whopping $265 billion a year worth of power that, "poof," is just gone. But, thanks to a decade of steady progress in a once sleepy field of semiconductor engineering, that may soon change. Researchers around the globe are working to improve "thermoelectric" materials that convert waste heat to usable electricity. Such chips aren't proficient enough yet to be an economical power source. But after decades of stagnation, "this field is moving very fast right now," says thermoelectric pioneer Mildred Dresselhaus of the Massachusetts Institute of Technology (MIT).
netic field that tweaked the needle.) In 1834, French physicist Jean Peltier found the reverse was also true: If you fed enough electricity to a circuit composed of two different conductors, you could push electrons to carry heat from one to the other, causing the first conductor to cool while the other warmed. In the early 1900s, other investigators discovered that the key to making efficient thermoelectric materials is to boost their electrical conductivity while keeping their thermal conductivity as low as possible. That allows power to move easily through the device while maintaining the temperature difference between the junc-
If this progress continues, it could pay big dividends by allowing everything from power plants to cars to turn some of their waste heat into power. "If you can save 10% using thermoelectrics for waste heat recovery, it means a lot," says Gang Chen, a mechanical engineer at MIT. Thermoelectrics also operate in reverse, using electricity to cool things down or heat them up. Thermoelectric chips are already used to cool everything from light-emitting diodes and lasers to picnic coolers, and researchers are pushing hard to create solid-state home refrigerators that will be free of noisy, bulky pumps and ozone-depleting gases. Many researchers hope that marrying thermoelectrics with nanotechnology will spark another round of dramatic improvements. "I think there is between 5 and 10 years of very intense research that is going to happen," says R. Ramesh, a materials scientist at the University of California, Berkeley.
Fits and starts
That's just a blink of an eye for a field that has already been around for nearly 200 years. In 1821, an Estonian physicist named Thomas Johann Seebeck discovered that when he joined two dissimilar conductors in a loop or circuit and heated one, it caused a compass needle to deflect. (Researchers later determined that the experiment produced an electric voltage that in turn created a mag- thermal and electrical conductivity of their materials separately.
That was good news for would-be devicemakers. For makers of thermoelectric generators, it held out hopes of simply heating up a material and sitting back as it produced a voltage that could drive a device or charge a battery. For refrigeration experts, it held the prospect of creating solid-state coolers that worked when plugged into a standard outlet.
Hopes rode high in the 1950s and '60s that researchers would be able to create thermoelectrics that generate large amounts of power. And ZTs rose from a middling 0.2 or 0.3 to about 1 for materials such as bismuth telluride. Unfortunately, despite the development of thermoelectric generators for spacecraft that use heat generated by radioactive elements to produce a trickle of electricity, practical applications needed higher ZTs than even semiconductors could provide. "From the 1960s to the 1990s there was not much development," Chen says.
But that story began to change in the early 1990s with the rise of nanotechnology. In the mid-1990s, Dresselhaus's group and another team led by physicist Gerald Mahan at Pennsylvania State University, University Park, independently determined that if thermoelectric materials could be made on the nanoscale, their ZT should shoot up dramatically, potentially even above 6. "For ZT, the expectation is if we could get above 5, it would enable a wide range of applications," including solid-state refriger- tions necessary to produce the effect. These properties were later incorporated into the thermoelectric figure of merit known as ZT, which researchers use to compare different thermoelectrics much as baseball fans track ERAs to compare pitchers. In particular, ZT depends on several factors: a material's thermopower (how much voltage is created when a temperature gradient is put across it), its electrical and thermal conductivity, and the temperature.
In the early 20th century, researchers investigated all sorts of combinations of metals for their thermoelectric potential. To their frustration, they found that in metals the two kinds of conductivity are linked: Trim the thermal conductivity, and the electrical conductivity drops as well. By the 1950s, however, researchers had shown that by engineering different semiconductor alloys they could control the
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29 OCTOBER 2004
ation and power generation aboard cars, says Heiner Linke, a physicist at the University of Oregon, Eugene. "Now there is a new pathway to approach that."
Walking the path
As with the previous era's focus on semiconductors, the ability to walk that path depends on independently controlling the electrical and thermal behaviors of a material. Dresselhaus and Mahan's simulations suggested that this control would come about by limiting at least one dimension of a thermoelectric material to the nanoscale. That means crafting thermoelectrics either out of stacks of thin planes or, better yet, out of long, thin wires. This approach, they found, would bring several benefits. First, confining electrons in one or more dimensions allows researchers to tune their electrical properties and make them more con-
VOL 306
SCIENCE
www.sciencemag.org
Published by AAAS
CREDIT: JOHN THEILGARD/RTI INTERNATIONAL
ductive. If controlled properly, that same confinement could also lower the material's thermal conductivity. In this case, vibrations of a crystalline lattice, called phonons, carry heat through a material. A critical measure is the so-called mean free path: the average distance that the phonons as well as electrons travel in these materials before reflecting off one surface and traveling in another direction. If researchers create materials in which one dimension is smaller than the mean free path of the phonons but larger than that of the electrons, then the electrons will zip through the material with few collisions, while the phonons will slow to a crawl, knocking into obstacles wherever they look.
Over the past couple of years, experimenters have begun making impressive strides toward harnessing those ideas. In the 11 October 2001 issue of Nature, for example, Rama Venkatasubramanian and his colleagues at the Research Triangle Institute in Research Triangle Park, North Carolina, reported creating a chip-based semiconductor sandwich thermoelectric with a ZT of 2.4, more than twice that of the commonly used bulk semiconductor bismuth telluride. The sandwich, made with computer-chip manufacturing techniques, consists of ultrathin layers of two alternating semiconductors, bismuth telluride and antimony telluride. The interfaces between these alternating layers, the researchers found, acted like additional speed bumps to slow the progression of phonons as they attempted to travel along with the electrons vertically through the sandwich. In their Nature paper, Venkatasubramanian's team reported crafting tiny computer chip–sized refrigerators capable of cooling a room-temperature heat source by as much as 32°C. Since then, Venkatasubramanian says that his team has data suggesting that they may be able to increase the ZT to over 3.5, although the work is not yet published. And for now, Venkatasubramanian says, his team is focusing on making working modules for cooling chips and other applications. ,ADAPTED FROM J. LIM AND J. SNYDER
also force electrons to have tightly controlled amounts of energy. As a result of that restriction, the quantum dot superlattices boast a high density of electrons at a particular energy level, a condition favorable to increasing the conductivity of the material.
Dresselhaus says the new superlattices are impressive but have a long way to go before making it out of the lab. "This has to be consolidated and put into practice on a much higher level," Dresselhaus says. Even more daunting, says Mercouri Kanatzidis, a chemist at Michigan State University in East Lansing, is turning such tiny devices into the bulk materials needed for large-scale applications such as generating power from a car's or factory's waste heat.
On 27 September 2002, Ted Harman and colleagues at MIT's Lincoln Laboratory added their own new twist, reporting another type of layered semiconductor called a quantum dot superlattice in which they grew layers of nanometer-sized islands of an alloy of lead, selenium, and tellurium in layers of lead telluride. Those superlattices displayed a ZT of 2 at room temperature. But just a year later, Harman reported at the Materials Research Society meeting in Boston that his team had created a similar superlattice with a ZT of 3 when tested at 600 K. Not only do the islands help scatter phonons and therefore reduce the thermal conductivity of the material, but Harman says he suspects they CREDIT: JAMES LIM AND JEFF SNYDER/JPL/CIT; INSET: N. KEVITIYAGALA/ SCIENCE
rials when making bulk semiconductor alloys. Researchers have spent decades testing two-member alloys such as bismuth telluride and antimony telluride, but they've only recently begun testing three- and four-member alloys, such as Kanatzidis's recent success story.
But Kanatzidis's team has progressed at least partway to a solution. In the 6 February issue of Science (pp. 777, 818), they reported creating a bulk crystalline semiconductor made from silver, lead, selenium, and tellurium with a ZT of 2.2 when working at 800 K. Although that temperature is far too high to be of much use in household refrigerators, the material—or its future kin—may be of use in turning waste heat to power in, say, hot engines. Such materials "could be of very significant interest to the automotive industry," says Mark Verbrugge, who directs the materials and process lab at GM's R&D Research Center in Warren, Michigan. Thermoelectrics aren't quite ready to break open the heat-recovery business, he says, but they are getting a lot closer: "We've seen some significant materials changes in the last few years."
The good news, Dresselhaus and others say, is that materials engineers and nanotechnologists have a few more tricks up their sleeves that could boost ZTs even higher. One, says physicist Terry Tritt of Clemson University in South Carolina, is simply to try more combinations of mate- www.sciencemag.org
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Another approach now being hotly pursued, says Dresselhaus, is combining the success of the superlattices with nanowire semiconductors. Several groups around the globe, such as one led by Lars Samuelson at Lund University in Sweden, have recently begun growing nanowire superlattices: materials consisting of wires composed of alternating semiconductors abutting one another like boxcars in a train. As with the chip-style superlattices, the numerous interfaces between the different semiconductors should slow heat transport in the materials, while electrons should still zip through the wires, thereby giving them a high ZT. But so far that's been difficult to confirm, partly because hooking these wires up to tiny circuits to test their ZT is a considerable challenge.
Going the next step and turning forests of these nanowires into devices has been even harder. One hurdle here, Venkatasubramanian points out, is that any matrix material that holds these nanowires must be as good a phonon blocker as the nanowire superlattices themselves so heat leaking from one side of the device to the other doesn't just bypass the nanowires and slip through the matrix. Although these challenges haven't been solved yet, groups around the globe are now bearing down and expect results soon. If successful, they will undoubtedly act as a double espresso for this once sleepy field and perhaps awaken entirely new industries in energy recovery and solid-state refrigeration.
–ROBERT F. SERVICE
29 OCTOBER 2004
Published by AAAS
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Chapter 9 - Instructional Media: Chalkboards to Video
Different types of educational experiences exist - from handson apprenticeships to role-playing, from demonstrations to reading printed text. Some educators believe that different experiences are more or less effective for achieving differ ent types of instructional outcomes. For example, text with pictures is not as effective as live demonstrations for teaching motor skills. Instructors who are considering the use of media should ask themselves, "How do I expect the media or type of learning activity to make learning more effective?"
* Types of Instructional Media
* Why Use Media in Instruction?
* Media Used to Enhance Presentations
* General Presentation Guidelines
* Instructional Strategies Involving Media
* Resources on the Use of Media
Types of Instructional Media
* Real objects and models
* Printed text (books, handouts, worksheets)
* Printed visuals (pictures, photos, drawings, charts, graphs)
* Display boards (chalk, bulletin, multipurpose)
* Interactive whiteboards
* Overhead transparencies
* Slides and filmstrips
* Audio (tape, disc, voice)
* Video and film (tape, disc)
* Television (live)
* Computer software
* The Web
The diagram shows how Edgar Dale's "Cone of Experience" (1969) - organized learning experiences according to the de gree of concreteness each possesses. At the bottom is handson experience. As you ascend the cone, concrete experience begins to drop out, with stimuli becoming more abstract; the stimuli require more skill on the part of the learners to inter pret the messages they carry. You can see why lectures, even illustrated lectures, are considered to be some of the most abstract types of presentations. For certain types of learning (such as changing attitudes or teaching motor skills), experi ences at the bottom of the cone are more appropriate than those at the top.
Learning experiences at the bottom of the cone tend to hold student attention longer and involve active student participa tion. Media at the top of the cone are said to be more passive but are suitable for transmitting large amounts of informa
tion quickly. Which is best depends upon your purposes and circumstances. While the Web is becoming popular for dis tributing other types of mediated messages, it is not always practical, and other types of media are more appropriate.
Why Use Media in Instruction?
As a rule, educational experiences that involve the learner physically and that give concrete examples are retained longer than abstract experiences such as listening to a lec ture. Instructional media help add elements of reality - for instance, including pictures or highly involved computer simulations in a lecture.
Media can be used to support one or more of the following instructional activities:
* Gain attention. A picture on the screen, a question on the board, or music playing as students enter the room all serve to get the student's attention.
* Recall prerequisites. Use media to help students recall what they learned in the last class, so that new material can be attached to and built upon it.
* Present objectives to the learners. Hand out or project the day's learning objectives.
* Present new content. Not only can media help make new content more memorable, media can also help de liver new content (a text, movie, or video).
* Support learning through examples and visual elaboration. to bring the world into the classroom when it is not pos
One of the biggest advantages of media is sible to take the student into the world.
* Elicit student response. Present information to stu dents and pose questions to them, getting them involved in answering the questions.
* Provide feedback. Media can be used to provide feed back relating to a test or class exercise.
* Enhance retention and transfer. Pictures enhance retention. Instructional media help students visualize a lesson and transfer abstract concepts into concrete, easier to remember objects.
* Assess performance. Media is an excellent way to pose assessment questions for the class to answer, or students can submit mediated presentations as classroom projects.
Media Used to Enhance Presentations
The Chalkboard or Whiteboard
FSU has replaced the ubiquitous chalkboard with white boards in most classrooms. The whiteboard is one of the most basic forms of instructional media and is best used for emphasizing essential information and developing ideas as the class progresses.
* Put assignments due, the next assignment and due date, and the day's lesson objectives on the board before starting the class.
* Use the board to present a problem the class should be thinking about during the lecture.
* Use the board for graphics as well as text and formulas.
When Using the Whiteboard
* Include a whiteboard plan in your lesson outline that determines which aspects of the lesson will be illustrated on the board — list of concepts to be learned, timelines, outline for the day's presentation.
* Bring your own markers to class and carry plenty of spares.
* Use different colored markers to highlight important aspects of the lesson.
* Write neatly and horizontally, making certain your handwriting is large enough for students to read. Board work should be organized so that students will be able to interpret their notes later.
* Write on the board in several places (top, bottom, right side, left side). Go to the back of the room to see if you can read what you have written from any location. Be sensitive to obstructions, including the heads of students, overhead projectors, etc., that may block the lower part of the board.
* Give students time to copy what has been written.
* Avoid modifying the board while students are copying information.
* Talk to the students, not the board. With a little practice, you will find that you can write while you are partially facing the class.
Document Cameras
Document cameras are located in many of the general purpose and technology enhanced classrooms on campus. With a document camera, you can display documents, books, graphics (e.g., pictures, charts, and maps), and three-dimen sional objects and project them so even students in the back of the class can see.
In most cases, the same rules that apply to the use of the chalkboard also apply to overhead projectors. Overheads, however, have several advantages — transparencies can be prepared in advance of the class, and it is easier to prepare graphics and pictures for the overhead than for the chalkboard.
Tips for Using the Document Camera
* The camera is best turned off when you are not directly referring to information on it. Many instructors use a piece of blank paper to cover part of a document so that only the point being developed is revealed.
* When preparing documents for display on the camera, use san-serif fonts such as Arial, Helvetica, or Tahoma in a 24 pt. or larger font size. Margins should be set at 1 ½ inches to avoid information being cut off the sides. When writing on displayed documents, use a medium to wide stroke marker and print clearly.
* Avoid using white paper as it produces a glare when projected. Blue paper or other similar pastel is a better choice. Likewise, three-dimensional objects are pro
jected more clearly when placed on a darker background rather than on white paper or directly on the camera platform. Practice with different backgrounds to see which works best for you.
* Glossy paper in magazines and books may not project well because of glare. Practice with the camera settings before class to reduce glare or if possible consider copy ing the image onto different paper.
* Avoid the rapid paper flip. Consider placing your stack of papers on the cameral platform and sliding a sheet off when you are finished rather than taking off and reposi tioning a new sheet every time you change documents. Leave the document on long enough so the students have time to take notes but not past the point where you are finished talking about it.
Resource
If a scheduled classroom does not contain a document camera, you can book one online at Technology Enhanced Classrooms at http://condor.tecad.fsu.edu
LCD Projectors
The University has invested heavily in modernizing class rooms and lecture halls to take advantage of instructional technology, including LCD projectors. LCD's used with a computer project an image onto a screen or blank wall - and provide more instructional flexibility in the types of content that can be used in a classroom. Classroom Support will train instructors on how to use the LCD Projectors as well as other classroom technology.
Advantages of LCD's
* Since slides are stored in files on the computer, they can be made accessible to students or other instructors.
* Presentations are easily made using PowerPoint or other software applications. PowerPoint can also be used to prepare handouts and content outlines.
* Some instructors post their PowerPoint slides to their course sites so that students may download them for study purposes.
* Many of FSU's classroom technology installations in clude connecting a videocassette player and a document camera to the computer. This installation allows instruc tors to project videos or images directly from a book to the screen through the LCD projector.
Instruction through the Use of LCD's
Students prefer consistent presentation of information. Con sider standardizing the usage of your LCD slides, keeping in mind the following:
* The opening slide might be the title or main theme of the day.
* Subsequent slides might be key terms, discussion questions, and important concepts.
* Use the slides to tell a story. Talk to the students, not at them.
* Involve the students in discussion of the visuals.
* If you use slides regularly, the final or ending slide will become a signal to the students that class is over, with accompanying lack of interest and closure. Instead, use the last slide as a discussion device to allow students to synthesize information and bring closure to the topic.
* While using a standard series of slides, vary the layout and color for each lecture. All presentation software allows the choice of different backgrounds and color through the use of templates or master slides.
* Use sound clips, animations, and clip art with discretion.
* Avoid using too many slides. A good rule of thumb is to spend two or three minutes per slide.
* Be careful about infringing on another author's copy rights. If there is any doubt, get permission and inform students that you have permission.
Personal Response System
FSU classroom technical support has equipped a number of classrooms with student response system technology (often referred to as "clickers"). This electronic technology allows instructors to monitor attendance, conduct real-time surveys in the classroom, and elicit student performance feedback through quizzes and real-time surveys. In its basic configuration, the system consists of wireless, hand-held, student transmitters (clickers) and an instructor-controlled receiver-displayed unit. The system supports a number of display formats including bar graphs and numerical distributions.
Tips for Using Clickers in the Classroom
* Use the clickers everyday so students will get used to bringing them to class.
* Spread clickers questions throughout your lecture so stu dents remain engaged but do not offer so many questions that it becomes tedious for both you and them.
* Always have a couple of extra clickers on hand for stu dents who may forget theirs, but create an expectation that students must be prepared for class by bringing their clickers with them.
* If you are using clicker questions for quiz grades, reduce the possibility of cheating by keeping the point value of the quizzes low.
* Always have a back-up plan! Technology is a wonderful tool, but it can sometimes have glitches. Have an alter nate plan for what you will do if the system does not work for a given lecture.
Video or Film
* Using video or film in classroom instruction has the ad vantage of presenting abstract ideas in a realistic context, which helps students grasp the abstract ideas more easily and to retain the material longer.
* For more information on using clickers, visit http://cat.fsu.edu/clickers/index.cfm
Examples of Use
Filming students' in-class presentations and viewing the tape together offers students the opportunity of seeing themselves in action.
In an English class, a TA might show students a scene from a Shakespearean play to set the context for a lecture.
A political science instructor may use a tape of a politician who visited campus, or whose remarks were broadcast on C-SPAN.
A chemistry class may be shown a videotape of an important, but dangerous and expensive, experiment.
In a communications class, the students themselves could be taped during a problem-solving session. Later, they can analyze the group interactions that occurred.
In a statistical methods class, students can watch an online video overview of how to set up tables in SPSS that was recorded by the instructor using Camtasia, a screen capture and recording software.
When Using Video in the Classroom
* Do not show the entire tape/DVD if there is no need to do so. Think about why you are using the video and show only the applicable portions.
* Relate the video to what is being discussed in class and discuss relevance to every day issues or problems.
* Prepare a set of questions taken from the video that students might discuss or answer. Prepare students by providing an outline of the video's main points on the document camera, whiteboard, or handout so that stu dents know what to look for as they watch.
* Since video only presents a one-way flow of information, compensate for this lack of involvement by encouraging dialogues in other areas of the class such as group discussion.
When Using Video Online
* Online video can be used for screen capture and record ing, simulations, demonstration of processes and other visual illustrations.
* Keep the length of the video short, no more than 3 – 5 minutes and follow up with a set of questions or an activ ity to be completed to hold students' attention and keep them on task. If the video is long, break it up into 3 – 5 minute modules for easier viewing with questions or points to consider in between.
* When using web-based media, be certain to inform students of general technical and computer requirements and provide links for downloading the necessary plug-ins and media players.
General Presentation Guidelines
Guidelines for a Variety of Instructional Media
* Visual aids should augment the presentation; they are not meant to be the entire presentation.
* It is important to be able to teach without them. In structional aids may arrive late, or not arrive at all. Also, something may go wrong or break down. Even careful planning cannot cover every possibility.
* It is imperative that all instructional media are previewed before they are used in class or online. This will familiar ize you with content and structure, as well as ensuring that no unfortunate (and sometimes embarrassing) mixups have occurred.
* Visuals are best kept simple, with minimal wording. They should always be readable from a distance (when reproducing from texts and enlarging graphics). You can practice using the visual aids in the actual classroom before the lecture begins.
* The audience's line of vision should not be obstructed.
* Visual materials should be displayed only when the instructor is ready to use them, and they should be kept visible until the students have finished taking notes. You should remove the materials when you are ready to talk about something else, signaling that it is time for discus sion or noting a subject change.
* Effective instructors talk to the students, not the visual aids.
Instructional Strategies Involving Media
While it is necessary to talk about how media might improve classroom lectures, the reality is that there are more effective types of learning activities. Probably the most studied and research-based movement in the use of technology today is being done by Vanderbilt University in the areas of situated cognition and anchored instruction.
Situated cognition defines understanding as partially being a function of the context in which it is learned. Most of us have experienced a situation where we have learned something, but we cannot recall it when we need it. Or that we know that we should be able to solve a problem but the details escape us. This is known as inert knowledge. One reason for this lack of recall, according to John Seely Brown and others (1989), is that the knowledge was learned in a sterile classroom situa tion and was never applied in a real world context.
One instructional technique to reduce inert knowledge is anchored instruction; that is, to instruct using an experience common to the students. Instructors at Vanderbilt create an anchor by showing a 12-15 minute video clip that presents the context for problem solving. All the data the student needs to solve the problem is contained in the video. Students work together in groups to find the data they need and solve the problem. The students present and defend their solutions, and the instructor provides feedback.
Most collaborative learning situations today involve the use of media in some way. The Web provides a way for students in different locations to collaborate on problem solving and learning. (For details on using the Web as an instructional media tool, see Chapter 10 - Using Course Websites as In structional Tools.) The realization that learning is a social as well as a mental process is important to the understanding of how media can improve learning.
Resources on the Use of Media
Books/Articles
* Azarmsa, R. (1991). Educational computing: Principles and applications. Englewood Cliffs, NJ: Educational Technology Publications.
* Brandt, R. C. (1986). Flip charts: How to draw them and how to use them. Richmond, VA: Brandt Management Group.
* Brown, J. S., Collins, A., & Duquid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
* Dale, E. (1969). Audiovisual Methods in Teaching (3rd ed.). NY: Dryden Press.
* Davis, R. H., & Alexander, L. T. (1977). Guides for the improvement of instruction in higher education: Vol. 4. Effective uses of media. East Lansing, MI: Michigan State University, Instructional Media Center.
* Diamond, R. M. (1989). Designing and improving courses and curricula in higher education: A systematic approach. San Francisco: Jossey-Bass.
* Horton, W., & Horton, K. (2003). E-learning tools and technologies: A consumer's guide for trainers, teachers, educators, and instructional designers. Indianapolis: John Wiley & Sons.
* McKeachie, W. J. (1986). Teaching tips: A guidebook for the beginning college teacher (8th ed.). Lexington, MA: D.C. Heath.
* Newble, D., & Cannon, R. (2000). A handbook for teach ers in universities and colleges: A guide to improving teaching methods (4th ed.). New York, NY: Taylor & Francis Group.
* Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (1999). Instructional technology for teaching and learning: Designing instruction, integrating comput ers, and using media (2nd ed.). Upper Saddle River, NJ: Prentice Hall Career & Technology.
* Pettersson, R. (1989). Visuals for information: Research and practice. Englewood Cliffs, NJ: Educational Technology Publications.
On-Campus Offices
There are a variety of other media that can be considered, as technology develops to make classroom applications more varied.
* Office of Distance Learning
◊ The Office of Distance Learning (ODL) can acquaint anyone who works in the classroom with recent developments in interactive video, computer-based instruction, and other instructional media.
◊ The Online Course Development and Faculty Support Unit - ODL's full service studio includes on-demand video and audio production, reproduc tion of materials within copyright restritions, and use of MediaSite streaming.
◊ Technology Enhanced Classrooms, part of University Computing Services, trains instructors to use the high-tech classrooms.
◊ The Scholar's Commons Digital Media Services Unit at Strozier Library - Provides resources and media self-service for faculty and students.
Related Chapter
See Chapter 10
Using Course Websites as Instructional Tools. | <urn:uuid:4e358bb4-c518-492b-8b42-af49e0c8b15c> | CC-MAIN-2017-39 | https://distance.fsu.edu/docs/instruction_at_fsu/Chptr9.pdf | 2017-09-22T13:55:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00554.warc.gz | 657,457,193 | 4,150 | eng_Latn | eng_Latn | 0.991548 | eng_Latn | 0.997694 | [
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As a way to become familiar with this unit:
a. Read the selections
b. Try/think through the Activities
c. Review the Assessment opportunities
d. Do the end-of-unit assessment tasks
Counting and Comparing
This unit is the 2 nd of 7 units in Kindergarten. It is part of the K-5 number and operations strand, and is the 1 st of 3 units that focus on measurement, the number system, and addition and subtraction at this grade. Before teaching this unit, perhaps after working through this Where to Start, read Mathematics in This Unit, p. 10.
Investigation 1: Counting
Preparation
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 21)
Investigation 1 Planner (pp. 22 & 24)
*
The following activities and information support the key math ideas:
* Activities: A Counting Book (p. 27), and Introducing (p. 28) and Discussing (p. 63) Counting Books
* Discussions: How Did I Count? (p. 49), Does Order Matter When You Count? (p. 53), and Strategies for Accurate Counting (p. 72)
* Teacher Notes: Counting is More Than 1, 2, 3 (p. 151) and Observing Kindergarteners as They Count (p. 152)
Investigation 2: Comparing
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 75)
* Investigation 2 Planner (pp. 76, 78 & 80)
The following activities and information support the key math ideas:
* Teacher Note: Learning about Length: Direct Comparison (p. 160)
* Activities: Using Towers to Compare (p. 83), Introducing the Measuring Table (p. 84), and Discussing The Longer/Shorter Hunt (p. 125)
This
* Materials to Gather and Prepare (pp. 23, 25, 77, 79, 81)
* Plan for how students will make Name Towers (p. 112)
* Plan for the End-of-Unit Assessment (Teaching Note, p. 141)
Assessment
* Assessment in This Unit (p. 14)
* Teaching Notes about Assessment Opportunities (pp. 30, 68, 86, 97)
* Teaching Notes about Portfolio Opportunities (pp. 41, 45, 68)
* Teacher Note (p. 153)
* End-of-Unit Assessment Activities (pp. 143, 146)
Practice & Review
* Classroom Routines (p. 18)
* Practice and Review (p. 19)
Kindergarten Unit 2
* Activity: Introducing the Game of Compare (p. 101)
* Discussion: Comparing Two Inventory Bags (p. 108)
* Math Workshop: Comparing and Ordering (p. 136)
* Activity: Introducing Comparing Names (p. 122)
* Discussion: Ordering Our Names (p. 146)
Teacher Notes and Dialogue Boxes are important sources of information about mathematics content and about students' thinking about mathematical ideas. Each time you teach this unit, you can read more of this information.
This | <urn:uuid:d58541f0-0435-4d0e-a4f8-72e51c049e0d> | CC-MAIN-2017-39 | http://pwcsmath.com/Investigations/Planning/where%20to%20start/wts_unit2_k.pdf | 2017-09-22T13:34:55Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00556.warc.gz | 284,148,375 | 686 | eng_Latn | eng_Latn | 0.88265 | eng_Latn | 0.884375 | [
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Geologic Time Line Comparison
Name _____________________________ Block______
1. There is very little activity on the Earth Time Line during the Precambrian Era. What's going on in Missouri during this time?
2. What is the major difference between the Precambrian and the Paleozoic Eras as you look at the Earth's Time Line?
3. What event created the rock which is found today at Johnson Shut-Ins State Park?
4. What event created the rock which is found today at Elephant Rock State Park?
5. As you look at the Missouri Time Line, what event occurred over and over again?
6. What life forms might you expect to find in Missouri other than crinoids during the Paleozoic Era?
7. What minerals were formed roughly 550 million years ago?
8. When was the sandstone found in eastern Missouri originally deposited?
9. Why is there a difference between the Ice Age dates for the Missouri Time Line and the Ice Age dates for the Earth Time Line?
10. Study the scale of the two time lines. How many years does 1 cm equal on both the lines? Earth __________ Missouri__________
How many years does 1 meter equal on both the line?
Earth __________ Missouri__________
11. Which Era is the longest? _________________ the shortest? ______________
12. When geologists developed the geological eras, they had to base each era on some major event or change. According to the time lines, what major even occurred on Earth at
a. the end of the Paleozoic?
b. the end of the Mesozoic?
c. predict how we could tell the Cenozoic Era was over: | <urn:uuid:8332e12f-8e6c-4f0d-9345-04c54af33bfa> | CC-MAIN-2017-39 | http://mjksciteachingideas.com/pdf/TimeLineQs.pdf | 2017-09-22T13:22:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00557.warc.gz | 237,547,219 | 353 | eng_Latn | eng_Latn | 0.997521 | eng_Latn | 0.997521 | [
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COLD WATER EFFECTS COLD WATER EFFECTS
1-10 10 10-1 1 is a simple way to remember how your body responds to cold water. There are three phases and 1-10-1 describes the duration of each phase. Understanding the effects of cold water on your body may save your life! Water is considered "cold water" if below 15C.
.
1 MINUTE 1 MINUTE - COLD SHOCK COLD SHOCK
FIRST — A sudden and deep initial gasp SECOND — Hyperventilation: can be as much as 600-
1000% greater than normal breathing.
* Cold Shock will pass in about 1 minute. Cold Shock will pass in about 1 minute.
* Avoid panic.
* Keep your airway clear.
* Control your breathing.
* Wearing a life jacket is critically important to keep you afloat and breathing.
.
10 MINUTES 10 MINUTES - COLD INCAPACITATION COLD INCAPACITATION
* In about 10 minutes you will lose the effective use of your fingers, arms and legs. You will not be able to swim.
* Try to get as much of your body out of the water as possible in the first few minutes.
* Keep your airway clear and wait for rescue.
* If you are in the water without a life jacket, drowning will likely occur. drowning will likely occur.
1 HOUR 1 HOUR - HYPOTHERMIA HYPOTHERMIA. . . .
* Even in ice water it takes around 1 hour before becoming unconscious due to Hypothermia.
* Your life jacket will keep you afloat even if you are unconscious - increasing your chance of survival.
Cold Water information courtesy of :
http://www.coldwaterbootcamp.com http://www.coldwaterbootcamp.com
http://www.coldwaterbootcamp.com http://www.coldwaterbootcamp.com
Check it out for more Info, Tips and Video.
DISTRESS PROCEDURES DISTRESS PROCEDURES
COASTAL: Marine Radio: Channel 16 COASTAL: Marine Radio: Channel 16
(monitored emergency channel) (monitored emergency channel)
INTERIOR: No specific channel monitored.
INTERIOR: No specific channel monitored.
INTERIOR: No specific channel monitored.
INTERIOR: No specific channel monitored.
Here is an example of what to do if you are in distress. You may have to modify based on the equipment available and your location—coastal or interior.
1. Send a DSC (Digital Selective Calling) Alert (only available if the radio has a Distress Button) and you are located within VHF range.
* Ensure Radio Switch is on.
* Press and hold the distress button for 5 seconds.
2. Send distress call (Mayday) on COASTAL: VHF CH 16, if you are outside VHF range, use: 2182 kHz INTERIOR: Pre-determined in your Emergency Response Plan (ERP). Transmit the distress message:
"MAYDAY MAYDAY MAYDAY" "MAYDAY MAYDAY MAYDAY"
"MAYDAY"
"This is (
"This is (vessel name vessel name)"
)" - repeat 3 times
"MAYDAY"
"This is (
"This is (
vessel name vessel name
)"
)"
"Vessel name "
"MAYDAY"
"MAYDAY"
"Vessel name "
"Vessel name "
"Vessel name "
Maritime Mobile Service Identity # (MMSI) (if known)
Maritime Mobile Service Identity # (MMSI) (if known)
Maritime Mobile Service Identity # (MMSI) (if known)
"Position"
Maritime Mobile Service Identity # (MMSI) (if known)
"Position"
"Position"
"Position"
"Nature of distress"
"Nature of distress"
"Nature of distress"
"Aid required"
"Aid required"
"Nature of distress"
"# of Passengers onboard"
"Aid required"
"Aid required"
"# of Passengers onboard"
"# of Passengers onboard"
"# of Passengers onboard"
3. Activate EPIRB (Emergency Position Indicating Radio Beacon) or Personal Locator Beacon (PLB) if there is one on board.
* Activate EPIRB by following directions printed on the beacon body. on the beacon body.
* Take the EPIRB with you to the survival craft / life raft (if possible). life raft (if possible).
www.bcforestsafe.org
www.bcforestsafe.org
www.bcforestsafe.org
www.bcforestsafe.org
Marine Marine Passenger Safety Passenger Safety Guide Guide
BC
Forest Safety
Forest Safety
Forest Safety
Forest Safety
Council (BCFSC)
Transportation Safety
Toll Free : 1-877-741-1060
For more info and links visit:
www.bcforestsafe.org
This document provides This document provides basic basic basic information for small information for small vessel passengers and is intended for forest workers in BC. It should not be considered a replacement for any training programs or a pre replacement for any training programs or a pre-trip trip briefing. There is not enough information contained in this document to plan a marine vessel voyage. Please contact the BCFSC or Transport Canada for more info. Information Current to November 2015. more info. Information Current to November 2015.
PRE PRE-TRIP PLANNING TRIP PLANNING TRIP PLANNING
Plan ahead! Plan ahead!
* Weather - plan for plan for plan for all types of it! all types of it! Ensure you have appropriate clothing to stay dry and warm and make sure you have a hat, sun block and enough water water water in case it's sunny and hot!
* Hypothermia - make sure you know the signs, symptoms and how to treat hypothermia.
* Ask - your supervisor what you will do in an emergency; ask them about survival kits survival kits survival kits and who is responsible for bringing them along.
* Ask - your supervisor what 10 steps Transport Canada directs you to take, if you witness someone go overboard.
http://www.tc.gc.ca/eng/marinesafety/debs-smallvessels-procedures-person-overboard-2996.htm
* Check in - know the procedure and stick to it! Who knows when you are coming back? Will they know what to do if you don't arrive on time?
* Know - where you are going! What is your destination, where did you start? Write down the coordinates. If you have a GPS - use it too!
* Know - how many people are on board! Find a buddy. Know where your buddy is at all times; watch out for each other. If there is an incident on board or if someone falls overboard you will be able to let others know and act quickly.
* Emergency Response Procedures/Plan - know what they are; ensure they are specific to the trip.
* Discuss with your supervisor what the PLAN i the PLAN is, where it's written down, what gear you will need, how much it can weigh, how long you will be gone for and what you should generally expect.
PRE PRE-DEPARTURE BRIEFING DEPARTURE BRIEFING DEPARTURE BRIEFING
All passengers must be given a pre-departure safety briefing by the boat operator.
Make sure you understand, if you don't know ASK!
The briefing should include instructions instructions instructions related to:
* the vessel; area of travel;
* effects of your physical movements on the vessel;
* man overboard, emergency and fire procedures.
The boat operator should identify : boat operator should identify : boat operator should identify :
* name of the boat, how many passengers on board;
* off limit areas, potential hazards e.g. ropes, slippery surfaces, ignition sources, etc.
Before shoving off, you should know: you should know: you should know:
* the PLAN the PLAN; communications procedures; emergency signals and procedures;
* the location of: muster stations; life buoys, fire safety equipment, first aid kits, flares and life jackets.
When loading, ensure equal weight distribution throughout. There must be at least one seat per passenger. Best practice is to remain seated while on route.
LIFE JACKETS LIFE JACKETS
Life jackets are the most important tool you have available to you in case of an emergency on the water! Ensure you know how to:
* put on the life jacket and do it up (there may be more than one type).
* inflate the life jacket, if it is an inflatable type.
There must be one life jacket, of a correct size, available for each person. Life jackets should not be worn or inflated inside a cabin or underneath a capsized vessel, debris or equipment. Check the condition of the life jackets prior to departure, check the expiry date (if there is one).
SAFETY SAFETY
Make sure you know where the safety equipment is and how to use it! and how to use it!
Know who the first aid attendants are; what is the chain of command if the operator is incapacitated. Would you be able to call for help if you were the only one on board? Good Idea: Good Idea: Good Idea: Read the emergency locator beacon before leaving.
Equipment Examples: Equipment Examples:
Life-saving e.g. Life jacket, life raft, lifebuoys, or rope Fire and first aid e.g. fire extinguisher, first aid kit Vessel safety e.g. paddles, anchor, bailing buckets Distress alerting e.g. marine radio, locator beacon, flares
YOU'VE FALLEN OVERBOARD YOU'VE FALLEN OVERBOARD
* Remain calm! Conserve energy.
* Look for a lifebuoy, there may be one close by.
* Turn your back to the waves.
* Keep your mouth and nose clear of spray.
*
Conserve body heat - it is essential to survive.
1. Huddle with others and/or pull your knees up to your chest.
2.Climb up on the boat or debris to get as much of your body out of the water as possible.
3.Tighten up wrist, ankle and neck fastenings of clothing to reduce heat loss and hypothermia. | <urn:uuid:036e2d22-813c-4529-b66d-9ba2257beffb> | CC-MAIN-2017-39 | http://bcforestsafe.org/files/MPSG.pdf | 2017-09-22T13:39:28Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00560.warc.gz | 42,176,395 | 2,135 | eng_Latn | eng_Latn | 0.988832 | eng_Latn | 0.995083 | [
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A Document with a Mission
Uri Avnery
May 14, 2016
WHEN DAVID BEN-GURION READ out Israel's declaration of independence (officially: "Declaration of the Establishment of the State of Israel") on May 14, 1948, I was in Kibbutz Hulda.
guage, so the text is linguistically impeccable. Ben-Gurion was not satisfied with the text, so he took it and rewrote it completely. It bears all the hallmarks of his unmistakable style. Also, he had the Chutzpah to put his signature above all the others, which appear in alphabetical order.
My company of the (still unnamed) Israeli army was ordered to make a night attack on the Arab village of alKubab, near the town of Ramleh. It was expected to be a hard fight, and I was busy checking my equipment and cleaning my (Czech) rifle, when somebody said that BenGurion was making a speech which was being broadcast on the Kibbutz dining-room radio.
I was not really interested. We were all convinced that what some politicians in Tel Aviv might be babbling was quite immaterial to our future. Whether our state would survive or not would be decided on the battlefield. The regular armies of the neighboring Arab states were about to enter the war, there would be bloody battles, and the outcome would decide our lives. Literally.
However, there was one detail which aroused our curiosity: What would our new state be called? There were some rumors in the air. We wanted to know.
So I betook myself to the kibbutz dining room—which we soldiers were not allowed to enter on ordinary days— and sure enough, I could hear the very peculiar highpitched voice of Ben-Gurion reading the document. When he came to the passage "(we) hereby declare the establishment of a Jewish state in Eretz Israel, to be known as the State of Israel", I left.
I remember that outside the hall I met the brother of a girl-friend, who was scheduled to attack another village that very night. We exchanged a few words. I never saw him again. He was killed.
ALL THIS crossed my mind when I was called upon three days ago, on the eve of "Independence Day", to take part in a ceremony in the very hall where the original text had been read out by Ben-Gurion. I was one of the persons chosen to read it out again on the 68 th anniversary.
For this occasion I read the entire text of the declaration for the first time. I was not impressed.
The original version was first drafted by some officials, then re-written by Moshe Sharett (who became Foreign Minister on that day). He was a stickler for the Hebrew lan-
The writers of the declaration had obviously read the American Declaration of Independence before drafting their own. They copied the general outline. It is not written in the edifying style of an historical document, but as a document with a mission: to convince the nations of the world to recognize our state.
THE INTRODUCTION is a reiteration of Zionist slogans. It purports to set out the historical facts, and very dubious facts they are.
For example, it starts with the words "Eretz Israel was the birthplace of the Jewish people. Here their spiritual, religious, and political identity was shaped."
Well, not quite. I was taught at school that God promised Abraham the land while still in Mesopotamia. The 10 Commandments were given to us by God personally on Mount Sinai, which is in Egypt. The more important of the two Talmuds was written in Babylon. True, the Hebrew Bible was composed in the country, but most of the religious texts of Judaism were written in "exile".
"Jews strove in every successive generation to reestablish themselves in their ancient homeland..." Nonsense. They most certainly did not. For example, when the Jews were expelled from Catholic Spain in 1492, the vast majority of them went to the countries of the Muslim world, with none but a handful settling in Palestine.
Zionism, the movement to establish a Jewish nation in Palestine, was founded only at the end of the 19 th century, when anti-Semitism became a powerful political force all over Europe, and the founders foresaw the calamities to come.
THE DECLARATION emphasized, of course, recent history: "On the 29 th of November 1947 the United Nations General Assembly passed a resolution calling for the establishment of a Jewish State in Eretz-Israel..."
That is a major falsification. The UN resolution called for the establishment of TWO states: an Arab and a Jewish one (and a separate zone of Jerusalem). Omitting the call for an Arab state changes the entire character of the resolution.
This was, of course, intentional. Ben-Gurion was already in secret contact with King Abdullah of Jordan, who wanted to annex the West Bank to his Transjordan kingdom. Ben-Gurion approved.
Ben-Gurion saw it as a major aim to eliminate any trace of a separate Arab Palestinian nation. The annexation of the West Bank by King Abdullah was tacitly approved— even before the first Jordanian soldier entered the country, ostensibly to save the Arabs from the Jewish State.
HERE IS the place to tackle these two fateful words: "Jewish State".
Before the creation of Israel, when speaking about our future state, nearly all of us here used the words "Hebrew State". This is what we shouted in innumerable street demonstrations, this is what was written in the newspapers and demanded in political speeches.
This was not an ideological decision. True, there was a tiny group of young writers and artists, nicknamed "Canaanites", which was proclaiming the birth of a new "Hebrew Nation" and wanted nothing to do with the Jews in the Diaspora. Some other groups, including one founded by me, expressed similar ideas without reaching such absurd conclusions.
But in colloquial speech, too, people made a clear distinction between "Hebrew' (things in the country, like Hebrew agriculture, Hebrew defense forces etc.) and "Jewish" (like Jewish religion, Jewish tradition and such).
So, why "Jewish State"? Quite simple: for the British administration, the population of Palestine consisted of Jews and Arabs. The UN partition plan spoke about a Jewish and an Arab state. The "Declaration of Independence" took great pains to emphasize that we were only fulfilling the UN decision. Hence: "We hereby declare the establishment of a Jewish state, to be known as the State
1 Note: "A" Jewish state, not "the" Jewish state.
of Israel". 1
These innocent words have been quoted a million times to justify the contention that Israel is a "Jewish" state, in which Jews have special rights and privileges. This is accepted today without question.
However, it is generally overlooked that in one of the paragraphs, while "extending our hand to all neighboring states" it asks—in the Hebrew original—for cooperation with "the sovereign Hebrew people". This is flagrantly falsified in the official translation into "the sovereign Jewish people".
In the main sentence in the Hebrew original, the signers identify themselves as "...representatives of the Hebrew community in Eretz Israel. . . " The official translation says "the Jewish community in Eretz Israel".
One has to thank Ben-Gurion for the fact that God does not appear in the document at all. After a strenuous fight with the then small religious Zionist faction, the only religious allusion is to "the Rock of Israel", which is one of the appellations of God, but which can also be understood differently.
ONE GLARING omission is the stark fact that the declaration does not make one mention of the borders of the new state.
The UN partition plan drew very clear borders. In the course of the 1948 war, our side conquered considerably more territory. In the end the so-called Green Line was established.
The Declaration mentions no borders, and up to now Israel remains the only state in the world which has no official borders.
In this, as in almost all other matters, Ben-Gurion laid down the track along which Israel has been moving to this very day. | <urn:uuid:a44f9036-82cd-4bf4-a59b-fece0f1bfeb7> | CC-MAIN-2017-39 | http://piquestions.com/pdf/articlemegilah.pdf | 2017-09-22T13:21:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00557.warc.gz | 286,402,270 | 1,754 | eng_Latn | eng_Latn | 0.998794 | eng_Latn | 0.998913 | [
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As a way to become familiar with this unit:
a. Read the selections
b. Try/think through the Activities
c. Review the Assessment opportunities
d. Do the end-of-unit assessment tasks
What Comes Next?
This unit is the 3 rd of 7 units in Kindergarten. It is part of the K-5 patterns and functions strand. Before teaching this unit, perhaps after working through this Where to Start, read Mathematics in This Unit, p. 10.
Investigation 1: What Do You Notice?
Preparation
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 21)
* Investigation 1 Planner (pp. 22 & 24)
The following activities and information support the key math ideas:
* Discussion: Can You Do What I Do? (p. 36)
* Activity: Making Cube Trains (p. 42) and Discussion: Sorting Cube Trains (p. 43)
* Activity: Introducing Cube Train Patterns (p. 46) and Discussion: Comparing Cube Train Patterns (p. 48)
* Teacher Note: Repeating Patterns (p. 147)
* Dialogue Box: What Might Come Next? (p. 159)
Investigation 2: Constructing Patterns
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 51)
* Investigation 2 Planner (pp. 52, 54 & 56)
The following activities and information support the key math ideas:
* Activity: Introducing Making Patterns (p. 59)
* Activity: Introducing Recording Cube Train Patterns (p. 71)
* Activity: Introducing What Comes Next? (p. 86)
* Activities: Introducing Add On (p. 100) and Discussion:
* Discussion: Is This a Pattern? (p. 93)
This
* Materials to Gather and Prepare (pp. 23, 25, 53, 55, 57, 111, 113)
Assessment
* Assessment in This Unit (p. 14)
* Teaching Notes about Assessment Opportunities (pp. 47, 116)
* Teacher Note (p. 149)
* End-of-Unit Assessment Activities (pp. 139, 144)
Practice & Review
* Classroom Routines (p. 18)
* Practice and Review (p. 19)
Kindergarten Unit 3
Adding On (p. 102)
* Dialogue Box: A "Harder" Pattern (p. 163)
Investigation 3: What's the Unit?
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 109)
* Investigation 3 Planner (pp. 110 & 112)
The following activities and information support the key math ideas:
* Activity: Introducing Break the Train (p. 115) and Discussion: Recording Break the Train (p. 117)
* Discussion: What's the Unit? (p. 122)
* Activity: Introducing 12 Chips (p. 135)
* Activity: Introducing How Many Cars? (p. 125)
* Discussion: Comparing Patterns (p. 141)
* Teacher Note: What's the Unit? (p. 152) and Dialogue Box: Break the Train (p. 153)
Teacher Notes and Dialogue Boxes are important sources of information about mathematics content and about students' thinking about mathematical ideas. Each time you teach this unit, you can read more of this information.
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MODULE 11: Promoting Your Telecentre
UNIT 3: COMPONENTS OF PROMOTION
Structure of the Unit
3.0 Learning Outcomes
3.1 Introduction
3.2 Promotional Strategies
3.3 Designing messages
3.4 Working with the media
3.5 Summing Up
3.6 Check Your Progress: Model Answers
3.7 Definitions
3.8 Assignments
3.9 Glossary and References
3.0 LEARNING OUTCOMES
By the end of this unit, you should be able to
* Use advertising, sales and public relations for promotion
* Design effective promotion strategies
* Use approaches to message design
* Develop a media strategy
3.1 INTRODUCTION
In the previous Unit, you learned that promotion is one important aspect of marketing. You also learned that the activities of promotion are advertising, sales and public relations. We will, in this Unit, discuss promotion in the context of these three activities.
Promotion is all about communication. What is communication?
Communication is the process of passing on information from a sender to a receiver with the use of a medium. In this curriculum, communication means to get the word out about your telecentre and the services you offer.
3.2 PROMOTIONAL STRATEGIES
One common form of promotion is advertising. Just like any communication activity, advertising includes several elements. Before investing money in advertising for your telecentre, consider the following:
1. Objectives of the advertisement
* How many people do you want to reach through this advertisement?
* What change do you expect to happen after the release of the advertisement?
* Do you just want to inform people about the existence of your telecentre?
* Do you want people to think about how modern communication technologies can improve their lives?
* Or, is it just coming to the telecentre and using the services?
2. Messages
These will be designed to get the attention of your targeted clients and convey the message that you want to convey regarding your telecentre.
3. Channels or media of communication
What appropriate media will you use to ensure that your message will reach your target client group?
4. Credible or trustworthy spokesperson who will endorse your telecentre.
Let's look at these in more detail.
Objectives of the strategy
In Unit 1 of this Module we asked the question: why should you promote your telecentre? If the answer to this was to get clients to use your telecentre and "buy" your services, then how will you go about this?
In formulating the objectives of this promotional activity, there are guidelines which you can follow. This will also help your assessment of whether what you are doing is working or not in terms of achieving the over-all goal of telecentre promotion.
Two approaches to use in formulating the objectives of a promotional strategy are the ABCD and SMART. Let's look at them in detail.
The ABCD Approach
A for Audience – In the previous Units of this Module you learned about segmentising or separating the audience. Your primary audience or market is the target of this promotional strategy. You may also develop other promotional strategies for other groups you wish to reach.
B is for Behaviour - This relates to your target client group which will come to your telecentre and use the services you offer.
C is for Condition - This describes the conditions under which you want the expected behaviour to occur. If the expected behaviour is 'buying' or using the services of your telecentre, then you now specify under what conditions your target client group do it. For example, when they want to use the internet, or need quick tutorials about a software application, or want to consult a medical professional, they will go to your telecentre.
D is for Degree – This is the extent of change you want in your target client group. For example, what percentage in your target client group will go to your telecentre after, perhaps,
six months of doing your promotional activity? Or how many clients are you targeting to visit your telecentre in one, two, six or 12 months after implementing your promotional activity?
The SMART Approach
S is for Specific - You have to be specific about what is it that you want to achieve in your promotional activity. Definitely, your answer will be 'for my target client group to actually visit my telecentre and buy/use the services I offer'.
Your objectives will determine how you develop your message and what medium or channel of communication you will use in your promotional activities.
M is for Measurable - Again, you need to quantify or put a figure to this: how many do you want to have at the telecentre as a result of your promotional activities? This number can be used as one indicator in assessing the effectiveness of your promotional activity.
A is for Attainable – You may want to set a target of 100% achievement. Whatever your goal, it must be practical so that it can be met.
Example, if your target client group is high school students aged 12-16 in your community, and there are about 5,000 in your community, then you may want to set 30 or 50% of this group. In setting this goal, you will also have to assess the number of clients which your telecentre can serve.
R is for Realistic - Given the resources that you will allocate for your promotional activity, set a realistic target. If you will just be using an interpersonal approach, then the 'spread of the word' about your telecentre may not be that far and wide. This also relates to the 'attainable' aspect, above.
T is for Time Bound - Set a realistic time frame - say 4, 6 0r 12 months or more time - when you would want to see achieve your targets. During this time you will also do an assessment or monitoring of your promotional activities.
3.3 DESIGNING MESSAGES
A great deal is involved in designing messages for your promotional activities, paid or upaid.
When you develop your message, you have to be clear about what you want your target client group to do. The challenge is to 'say your message' in a way that the end result is your goal. The characteristics of your client group will determine how you will design and develop your message.
Message development is central part of your marketing programme. Content is an important aspect of message design.
Content of the message
There are three general types of messages:
1. Messages that inform (i.e., contains facts and data)
2. Messages that persuade (i.e., makes emotional and intellectual appeals)
3. Messages that combine both
If your objective is simply to increase awareness of your telecentre, then you will most likely use a message that informs.
If your objective is to convince community leaders to support and endorse your telecentre, then you will need a message that both informs and persuades. Generally speaking, messages that both inform and persuade are the most effective.
How you communicate the message (e.g. intellectual versus emotional appeal) will depend on the profile of the group you want to target. For those well educated, an intellectual appeal may be preferable as they tend to evaluate products and services based on the features. However, depending on the product you are selling, even among those highly educated, the emotional appeal may also prove to be effective.
Take selling insurance as an example. This combines both the intellectual and emotional appeals. Intellectual as you need to present actual facts and figures and concrete computations of benefits vis-à-vis the cost of the premium. However, people will buy insurance for emotional reasons - to protect their family.
Style of the message
You will direct your advertisement to the primary target group, right? The profile of this group will greatly influence the style you will use in your message. For example, if government officials are your target audience, think of a formal communication style. If you are targeting farmers, use a spoken style. Ultimately, the style you choose will be one that most suits your target audience.
Your Unique Selling Point (USP)
You may recall discussing the USP in previous Modules. Your USP should be the centre of your message and is the single, most compelling idea in your message. It is usually short, simple and easy to remember. Imagine if you have only 15 seconds of radio air time for your advertisement, what would you say that will make the listeners remember your telecentre?
Again, keep in mind your target client group. The most compelling idea to you may not be the most compelling idea to your target audience. Imagine for a moment that you are your target audience. What USP would have the greatest appeal to you? For this answer, it may be a good idea to check your Community Needs Assessment.
In many cases, the USP is the only thing that your target client group will remember after hearing your advertisement or after seeing your promotional materials, e.g. poster. This is the reason why USP is important.
Choosing your medium
To reach your target client group with your carefully crafted message, you need a medium or a channel of communication. There are two basic types of media or channels: mass media and interpersonal media.
Mass media includes television, newspapers, magazines, radio and other information sources. It is highly effective for creating general awareness.
Interpersonal channels are groups of people sharing information, usually in a face-to-face setting. They are usually more effective for promoting attitude or behavioral change.
Mass Media
Each mass medium has its own attributes and what to use will largely depend on your objectives and your target client group.
Television and radio for instance may prove to be effective if they are present in the area where your target client group is. Newspapers and magazines can also be considered, however, if your target client group has access and reads them.
Below are the characteristics of the mass media which you may want to consider when choosing exactly what medium to use.
Characteristics of TV, Radio and Newspapers
Television
Immediacy
Excellent for demonstrating things
Highly engaging—combines visuals, sound, text, and motion
Broadcasts are tied to schedules
Fleeting (i.e., once the announcement is over, it is over)
Radio
Immediacy
Very wide reach
Programming is highly localised and relevant to the community
Broadcasts are tied to schedules
Fleeting
Newspapers
"Not same day news"
Contains more detailed information
Can be read anytime, anywhere
Relatively permanent
Non-Mass Media
You can consider non-mass media such as brochures, booklets, posters, and flyers. They are cheap and fast to produce. You can produce these promotional materials yourself with some basic equipment such as a computer and printer. Web pages may also be useful in your marketing efforts.
Interpersonal Channels
This is often known as spreading information by 'word of mouth'. It means you communicate and spread your message by getting people to talk about it to others. Sometimes this involves giving incentives to people to talk about your message, and sometimes it doesn't. For instance, you can reach adults through their children. You can plan a telecentre activity with school children that will excite them enough to share it with their parents.
Note: 'Word of mouth' is most effective when you can get someone who is respected and trusted within the community network to spread your message. If the message comes from a respected and trusted source, your message has a higher chance of being accepted and spread further.
Credible or trustworthy endorser
In commercial marketing, an endorser makes the product promotion effective. It is useful if the endorser believes in the power of IT as a tool for social change. They should have a good reputation, be credible, trustworthy and have knowledge on the subject area being endorsed. For instance, an individual cannot talk about the benefits of access if they are computer illiterate, and proud of it!
Promotional efforts cannot succeed if the product's benefits, price, and placement are not also in line with the people's wants and needs. So programme promotions will have to be in perfect synch with the other marketing activities or to be more precise about it, with the other P's of marketing.
3.4 WORKING WITH THE MEDIA
Public relations (which you learned about in the previous Units) refer to practices that aim to influence public opinion in favor of a product or in your case, the telecentre. It is usually referred to as PR and can take many forms such as media relations, events (e.g. inaugurating your telecentre) or sponsorship and charitable donations.
An effective mechanism to promote your telecentre, even with a very limited budget, is media. This means you will have to have a good relationship with the media. Compared to advertising, media relations is not a directly paid service. While the activity may incur some indirect cost, there is more room for flexibility as to what will cost how much.
Media relations usually result in media coverage. Since you will not have control as to how the press will report what was covered, the write-up can be more persuasive to your target audience than other forms of marketing, because it is perceived to come from a neutral and independent source.
Suggestions for successful media relations
1. Identify the media: Locate newspaper, television, radio, and magazine editors and writers who are inclined to report about social, community, or technology-related subjects. Since these are their 'beats' or things they cover and write about, your telecentre event can be seen as newsworthy or deserving space in the paper, magazine, channel or radio station.
2. Focus on the story: The media are interested in news − information that is current, significant, and relevant to the community. They are also interested in personalities, 'success' stories as well as big or unusual events. Think of newsworthy events and 'sell' them to the media. Examples of story angles include:
* Local personality (politicians for instance) to be present at the launch of your telecentre or other activities you can think of for your telecentre ('Personality' and 'Big Event')
* Telecentre will link people to the rest of the world (News that is significant and relevant to the community)
* Telecentre finds a long lost member of a family in the community (Success Story)
3. Needs of media: Remember, media have different information needs and interests. For example, a business newspaper will be more interested in the economic impact of the telecentre in the community e.g. how many jobs it will generate, how will the telecentre promotes the growth of Small and Medium Enterprises (SMEs), etc. A technical magazine may want to take a closer look at the 'state of the art' equipment and facilities that your telecentre has and how the presence of your telecentre can benefit the whole community.
Note: You need to fit the story angle to the information needs and interests of the media you have in mind.
Keep in Mind:
* Reporters want exclusive reports or 'scoops' that beat other news media. Therefore, if you are thinking of inviting more than one reporter or media personality, be sure that they claim scoops in whatever story they will report.
* Reporters work on very short deadlines. Schedule the event such that the reporter will still have time to write and meet press deadline.
* Reporters need information that is accurate, timely and complete.
* Prepare a press kit which contains information the reporter may need when writing the story. This may include the background of your telecentre, the services it offers, the organisational set-up, and how it will benefit the community.
* Provide a contact point in case the reporter wants to verify information. Phone numbers are always helpful.
* Provide a list of individuals whom the reporter can interview if they want to present another angle of the story e.g. from a student's perspective, a homemakers perspective, etc.
* Provide a sample news article or news releases and feature articles about your telecentre. Your straight news article can be a simple write up providing information on the 'who, what, when, where and why' of your telecentre.
4. Contact list: Make a list of editors and reporters to whom you want to 'sell' your story. Their response will largely depend on how 'newsworthy' your event is. Editors and reporters have many other stories to write each day and they will definitely choose which among these competing stories will 'sell the most to their target audience.
5. Partnership with media: It is also important to treat the media as a long-term partner − an editor or reporter may not write a story about your telecentre today, but they may tomorrow or a week or two later. Always think of the power of the media and how they can shape public opinion. That is why it's called building a relationship with the media.
6. Focus on the newsworthy: This can be a launch of major activities which will also help promote your telecentre. Examples are 'Farmers Hour', 'Health Talk', 'Children's Time' etc where you can give priority to farmers, health, children etc in the services of your telecentre. It can be offering a computer tutorial class to kids or the senior citizens in the community where you are operating. Offer these stories to the media and invite them to cover the highlight of the events.
7. Be available to the media: If you want to maintain good media relations, you have to make yourself accessible to the media. Return calls, letters, etc. In short, keep the communication lines open. Don't hesitate to invited media people for a cup of tea or coffee to just chat, without an agenda. That is how relationships are built.
8. Launching the Telecentre or other services: As a part of promotional activities and media coverage, look at the example below. It is the inauguration of a telecentre with
suggestions about specific activities that you will launch as part of your promotional activities for your telecentre. You can have a telecentre opening event only once but you can think of other major activities to launch which will also give your telecentre good media coverage.
Planning an Telecentre Launch Event
Announce the opening of your telecentre with an event.
* Invite a high-profile person from the community - such as the President or the Deputy President, a local MP, or the director of a funding agency to open the telecentre
* Invite all community organisations you know (they could be future partners), as well as to representative of local government and the business sector. Send the invitations in good time so people can plan and be free to come.
* Invite all local media to the opening event.
* Arrange a programme for part of the day. This might include an opening speech, a demonstration, refreshments, etc.
* Make sure that plenty of photographs are taken.
* A Steering or Management Committee member must welcome guests.
* Take the names and contact details of all attending the event. Get a guest book with space for comments which can be included in articles and in displays of the opening event.
* After the opening of the Telecentre, mount a display, including photographs in the local library, shopping centre or community centre. The topic is less important than how many people it will attract into the telecentre.
* Develop an individual design/logo for packaging or wrapping all material that leaves the telecentre, so it becomes identifiable and recognised by clients.
* Run a logo/slogan competition in the local community; encourage school students to become involved in developing a telecentre slogan.
* Organise a series of awareness programs and invite small groups or members of local organisations to attend a free-of-charge induction into telecentre services and facilities that would be particularly useful for that group.
* Organise a light lunch and invite representatives from local businesses, the chamber of commerce and government departments. As with an open day, include demonstrations of the telecentres computing and technology equipment and a presentation on the benefits of the telecentre to local business. This event will need to be tightly structured, due to the time constraints of the people attending.
* Display brochures at local points of interest, such as the library, tourist bureau, schools and other public places.
* Capitalise on "word of mouth" marketing. Have brochures, business cards or pamphlets available to all committee members and the coordinator at all times. This information can then be distributed by these people in the normal course of their day, when someone asks them about the telecentre.
Check your Progress 1
Note:
a) Please use the space given below each question for your answer
b) Compare your answer with the one given at the end of this Unit
1. List the ABCD approach
i ______________
ii ______________
iii ______________
iv ______________
2. List the SMART approach
i ______________
ii ______________
iii ______________
iv ______________
v ______________
3. Name 3 general types of messages
i ________________
ii ________________
iii ________________
4. Name the two types of media or channels of communication
i. _______________
ii. _______________
3.5 SUMMING UP
In this Unit we have learned about the various components of promotion. The main points are:
* Promotion is a strategic exercise
* Advertising, sales and public relations are essential elements of telecentre promotion
* Messages for telecentre promotion have to be carefully designed
* Both mass and non mass media can be used to promote the telecentre and its services
* Developing and cultivating relationships with media is very important
* Using word of mouth or informal methods of promotion are equally important
3.6 Check Your progress: Model Answers
1. The ABCD approach is:
1. A for Audience
2. B is for Behaviour
3. C is for Condition
4. D is for Degree
2. The SMART approach is:
1. S is for Specific
2. M is for Measurable
3. A is for Attainable
4. R is for Realistic
5. T is for Time Bound
3. There are three general types of messages:
1. Messages that inform
2. Messages that persuade
3. Messages that combine both
4. The two types of media or channels of communication are
i mass media and
ii interpersonal media
3.7 DEFINITIONS
1. Communication
Communication is the process of passing on information from a sender to a receiver with the use of a medium.
3.8 ASSIGNMENTS
Make a presentation of your telecentre launch. If the telecentre is already in service, think of a new product or service that is being introduced. Describe how you would publicise the event, using all that you have learned in this Unit.
The presentation could be
1. A 5-7 minute cassette or CD audio recording
2. A video tape (5 minutes)
3. A written essay (1000 words)
4. A drawing
5. A poem
6. A photos essay (with about 10 photos and text)
3.9 GLOSSARY AND REFERENCES
1. Jensen M and Esterhuysen A. The Telecentre Cookbook for Africa. UNESCO, France. 2001.
2. Western Australia Telecentre Network Tool Kit.
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Novato Live Well:
Nurturing the Body, Sustaining the Community
From the garden, to the kitchen and in between! Serving schools, families and the community.
Novato Live Well/NUSD Food & Nutrition Services "Lunch Buddies" Program
WHAT IS THE "LUNCH BUDDIES" PROGRAM?: This program was piloted last year in collaboration with Miguel Villarreal, Director of NUSD Food And Nutrition Services (FANS). "Lunch Buddies" are volunteer adults who come during the lunch period to talk to the children about food. We ask them what they like and don't like. We let them sample food and give us their opinion. We take surveys. We talk about nutrition and it's relationship to a healthy body and learning. We assist the staff as needed. We assess and provide feedback to Miguel Villarreal & FANS Staff. We work collaboratively with all parties. And, we do it without negative judgment, rather with lots of positive encouragement.
OUR GOALS:
1. To learn what food children like and dislike that is served in the School Lunch program to eliminate waste.
2. To engage children in discussions about food likes & dislikes, nutrition, choices, etc. to open minds and open mouths to new healthier food choices.
3. To provide sample food to children to exposure them to new tastes, to get feedback, and to maintain open communication about nutrition and nutrition choices.
4. To learn about challenges and limitations facing FANS and FANS staff and provide the information to the larger community to seek solutions.
5. To develop other programs as the need and/or opportunities arise to support nutrition and wellness in the school.
6. To work collaboratively to educated, support, and maintain positive communication between children, FANS Staff, Administrators, School Staff, Parents, and the larger community.
WE ARE LOOKING FOR VOLUNTEERS: We introduced this program to a few Novato elementary schools during the 2005-2006 school year. We hope to expand this program to other schools in the 2006-2007 school year. As volunteers arise, we will adapt and expand the Lunch Buddies program in the Middle and High Schools. If this program interests you and you can volunteer* 2-3 hour per month, contact Novato Live Well "Lunch Buddies" Coordinator, Veronica Valero, at firstname.lastname@example.org or (415) 897-2302.
*For the NUSD requires volunteers working in the kitchen to show proof of updated TB test results.
To Learn more about NUSD Food And Nutrition Services (FANS) go to: www.nusd.org and click on "Nutritional Services" or contact FANS at (415) 892-2115 | <urn:uuid:513bdd66-467f-47fd-a7b9-9ed3810853c0> | CC-MAIN-2017-39 | http://novatolivewell.org/LB%20text/LunchBuddiesFlyer9-06HO.pdf | 2017-09-22T13:26:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00559.warc.gz | 248,159,886 | 566 | eng_Latn | eng_Latn | 0.996821 | eng_Latn | 0.996821 | [
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BOARD OF EDUCATION POLICY SHARON SPRINGS CENTRAL SCHOOL
File: #7.26
Adopted: 09/10/12
Reviewed: 09/10/12
Page 1 of 1
Concussion Management Policy
The Board of Education of the Sharon Springs Central School District recognizes that concussions and head injuries are commonly reported injuries in children and adolescents who participate in sports and recreational activity and can have serious consequences if not managed carefully. Therefore, the District adopts the following policy to support the proper evaluation and management of head injuries.
Concussion is a mild traumatic brain injury. Concussion occurs when normal brain functioning is disrupted by a blow or jolt to the head. Recovery from concussion will vary. Avoiding re-injury and over-exertion until fully recovered are the cornerstone of proper concussion management.
While district staff will exercise reasonable care to protect students, head injuries may still occur. Physical education teachers, coaches, nurses and other appropriate staff will receive training to recognize signs, symptoms and behaviors consistent with a concussion. Any student exhibiting those signs, symptoms or behaviors while participating in a school sponsored class, extracurricular activity, or interscholastic athletic activity shall be removed from the game or activity and be evaluated as soon as possible by an appropriate health care professional.
If a student sustains a concussion at a time other than when engaged in a schoolsponsored activity, the district expects the parent/legal guardian to report the condition to the school nurse, coach, teacher, etc. The district can then support the appropriate management of the condition.
The student shall not return to school or activity until authorized to do so by an appropriate health care professional. The school's chief medical officer will make the final decision on return to activity including physical education class and after-school sports. Any student who continues to have signs or symptoms upon return to activity must be removed from play and reevaluated by their health care provider.
The superintendent, in consultation with appropriate district staff, such as the chief school medical officer, school nurse, athletic director, coaches and teachers will develop regulations and protocols to guide return to activity.
Return to play Protocol following a Concussion
When an athlete shows ANY signs or symptoms of a concussion:
The following protocol has been established in accordance with the National Federation of State High School Associations and the International Conference of Concussion in Sport, Prague 2004.
1. The athlete will not be allowed to return to play in the current game or practice.
2. The athlete should not be left alone, and regular monitoring for the deterioration is essential over the initial few hours following the injury.
3. The athlete should be medically evaluated following the injury.
4. Return to play must follow a medically supervised stepwise policy.
The cornerstone of proper concussion management is rest until all symptoms resolve and then a graded program of exertion before return to sport. The program is broken down into six steps in which only one step is covered a day. The student athlete must have a signed release by the treating clinician indicating that he/she may begin the return to play progression below (provided there are no other mitigating circumstances)
Return to play PROTOCOL:
*****VERY IMPORTANT!
1. No activity until symptom free for 24 hours, and a Drs. release in place before protocol may commence.
2. Day 1: Light aerobic activity
3. Day 2: Sport specific activity
4. Day 3: Non-contact training drills
5. Day 4: Full contact practice
6. Day 5: Return to play
Other monitoring: The student-athlete should also be monitored for recurrence of symptoms due to mental exertion, such as reading, working on the computer, or taking a test.
(These NYSPHAA current return to play recommendations are based on the most recent international expert opinions in regard to concussion management*)
**Each step should take approximately 24 hours so that an athlete would take approximately one week to proceed through the full rehabilitation protocol once they are asymptomatic at rest and with provocative exercise. In any post concussion symptoms occur while in the stepwise program, then the student should drop back to the previous asymptomatic level and try to progress again after a further 24 hour period of rest has passed.
Parents and student-athletes please sign the sheet stating that you have read and understand this protocol for return to play. Thank you!
Concussion Management Return to Play Protocol Permission slip:
The Return to Play Protocol has been read and I understand that once a student athlete is symptom free and a Drs. release is in place releasing the student athlete for activity, then the RETURN TO PLAY PROTOCOL may begin. I understand that this process will take a minimum of 6 days to complete or longer if my son/daughter begin to show symptoms again.
Student athlete signature_______________________________
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Part 1: Noel Proud's Memories of Beverley Road in the 1950s
(sent to the pupils of Stepney Primary School in November 2010)
Hello Everyone,
I saw your school website yesterday, I was really surprised! Fifty five years ago I sat in the same classrooms that you are sitting in, listened to my teachers and learned the lessons which eventually helped me to become the person I am today.
Beverley Road School (as we called it then) was a very different place to the school which is pictured on your website, but then the world I was brought up in was very different to the one in which you live.
The school had already almost seventy years of history behind it when I went to the infant school in 1953, and of course there is no one now who can remember what things were like when it first opened. It is such a long time ago! Or was there?
Well, my Grandfather was born in 1883, before the school was built and at that time there were no cars and lorries, everything was moved on hand carts or wagons pulled by horses. When I was a child, many of those vehicles were stored in the transport museum on the High Street. That's opposite to where my Grandfather had his smithy, he was a farrier. The smithy is still there I think, and if you look down the side streets nearby you can see ruts worn into the cobblestones by the iron tyres of the carts.
Queen Victoria was our Queen then and Granddad joined her army on his sixteenth birthday, he met a recruiting sergeant on Monument Bridge.
I've thought very hard about what I should tell you this morning, rather than launch straight into my memories of school I think it might be better to tell you a little bit about what our life was like in the 1950's.
Our family lived at number seven, Grove Street. The street was quiet, only two people who lived there owned cars at that time and we could play football in the street quite safely. Two of my aunts lived there as well, Auntie Lily lived at number three and Auntie May lived at number 19. Mr and Mrs Hale lived at the far end of the street, their son Jack was an Olympic swimmer, and he was a coach at Albert Avenue baths. We were very lucky because our house had a bathroom and an indoor toilet, many people still had to go outside to the toilet and had a metal bath that they would put in front of the kitchen fire and fill with water boiled on the range. Most of the houses on the street were owned by an engineering company called Thomas Hill, their factory was at the back of the houses on what we called "mucky peggy lane" the site of the factory has been built on now by a housing association. I used to get very frightened when the boilers in the factory vented steam, it made a scary noise.
A stick of bombs had fallen across the street and nearby Cave Street during the Second World War and a number of buildings had been destroyed. We used to play on the "bomb buildings". Some of the houses still had concrete air raid shelters in the back gardens. The doors and windows in our houses were all tilted a bit because they had been damaged when the bombs went off.
There was a 'ten foot' running behind the garage, which stood where the shop is next to the pedestrian crossing now, and at the end of the ten foot there was the old coach house and stables that had been used by the owners of the big house which stands between Grove Street and Pearson Avenue. It was quite a spooky place!
We didn't have central heating at home, not many people did at that time, everyone had coal fires which made a lot of smoke. During the winter, we used to get awful smogs, thick yellow green fog. We had to carry a torch to go to school. Mum used to light a paraffin heater in the hall on really cold days and put a hot water bottle into our beds to warm them, it was real luxury when she was able to buy us electric blankets! The world was a dirtier place then than it is now, often in the morning we would wake up and find everything outside covered in a layer of dust from Earl's cement works, and when the wind blew from the river we would get the most revolting smell of rotten fish from the fish dock. Hull was the biggest fishing port in England then! On New Years Eve, we would listen as the ships in harbour sounded their sirens to welcome the new year.
We couldn't go to the supermarket to do our shopping then because there were no supermarkets. Beverley Road was our supermarket really. Between Grove Street and Cave Street you could buy everything you needed to feed and clothe your family. Starting after the public house there was an electrical shop, then there was Issie Lipman's, Mr. Lipman was a tailor, he made men's suits to measure by hand. He had a very famous niece who became an actress (Maureen Lipman), do you know who she is? Tony and Mary Kidson kept the sweet shop, and then there was Sewell's "The Working Man's Fruiterer". Further along there was another tailor, two butchers shops, Margaret's sweet shop and Townsend's off license. It was a really different street scene then, of course we could not always buy what we needed, sometimes because fruit and vegetables were not in season, and for many years. This was because many things, sweets, food, coal and clothes were rationed. I remember I left my sweet coupons in my shirt pocket once and my Mam washed them, I couldn't have any sweets for a month!! We could only have enough coupons in a month to buy a small quantity of sweets, about one Mars Bar, I think. I used to go with Mam to the offices in big nissen huts in Queens Gardens for her to get the coupons for our coal. We used to have to walk past the pet food shop on Blundell's Corner, I used to hate it, pet food didn't come in tins then and the shop had massive joints of horse meat hung up outside for people to buy to cook for their pets.
During the 1950's, there were really exciting times when Mam and Dad got something new. When I was a very small boy, Mam used to do our washing in the wash house at the back of the house, she had a coal fired copper to boil the water and a posh tub and post stick to wash the clothes. The clothes went into the tub with the soap powder and water and she would beat them up and down with the stick. When I was a bit older, she used to send me to the chip shop in Cave Street for dinner on washday, fish and chips twice and pattie and chips twice cost us 3/6d. If it was a wet day she would dry the clothes in the kitchen on a rack which hung from the ceiling. Then she got a washing machine! It had a handle on the top that she had to crank round to wash the clothes but it was easier for her. Things really changed when she got an electric washer with a wringer! We were lucky to have a gas stove, but our house still had the kitchen range. When the houses were built, people used to do all their cooking and baking on them. We didn't have television until 1956, but we did have a wireless. It had to be switched on for about five minutes before it worked because the valves needed to warm up. You certainly wouldn't have been able to carry it around with you. Not many people had a fridge at that time, it was possible to buy them, but they were too expensive for most people. We had a big stone slab in the larder to keep things cool and a meat safe to keep flies away from food.
There were no aeroplanes flying us all over the world at that time. We used to get the train at Stepney Station, it is still there, do you know where it is? And we would go to Hornsea or Bridlington for the day, it was a great adventure for us then! The trains were pulled by steam engines and engine drivers were very skilled and respected people. Fish from the docks used to be sent from Paragon Station every day, they had a separate platform for the fish train because it smelled so bad! If we wanted to go anywhere locally we would use the trolley bus which ran up and down Beverley Road. If we needed to go anywhere else then there were other buses, the East Yorkshires had pointed tops, do you know why? It is to do with them having to go to Beverley, try to find out!
People used to turn up on the street to do things. The rag and bone man was just that: he collected rags and scrap. The knife sharpening man turned up every so often, set his bicycle up on a stand and sharpened everyone's kitchen knives. A different man came once and Mam was really annoyed to find him sharpening her knives on her front step, she'd just donkey stoned it!, Ice cream was brought round in a horse drawn van. Paget's used a bicycle with a cool box on the front and their ice cream was the nicest. The pop man used to come around once a week and mum always bought a few bottles of lemonade from him. The coal men came once a fortnight, they were always covered in black coal dust. They carried the bags of coal on their backs to the coalhouses.
I always remember one couple, a man and a woman. They used to walk up and down Beverley Road every day, pushing an old pram, they would sit on the seat at the top of Grove Street and count these little parcels of dry bread wrapped in newspaper. When I was much older I asked my Mam about them and she told me they were survivors of as concentration camp and had been badly affected by their ordeal.
If you think about our lives then and your life now you may find some similarities and many differences, would you have liked to grow up when I did? What would be the hardest thing for you to get used to?
Part 2: Noel Proud's Recollection of Life at Stepney Primary School
Well, seeing your website has really been an experience for me, I've found a whole world of memories flooding back to me, some of them very small things that it seems odd to have remembered.
The first day I went to school, I can remember Mam taking me through the side door on Stepney Lane: it was very confusing for me, we took my coat into the cloakroom, the pegs all had a picture on them so we could remember which one we had used. The peg was so high I could hardly reach it! I must have been quite small then I think. Then, suddenly Mam disappeared and I found myself so busy in the classroom I hardly had time to think. That first morning soon finished and Mam came and took me home for dinner (we still called it dinner then although now I think most people will call it lunch!). Not many people had diner at school then, we all lived quite nearby, those of us that did went to a building just down Stepney Lane, on the first street after the bridge. I was very surprised when Mam took me back to school in the afternoon, I thought I it was all over and done with when I came home!
The school was a lot different to the one pictured on your website now: we had desks with a cast iron frame and wooden seats. In the top infants class, the desks were in tiers, so we sat looking down at the teachers desk which stood where the focus of the ellipse would be. Miss North was the Headmistress of the infants' school, She was a tall, slim woman who always wore her hair scraped tightly back into a bun, she lived in a flat on Pearson Avenue and we all thought it was very grand. I wonder if you have heard of Phillip Larkin. He was a famous poet and lived in a house on Pearson Park. He wrote one poem called Terry Street, it would be interesting for you to read it, if you can find it.
When we first started at school, we began to learn to write with a slate and a stick of chalk, it was a great step forward when we began to use a pencil! It was very different to your experience of school: lessons were very formal, mostly we were sitting listening to our teachers and then repeating things that they said or copying from the blackboard. Oh yes, we didn't have whiteboards with coloured pens, there was a sheet of hardboard painted black fastened to the walls and our teachers wrote on that with coloured chalk, it was awful when they dusted it off because we got covered in chalk dust if we were sitting near. Sometimes the teacher would catch their fingernails down the board and it made the most awful noise!
In my first year at junior school I was in Mrs Kirkwood's class, our classroom was half of the main hall. Mrs Kirkwood sat at a big wooden desk with a seat built in and because it seemed so high we had to tip our heads right back to see her when we were standing next to it. I remember that year we all went into the playground so that we could be tried out for races for sports day, I wasn't chosen to be in anything, well I wasn't any good at sporty things then, and I told my Mam that I didn't have to go to sports day because I wasn't in anything. I got a terrible telling off from Mrs. K. the next day! It was then I began to learn "proper writing" and how to use a pen. We all had an inkwell on our desk, and our pen was a round wooden stick, about six inches long with a metal ferrule that held a nib. The idea was that we dipped the pen in the ink and then used it to write. It sounds primitive but it is the same thing that is used today by calligraphers to produce beautiful ornamental writing. It was a disaster for me! I am left handed and because we write from left to right, whenever I used a pen it dug into the paper, broke the nib, made blots and of course my hand then smeared across the wet ink and no one could read what I had written. Life became much easier for me at school when felt tip pens were invented in the 1960's.
Mrs Kirkwood left the school after I had moved up and I think I remember my Mam telling me she had been lost in one of the Comet crashes in the 1950's. The Comet was the first commercial jet airliner and in the 1950's it opened up a whole new world of air travel for ordinary people, but there were several bad accidents when it first came into use.
The next year was a great adventure, I went into Mrs. Blackstone's class, but not where you are now. There were two old buildings right at the other end of Stepney Lane, I was told they had been a prisoner of war camp but I don't know if that is true. There was a paper mill on Stepney Lane then, they used to buy newspapers, rags and scrap metal for a few pennies. It smelled of awful, damp cardboard. We'd walk over the drain on the bridge. For a few days every year the eels used to come up the drain, it was a deep land drain and it would be filled from bank to bank with eels. We had to walk there past the air raid shelters, they were smelly and scruffy concrete buildings where people used to take refuge during the raids of the second world war. They were pretty scary, especially when Ian Wardrobe, who was a mischief, used to jump out to startle his friends! You may have seen on Beverley Road, towards town, there is the front of the old National Cinema. My Auntie Emily was on firewatch there one night when it was bombed, the staff got all of the customers out of the cinema before the bomb hit and no one was hurt, but my Auntie was buried in the firewatcher's post for two days before she was rescued. She was hungry when they got her out!
I spent three years there, with Mrs. Blackstone, Mr Dalby and Mr. Grey.
It is interesting to notice the changes which have taken place over the years, the toilets were outside. They had a roof but no windows and it was very cold in winter, the heating for our classrooms was provided by an old coke boiler in Mr. Gray's classroom, and he had to keep adding coke to it during lesson times to keep us all warm. We all had a third of a pint bottle of milk at morning break: in winter it was often frozen and the ice had forced the top off. We didn't have television at home or in school, but two or three times a weeks we would listen to the school programme on the wireless. One of the programmes was about history, another was a singing lesson and another was a nature programme. Sometimes we would do dancing, Mr Gray would take us down to the dining centre, we had a wind up gramophone and he would play the music on that. He forgot it one day and sent me back to the classroom to fetch it, it took me ages to find it and when I got back it was time for the lesson to finish! During the winter the baths were closed for swimming, but they put floors in so that they could be used for dances at night (that all finished when the Locarno opened near Blundell's Corner). During the day we could go there for PE: no-one had P.E. kit then, we just wore our ordinary vests and pants, it took us nearly as long to get the equipment out and set up as we had using it. We went to play football once: Mr Gray took us all to the bus stop and we got on the trolley that took us up to Endike Lane I think. There was a school there where we went and played football. It was a very different kind of building and my Mam told me that it had been an open Air School. Years ago a disease called tuberculosis was a serious problem, it isn't around much now because of vaccinations. This school was there for children who had contracted TB.
As I got older I learned to swim, the city council thought it was important that we all learned to swim (I suppose that was because the main industry was fishing, although how long one would have swum for in the sea off the coast of Norway is an interesting conjecture!) and so everyone under 14 could have a free pass for the swimming baths, the pool used to be packed during the summer holidays!
My Grandmother's maiden name was Brocklesby and one of her brothers was a trawler skipper. My mothers cousin was Laurie Oliver, he was the last skipper to win the Silver Cod. My great uncle was a fish merchant, he used to transport the fish from market on horse drawn rulleys. During the 1960's we used to listen to recordings of Icelandic naval skippers attacking the trawlers. Eventually, the fishing industry in Hull was ended because of what were called the cod wars.
In my last year at Beverley Road, School Mr Grey encouraged us to enter a competition which was being run by the Hull Daily Mail. It was an "I Spy" competition and took us all over town looking for interesting things, like the smallest window in the town and the ruts in the cobble stones, a Victorian pillar box and the slab showing where the Wilberforce memorial stood before it was moved to its present site. I went back to Wilberforce House recently, and although the layout has been changed a lot it still stands as a fitting memorial to a courageous man.
My sister, Elaine, went to the school as well, and she went to the girls' school when she was 11, that was upstairs in the same building. Her teachers encouraged her and she transferred to a pre-nursing course at Thoresby School. Her teacher there was Miss Plater, who was the sister of another very famous Hull man. Elaine became a nurse in the Royal Air Force, and was given a medal by the Queen at Buckingham Palace some years ago for her work, which included the Falklands War, the first Iraq War and bringing the British hostages back from the Lebanon.
One day, Mr Gray turned up with an exam for us, he said it was a preliminary, no one knew what that meant but it sounded important. Afterwards, he saw us all individually and asked us which secondary school we wanted to go to, I was adamant that I wasn't going to Wilberforce High School: there were some boys there I really didn't like. Eventually, we took the eleven plus: we sat down with a test paper with lots of puzzles and questions and for what seemed like ages I ploughed through it, I didn't have the faintest idea what I was doing but I must have done fairly well because I was given a place at a brand new school on Bricknell Avenue called Kelvin Hall.
I have always been very grateful for the education which I received at Beverley Road School, it enabled me first to become a teacher and then a psychologist, and as a result of that I have been able to help many people during my career.
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Session Booklet – Google Translate
Google has many other accessible functions, some you can access without the need for an account. Many of you already have accounts, probably without realising. If you have a Gmail account you will automatically have access to these additional functions.
Google Translate
1 Our first step is to go to Google. If Google is not your search engine then type this web address into your address bar: www.google.co.uk
Knowledge check – Can you name any other search engines?
2 Locate the 9 squares at the top right of the page.
3 Select the 9 squares to view a list of additional functions.
Select More at the bottom of the list to display additional options.
Some of these options require you to have a Google account.
If you have a gmail account that is part of Google so you automatically have a Google account.
Knowledge Check – What other options are available? Name five.
4 Locate translate and click on it.
5 Two boxes will be displayed.
6 In the box on the right is the translation into Spanish.
8 Locate the Speaker symbol located under where you typed, "Hello my name is".
9 Locate the speaker on the translated version to hear what was typed, in the selected language.
10 You can also say what you want to be translated. Using the box on the left select the microphone symbol next to the speaker.
11 Google translate will ask for permission to use your microphone.
12 Once the microphone is selected you will see the speak now box.
13 Have a go yourself either typing what you want to translate or use the microphone. Try different languages.
14 Tablet users or mobile phone users you could download the App "Google translate" from your App store. This will give you the option of photographing a word that you want translating.This is especially useful if you are abroad and need to translate a restaurant menu.
15 Additional activities
There are other symbols on the translation.
If you click on the pieces of paper the translated text will be copied.
You can then paste this text elsewhere.
Open a new internet tab,click in the address bar.
Press and hold the ctrl button now press the letter V the translated text will be pasted into the address bar.
The Star will save the translation as a favourite translation . (This will be possible if you have a Google account).
15 If you have a document that requires translation this is possible by uploading your document to translate a document. | <urn:uuid:52504b2a-9399-41f6-bd7d-2821e49df6da> | CC-MAIN-2020-16 | https://stockportonline.files.wordpress.com/2018/08/google-translate.pdf | 2020-04-10T10:20:33+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00441.warc.gz | 677,362,077 | 489 | eng_Latn | eng_Latn | 0.998595 | eng_Latn | 0.999133 | [
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Speak, Listen, and Understand!
Identifying and supporting children with Speech, Language and Communication needs
We will help you to enhance speech and language development, including
- Improving attention and listening
- Helping children to learn, and store new words
- Building skills in understanding and using sentences
- Working out which speech sounds are causing difficulties, and how to put it right
- Teaching children to "tune in" to sounds and improve both speech and literacy
- Knowing which children are simply immature, and who needs to be referred for further help
- Heaps of practical strategies to help the children who are struggling
By the end of the workshop you will feel confident in using a range of classroom assessments and teaching tools for the immediate benefit of your children.
"The most useful training I have ever attended" Cathryn Strete, Hatchell Wood School
To find out more how we can help your setting:
Telephone 0121 602 0882 Or email firstname.lastname@example.org www.speakclearly.co.uk | <urn:uuid:b4a41388-99f2-496a-860e-3c29bae8ad49> | CC-MAIN-2017-39 | http://dev.speakclearly.co.uk/wp-content/uploads/2010/SLU.pdf | 2017-09-22T13:16:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00562.warc.gz | 95,323,034 | 211 | eng_Latn | eng_Latn | 0.996514 | eng_Latn | 0.996514 | [
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As a way to become familiar with this unit:
a. Read the selections
b. Try/think through the Activities
c. Review the Assessment opportunities
d. Do the end-of-unit assessment tasks
How Many Hundreds? How Many Miles?
This unit is the 8 th of 9 units in third grade. It is part of the K-5 number and operations strand, and is the 3 rd of 3 units at this grade that focus on addition, subtraction, and the number system. This unit builds on the work of the previous units in this strand. Before teaching this unit, perhaps after working through this Where to Start, read Mathematics in This Unit, p. 10.
Investigation 1: Numbers in the Hundreds
Preparation
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 23)
* Investigation 1 Planner (pp. 24 & 26)
The following activities and information support the key math ideas:
* Activities: Introducing Paper Clip Problems (p. 31) and Paper Clip Problems (p. 33)
* Discussion: Estimating Your Answer (p. 41)
* Math Workshop Activity 2A: Related Subtraction Problems (p. 43)
* Discussion: Who Has More Paper Clips (p. 48)
* Dialogue Box: I Know It's Either 2 More or 2 Less (p. 176)
Investigation 2: Addition Strategies
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 61)
* Investigation 2 Planner (p. 62)
The following activities and information support the key math ideas:
* Activity: Making Representations? (p. 66)
* Teacher Note: Addition Strategies (p. 152)
* Discussion: How Do You Know It Is True? (p. 69)
* Discussion: Crossing Over 1,000 (p. 77)
This
* Materials to Gather and Prepare (pp. 25, 27, 63, 99, 101)
Assessment
* Assessment in This Unit (p. 14)
* Assessment Activities (pp. 53, 58 & 127)
* Assessment Activity (p. 94) and Teacher Note (p. 156)
* Assessment Activity (p. 121) and Teacher Note (p. 165)
* End-of-Unit Assessment Activities (p. 147) and Teacher Note (p. 171)
Practice & Review
* Classroom Routines and Ten-Minute Math (p. 20)
* Practice and Review (p. 21)
* Activity: Solving Addition Problems (p. 80)
* Discussion: Categorizing Addition Strategies (p. 81)
Investigation 3: Subtraction
These pages provide an overview of this Investigation:
* Mathematical Emphases (p. 97)
* Investigation 3 Planner (pp. 98 & 100)
The following activities and information support the key math ideas:
* Teacher Note: Subtraction Strategies (p. 160)
* Discussion: Strategies for Finding the Distance (p. 112)
* Activity: Travel Problems (p. 110)
* Activity: Solving a Subtraction Problem (p. 117)
* Discussion: Breaking Numbers Apart to Subtract (p. 118)
Teacher Notes and Dialogue Boxes are important sources of information about mathematics content and about students' thinking about mathematical ideas. Each time you teach this unit, you can read more of this information.
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SciGirls Season Five: Celebrating Computer Science!
Power up for some sensational STEM: SciGirls Season Five is all about computer science and coding! Check out some fast facts about the Emmy Award-winning series that Parenting Magazine calls "cool stuff!"
* SciGirls, a PBS KIDS series targeting girls ages 8-13, showcases curious, smart and real girls—not actors— putting science, technology, engineering and math (STEM) to work.
* Each half-hour episode follows a different group of real-life SciGirls and their adult role models—women STEM professionals—as they embark on STEM adventures in cities nationwide.
* SciGirls' fifth season illuminates and celebrates coding, the computer science skill critical to 21 st century STEM learning and career exploration. The five new half-hour episodes feature girls working with women computer scientists and high-tech STEM professionals. Together, the girls and their role models use coding to solve problems, build community and have fun!
* Episodes are filmed in five different locations across the U.S., and feature girls from diverse cultures, backgrounds and experiences.
* Season Five also includes "Code Quest," an innovative new online game, featured on PBSKids.org/scigirls. Gaming is a popular destination on the SciGirls website, and this new digital challenge will empower kids to learn real-life coding skills while learning about marine life.
* SciGirls Season Five outreach includes nationwide youth activities and professional development workshops that empower educators to use SciGirls' research-based practices and resources.
* The SciGirls Strategies, which are research-based approaches to gender equitable and culturally responsive STEM instruction, form the basis of all SciGirls content.
* All educational media will be available in both English and Spanish at scigirlsconnect.org.
* SciGirls' pbskids.org website features mobile-friendly games, episodes and additional video content.
* SciGirls is made possible by a generous grant from the National Science Foundation. Additional funding is provided by the Cargill Foundation, The Craig Newmark Foundation and the PPG Foundation.
* SciGirls is produced for PBS by Twin Cities PBS (TPT), creator of the long-running PBS children's science series Newton's Apple and DragonflyTV.
SCIGIRLS SEASON FIVE PREMIERES ON PBS STATIONS AND PBSKIDS.ORG/SCIGIRLS ON DECEMBER 12th! (Check local listings.)
****
SciGirls is produced by Twin Cities PBS, and is made possible by major funding from the National Science Foundation. Additional support is provided by the Cargill Foundation, The Craig Newmark Foundation and the PPG Foundation.
ABOUT TWIN CITIES PBS (TPT)
The mission of TPT is to "enrich lives and strengthen communities through the power of media." As one of the nation's leading public media organizations, TPT uses television, digital media and community engagement to advance education, culture and citizenship. Over its 60-plus year history, TPT has been recognized for its innovation and creativity, particularly in STEM media production. Based in St. Paul, MN, TPT is one of the highest rated PBS affiliates in the nation, reaching over 1.3 million people each month through multiple broadcast and online channels. The organization's particular areas of focus include: the educational readiness of children; serving the needs and unleashing the potential of America's aging population; engaging a new generation in the power of public media; and being the preferred media partner for organizations that align with our mission to enrich lives and strengthen community. For more information, visit TPT online, follow TPT on Facebook and Twitter.
ABOUT THE NATIONAL SCIENCE FOUNDATION
The National Science Foundation is an independent federal agency that supports education and research across all fields of science, technology, engineering and math (STEM). In addition to providing major support for SciGirls, the NSF supports other science and math programs on PBS and pbskids.org, including DragonflyTV, Peg + Cat, Design Squad Nation and Plum Landing. Click here for more information on NSF activities. | <urn:uuid:c166c560-7c58-41ea-9a7e-8df7718731d9> | CC-MAIN-2020-16 | https://www.tpt.org/content/uploads/2019/11/SciGirls-Season-Five-Fact-Sheet-FINAL.pdf | 2020-04-10T08:16:22+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00442.warc.gz | 1,136,732,150 | 813 | eng_Latn | eng_Latn | 0.995305 | eng_Latn | 0.995564 | [
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Creative Junk Journaling
1: Introduction to Junk Journaling
2: How to use Junk Journaling
* Memory Keeping
* Travel Journal
* Self Care
* Bullet Journaling
* Planner
* Inspiration- DIY Projects, Pretty Pictures, (POP) Pinterest on Paper
* Goal Tracker
* Gratitude Journal
* Prayer Lists
* Habit Tracker
* Garden Planner
* Art/ Sketch Journal
* Favorite quotes
3: Book/ Notebook Ideas for Junk Journaling
* Traveler's Notebook
* Altered book
* Planner
* Spiral Notebook
* SMASH Book
4: Ideas to add to your junk journal
* Old/New Photos
* Receipts/ tickets
* Napkins
* Old paper
* New Paper
* Journal Cards
* Textile, material, ribbon, leather, tulle
* Washi
* Paints: Watercolors, acrylic paint
* Anything and Everything | <urn:uuid:4af3c785-7ddf-4ede-9756-2a886abc549c> | CC-MAIN-2020-16 | https://www.rebeccahoot.com/wp-content/uploads/2020/03/Rebecca-Hoot-Junk-Journaling-Class-2020.pdf | 2020-04-10T09:17:23+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00445.warc.gz | 1,077,926,221 | 195 | eng_Latn | eng_Latn | 0.70145 | eng_Latn | 0.70145 | [
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Title of Essay: The Fight for Women's Rights
Name: Jillian Basile
Grade: Eight
School: Saint Jerome School
Teacher: Mrs. Madeline Kerns
The Fight for Women's Rights
Elizabeth Cady Stanton had a fire within her. She knew that the law was unjust to women. She had so many questions. Why couldn't women work and make a living? Why
couldn't women get an education? Why were women not allowed to vote? Elizabeth wanted answers and that's what she was going to get.
Born in Johnstown, N.Y., Elizabeth was introduced to many male dominated activities in her early life through her father who was a slave owner, attorney, Congressman and a judge. Elizabeth longed for an education and wanted to go to college but because of her gender, she was unable to do so. After the age of sixteen, Elizabeth went onto Troy Female Seminary. This was where she earned a degree in preaching. However, Elizabeth did not want only to preach she also wanted to do other things that men were able to do such as, take part in governmental activities. This made Elizabeth furious, so she decided to do something about it!
In 1848, Elizabeth and Susan B. Anthony, also an activist who wanted to change the laws for women, decided to start fighting for what they believed was right. Elizabeth helped organize the first women's rights convention. This convention was held in Seneca Falls N.Y., close to where Elizabeth lived at the time. The convention was held in order to fight for civil, social and religious rights for women. It also protested against the fact that men were free to be part of the government and were able to participate in many governmental positions that women were not able to take part in. The convention also discussed women's rights resolutions. Elizabeth made a speech that stated "to declare our right to be free as man is free". She also stated "That all men and women are created equal" (Jone Johnson Lewis).
Elizabeth also helped write the Declaration of Sentiments. This was modeled after the Declaration of Independence but for the rights of women. It offered examples of how men overruled women. Some examples are that women could not own their own land, gain a college degree, take part in any governmental positions, and that a husband had the authority to take custody of children in a divorce. And last but not least it proposed that women be given the right to vote, and take part in more governmental offices.
In 1868, Elizabeth moved to Tenafly, NJ in Bergen County. Here Elizabeth and Susan B. Anthony established the National American Woman's Suffrage Association. This association focused on women's suffrage at the national level. It became so popular that women joined the association. Elizabeth persuaded the Senator of California to sponsor the women's suffrage amendment to the Constitution. In 1896, 4 states had secured the women's suffrage movement.
Even though Stanton's health was declining she never gave up. She eventually published an autobiography, Eighty Years and More. When Elizabeth died of heart failure she wanted her brain to be donated to science to debunk claims that the mass of men's brains made them smarter than women. However, Elizabeth's family did not support this and her brain was not donated to science and her final request was denied.
Works Cited
https://www.history.com/topics/womens-history/elizabeth-cady-stanton https://bestofnj.com/features/monthly-observances/womens-history-month/womens-history-njelizabeth-cady-stanton/
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Bus Times
In this session, we are going to look at a website to help us get around using public transport. Rather than a specific company website like Stagecoach, we are using www.bustimes.org, which works across multiple companies and across the UK.
1 The first thing we are going to do is access the Bus Times website.
Using your web browser, enter www.bustimes.org into the address bar and press enter.
2 Now we are on the bus times website, we are going to look for a specific bus route.
We first need to select a region. We are looking for a bus route in the North West region. The regions are then broken down into areas of the North West. We are looking for a route in Greater Manchester.
3 Now Greater Manchester has been broken down in districts, we need to select the Stockport district.
Now we've selected Stockport, you'll see the district is broken down into places within Stockport. We need to select Woodley, which is the penultimate place within the massive list of places within Stockport.
4 Once we are on the Woodley page, you will see a list of all the stops that fall within Woodley and further down the page you will see the list of bus routes that run through Woodley itself.
Created as part of the DigiKnow Movement by Starting Point Community Learning Partnership working with The Good Things Foundation, Stockport Home & The Target Prevention Alliance. Funded by Stockport Council.
F. A. Q's
1. What is the address bar?
The address bar runs along the top of the screen when you open up a web browser. You can either enter a website address e.g. www.bbc.co.uk or you can ask a question and your web browser will use a search engine to help you find the appropriate website.
2. How many regions/countries does Bus Times allow you to check times in? Bus Times allows you to view information on 5 countries – England, Wales, Scotland, the republic of Ireland and Northern Ireland. These are split into districts. England has 9 districts. The Republic of Ireland has 4 districts and Guernsey and Jersey are sperate as well.
3. How many districts are listed under Greater Manchester? The 10 boroughs of Greater Manchester are listed as districts under Greater Manchester – Bolton, Bury, Manchester, Oldham, Rochdale, Salford, Stockport, Tameside, Trafford and Wigan.
4. How many bus stops are there in Woodley?
There are 12 stops in Woodley – Ashton St (nr), Clough Meadow (opp) & (nr), Pennine Road (nr) & (opp), Woodley Precinct (at) & (opp), Woodley Rail Station (West Entrance) & (East Entrance), Woodley Rail Station and Woodley Stn (Stop A) & (Stop B).
5. How many bus routes run through Woodley?
4 – 330 from Stockport to Ashton inc. Manchester Airport, 382 from Stockport to Woodley, 800 from Marple Hall School to Hyde and 880 from Stockport Road to Werneth School.
6. What is a breadcrumb trail?
A breadcrumb trail is a list of the various links you have used when on a website to get to the current age you are viewing. The 1 st task of finding information at the bus top on Woodley should look something like this – Home > North West > Greater Manchester > Stockport > Woodley.
7. What does (opp), (adj), (nr) and (at) mean? Opposite, adjacent (next to), near and at specific location.
8. What is scrolling?
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Mill Creek Roofwater Harvesting Westside Elementary School
Historically, during post-European settlement, the Mill Creek watershed (Russian River) harbored livestock grazing, crop farming, fruit and grape cultivation, and mill establishments. The effects of intensive logging, which left a significant legacy, can still be seen in the watershed. The Mill Creek watershed is completely privately owned, and landowners pursue a diverse mixture of land uses. Over time, wine grape growing has expanded and is now the predominant land use.
The school's need for water peaks during the driest times of the year, which are also the most critical months for juvenile coho survival. A 30,000 gallon rainwater catchment system was designed and constructed to offset the school's demand on its nearstream well with the goal of keeping more water in the creek during the critical summer months.
Although there is excellent salmonid rearing habitat in the upper portion of the watershed, the lower reaches consistently experience a lack of water reliability during the dry season, which affects fish and human water users alike. Due to this impairment and the great potential for coho salmon recovery, Mill Creek is a focus watershed for coho recovery.
The school harvests water from the classroom rooftop during the rainy season, stores it in a six-tank system, and uses it for garden irrigation during the dry summer and fall months. The water is pumped and pressurized using energy captured through solar panels. Students and visitors are encouraged to learn how collaborative efforts such as this can make a difference in the watersheds where we live.
West Side Elementary School and its primary water source (a groundwater well) sit adjacent to Felta Creek, a major tributary to Mill Creek. Felta Creek is home to juvenile coho salmon, which reside in pools that consistently dry out during the summer.
This project was completed in July 2018 with funding from the National Fish and Wildlife Foundation, State of California Department of Water Resources, and North Coast Resource Partnership.
More information:
http://cohopartnership.org/projects/rainwater/ https://sonomarcd.org/programs/water-resources/
Project Partners: West Side Elementary School, Russian River Coho Water Resources Partnership, Sonoma Resource Conservation District, Trout Unlimited, California Sea Grant, Occidental Arts and Ecology Center, National Fish and Wildlife Foundation, State of California Department of Water Resources, City of Humboldt, North Coast Resource Partnership, Simon Michael Electric, Week's Drilling and Pump, FastSigns | <urn:uuid:75bd277d-a341-4e55-9a1f-86afc6e24d74> | CC-MAIN-2020-16 | http://cohopartnership.org/wp-content/uploads/2019/11/Mill-Creek-West-Side-School-Rainwater-Catchment.pdf | 2020-04-10T07:53:04+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00448.warc.gz | 34,712,410 | 504 | eng_Latn | eng_Latn | 0.99186 | eng_Latn | 0.99186 | [
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給小領袖的信 (四十六)︰
您好！上周我來信說︰「怒要緊閉咀，免增怒。」本周富蘭克林的名句是︰「沒 有動物比螞蟻更勤奮，然而它卻最沉默寡言。」
兩周的名言都是教我們少出聲，分別不要怒和要勤奮做事。
做功課和溫書都是靠集中注意力，我們若不傾談便可維持思想的完整，勁力也 不作無謂消耗。
勤力的人與任何人的體質沒有分別，只是在安靜做事中顯出超卓。
祝
勤奮沉靜！
教練
Hello! I mentioned in last week's letter that we should "shut our mouths when we are angry, and don't get angrier". This week we are going to study Benjamin Franklin's famous quote, "No animals are as diligent as ants, ants also are the most reticent."
These 2 weeks' quotes are both reminding us not to talk too much, they tell us to control our temper and be diligent respectively.
Studying and doing homework both require us to focus on our work quietly. We can think concretely and save much effort to study if we stop talking with others.
20 th October, 2008.
TEL：2771-2833 FAX：2771-2803 E-MAIL：
firstname.lastname@example.org
給小領袖的信 (四十八)︰
您好！蕭伯納說︰「我不是教師，是個尋路的同行者。」 每一個兒童都需要為將來預備理想的出路，也在同時遇上不少同行者。
多元智能是所有路線的名稱，計有表達力、創意、動感、推理能力、音樂感、 交際能力和反省力。
如果由兩歲半起就給孩童有上述的基礎訓練，幾年後就可成為一個可在任何環 境對所有發生事物和與每一個遇上的人發揮良好的影響力。
我們的活動就是綜合了腦部、身體反應動作和與人相處的鍛鍊。
如您在參加活動中發現了超卓的優點，您只需做一件事，就是「虛心學習」！ 祝 擁有多元智能！
教練
Hello! George Bernard Shaw said, " I am not a teacher, but a man who's walking with you and finding my ways."
Every child has to prepare for his own future, and many people will be walking with him.
Multiple intelligence is a term for all the possible futures. It includes seven core intelligences: linguistic, creativity, bodily kinesthetic, logical-mathematical, musical, interpersonal and intrapersonal.
If a child is given these basic trainings since he's two and a half years old, he can adapt strongly to any given environment, and he can also make a good influence on every person he encounters within a few years.
Our activity is a combination of our brain, body reflexes and the training of communication with other people.
There's only one thing you need to do when you find someone who is extraordinarily intelligent -learn sincerely from these people.
Wish you had multiple intelligence!
3 rd November, 2008.
www.cytchk.com
TEL：2771-2833 FAX：2771-2803 E-MAIL：
email@example.com | <urn:uuid:c862981e-05c4-46ac-9580-e46b4d14240c> | CC-MAIN-2020-16 | http://www.cytchk.com/files/PL%20letter.pdf | 2020-04-10T08:36:23+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00445.warc.gz | 208,273,942 | 786 | eng_Latn | eng_Latn | 0.983234 | eng_Latn | 0.982627 | [
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UPPER KEY STAGE 2 YEAR 5 AND 6 CURRICULUM NEWSLETTER – SPRING 2020
I would like to begin by wishing you all a happy New Year and saying how much I appreciate all the cards and presents I received from you and your children – thank you. I hope you have all had a wonderful Christmas break and a brilliant start to a new decade in 2020. We have another busy and exciting half-term ahead of us and a lot to look forward to.
Our theme for this half-term is called Born in the USA, a geography topic all about the United States of America. We will be exploring the countries of North America, the states of the USA, American culture, famous people, landmarks, traditions and the climate and extreme weather seen in the USA. We will also have an American theme in our art lessons as the children will be practising their cartooning skills as we look at the life and works of Walt Disney. Our theme for the following half-term will be a history topic about Victorian Britain.
In our English lessons we will begin this half-term with narrative writing, using the wonderful wordless picture book Journey by Aaron Becker as inspiration. If you have yet to "read" this book yourself, I recommend it highly and I am sure your children would greatly enjoy exploring it with you. We will follow our narrative writing with non-fiction explanation texts, linked closely to our Born in the USA theme and extreme weather. Here, we will explore and research the causes and effects of various extreme weather phenomena seen in the USA and explain what we have understood in our writing. The class book we are enjoying together this half-term is the highly celebrated Wonder by R. J. Palacio. We are currently only a few chapters into the book, but it has already shown us the rollercoaster ride we have ahead of us, making us laugh and simultaneously causing us to pause to think about how much we can be grateful for.
In our maths lessons, our primary focus will be our understanding of and confidence in working with fractions. We will begin by taking a practical approach to build strong foundational knowledge of what fractions truly are then swiftly move on to abstract representations where the children will develop skills in finding equivalent fractions, adding and subtracting fractions, multiplying and dividing fractions, simplifying fractions, finding fractions of amounts and converting between fractions, decimals and percentages. Throughout the term, we will continue to develop the children's mathematical reasoning by having weekly problem-solving lessons. We will also continue with our "Maths of the Day" every afternoon to ensure the children experience a full range of mathematical topics even when our learning is focused on fractions in our morning maths lessons.
Our science topic for this term is Living Things and Their Habitats, and we will continue to teach science in a "Science Week" towards the end of each half-term. These science weeks have proven successful and much more immersive as we can fully dive into a science topic every day of the week. We will be looking at how living things are classified and then more specifically at animal life cycles and life processes.
Reminders and updates:
- We will continue to have PE on Wednesday afternoons and Thursday mornings, so please ensure that PE kits are in school when needed,
- Homework will continue to be set on Mondays and be due in for the following Monday. There have been some changes to homework for the spring term:
o Maths homework has a new arithmetic focus and will later transition to reasoning skills. Children are expected to complete two sides on the sheets they are given. On certain occasions there will be more than two sides in order to cater for the range of abilities in the class. Children can choose the two sides that suit their ability best, or choose to complete everything they are given if they so desire,
o Spellings homework has a new focus on spelling rules and word families. Children will be asked to complete short activities for two spelling rules or word families each week. This can be completed on the sheets provided. The children will also be asked to learn and will be tested on five words in the Year 5 and 6 statutory spellings list each week, which will be tracked in their spelling journal. The children can use their spelling journals to learn these words, for example by completing "Look, Say, Cover, Write, Check", but there is no longer a requirement to complete a "Word Bomb" for each word as in the Autumn term,
o Reading Comprehension homework has been added this term to further support the children's learning at school. Each week, children will have a short text or extract to read and five or six questions to answer. Children can complete this on the sheet provided,
- I would like to emphasise again how large an impact regular reading with your child can have on their learning. As such, any time you can spend reading to, listening to and discussing what has been read with your child would be incredibly beneficial and appreciated. We will also be monitoring weekly how often your child is reading at home, so please ensure that your child bring their reading bookmark into school every Monday when their homework is due in,
- We are introducing an exciting new way of thinking about and teaching handwriting this term called Kinetic Letters. The strategy's focus on children's physical strength and correct pencil grip, paired with a fun and clear method for learning letter construction has already engaged the class, and I look forward to seeing the impact it has on our writing. If your children start to talk about meerkat or gorilla poses, Kinetic Letters will be the reason,
- We are also very happy to introduce a new online programme for learning and practising times tables called Times Tables Rockstars. The children were introduced to TT Rockstars last week and have already created their Rockstar persona and tried some of the games and activities available. A letter was sent home last week containing your child's login to TT Rockstars and some important frequently asked questions. Times tables activities will be set every week in accordance with your child's current times tables ability. If you should have any difficulties in accessing TT Rockstars, please let us know and we would be happy to help.
I have been so impressed with how much energy and enthusiasm the children have returned with this year and have already been blown away by the work they are producing. As always, if you have any questions or would like to come in for a chat, please do not hesitate to arrange a meeting with me.
Mr Michael Burridge | <urn:uuid:915d092a-50e4-4fa9-b043-0c12d619382c> | CC-MAIN-2020-16 | http://www.twyfordschool.org.uk/wp-content/uploads/2020/01/Curriculum-Newsletter-UKS2-Spring-2020.pdf | 2020-04-10T09:39:02+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00446.warc.gz | 301,702,680 | 1,308 | eng_Latn | eng_Latn | 0.998805 | eng_Latn | 0.998903 | [
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Primary Three English – Unseen Dictation
Ann's busy week
Ann wakes up at eight forty-five today. Ann and her mum go to the supermarket to buy milk and sugar. Ann is baking cookies with her mum in the kitchen now. The cookies smell so good in the oven. Ann tastes one after it cools down. It is so delicious. Ann shares the cookies with her grandparents and cousins. They all like them.
On weekdays, Ann usually does homework and plays the piano in the morning. In the afternoon, she can read, skip or watch television. On Saturdays, Ann's family go cycling or hiking in the country parks. | <urn:uuid:970a2e99-75e1-478d-8906-c792169e8564> | CC-MAIN-2020-16 | http://spcspr.edu.hk/1920%20special/24Mar/p13%20eng/P3%20Unseen%20dictation.pdf | 2020-04-10T08:02:41+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00450.warc.gz | 160,350,887 | 137 | eng_Latn | eng_Latn | 0.999492 | eng_Latn | 0.999492 | [
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Worksheet #1
Independent and Dependent Clause Identification
Identify the below clauses as either independent (IC) or dependent (DC)
1. If you have studied
2. Lord of the Flies is a good book
3. You will probably like it
4. Since my husband is laid up
5. We have to hire a babysitter
6. My husband is very sad
7. Because he cannot pick up our son
8. When it snows
9.
I go to the store
10. By the shore under the rock is a crab
11. Although I laughed
12. If it does not rain
13.
We will go to the park
14. I am typing on the computer
15. While I am talking to another teacher
16. Florida is warm and sunny and will be nice
17. When we get there
18. I will get to see my two nieces
19. Who live Norway
20. Before we arrive in Florida
21. They will have gone to Disney World and the Everglades
22. Kaidan has flown on several planes already | <urn:uuid:47315e3a-ecbf-44e7-8804-1241059932cb> | CC-MAIN-2020-16 | https://www.bcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=1653&dataid=8137&FileName=Worksheet%20_1%20Identfiying%20Phrases%20and%20Clauses%201.pdf | 2020-04-10T09:57:17+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00448.warc.gz | 771,394,541 | 231 | eng_Latn | eng_Latn | 0.998051 | eng_Latn | 0.998051 | [
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Inclusion North Information about Coronavirus (COVID-19)
Updated 23.03.2020
What is Coronavirus
There has been lots of information on the news about Coronavirus.
Coronavirus was first reported in China but has spread to lots of countries because of people travelling from country to country.
It could be like flu and when you cough it spreads the virus.
It is important to cover your hand and mouth with a tissue when you cough or sneeze, put the tissues in a bin and wash your hands after coughing or sneezing.
Wash your hands more often with hot water and soap.
You should wash your hands with soap and water for 20 seconds.
Singing the song 'Happy Birthday' twice is about 20 seconds.
You can also use hand sanitiser to keep your hands clean.
Do not touch your eyes, nose or mouth if your hands are not clean.
This stops viruses from spreading.
You can find some easy read posters from Photo symbols here
How to stay safe http://bit.ly/39DdEBL
What to do if you get ill http://bit.ly/3aSw55y
Coronavirus and health issues http://bit.ly/39Sx8T1
How do you get Coronavirus?
The NHS know that you can catch Coronavirus if you have been to one of the countries where lots of people have the virus in the last few weeks.
The list of countries is changing all of the time so for the latest advice about travelling to other countries you can check here https://www.gov.uk/guidance/travel-advice-novel-coronavirus
The NHS know that you can catch Coronavirus if you have been close to someone who has the virus.
The NHS knows that it can make some people very poorly and even die.
Some people can become very poorly if they get Coronavirus. These are people who already have long term conditions like cancer, lung disease, diabetes and people who are older.
What are the things to look out for if you feel ill?
The NHS know that the things you have wrong when you have Coronavirus are
* A cough
* A high temperature
* Shortness of breath – this is trouble breathing normally
If you have these things wrong, it does not mean you have Coronavirus.
Flu, colds and other viruses can cause these things.
If you have these symptoms and you have
* Been to one of these countries where lots of people have the virus in the last few weeks
* Been close to someone who has been told they do have the virus by a doctor.
Then you may have coronavirus
What to do if you think you have Coronavirus, a cold, a new cough or a high temperature
You should not go to your Doctors if you think you have the virus, a cold, a new cough or a high temperature
You should stay at home and telephone 111 if you do not start to feel better or you get worse.
You need to stay at home and not to be near other people, this is called self- isolation for at least 14 days.
You might be asked to stay at home for 14 days so you would need to tell someone like your family, or care provider if you need help.
If you do have the virus you might be taken to hospital to make sure you get the right treatment to make you better. This is to stop it spreading.
What to do if you feel ill with something else
If you are feeling ill for anything else, you can still contact your doctor to make an appointment. Some doctors are talking to people on the telephone instead of you going to the doctors.
It is only if you think you have the virus, a cold, a new cough or a high temperature you are asked to stay at home and telephone 111. This is only if you are getting worse or are really worried.
The NHS 111 telephone number is for people to use if you need urgent help.
If you think someone is at risk of dying from things like a heart attack you still need to telephone 999 as this is an emergency.
How to self-isolate
Self-isolation is about staying away from people. This can be tricky as you might live with other people.
The government are now asking people who live with you who might not be ill to self-isolate too.
Everyone is to self-isolate in a house where one person has a new cough, a cold or a temperature.
The things you can do are
* Try to stay about 2 meters (this is 3 steps) from other people in your home
* Ask friends, family, providers who do not live with you to get things like your food shopping and medicine and leave outside your front door
* Try to stay away from older people or people with long term health problems
* Drink lots of water and take painkillers like paracetamol to help if you have a temperature, cough or cold
* Make sure if you live with other people you stay in your own room as much as you can
* Clean the bathroom after you use it
* Clean things you touch when you move around the house
If you have a job and are worried about being paid if you have to self-isolate or have the coronavirus
You should speak to your manager about what happens if
* You have to stay home to look after someone who has been told to stay indoors for 14 days, this is called selfisolation.
* You have to stay indoors and not be near other people for 14 days because you might have the Coronavirus.
* You have been told you do have the Coronavirus.
People who work are sometimes entitled to Statutory Sick Pay (SSP – this is the rules the government sets for people getting sick pay) or your own company might have some sick pay rules.
The government have changed their rules and if you are entitled to Statutory Sick Pay then you can be paid from the first day you are off work.
To get Statutory Sick Pay you have to have earned £118 per week as an average over 8 weeks. This is quite hard to work out. Ask your employer to work it out for you.
If you cannot get statutory sick pay, then you might be able to get Universal Credit or Employment Support Allowance.
There is a form for your employer to complete here http://bit.ly/3aQZyx5.
This is a form used for evidence to take to the benefits office to see if you can claim Universal Credit or Employment Support Allowance.
Some places that people work like restaurants, cafes, cinemas and theatres have been closed by the government.
They have closed because lots of people are meeting in these places and can spread the Coronavirus.
Some other places of work might have also closed.
The government have said they will pay people 80% of their wages up to a total amount of £2,500 if you're at risk of losing your job.
The Government and their plan to stop Coronavirus spreading
You might have seen lots of things on the news that are making you worried.
You might have heard about the government having a plan.
The plan is called the coronavirus action plan: a guide to what you can expect across the United Kingdom.
The plan talks about things like making sure that
* Hospitals and doctors have plans in place to find out if someone has the coronavirus and they are kept away from other people (isolated)
* People who have been abroad or are visiting the United Kingdom are checked to make sure they are well when they arrive
* There is enough equipment, medicine and people to look after anyone who gets the Coronavirus
* People are told what they need to do to stop them getting or spreading the coronavirus. This is the things like washing hands.
Part of the plan has been put into place now to stop lots of people catching the Coronavirus.
This includes stopping people from going to large events or going to places where there are lots of people.
* Closed pubs, clubs, cinemas and theatres or places with lots of people
* Not going to places or travelling if it is not urgent or necessary. This is called non-essential contact or travel
* Asking people who can work from home to stay at home and work
* Closing schools, colleges and childcare providers
The Government is also asking people who are over 70 years old, are pregnant or have other health conditions to think about trying to stay away from other people.
The Government and the NHS are now sending letters, telephoning or texting people with long term health conditions.
These people are at a high risk if they catch Coronavirus of being very poorly or dying.
This is called shielding people.
12 x
If you have one of these things you will get a letter, telephone call or text about shielding by Sunday 29 th March
You can find the list of things here https://bit.ly/2U9REJx
If you get a letter you need to
* Stay in your home for 12 weeks
* Do not have people who do not support you or live with you in your home
* Do not go to the shops for food or medicine
You can
* Call your local council or provider about your care
* Get help with shopping and getting your medicine if you do not have people to help you here
https://www.gov.uk/coronavirus-extremely-vulnerable
One of the things that might happen this week is that all people are asked to stay at home and only go out to get food shopping or medicines.
Having your own plan
You need to think about a plan if you are asked to stay at home and not be near other people. (Self-Isolation)
It might be a plan about things like
* who can get you food shopping?
* who can telephone you to check you are alright?
* what you will do about the support or care you have each day?
* what to do if your supporter/carer is ill and cannot care for you
If you have a provider or are part of a self-advocacy group, you should talk to them about your worries and concerns.
Where can you find more information
You can find daily updates on the government website https://www.gov.uk/guidance/wuhan-novel-coronavirusinformation-for-the-public
or you can find more information on the NHS Website https://www.nhs.uk/conditions/coronavirus-covid-19/
You can find more information here about work rules https://www.acas.org.uk/coronavirus
You can find more information on the government's plan https://www.gov.uk/government/publications/coronavirusaction-plan/coronavirus-action-plan-a-guide-to-what-you-canexpect-across-the-uk
The updates and information are not easy read so you might need some support to read the information. | <urn:uuid:16f12598-e482-457c-98f5-3b20e722fbd9> | CC-MAIN-2020-16 | https://inclusionnorth.org/wp-content/uploads/2020/02/coronavirus-update-23.3.2020.pdf | 2020-04-10T08:31:00+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00449.warc.gz | 512,775,283 | 2,189 | eng_Latn | eng_Latn | 0.998757 | eng_Latn | 0.999188 | [
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Disciplining Your Child
The word discipline means to impart knowledge and skill – to teach. However, it is often equated with punishment and control. There is a great deal of controversy about the appropriate ways to discipline children, and parents are often confused about effective ways to set limits and instill self-control in their child. Child maltreatment includes all types of abuse and neglect of a child under the age of 18 by a parent, caregiver, or another person in a custodial role (e.g., clergy, coach, teacher). There are four common types of maltreatment: Physical Abuse, Sexual Abuse, Emotional Abuse, Neglect.
To be effective, discipline needs to be
* given by an adult with an affective bond to the child;
* perceived as 'fair' by the child;
* consistent, close to the behavior needing change;
* developmentally and temperamentally appropriate; and
* self-enhancing, ultimately leading to self-discipline.
Resources:
Book: Child Guidance, by Ellen G. White
Effective parental discipline https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2719514/
Prevention of child maltreatment:
http://www.who.int/bulletin/volumes/87/5/08-057075.pdf https://www.cdc.gov/violenceprevention/childmaltreatment/index.html
"But my God shall supply all your need according to his riches in glory by Christ Jesus."
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Outline Mendel And His Peas Answers
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Outline Mendel And His Peas
Lesson Outline for Teaching Lesson 1: Mendel and His Peas A. Early Ideas about Heredity 1. Heredity is the passing of traits from parents to offspring. 2. In the 1850s, Gregor Mendel, an Austrian monk, performed experiments that helped answer questions about how traits are inherited. 3. Genetics is the study of how traits pass from parents to offspring.
Lesson Outline for Teaching
Mendel and His Peas A. Early Ideas About Heredity 1. is the passing of traits from parents to offspring. 2. In the 1850s, , an Austrian friar, performed experiments that helped answer questions about how traits are inherited. 3. is the study of how traits pass from parents to offspring. B. Mendel's Experimental Methods 1.
Get Free Outline Mendel And His Peas Answers
Mendel and His Peas - Readington Township Public Schools
Mendel carried out his key experiments using the garden pea, Pisum sativum, as a model system. Pea plants make a convenient system for studies of inheritance, and they are still studied by some geneticists today. Useful features of peas include their rapid life cycle and the production of lots and lots of seeds.
Mendel and his peas (article) | Khan Academy
Name Lesson Outline Mendel and His Peas A. Early Ideas About Heredity 2. In the 1850s, Date Class LESSON 1 is the passing of traits from parents to offspring. an Austrian friar, performed experiments that helped answer questions about how traits are inherited. is the study of how traits pass from parents to offspring.
Doral Academy Preparatory School
Outline Mendel And His Peas Lesson Outline for Teaching Lesson 1: Mendel and His Peas A. Early Ideas about Heredity 1. Heredity is the passing of traits from parents to offspring. 2. In the 1850s, Gregor Mendel, an Austrian monk, performed experiments that helped answer questions about how traits are inherited. 3.
Lesson Outline Mendel And His Peas Answers
Name Date_____ PD_____ GC_____ Ch 10.1: Mendel and His Peas: Read the chapter carefully and answer the questions on this sheet, highlight the answers! A. Early Ideas About Heredity 1. is the passing of traits from parents to offspring. 2. In the 1850s,, an Austrian friar, performed experiments that helped answer questions about how traits are inherited. 3. ...
Chapter 10.1 Lesson Outline- Mendel and his p (1).docx ...
Get Free Outline Mendel And His Peas Answers
Science Outline Mendel and His Peas (Ashton) STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. huber526. Terms in this set (22) heredity. The passing of traits from parents to offspring. Gregor Mendel. In the 1850's, an Austrain Friar, performed experiments that helped answer questions about how traits are inherited.
Science Outline Mendel and His Peas (Ashton) Flashcards ...
Start studying Science - MENDAL AND HIS PEAS - LESSON OUTLINE. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Science - MENDAL AND HIS PEAS - LESSON OUTLINE Flashcards ...
Mendel and His Peas. A. Early Ideas About Heredity. 1. Heredity is the passing of traits from parents to offspring. 2. In the 1850s, Gregor Mendel , an Austrian friar, performed experiments that helped answer questions about how traits are inherited. 3. Genetics is the study of how traits pass from parents to offspring. B. Mendel's Experimental Methods. 1.
Lesson 1 | Mendel and His Peas
Mendelian inheritance is a term arising from the singular work of the 19th-century scientist and Austrian monk Gregor Mendel. His experiments on pea plants highlighted the mechanisms of inheritance in organisms that reproduce sexually and led to the laws of segregation and independent assortment.
Mendel's Experiments: The Study of Pea Plants ...
Displaying top 8 worksheets found for - Lesson 1 Mendel And His Peas. Some of the worksheets for this concept are Gregor mendel lesson answer key pdf, Gregor mendel answer key, Lesson plan for upper elementary peas in a pod genetics, Holt biology mendel and heredity answers, Mendels pea plants work, Chapter 7 genetics lesson gregor mendel and genetics, Outline mendel and his peas
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answers, Pre ...
Lesson 1 Mendel And His Peas Worksheets - Learny Kids
heredity, Mendel is referred to as the Father of Genetics. 2. Mendel based his laws on the study of pea plants because they reproduce. rapidly and they have many visible traits. 3. Examples of traits that Mendel observed were pod shape, pod color, seed color, seed shape. and plant height.
Lesson 1 Mendel And His Peas Worksheets - Kiddy Math
outline how Mendel's experiments showed there were dominant traits and recessive traits in pea plants, identify the laws that Mendel wrote following his experiments as the law of dominance, the law of independent assortment, and the law of segregation,
Lesson Plan: Mendel's Experiments
1865: Mendel's Peas Gregor Mendel describes his experiments with peas showing that heredity is transmitted in discrete units. From earliest time, people noticed the resemblance between parents and offspring, among animals and plants as well as in human families. Gregor Johann Mendel turned the study of heredity into a science.
1865: Mendel's Peas - Genome.gov
heredity, Mendel is referred to as the Father of Genetics. 2. Mendel based his laws on the study of pea plants because they reproduce. rapidly and they have many visible traits. 3. Examples of traits that Mendel observed were pod shape, pod color, seed color, seed shape. and plant height.
Lesson 1 Mendel And His Peas - Teacher Worksheets
Mendel And His Peas Lesson One - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Outline mendel and his peas answers, Lesson outline mendel and
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Mendel And His Peas Lesson One Worksheets - Kiddy Math
Mendel used his pea plants to study the passing of traits from parents to offspring. 2. Mendel's research is considered to be the foundation of the study of how traits are passed from parent to offspring. 3.
Warren Hills Regional School District / Warren Hills ...
Mendelian Genetics When Mendel conducted his famous genetics experiments with peas, one sample of offspring consisted of 428 green peas and 152 yellow peas. a. Find a 95% confidence interval estimate of the percentage of yellow peas. b. Based on his theory of genetics, Mendel expected that 25% of the offspring peas would be yellow.
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Ms. Jensen, room 104
3rd and 4th grade reading:
Reading logs: record in a notebook or on loose pieces of paper. You can use the same book for the whole week or different books. Please include the book title for each response. Complete 2 responses a week.
Reading response ideas:
* Characters: Draw or write a character from the story
* Sequencing: Choose 3 events from the book and draw or write the order they happened in
* Main idea: Write or draw the main idea from the story and 2 supporting details
* Visualizing: Draw a picture from the story or a picture you had in your head while you were reading
* Problem and solution: write or draw a problem from the story and a solution
* Inferencing: Look at the end of your book, what do you think will happen next if the story was to continue? Write or draw your response.
* Compare and contrast: Choose 2 characters or 2 settings and compare and contrast them. Or compare and contrast a character to yourself. List or draw differences and similarities
* Cause and effect: Find an example of cause and effect in your book (i.e. cause: it started raining effect: I had to use an umbrella)
3rd and 4th grade writing prompts:
Complete these in a notebook or on loose pieces of paper.
Complete 1-2 writing responses a week. Draw a picture and write 1-3 sentences.
* What is a skill that you would like to learn how to do? Why?
* What do you miss about your regular schedule?
* Write about the most exciting summer break you had. What did you do?
* Write about a time that you helped someone else. What did you do to help?
* What is your favorite thing that you learned this school year? Why?
* How can you make someone feel better when they are feeling sad?
* Write about a time that you were proud of yourself. What were you proud of and why?
* What is your favorite holiday memory and why?
* What are 3 things that you are thankful for today?
* What is something you can do to cheer yourself up?
* What is the best thing that happened to you today? Why was it so great?
3rd-5th grade math
3rd-4th grade:
* Create a repeating pattern
* Count objects around your house (i.e. number of shirts you have, pants you have, etc) to add on compare the numbers using greater than >, less than <, or equal =
* Create multiplication sentences by drawing equal groups or arrays
* Roll 2 dice and multiply the numbers. Solve using equal groups or arrays
* Use playing cards to create multiplication sentences and solve using equals groups or arrays.
* Practice division skills using objects in your house (i.e. there are 15 candies and I want to put them in 3 equal groups)
4th-5th grade:
* All ideas above! It's good to practice multiplication and division skills!
* Help with a recipe and look at the fractions being used
* Use a recipe and double all the fractions (multiply them by 2) Or cut the recipe in half (divide the fractions by 2)
* Create your own word problems for addition, subtraction, multiplication, and division using key words!
* Count different sets of objects in your house and sort the numbers into prime or composite
* Count different objects in your house and if that number is prime, do the prime factorization of the number. | <urn:uuid:9ef15a2a-6170-444e-ad0a-b020f35cb15a> | CC-MAIN-2020-50 | http://clinton.cps.edu/uploads/1/0/1/6/101693852/ms-jensen-non_digital.pdf | 2020-11-28T08:44:08+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00121.warc.gz | 22,382,330 | 723 | eng_Latn | eng_Latn | 0.997835 | eng_Latn | 0.998681 | [
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Hazel
The first term of the year is almost over and no one here can quite believe where the time has gone. It has certainly been an eventful first term, with the recent Christmas nativity plays taking up a lot of time these past few weeks. But weren't they fantastic?
As has been stated before, Year 2 is a tough year with quite a lot expected of them as they build to the SATs in May. I have made it my aim to ensure that while we are covering what we need to cover in class, the children are not being overwhelmed by content and we are able to balance the core subject content with activities that give the children opportunities to express their creativity and enable them to have a bit of fun while at school. I sincerely hope that your child has enjoyed this first term in Hazel class and that they enjoy next term even more. We'll see you all again in January. - Mr Palmer
Maths
5
10
Over this term we have concentrated on the fundamentals of Maths in Key Stage 1.
English
Place value and a focus on addition/subtraction has been a crucial part of our learning this term and we will continue to work on these areas throughout the year. We have brought in multiplication and division during the second half of this term and we have been looking at money a bit earlier in the term as well. Next term we will be looking at measurement and conversion in addition to revisiting some of the topics we have looked at this term to further cement our learning.
Caitlin: I think we're doing very well. Dec: We have been learning about division and using the arrays which makes it easy.
PE
The children have been learning about hockey and football in P.E. with Mr Gawthrope. P.E. is always that little bit extra challenging in the winter months. Karl: I love the exercise Ned: I like P.E. because hockey and football are my favourites.
CHRISTMAS PLAY
I would be remiss if I didn't take a chance to praise the children for what was a fantastic effort in putting together the Christmas nativity plays as well as the class assembly a bit earlier in the term. We hope you guys had as much fun watching them as we had putting them together.
The children have really come into their own in English this term. We have explored creative writing in imaginary settings (with fantastical elements) and more familiar settings (more grounded in reality, which the children have taken to and produced some wonderful work. It has been really encouraging to see so many of them unlock their creative imaginations, as they get older their abilities to explore creative thinking becomes an essential transferrable skill so I've been keen to get them to use this aspect in their writing as much as possible. We have also explored letter writing, including how to write formally and informally and how to write postcards (teaching them about a time where not everyone had phones and we sent postcards instead was an enlightening insight into modern history for them!). The children have also been looking at poetry this term. We have explored humorous poetry, acrostic poems as well as the more traditional structured rhyming poems.
Eshaal: I like English because sometimes the things we do are a lot of fun, I really like writing poems.
Science
Our topic for this term has been everyday materials. We have explored many different materials and their properties, looking at what we use them for in day-today life and why we don't use them for others. The children have had a go at manipulating materials, discovering if things can be stretched or crushed etc. The children have had a chance to be creative in this area as well by designing some inventions which make good use of their knowledge of materials and how they can be of benefit to the world. You may have seen some of these on our display in the hallway.
Avish: I like finding out about new things in Science.
Recorders
The children have continued their recorder and music lessons with both members of staff reporting much improvement since the first term. A few budding musicians in this class for sure!
Betty: I like learning the new notes
Castles
As our topic for this term draws to a close, I can report that it has certainly been a successful topic area which has really captured the children's imaginations. We have learned about medieval life and the cultures of the time period. The children enjoyed making castles for their half term homework and we have had them displayed prominently around the school.
We are looking forward to next term and studying a new and exciting topic.
Sam: I loved making castles and bringing them in
Meredith: I like learning about castles and the different parts.
Grace: I liked our assembly, it was fun to show what we have learned.
Half term homework.
Although there is no set homework in the Christmas holidays to be handed in, it will be essential to ensure the children are continuing to read at home as often as possible. In addition, I would strongly advise frequent practise with handwriting and spellings. Some of you should have copies of the 100 high frequency words for Year 2, these are a good place to start with words to practise. Copies of these words are easily accessible online as well. As before, I would encourage parents to help the children identify nouns, adjectives and verbs in their reading texts. We have also been looking at suffixes and adverbs this half of term and what constitutes statements, commands and questions. I would encourage the children to try to identify these as well wherever possible. The children are becoming a lot more fluent with times tables in class from our unit on multiplication, it might be advisable to keep them practising the 2, 3, 5 and 10 times tables at home to better hone their fluency. Frequent quick bursts of practise in these areas really can make all the difference in their learning. | <urn:uuid:76eed188-e70f-4785-af76-112c2018800b> | CC-MAIN-2020-50 | https://www.bournschool.co.uk/wp-content/uploads/2018/12/Hazel-termly-Newsletter-14.12.18.pdf | 2020-11-28T08:51:50+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00121.warc.gz | 598,528,444 | 1,200 | eng_Latn | eng_Latn | 0.99908 | eng_Latn | 0.999097 | [
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Heart and Home
On the Journey with Abraham
Lesson 4
READ: Genesis 15:1-5
1. Why did God tell Abram not to be afraid? What was Abram afraid of?
2. In verse 2, why didn't Abram assume Lot would be his heir? (He was a blood relative, and Eliezer was only a servant).
3. In Genesis 15:5 God told Abram his offspring would be as numerous as the stars in the sky. Read Genesis 13:16. To what did God compare Abram's future offspring there?
4. Do you think that God had purpose in giving two different comparisons or was He just giving variety to His illustrations? Share your thoughts here.
5. Read Genesis 15:6. About what did Abram believe the Lord? Why was this belief credited to him as righteousness?
6. Read Galatians 3:6-9. What further light does this shed on question 5?
7. Read Romans 4:1-5; 9-25. What did Abram believe and what must we also believe to have righteousness credited to us? (See v. 24-25)
In Genesis 15:7, God again reiterates the promise of the land for his possession. Abram sees no evidence of this and is confused.
8. What does Abram ask God in Genesis 15:8?
9. What was God's answer? (see v. 9). Note the little word "So" that begins v. 9. (Don't be alarmed if you have no idea what God's answer meant. This will be covered in the talk).
10. What is going on in the next several verses? (See v. 18 for a clue).
12. From any previous Bible studies you might have had, to what time are verses 13-14 referring?
11. What do you think v. 16b means, "For the sin of the Amorites has not yet reached its full measure?" | <urn:uuid:b22e03a7-3aad-47bd-b225-ec843b29a943> | CC-MAIN-2020-16 | http://harvestefc.com/wp-content/uploads/2019/10/Questions-for-Lesson-4.pdf | 2020-04-10T09:06:22+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00451.warc.gz | 81,966,488 | 417 | eng_Latn | eng_Latn | 0.998233 | eng_Latn | 0.99848 | [
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MATH 6 A/D
HOMEWORK 5: TRUTH TABLES AND LOGIC LAWS DEADLINE: OCTOBER 30TH, 2020
TRUTH TABLES
Logical variables A, B, C...: represent propositions, take value True (T) or False (F). Basic logic operations:
NOT (for example, NOT A or ¬A): true if A is false, and false if A is true.
AND (for example
A
AND
B
or
A
∧
B
): true if both
A, B
are true, and false otherwise
OR (for example
A
OR
B
or
A
∨
B
): true if at least one of
A, B
is true, and false otherwise.
Sometimes also called "inclusive or" to distinguish it from the "exclusive or" described below.
As in usual algebra, logic operations can be combined into more complicated formulas, e.g.
(
A
OR
B
)
AND
C
(can be also written
(
A
∨
B
)
∧
C
).
Truth tables: If we have a logical formula involving variables A, B, C, . . . , we can make a table listing, for every possible combination of values of A, B, . . . , the value of our formula. For example, the following is the truth tables for OR and AND:
Truth tables are useful in solving the problems about knights and knaves. Here is a typical problem: on the island of knights and knaves you meet two inhabitants, Alice and Ben. Alice tells you, 'I am a knight or Ben is a knave.' Ben tells you, 'Of Alice and I, exactly one is a knight.' We can use logical variables A = "Alice is a knight" and B = "Ben is a knight" and solve the problem by making the following table:
From this table we see that only the third row is valid and conclude that Alice must be a knave and Ben must be a knight.
HOMEWORK
1. What is the LCM and GCD for 26 and 1001?
2. Solve the equation 20 − 3(x − 1) − (x + 1) = 6
3. While visiting the Knights and Knaves Island, you meet two islanders, Clarence and Terrence. Clarence tells you that at least one of the two is a knave. Make a truth table for this problem and find out who is who?
4. On the island of knights and knaves, you meet two inhabitants: Valentina and Rishika. Valentina tells you that Rishika is a knave. Rishika says, "I and Valentina are knights." Make a truth table to figure out who is a knight and who is a knave?
5. On the island of knights and knaves you can meet 3 kinds of people: knights, who always tell the truth knaves, who always lie
tourists, who sometimes lie and sometimes tell the truth
On that island, you meet 3 people, A, B, and C, one of whom is a knight, one a knave, and one tourist (but not necessarily in that order). They make the following statements:
A: I am a tourist
B: That is true
C: I am not a tourist
What are A, B, and C?
6. Many trucks carry the message: "If you do not see my mirrors, then I do not see you". Can you rewrite it in an equivalent form without using the word "not"?
Define a new logical operation IF (as in "if A, then B; written A = ⇒ B): if A is false, it is automatically true; if A is true, it is true only when B is true. When someone says "if A then B", and A is false, do you think he lied? for example, is the statement
"if sky is green, then 2+2=5"
true?
The usual convention in mathematics is that it is true: any statement beginning with the words "if A then.. " is taken to be true in the case when A is false.
The truth table for the operation IF:
7. Check whether A = ⇒ B and B = ⇒ A are equivalent, by writing the truth table for each of them.
8. On the island of Knights and Knaves, a traveler meets two inhabitants: Carl and Bill. Bill says: "Carl is a Knave". Carl says: "If Bill is a Knight, then I am a Knight, too."
Make a truth table and determine whether each of them is a Knight or a Knave?
Truth tables provide the easiest way to prove complicated logical rules: if we want to prove that two formulas are equivalent (i.e., always give the same answer), make a truth table for each of them, and if the tables coincide, they are equivalent. For example,
This table proves that NOT(A AND B) is the same as (NOT A) OR(NOT B).
9. Check that A = ⇒ B is equivalent to (NOT A) OR B by making a truth table for each of them (thus, "if you do not clean up your room, you will be punished" and "you clean up your room, or you will be punished" are the same).
10. Write the truth table for each of the following formulas. Are they equivalent (i.e., do they always give the same value)? (hint: there will be eight rows in the table)
(a) (A OR B) AND(A OR C)
(b) A OR(B AND C).
*11. (The starred problems are those which are more difficult and thus are optional.) Define a new logical operation, XOR (exclusive or) as follows: A XOR B is true if exactly one of A, B is true, and false otherwise.
(a) Write the truth table for A XOR B.
(b) Can you express XOR using only AND, OR, and NOT (that is, write a formula equivalent to A XOR B using only AND, OR, and NOT )?
*12. The integers from 1 to 18 are written on the board in a row. Can you insert plus and minus signs between them in such a way as to get an expression that is equal to 0? | <urn:uuid:a9a6dcb3-c4c6-4177-b8e2-ede575c4d479> | CC-MAIN-2020-50 | https://schoolnova.org/classes/ay2020/math6d/math6d-2020-10-25-file1.pdf | 2020-11-28T09:20:08+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00131.warc.gz | 455,813,676 | 1,331 | eng_Latn | eng_Latn | 0.99805 | eng_Latn | 0.99826 | [
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Running Strength - Tuesday
Activation
Slow strides: keep your hips level, move slowly through range. 2 x 8 on both legs.
Calf raises: slow movement, use full range, push between 2nd and 3rd toe.
2 x 10 on both sides.
Insert running workout here
Form building strength
Table top: flat back, slow movements, keep knees to a right angle. 3 x 30-60 seconds.
Plank: straight back, prioritise form over duration. 3 x 30-60 seconds.
Running Strength - Thursday
Activation
Slow strides: keep your hips level, move slowly through range. 2 x 8 on both legs.
Calf raises: slow movement, use full range, push between 2nd and 3rd toe.
2 x 10 on both sides.
Insert running workout here
Form building strength
Hip touch: maintain straight body, straight line from ankles to shoulders.
3 x 30-60 seconds. (If you can't do the touches just hold the straight arm position.)
Indian sit crunch: cross legs, lay back, arms out, move fast. 3 x 30-60 seconds.
Running Strength - Sunday
Activation
Slow strides: keep your hips level, move slowly through range. 2 x 8 on both legs.
Calf raises: slow movement, use full range, push between 2nd and 3rd toe.
2 x 10 on both sides.
Insert running workout here
Form building strength
Side planks: straight line down your body, maintain form, (one side might feel easier).
2 x 30-60 seconds (on both sides.)
The U: flat back, hands move straight up and down, move fast.
2 x 30-60 seconds. | <urn:uuid:23ff21c6-ce4d-47b2-af14-e274f72b3d35> | CC-MAIN-2020-50 | http://bowesfitness.com/wp-content/uploads/2019/05/Running-Strength-Training-Program-2019.pdf | 2020-11-28T08:31:38+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00133.warc.gz | 15,042,959 | 368 | eng_Latn | eng_Latn | 0.997689 | eng_Latn | 0.997379 | [
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Constitution Packet Answers
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Constitution Packet Answers
1. 25 years or older. 2. 7 years a citizen of the U.S. 3. Inhabitant of the state in which he will be chosen to represent. Article 1 Section 2 states: Representatives... shall be apportioned among the states... according to their numbers, which shall be determined by adding the whole number of free persons and three-fifths of all other persons.
Constitution Packet Flashcards | Quizlet
Constitution And American Government Packet Answers Article 1 Section 2 states: Representatives... shall be apportioned among the states... according to their numbers, which shall be determined by adding the whole number of free persons and three-
Constitution Packet Answers - builder2.hpd-collaborative.org
Constitution Packet Answer Sheet Preamble and Article 1 - As you read the Preamble and Article 1 of the Constitution, answer the questions from the question sheet. Highlight Yes or No for each question and provide the location of the information that supports your answer.
Constitution_Packet - Constitution Packet Answer Sheet ...
To get started finding Constitution Packet Answers , you are right to find our website which has a comprehensive collection of manuals listed. Our library is the biggest of these that have literally hundreds of thousands of different products represented.
Constitution Packet Answers | thelinebook.com
constitution packet answers edvtek de. teacher's guide pbworks. u s Us Constitution Packet Answers U.S. Constitution Unit Packet Name_____ Period_____ 1 Learning Goal 1: Explain and analyze the principles on which the U.S. Constitution (as the Supreme Law of the Land) was founded: a.
Constitution Packet Answers
- flexibility (i.e., Elastic Clause, amendment process, living constitution) - republicanism - Supreme Law of the Land Scale: 4 3 2 1 In addition to a 3 student was able to explain and analyze the principles on which the U.S. Constitution was founded. Student was able to explain the principles on which the U.S. Constitution was founded.
U.S. Constitution And Government Unit Packet
Amendment V: No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property ...
U.S. Constitution For Dummies Cheat Sheet - dummies
Ratification of the Constitution. Directions: Complete the following outline of Article 7 by filling in the missing words on the line. The _____ratification of 9 states_____ shall be sufficient for the establishment of the Constitution between the states so ratifying the same. Chapter 5: Creating the Constitution Civics
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The Articles of the Constitution Worksheets [Answer Key]
Anatomy of the Constitution Learning Objectives. Students will be able to: Explain the structure, function, and powers of the U.S. government as established in the Constitution Identify the roles of the three branches of government Describe the constitutional amendment process Interpret the intentions of the Preamble of the
Teacher's Guide
Constitution questions and answers by Sol Bloom Q. How were deputies to the Constitutional Convention chosen? A. They were appointed by the legislatures of the different States. Q. Were there any restrictions as to the number of deputies a State might send? A. No. Q. Which State did not send deputies to the Constitutional Convention?
Constitution questions and answers | National Archives
1) establish justice. 2) insure domestic tranquility. 3) provide for common defense. 4) promote the general welfare. 5) secure liberty. 6) ordain & establish constitution. Summary of Article 1. Congress is consisted of Senate & House of Representatives.
AP Gov: Constitution Packet at Colonel Richardson High ...
Name: _____ Period: _____ Date: _____ AP U.S. GOVERNMENT AND POLITICS Unit 1- Constitutional Democracy – Review Packet (T. McKibben) The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. Compromises were made during the Constitutional Convention and ratification debates, and these compromises have ...
Redesign_Unit 1 Review Packet (Answers).docx - Name Period ...
Reading and understanding the US Constitution can be difficult for students. This detective activity is perfect to help your class dig into what the Constitution is really about. Through this resource, students will leave with a deeper understanding of the three branches of government and how our de...
US Constitution Activity by Wise Guys | Teachers Pay Teachers
Constitution packet study guide. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. ClaireYuki. Terms in this set (23) How often are representatives elected. Every two years. What are the three requirements listed for House members. 25 years old, 7 years citizen, live in state there representing.
Constitution packet study guide Flashcards | Quizlet
The Birth of The Constitution Worksheet Answer Key – The union is achieved by the wedding couple taking seven steps around a sacred fire. Human equality doesn't imply that every individual is the same or that each man or woman can even be appreciated in the same manner on each scale. Democracy and freedom are regarded as the thing, but they're not.
The Birth of The Constitution Worksheet Answer Key
U.S. Constitution Unit Packet Name_____ Period_____ 2 Constitution/ Government Unit LGs and Scales Learning Goal 9: Students will be able to explain the principles on which the U.S. Constitution was founded. - federalism (i.e., enumerated, reserved, and concurrent powers) - popular sovereignty ...
U.S. Constitution Unit Packet - Kyrene School District
The Confederation and the Constitution, 1776– ... Select the best answer and circle the corresponding letter. 1. Among the important social changes brought about by the American Revolution was a. the abolition of slavery everywhere except in South Carolina and Georgia. b. a strong movement toward equality of property.
The Confederation and the Constitution, 1776– 1790
This quiz & test packet accompanies the sold-separately Foundation for Freedom. This packet includes twelve quizzes and thirteen tests. The twelve quizzes cover 1-2 chapters and include 10-12 fill-in-the-blank questions. The first twelve tests include 25 questions and cover one or two chapters, while the last test is a final exam with 50 questions on the entire constitution.
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Copyright : mdosanjh.com
Foundation for Freedom: A Study of the United States ...
the packet. 2. Create and keep a Civics journal (notebook) to define terms to understand and answer the questions at the end of each lesson. You will complete some of the activities by writing answers in this packet and others in your Civics journal. 3. Turn in your completed Civics Summer Packet and Civics journal to your Civics teacher.
.
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Remote Learning Reading Packet for 7 th and 8 th Grade From Ms. Dimberg Room 220
Hello,
Please follow the directions for each area of study. If you have any questions, please do not hesitate to email me at: firstname.lastname@example.org
Stay healthy!
Ms. Dimberg
Reading-
April 13 th - April 24th
Common Lit-
1. Please read for 30 minutes a day. Some stories will take longer than others and I do not expect the activities to be completed in one day.
2. They are as follows: Story of Prometheus and Pandora's Box, After 20 Years, The Golden Touch and The Monkeys Paw.
3. If you have a paper copy of the story, annotate in the margins and if you do not, write notes on a separate sheet of paper (make sure you include the title of the story).
4. Next, write a summary of each story. Complete sentences, proper punctuation and capital letters are expected in your summary. Textual evidence should be included and major information or events should be noted throughout your written summary.
5. Finally, answer the quiz questions about each story. Keep each of the story notes and quizzes together.
Writing-
I would like you to write daily. I have the daily topics listed and would like you to write at least a page on each. Please write the date and topic at the top of each page and include an introduction, body and conclusion. I expect you to include proper punctuation, capitalization and complete sentences for each entry.
Journal Entries-
Topics- Please put an X on the line after you finish each journal entry.
_____*April 13-Write how you and your family are coping in the house together. What are some positive things about being in the house together? What are some not so positive things?
_____*April 14 th -If you were the teacher for a social studies lesson, what topic would you choose and what activity would you have your students complete so they learn?
_____*April 15 th -What are the benefits of being home schooled? What are the benefits of attending school? Provide 3 reasons for each type of learning.
_____*April 16 th -Free choice. You can write about any topic you choose.
_____*April 17 th -Do you feel that our federal government (President) was prepared for this pandemic? Watch the news and provide several details for your answer.
New Week
_____*April 20 th - Create an advertisement for your favorite cereal. Think of the commercials on tv. How do they convince viewers to buy their product? Use convincing words to encourage your viewers to buy it.
_____*April 21 st - Choose your favorite movie and write a review of it. Think about why you liked it so much and include that in your review.
_____*April 22 nd - Create a super hero. Describe their powers and how they use those powers.
_____*April 23 rd - Free choice. You can write about any topic you choose.
_____* April 24 th - What type of music do you like to listen to? Why do you like that type of music? Name your favorite band and what characteristics they have that appeal to you.
7
th
Grade- Literature Project for the novel "Fever 1793"
8
th
Grade -Literature Project for the novel "Esperanza Rising"
Directions: Choose 2 projects from below to complete. Write an X next to the projects you completed.
Project 1
____For your assigned novel, draw a picture and a caption from the five parts of Plot Mountain. Suggestion: Think about each part and write a sentence about the part of the book that fits into the categories below. Then draw a picture that also applies.
1. Exposition
3. Climax
2. Rising action
4. Falling action
5. Conclusion
Project 2
____Design a book jacket cover that includes the setting and the major characters on the front cover. Create a new title that includes the theme (examples: acceptance, cooperation, determination) of the novel. On the back of the jacket, write a summary that includes explicit and implicit events from the story.
Project 3
____Choose a conflict in the story and identify the type of conflict from the list below.
Draw pictures or glue pictures from a magazine that represent the conflict.
Man vs. Man
Man vs. Nature
Man vs. Self
Man vs. Society
Book Project
Directions: Choose one or two of the stories you have read for CommonLit (Story of Prometheus and Pandora's Box, After 20 Years, The Golden Touch and The Monkeys Paw) and complete 4 activities from the list below. Put an X next to the activities you choose to complete.
Ideas & Suggestions for Book/Short Story Projects
* _____Map of where it takes place, labeling important events
* _____Crossword puzzle, using characters, setting and plot
* _____Write a diary entry as if you were a character
* _____Biography of one of the characters
* _____Choose an excerpt from the story and persuade others to read the book
* _____Explanation of why it would or would not make a good movie
*
_____Multiple choice questions and answers about the book
* _____Create a movie poster for the story with an objective summary.
* _____Write a final chapter to the story. Would you end this story in a different way?
Book Project Rubric
4
-The project is neat and organized in the portfolio.
-The title, author, genre and level of the book, is clearly labeled.
-The content of the project demonstrates the student read and understood the entire book.
expressed creative
-The student and original ideas
about the book.
3
1
-The project is neat and organized in the portfolio.
-The title, author, and genre of the book, is clearly labeled.
-The title and author of the book is labeled. - The project may or may not be neat or
-The content of the project demonstrates the student read and understood the book.
- The student expressed their ideas about the book.
organized. -The content of the project demonstrates the student read or understood only parts of the book. -The student expressed some ideas about the book.
1
-The project is not neat or organized.
-The title and author of the book may be missing or incomplete.
- The content of the project demonstrates the student did not read or understand the book.
- The student did not express their ideas about the book.
[1]
The Story of Prometheus and Pandora's Box
By James Baldwin 1895
James Baldwin (1841-1925) was an educator and prolific children's book author who re-wrote many classic legends and myths for young readers. In almost every culture, there are myths and folktales that explain how the world got to be the way it is today and that ask important questions about the human condition. Greek mythology in particular has been read widely in the West and retold in sophisticated high poetry. In this version, however, James Baldwin adopts a more accessible tone, turning revered Greek Mythology into old Greek stories. As you read, take notes on how Baldwin reveals the themes of these myths.
I. How Fire Was Given to Men
In those old, old times, there lived two brothers who were not like other men, nor yet like those Mighty Ones who lived upon the mountain top. 1 They were the sons of one of those Titans 2 who had fought against Jupiter 3 and been sent in chains to the strong prisonhouse 4 of the Lower World. 5
The name of the elder of these brothers was Prometheus, or Forethought; for he was always thinking of the future and making things ready for what might happen to-morrow, or next week, or next year, or it may be in a hundred years to come. The younger was called Epimetheus, or Afterthought; for he was always so busy thinking of yesterday, or last year, or a hundred years ago, that he had no care at all for what might come to pass after a while.
For some cause Jupiter had not sent these brothers to prison with the rest of the Titans.
1 . The "Mighty Ones" is a reference to the gods and goddesses of Greek mythology who lived atop Mount Olympus, led by Zeus (or, in Roman mythology, Jupiter), god of sky and thunder and king of the gods.
2 . In classical Greek mythology, the Titans were members of the second order of divine beings, born from the first god and goddess Gaia and Uranus. The Titans were giants of incredible strength who ruled during the legendary Golden Age.
3 3.Jupiter (also called Jove) is the god of sky and thunder and king of the gods in Ancient Roman religion and mythology.
4 . This is a reference to Tartarus, a deep abyss in ancient Greek mythology that is used as a dungeon of torment and suffering for the wicked. Zeus/Jupiter sent most of the Titans there after he and the other gods of Olympus defeated the Titans in a power struggle.
5 5.In mythology, the Lower World – also known as the Underworld – is an otherworld where souls go after death.
Prometheus did not care to live amid the clouds on the mountain top. He was too busy for that. While the Mighty Folk were spending their time in idleness, 6 drinking nectar and eating ambrosia, 7 he was intent upon plans for making the world wiser and better than it had ever been before.
[5] He went out amongst men to live with them and help them; for his heart was filled with sadness when he found that they were no longer happy as they had been during the golden days when Saturn was king. 8 Ah, how very poor and wretched they were! He found them living in caves and in holes of the earth, shivering with the cold because there was no fire, dying of starvation, hunted by wild beasts and by one another-the most miserable of all living creatures.
"If they only had fire," said Prometheus to himself, "they could at least warm themselves and cook their food; and after a while they could learn to make tools and build themselves houses. Without fire, they are worse off than the beasts."
Then he went boldly to Jupiter and begged him to give fire to men, that so they might have a little comfort through the long, dreary months of winter.
"Not a spark will I give," said Jupiter. "No, indeed! Why, if men had fire they might become strong and wise like ourselves, and after a while they would drive us out of our kingdom. Let them shiver with cold, and let them live like the beasts. It is best for them to be poor and ignorant, that so we Mighty Ones may thrive and be happy."
Prometheus made no answer; but he had set his heart on helping mankind, and he did not give up. He turned away, and left Jupiter and his mighty company forever.
[10] As he was walking by the shore of the sea he found a reed, or, as some say, a tall stalk of fennel, 9 growing; and when he had broken it off he saw that its hollow center was filled with a dry, soft pith 9 which would burn slowly and keep on fire a long time. He took the long stalk in his hands, and started with it towards the dwelling of the sun in the far east.
"Mankind shall have fire in spite of the tyrant 10 who sits on the mountain top," he said.
He reached the place of the sun in the early morning just as the glowing, golden orb was rising from the earth and beginning his daily journey through the sky. He touched the end of the long reed to the flames, and the dry pith caught on fire and burned slowly. Then he turned and hastened 11 back to his own land, carrying with him the precious spark hidden in the hollow center of the plant.
He called some of the shivering men from their caves and built a fire for them, and showed them how to warm themselves by it and how to build other fires from the coals. Soon there was a cheerful blaze in every rude 13 home
6 6.Idleness (noun): a state of inactivity; not doing anything productive
7 7.Nectar and ambrosia are the food and drink of the "Mighty Folk" in Greek mythology.
8 . "Saturn" is the Roman name for the Greek god Cronus (also spelled Kronos), the leader and youngest of the first generation of Titans. He overthrew his father and ruled during the mythological Golden Age, until he was overthrown by his own son Zeus/Jupiter and imprisoned in Tartarus. 9. a kind of plant
9 0.the white strings inside a plant or fruit like an orange
10 1.Tyrant (noun): an unjust or oppressive ruler
11 2.Hasten (verb): to hurry
in the land, and men and women gathered round it and were warm and happy, and thankful to Prometheus for the wonderful gift which he had brought to them from the sun.
It was not long until they learned to cook their food and so to eat like men instead of like beasts. They 12 began at once to leave off their wild and savage habits; and instead of lurking in the dark places of the world, they came out into the open air and the bright sunlight, and were glad because life had been given to them.
[15] After that, Prometheus taught them, little by little, a thousand things. He showed them how to build houses of wood and stone, and how to tame sheep and cattle and make them useful, and how to plow and sow and reap, 13 and how to protect themselves from the storms of winter and the beasts of the woods. Then he showed them how to dig in the earth for copper and iron, and how to melt the ore, 14 and how to hammer it into shape and fashion from it the tools and weapons which they needed in peace and war; and when he saw how happy the world was becoming he cried out:
"A new Golden Age shall come, brighter and better by far than the old!"
II. How Diseases and Cares Came Among Men
Things might have gone on very happily indeed, and the Golden Age might really have come again, had it not been for Jupiter. But one day, when he chanced to look down upon the earth, he saw the fires burning, and the people living in houses, and the flocks feeding on the hills, and the grain ripening in the fields, and this made him very angry. "Who has done all this?" he asked.
And some one answered, "Prometheus!"
[20] "What! That young Titan!" he cried. "Well, I will punish him in a way that will make him wish I had shut him up in the prison-house with his kinsfolk. 15 But as for those puny men, let them keep their fire. I will make them ten times more miserable than they were before they had it."
Of course it would be easy enough to deal with Prometheus at any time, and so Jupiter was in no great haste about it. He made up his mind to distress mankind first; and he thought of a plan for doing it in a very strange, roundabout way.
In the first place, he ordered his blacksmith Vulcan, whose forge 16 was in the crater of a burning mountain, to take a lump of clay which he gave him, and mold it into the form of a woman. Vulcan did as he was bidden; and when he had finished the image, he carried it up to Jupiter, who was sitting among the clouds with all the Mighty Folk around him. It was nothing but a mere lifeless body, but the great blacksmith had given it a form more perfect than that of any statue that has ever been made.
"Come now!" said Jupiter, "let us all give some goodly gift to this woman;" and he began by giving her life.
12 3.In this context, "rude" means roughly made or done; lacking subtlety or sophistication
13 4.These are skills used in farming.
14 5.a type of rock used to create iron
15 6.family; relatives
16 7.a blacksmith's workshop
Then the others came in their turn, each with a gift for the marvelous creature. One gave her beauty; and another a pleasant voice; and another good manners; and another a kind heart; and another skill in many arts; and, lastly, some one gave her curiosity. Then they called her Pandora, which means the all-gifted, because she had received gifts from them all.
[25] Pandora was so beautiful and so wondrously gifted that no one could help loving her. When the Mighty Folk had admired her for a time, they gave her to Mercury, the light-footed; and he led her down the mountain side to the place where Prometheus and his brother were living and toiling 17 for the good of mankind. He met Epimetheus first, and said to him:
"Epimetheus, here is a beautiful woman, whom Jupiter has sent to you to be your wife."
Prometheus had often warned his brother to beware of any gift that Jupiter might send, for he knew that the mighty tyrant could not be trusted; but when Epimetheus saw Pandora, how lovely and wise she was, he forgot all warnings, and took her home to live with him and be his wife.
Pandora was very happy in her new home; and even Prometheus, when he saw her, was pleased with her loveliness. She had brought with her a golden casket, 18 which Jupiter had given her at parting, and which he had told her held many precious things; but wise Athena, the queen of the air, had warned her never, never to open it, nor look at the things inside.
"They must be jewels," she said to herself; and then she thought of how they would add to her beauty if only she could wear them. "Why did Jupiter give them to me if I should never use them, nor so much as look at them?" she asked.
[30] The more she thought about the golden casket, the more curious she was to see what was in it; and every day she took it down from its shelf and felt of the lid, and tried to peer inside of it without opening it.
"Why should I care for what Athena told me?" she said at last. "She is not beautiful, and jewels would be of no use to her. I think that I will look at them, at any rate. Athena will never know. Nobody else will ever know."
She opened the lid a very little, just to peep inside. All at once there was a whirring, rustling sound, and before she could shut it down again, out flew ten thousand strange creatures with death-like faces and gaunt 19 and dreadful forms, such as nobody in all the world had ever seen. They fluttered for a little while about the room, and then flew away to find dwelling-places wherever there were homes of men. They were diseases and cares; for up to that time mankind had not had any kind of sickness, nor felt any troubles of mind, nor worried about what the morrow might bring forth.
These creatures flew into every house, and, without any one seeing them, nestled down in the bosoms 21 of men and women and children, and put an end to all their joy; and ever since that day they have been flitting and creeping, unseen and unheard, over all the land, bringing pain and sorrow and death into every household.
If Pandora had not shut down the lid so quickly, things would have gone much worse. But she closed it just in time to keep the last of the evil creatures from getting out. The name of this creature was Foreboding, and although he
17 8.Toil (verb): to work extremely hard and continuously
18 9.a small box
19 . Gaunt (adjective): excessively thin, especially because of suffering or hunger 21. hearts
was almost half out of the casket, Pandora pushed him back and shut the lid so tight that he could never escape. If he had gone out into the world, men would have known from childhood just what troubles were going to come to them every day of their lives, and they would never have had any joy or hope so long as they lived.
[35] And this was the way in which Jupiter sought to make mankind more miserable than they had been before Prometheus had befriended them.
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: Which of the following best identifies a central theme of this myth? [RL.2]
A. Abuse of power
B. The necessity of curiosity
C. Violence and war
D. Beauty and art
2. Which TWO phrases from the text best support the answer to Part A? [RL.1]
i A. "Prometheus did not care to live amid the clouds on the mountain top. He was too busy for that." (Paragraph 3)
B."It is best for them to be poor and ignorant, that so we Mighty Ones may thrive and be happy." (Paragraph 8)
B.
i C. "Let them keep their fire. I will make them ten times more miserable than they were before they had it." (Paragraph 20)
C.
i D. "Then they called her Pandora, which means the all-gifted, because she had received gifts from them all." (Paragraph 24)
D.
i E. "Pandora was so beautiful and so wondrously gifted that no one could help loving her." (Paragraph 25)
E. F "'She opened the lid a very little, just to peep inside.'" (Paragraph 32)
3. How does the way Prometheus describes Jupiter differ from the way the narrator [RL.6] describes Jupiter?
A. Prometheus thinks Jupiter is disloyal while the narrator sees him as just
B. Prometheus does not understand Jupiter while the narrator knows Jupiter is evil
C. Prometheus reveres the king of the gods while the narrator treats Jupiter like any other character
D. Prometheus sees Jupiter as an unjust tyrant while the narrator calls him a "Mighty One" without judgment
The Story of Prometheus and Pandora's Box by James Baldwin is in the public domain.
[5]
The Monkey's Paw
By W.W. Jacobs 1902
W.W. Jacobs (1863-1943) was an English writer of novels and short stories, most famous for his horror story, "The Monkey's Paw." In this text, Jacobs tells the story of an older couple, their adult son, and a visitor who brings them fantastic stories and a mysterious souvenir from his travels in India. As you read, take notes on each character's thoughts and feelings about the monkey's paw and how they differ from one another.
[1] Without, the night was cold and wet, but in the small parlour 1 of Laburnam Villa the blinds were drawn and the fire burned brightly. Father and son were at chess, the former, who possessed ideas about the game involving radical changes, putting his king into such sharp and unnecessary perils 2 that it even provoked 3 comment from the white-haired old lady knitting placidly by the fire.
"Hark at 4 the wind," said Mr. White, who, having seen a fatal mistake after it was too late, was amiably desirous of preventing his son from seeing it.
"Untitled" by Alexas_Fotos is licensed under CC0
"I'm listening," said the latter, grimly surveying the board as he stretched out his hand. "Check." "I should hardly think that he'd come to-night," said his father, with his hand poised over the board.
"Mate,"
5
replied the son.
"That's the worst of living so far out," bawled Mr. White, with sudden and unlooked-for violence; "of all the beastly, slushy, out-of-the-way places to live in, this is the worst. Pathway's a bog, 6 and the road's a torrent. 7 I don't know what people are thinking about. I suppose because only two houses on the road are let, 8 they think it doesn't matter."
"Never mind, dear," said his wife soothingly; "perhaps you'll win the next one."
1 1.a living room
2 2.Peril (noun): danger or serious risk
3 3.Provoke (verb): to stir up or bring about
4 4.an expression meaning to listen to
5 . a reference to checkmate, which a chess player calls out when they have won the game by capturing their opponent's king
6 6.an area of wet or flooded ground that someone could easily sink in to
7 7.a huge or violent downpour of rain
8 8.an English term meaning leased or rented
[10]
[15]
[20]
Mr. White looked up sharply, just in time to intercept a knowing glance between mother and son. The words died away on his lips, and he hid a guilty grin in his thin grey beard.
"There he is," said Herbert White, as the gate banged to loudly and heavy footsteps came toward the door.
The old man rose with hospitable
9
haste, and opening the door, was heard condoling
10
with the new arrival. The new arrival also condoled with himself, so that Mrs. White said, "Tut, tut!" and coughed gently as her husband
entered the room, followed by a tall burly man, beady of eye and rubicund
11
of visage.
12
"Sergeant-Major
13
Morris," he said, introducing him.
The sergeant-major shook hands, and taking the proffered seat by the fire, watched contentedly while his host got out whisky and tumblers
14
and stood a small copper kettle on the fire.
At the third glass his eyes got brighter, and he began to talk, the little family circle regarding with eager interest this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of strange scenes and
doughty
15
deeds; of wars and plagues and strange peoples.
"Twenty-one years of it," said Mr. White, nodding at his wife and son. "When he went away he was a slip youth in the warehouse. Now look at him."
"He don't look to have taken much harm," said Mrs. White, politely.
"I'd like to go to India myself," said the old man, "just to look round a bit, you know."
"Better where you are," said the sergeant-major, shaking his head. He put down the empty glass, and sighing softly, shook it again.
"I should like to see those old temples and fakirs
17
and jugglers," said the old man. "What was that you started telling me the other day about a monkey's paw or something, Morris?"
"Nothing," said the soldier hastily. "Leastways, nothing worth hearing."
"Monkey's paw?" said Mrs. White curiously.
"Well, it's just a bit of what you might call magic, perhaps," said the sergeant-major off-handedly.
9
9.
Hospitable
(adjective):
kind and generous to guests or strangers
10
0.to express sympathy with someone who has experienced trouble or misfortune
11
1.red or reddish
12
2. face
13
3.a high-ranking officer in the British Army
14
4.a drinking glass
15
5.courageous
16
6.a young and slender person
17
7.a monk of the Muslim or Hindu religion, often thought to have supernatural powers
16
of a
[25]
[30]
[35]
His three listeners leaned forward eagerly. The visitor absentmindedly put his empty glass to his lips and then set it down again. His host filled it for him.
"To look at," said the sergeant-major, fumbling in his pocket, "it's just an ordinary little paw, dried to a mummy."
18
He took something out of his pocket and proffered it. Mrs. White drew back with a grimace,
19
but her son, taking it, examined it curiously.
"And what is there special about it?" inquired Mr. White, as he took it from his son and, having examined it, placed it upon the table.
"It had a spell put on it by an old fakir," said the sergeant-major, "a very holy man. He wanted to show that fate 20 ruled people's lives, and that those who interfered with it did so to their sorrow. He put a spell on it so that three separate men could each have three wishes from it."
His manner was so impressive that his hearers were conscious that their light laughter jarred somewhat.
"Well, why don't you have three, sir?" said Herbert White cleverly.
The soldier regarded him in the way that middle age is wont to regard presumptuous quietly, and his blotchy face whitened.
"And did you really have the three wishes granted?" asked Mrs. White.
"I did," said the sergeant-major, and his glass tapped against his strong teeth.
"And has anybody else wished?" inquired the old lady.
"The first man had his three wishes, yes," was the reply. "I don't know what the first two were, but the third was for death. That's how I got the paw."
His tones were so grave
22
that a hush fell upon the group.
"If you've had your three wishes, it's no good to you now, then, Morris," said the old man at last. "What do you keep it for?"
The soldier shook his head. "Fancy,
23
I suppose," he said slowly.
"If you could have another three wishes," said the old man, eyeing him keenly, "would you have them?"
18
8.the body or body part of a human or animal that has been dried and preserved after death
19
9.
Grimace
(noun):
a facial expression that shows disapproval, disgust, or pain
20
0.
Fate
(noun):
destiny; the universal force that determines what happens in a person's life
21
1.bold or arrogant
22
2.
Grave
(adjective):
serious or solemn
23
3.a silly preference or whim
21
youth. "I have," he said
[40]
[50]
"I don't know," said the other. "I don't know."
He took the paw, and dangling it between his front finger and thumb, suddenly threw it upon the fire. White, with a slight cry, stooped down and snatched it off.
"Better let it burn," said the soldier solemnly.
"If you don't want it, Morris," said the old man, "give it to me."
"I won't," said his friend doggedly. "I threw it on the fire. If you keep it, don't blame me for what happens. Pitch 24 it on the fire again, like a sensible man."
The other shook his head and examined his new possession closely. "How do you do it?" he inquired.
"Hold it up in your right hand and wish aloud," said the sergeant-major, "but I warn you of the consequences."
[45] "Sounds like the Arabian Nights," 25 said Mrs White, as she rose and began to set the supper. "Don't you think you might wish for four pairs of hands for me?"
Her husband drew the talisman
26
from his pocket and then all three burst into laughter as the sergeant-major, with a look of alarm on his face, caught him by the arm.
"If you must wish," he said gruffly, "wish for something sensible."
Mr. White dropped it back into his pocket, and placing chairs, motioned his friend to the table. In the business of supper the talisman was partly forgotten, and afterward the three sat listening in an enthralled fashion to a
second instalment of the soldier's adventures in India.
"If the tale about the monkey paw is not more truthful than those he has been telling us," said Herbert, as the door closed behind their guest, just in time for him to catch the last train, "we shan't make much out of it."
"Did you give him anything for it, father?"
27
inquired Mrs. White, regarding her husband closely.
"A trifle,"
28
said he, colouring slightly. "He didn't want it, but I made him take it. And he pressed me again to throw it away."
"Likely," said Herbert, with pretended horror. "Why, we're going to be rich, and famous, and happy. Wish to be an emperor, father, to begin with; then you can't be henpecked." 29
24 4.to throw or toss
25 5.a collection of Middle Eastern folk tales, many of which featured magical people and places
26 6.an object thought to have supernatural powers
27
7.an affectionate way that wives often referred to their husbands during that time
28 8.a small amount of money or an item of little value
29
9.bullied or intimidated by one's wife or girlfriend
[55]
[60]
[65]
He darted round the table, pursued by the maligned
30
Mrs. White armed with an antimacassar.
Mr. White took the paw from his pocket and eyed it dubiously.
31
32
"I don't know what to wish for, and that's a fact,"
he said slowly. "It seems to me I've got all I want."
"If you only cleared
33
the house, you'd be quite happy, wouldn't you?" said Herbert, with his hand on his shoulder.
"Well, wish for two hundred pounds, then; that'll just do it."
His father, smiling shamefacedly at his own credulity,
34
held up the talisman, as his son, with a solemn face somewhat marred by a wink at his mother, sat down at the piano and struck a few impressive chords.
"I wish for two hundred pounds," said the old man distinctly.
A fine crash from the piano greeted the words, interrupted by a shuddering cry from the old man. His wife and son ran toward him.
"It moved, he cried, with a glance of disgust at the object as it lay on the floor. "As I wished it twisted in my hands like a snake."
"Well, I don't see the money," said his son, as he picked it up and placed it on the table, "and I bet I never shall."
"It must have been your fancy, father," said his wife, regarding him anxiously.
He shook his head. "Never mind, though; there's no harm done, but it gave me a shock all the same."
They sat down by the fire again while the two men finished their pipes. Outside, the wind was higher than ever, and the old man started nervously at the sound of a door banging upstairs. A silence unusual and depressing
settled upon all three, which lasted until the old couple rose to retire for the night.
"I expect you'll find the cash tied up in a big bag in the middle of your bed," said Herbert, as he bade them good- night, "and something horrible squatting up on top of the wardrobe watching you as you pocket your ill-gotten
gains."
35
He sat alone in the darkness, gazing at the dying fire, and seeing faces in it. The last face was so horrible and so simian
36
that he gazed at it in amazement. It got so vivid that, with a little uneasy laugh, he felt on the table for a glass containing a little water to throw over it. His hand grasped the monkey's paw, and with a little shiver he
wiped his hand on his coat and went up to bed.
II.
30 0.Maligned (adjective): spoken about as if evil or harmful, often untruthfully
31 1.a small fabric cover for upholstered furniture to prevent it from becoming dirty
32 2.Dubious (adjective): doubtful, questioning, or skeptical
33 3.to settle a bill or pay off a loan
34 4.willingness to believe or trust to easily, especially without evidence
35 5.benefits obtained in an evil or dishonest way
36 6.characteristic of apes or monkeys
[75]
In the brightness of the wintry sun next morning as it streamed over the breakfast table Herbert laughed at his fears. There was an air of prosaic 37 wholesomeness about the room which it had lacked on the previous night, and the dirty, shrivelled little paw was pitched on the sideboard with a carelessness which betokened 38 no great belief in its virtues.
"I suppose all old soldiers are the same," said Mrs White. "The idea of our listening to such nonsense! How could wishes be granted in these days? And if they could, how could two hundred pounds hurt you, father?"
"Might drop on his head from the sky," said the frivolous Herbert.
"Morris said the things happened so naturally," said his father, "that you might if you so wished attribute it to coincidence."
[70] "Well, don't break into the money before I come back," said Herbert, as he rose from the table. "I'm afraid it'll turn you into a mean, avaricious 39 man, and we shall have to disown you."
His mother laughed, and following him to the door, watched him down the road, and returning to the breakfast table, was very happy at the expense of her husband's credulity. All of which did not prevent her from scurrying to the door at the postman's knock, nor prevent her from referring somewhat shortly to retired sergeant-majors of bibulous 40 habits when she found that the post brought a tailor's bill.
"Herbert will have some more of his funny remarks, I expect, when he comes home," she said, as they sat at dinner.
"I dare say," said Mr. White, pouring himself out some beer; "but for all that, the thing moved in my hand; that I'll swear to."
"You thought it did," said the old lady soothingly.
"I say it did," replied the other. "There was no thought about it; I had just — What's the matter?"
His wife made no reply. She was watching the mysterious movements of a man outside, who, peering in an undecided fashion at the house, appeared to be trying to make up his mind to enter. In mental connection with the two hundred pounds, she noticed that the stranger was well dressed and wore a silk hat of glossy newness. Three times he paused at the gate, and then walked on again. The fourth time he stood with his hand upon it, and then with sudden resolution flung it open and walked up the path. Mrs. White at the same moment placed her hands behind her, and hurriedly unfastening the strings of her apron, put that useful article of apparel beneath the cushion of her chair.
She brought the stranger, who seemed ill at ease, into the room. He gazed at her furtively, and listened in a preoccupied fashion as the old lady apologized for the appearance of the room, and her husband's coat, a garment which he usually reserved for the garden. She then waited as patiently as her sex would permit, for him to broach his business, but he was at first strangely silent.
37 7.common or ordinary
38 8.to show or give a sign of
39 9.greedy for wealth
40 0.fond of or addicted to drinking
[80]
[85]
[90]
"I — was asked to call," he said at last, and stooped and picked a piece of cotton from his trousers. "I come from
Maw and Meggins."
The old lady started. "Is anything the matter?" she asked breathlessly. "Has anything happened to Herbert? What is it? What is it?"
Her husband interposed. "There, there, mother," he said hastily. "Sit down, and don't jump to conclusions. You've not brought bad news, I'm sure, sir" and he eyed the other wistfully.
"I'm sorry — " began the visitor.
"Is he hurt?" demanded the mother.
The visitor bowed in assent. 41 "Badly hurt," he said quietly, "but he is not in any pain."
"Oh, thank God!" said the old woman, clasping her hands. "Thank God for that! Thank — "
She broke off suddenly as the sinister meaning of the assurance
42
dawned upon her and she saw the awful confirmation of her fears in the other's averted face. She caught her breath, and turning to her slower-witted
husband, laid her trembling old hand upon his. There was a long silence.
"He was caught in the machinery," said the visitor at length, in a low voice.
"Caught in the machinery," repeated Mr. White, in a dazed fashion, "yes."
He sat staring blankly out at the window, and taking his wife's hand between his own, pressed it as he had been wont to do
43
in their old courting days nearly forty years before.
"He was the only one left to us," he said, turning gently to the visitor. "It is hard."
The other coughed, and rising, walked slowly to the window. "The firm wished me to convey their sincere sympathy with you in your great loss," he said, without looking round. "I beg that you will understand I am only
their servant and merely obeying orders."
There was no reply; the old woman's face was white, her eyes staring, and her breath inaudible; on the husband's face was a look such as his friend the sergeant might have carried into his first action.
"I was to say that Maw and Meggins disclaim
44
all responsibility," continued the other. "They admit no liability at all, but in consideration of your son's services they wish to present you with a certain sum as compensation."
41
1.
42
2.
45
(noun):
Assent agreement
(noun):
Assurance a promise or declaration
43
3.accustomed or inclined to do
44
4.
Disclaim
(verb):
reject or deny
45
5.
(noun):
Compensation something given to make up for a loss, injury, or suffering
Mr. White dropped his wife's hand, and rising to his feet, gazed with a look of horror at his visitor. His dry lips shaped the words, "How much?"
"Two hundred pounds," was the answer.
[95] Unconscious of his wife's shriek, the old man smiled faintly, put out his hands like a sightless man, and dropped, a senseless heap, to the floor.
III.
In the huge new cemetery, some two miles distant, the old people buried their dead, and came back to a house steeped in shadow and silence. It was all over so quickly that at first they could hardly realize it, and remained in a state of expectation as though of something else to happen — something else which was to lighten this load, too heavy for old hearts to bear.
But the days passed, and expectation gave place to resignation — the hopeless resignation of the old, sometimes miscalled, apathy. 46 Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness.
It was about a week after that that the old man, waking suddenly in the night, stretched out his hand and found himself alone. The room was in darkness, and the sound of subdued weeping came from the window. He raised himself in bed and listened.
"Come back," he said tenderly. "You will be cold."
[100] "It is colder for my son," said the old woman, and wept afresh.
The sound of her sobs died away on his ears. The bed was warm, and his eyes heavy with sleep. He dozed fitfully, and then slept until a sudden wild cry from his wife awoke him with a start.
"The paw!" she cried wildly. "The monkey's paw!"
He started up in alarm. "Where? Where is it? What's the matter?"
She came stumbling across the room toward him. "I want it," she said quietly. "You've not destroyed it?"
[105] "It's in the parlour, on the bracket," he replied, marvelling. "Why?"
She cried and laughed together, and bending over, kissed his cheek.
"I only just thought of it," she said hysterically. "Why didn't I think of it before? Why didn't you think of it?"
"Think of what?" he questioned.
"The other two wishes," she replied rapidly. "We've only had one."
46 6.Apathy (noun): lack of interest; absence of emotion or excitement
[110] "Was not that enough?" he demanded fiercely.
"No," she cried, triumphantly; "we'll have one more. Go down and get it quickly, and wish our boy alive again."
The man sat up in bed and flung the bedclothes from his quaking limbs. "Good God, you are mad!" he cried aghast.
"Get it," she panted; "get it quickly, and wish — Oh, my boy, my boy!"
Her husband struck a match and lit the candle. "Get back to bed," he said, unsteadily. "You don't know what you are saying."
[115] "We had the first wish granted," said the old woman, feverishly; "why not the second."
"A coincidence," stammered the old man.
"Go and get it and wish," cried the old woman, quivering with excitement.
The old man turned and regarded her, and his voice shook. "He has been dead ten days, and besides he — I would not tell you else, but — I could only recognize him by his clothing. If he was too terrible for you to see then, how now?"
"Bring him back," cried the old woman, and dragged him toward the door. "Do you think I fear the child I have nursed?"
[120] He went down in the darkness, and felt his way to the parlour, and then to the mantelpiece. The talisman was in its place, and a horrible fear that the unspoken wish might bring his mutilated son before him ere he could escape from the room seized upon him, and he caught his breath as he found that he had lost the direction of the door. His brow cold with sweat, he felt his way round the table, and groped along the wall until he found himself in the small passage with the unwholesome thing in his hand.
Even his wife's face seemed changed as he entered the room. It was white and expectant, and to his fears seemed to have an unnatural look upon it. He was afraid of her.
"Wish!" she cried, in a strong voice.
"It is foolish and wicked," he faltered.
"Wish!" repeated his wife.
[125] He raised his hand. "I wish my son alive again."
The talisman fell to the floor, and he regarded it fearfully. Then he sank trembling into a chair as the old woman, with burning eyes, walked to the window and raised the blind.
He sat until he was chilled with the cold, glancing occasionally at the figure of the old woman peering through the window. The candle end, which had burnt below the rim of the china candlestick, was throwing pulsating shadows
on the ceiling and walls, until, with a flicker larger than the rest, it expired. 47 The old man, with an unspeakable sense of relief at the failure of the talisman, crept back to his bed, and a minute or two afterward the old woman came silently and apathetically beside him.
Neither spoke, but both lay silently listening to the ticking of the clock. A stair creaked, and a squeaky mouse scurried noisily through the wall. The darkness was oppressive, 48 and after lying for some time screwing up his courage, 49 the husband took the box of matches, and striking one, went downstairs for a candle.
At the foot of the stairs the match went out, and he paused to strike another, and at the same moment a knock, so quiet and stealthy as to be scarcely audible, sounded on the front door.
[130] The matches fell from his hand. He stood motionless, his breath suspended until the knock was repeated. Then he turned and fled swiftly back to his room, and closed the door behind him. A third knock sounded through the house.
"What's that?" cried the old woman, starting up.
"A rat," said the old man, in shaking tones — "a rat. It passed me on the stairs."
His wife sat up in bed listening. A loud knock resounded through the house.
"It's Herbert!" she screamed. "It's Herbert!"
[135] She ran to the door, but her husband was before her, and catching her by the arm, held her tightly.
"What are you going to do?" he whispered hoarsely.
"It's my boy; it's Herbert!" she cried, struggling mechanically. "I forgot it was two miles away. What are you holding me for? Let go. I must open the door."
"For God's sake, don't let it in," cried the old man trembling.
"You're afraid of your own son," she cried, struggling. "Let me go. I'm coming, Herbert; I'm coming."
[140]
There was another knock, and another. The old woman with a sudden wrench broke free and ran from the room.
Her husband followed to the landing, and called after her appealingly as she hurried downstairs. He heard the chain rattle back and the bottom bolt drawn slowly and stiffly from the socket. Then the old woman's voice,
strained and panting.
"The bolt," she cried loudly. "Come down. I can't reach it."
But her husband was on his hands and knees groping wildly on the floor in search of the paw. If he could only find it before the thing outside got in. A perfect fusillade 50 of knocks reverberated through the house, and he heard the scraping of a chair as his wife put it down in the passage against the door. He heard the creaking of the bolt as it
47 7.Expire (verb): to come to an end; to die out
48 8.Oppressive (adjective): causing discomfort or distress
49 9.an expression meaning to force yourself to be brave
50 0.an outpouring of repeated sounds, often referring to the sound of repeated gunfire
10
came slowly back, and at the same moment he found the monkey's paw, and frantically breathed his third and last wish.
The knocking ceased suddenly, although the echoes of it were still in the house. He heard the chair drawn back and the door opened. A cold wind rushed up the staircase, and a long loud wail of disappointment and misery from his wife gave him courage to run down to her side, and then to the gate beyond. The street lamp flickering opposite shone on a quiet and deserted road.
"The Monkey's Paw" by W.W. Jacobs (1902) is in the public domain.
11
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: Which statement best expresses the theme of the story?
A. It is not wise to trust strangers, even when they promise to be loyal to you. B. Ignoring the wisdom and experience of others can lead to terrible consequences.
C. You should never give up, even if you think a problem is impossible to solve.
D. You can overcome tragedy if you rely on your family and friends.
2. Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.
1. In the context of the story, can we control our fate? Do our choices have an impact on the course of our lives, or are our lives predetermined no matter what we do? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
2. In your experience, how important is it to listen to other people's wisdom before you make your own decisions? Does listening to others help us make better choices, or does it keep us from taking risks?
12
[1]
Name:
Class:
The Golden Touch
By Nathaniel Hawthorne 1851
Nathaniel Hawthorne (1804-1864) was an American novelist and short story writer, best known for his work The Scarlet Letter. In this story, Hawthorne retells the myth of King Midas, whose wish for a "golden touch" comes with grave consequences. As you read, take notes on how Hawthorne foreshadows the danger of Midas' gift, and how this helps reveal the story's theme.
Once upon a time, there lived a very rich man, and a king besides, whose name was Midas; and he had a little daughter, whom nobody but myself ever heard of, and whose name I either never knew, or have entirely forgotten. So, because I love odd names for little girls, I choose to call her Marygold.
This King Midas was fonder of gold than of anything else in the world. He valued his royal crown chiefly because it was composed of that precious metal. If he loved anything better, or half so well, it was the one little maiden who played so merrily around her father's footstool. But the more Midas loved his daughter, the more did he desire and seek for wealth. He thought, foolish man! that the best thing he could possibly do for this dear child would be to bequeath 1 her the immensest pile of yellow, glistening coin, that had ever been heaped together since the world was made. Thus, he gave all his thoughts and all his time to this one purpose. If ever he happened to gaze for an instant at the gold-tinted clouds of sunset, he wished that they were real gold, and that they could be squeezed safely into his strong box. When little Marygold ran to meet him, with a bunch of buttercups and dandelions, he used to say, "Poh, poh, child! If these flowers were as
1 1.Bequeath (verb): to give or hand down a valuable possession
golden as they look, they would be worth the plucking!" And yet, in his earlier days, before he was so entirely possessed of this insane desire for riches, King Midas had shown a great taste for flowers. He had planted a garden, in which grew the biggest and beautifullest and sweetest roses that any mortal ever saw or smelt. These roses were still growing in the garden, as large, as lovely, and as fragrant, as when Midas used to pass whole hours in gazing at them, and inhaling their perfume. But now, if he looked at them at all, it was only to calculate how much the garden would be worth if each of the innumerable 2 rose-petals were a thin plate of gold. And though he once was fond of music (in spite of an idle story about his ears, which were said to resemble those of an ass), 3 the only music for poor Midas, now, was the chink of one coin against another.
At length (as people always grow more and more foolish, unless they take care to grow wiser and wiser), Midas had got to be so exceedingly unreasonable, that he could scarcely hear to see or touch any object that was not gold. He made it his custom, therefore, to pass a large portion of every day in a dark and dreary apartment, underground, at the basement of his palace. It was here that he kept his wealth. To this dismal hole—for it was little better than a dungeon—Midas betook himself, whenever he wanted to be particularly happy. Here, after carefully locking the door, he would take a bag of gold coin, or a gold cup as big as a washbowl, or a heavy golden
2 2.Innumerable (adjective): too many to count
3 . a reference to another myth of King Midas: after questioning the Greek god Apollo's victory in a musical competition against the god of wilderness Pan, Midas was cursed by Apollo with the ears of a donkey
bar, or a peckmeasure of gold-dust, and bring them from the obscure corners of the room into the one bright and narrow sunbeam that fell from the dungeon-like window. He valued the sunbeam for no other reason but that his treasure would not shine without its help. And then would he reckon over the coins in the bag; toss up the bar, and catch it as it came down; sift the gold-dust through his fingers; look at the funny image of his own face, as reflected in the burnished circumference of the cup; and whisper to himself, "O Midas, rich King Midas, what a happy man art thou!" But it was laughable to see how the image of his face kept grinning at him, out of the polished surface of the cup. It seemed to be aware of his foolish behavior, and to have a naughty inclination to make fun of him.
[5] Midas called himself a happy man, but felt that he was not yet quite so happy as he might be. The very tiptop of enjoyment would never be reached, unless the whole world were to become his treasureroom, and be filled with yellow metal which should be all his own.
Now, I need hardly remind such wise little people as you are, that in the old, old times, when King Midas was alive, a great many things came to pass, which we should consider wonderful if they were to happen in our own day and country. And, on the other hand, a great many things take place nowadays, which seem not only wonderful to us, but at which the people of old times would have stared their eyes out. On the whole, I regard our own times as the strangest of the two; but, however that may be, I must go on with my story.
Midas was enjoying himself in his treasure-room, one day, as usual, when he perceived a shadow fall over the heaps of gold; and, looking suddenly up, what should he behold but the figure of a stranger, standing in the bright and narrow sunbeam! It was a young man, with a cheerful and ruddy face. Whether it was that the imagination of King Midas threw a yellow tinge over everything, or whatever the cause might be, he could not help fancying that the smile with which the stranger regarded him had a kind of golden radiance in it. Certainly, although his figure intercepted the sunshine, there was now a brighter gleam upon all the piled-up treasures than before. Even the remotest corners had their share of it, and were lighted up, when the stranger smiled, as with tips of flame and sparkles of fire.
As Midas knew that he had carefully turned the key in the lock, and that no mortal strength could possibly break into his treasure-room, he, of course, concluded that his visitor must be something more than mortal. It is no matter about telling you who he was. In those days, when the earth was comparatively a new affair, it was supposed to be often the resort of beings endowed with supernatural power, and who used to interest themselves in the joys and sorrows of men, women, and children, half playfully and half seriously. Midas had met such beings before now, and was not sorry to meet one of them again. The stranger's aspect, indeed, was so good-humored and kindly, if not beneficent, 4 that it would have been unreasonable to suspect him of intending any mischief. It was far more probable that he came to do Midas a favor. And what could that favor be, unless to multiply his heaps of treasure?
The stranger gazed about the room; and when his lustrous smile had glistened upon all the golden objects that were there, he turned again to Midas.
[10] "You are a wealthy man, friend Midas!" he observed. "I doubt whether any other four walls, on earth, contain so much gold as you have contrived to pile up in this room."
4 4.Beneficent (adjective): generous, charitable, helpful
"I have done pretty well,—pretty well," answered Midas, in a discontented tone. "But, after all, it is but a trifle, when you consider that it has taken me my whole life to get it together. If one could live a thousand years, he might have time to grow rich!"
"What!" exclaimed the stranger. "Then you are not satisfied?"
Midas shook his head.
"And pray what would satisfy you?" asked the stranger. "Merely for the curiosity of the thing, I should be glad to know."
[15] Midas paused and meditated. He felt a presentiment 5 that this stranger, with such a golden lustre in his goodhumored smile, had come hither with both the power and the purpose of gratifying his utmost wishes. Now, therefore, was the fortunate moment, when he had but to speak, and obtain whatever possible, or seemingly impossible thing, it might come into his head to ask. So he thought, and thought, and thought, and heaped up one golden mountain upon another, in his imagination, without being able to imagine them big enough. At last, a bright idea occurred to King Midas. It seemed really as bright as the glistening metal which he loved so much.
Raising his head, he looked the lustrous stranger in the face.
"Well, Midas," observed his visitor, "I see that you have at length hit upon something that will satisfy you. Tell me your wish."
"It is only this," replied Midas. "I am weary of collecting my treasures with so much trouble, and beholding the heap so diminutive, 6 after I have done my best. I wish everything that I touch to be changed to gold!"
The stranger's smile grew so very broad, that it seemed to fill the room like an outburst of the sun, gleaming into a shadowy dell, where the yellow autumnal leaves—for so looked the lumps and particles of gold—lie strewn in the glow of light.
[20] "The Golden Touch!" exclaimed he. "You certainly deserve credit, friend Midas, for striking out so brilliant a conception. But are you quite sure that this will satisfy you?"
"How could it fail?" said Midas.
"And will you never regret the possession of it?"
"What could induce me?" asked Midas. "I ask nothing else, to render me perfectly happy."
"Be it as you wish, then," replied the stranger, waving his hand in token of farewell. "To-morrow, at sunrise, you will find yourself gifted with the Golden Touch."
5 5.a feeling that something is about to happen; a premonition
6 6.Diminutive (adjective): very small
[25] The figure of the stranger then became exceedingly bright, and Midas involuntarily closed his eyes. On opening them again, he beheld only one yellow sunbeam in the room, and, all around him, the glistening of the precious metal which he had spent his life in hoarding up.
Whether Midas slept as usual that night, the story does not say. Asleep or awake, however, his mind was probably in the state of a child's, to whom a beautiful new plaything has been promised in the morning. At any rate, day had hardly peeped over the hills, when King Midas was broad awake, and, stretching his arms out of bed, began to touch the objects that were within reach. He was anxious to prove whether the Golden Touch had really come, according to the stranger's promise. So he laid his finger on a chair by the bedside, and on various other things, but was grievously disappointed to perceive that they remained of exactly the same substance as before. Indeed, he felt very much afraid that he had only dreamed about the lustrous stranger, or else that the latter had been making game of him. And what a miserable affair would it be, if, after all his hopes, Midas must content himself with what little gold he could scrape together by ordinary means, instead of creating it by a touch!
All this while, it was only the gray of the morning, with but a streak of brightness along the edge of the sky, where Midas could not see it. He lay in a very disconsolate mood, regretting the downfall of his hopes, and kept growing sadder and sadder, until the earliest sunbeam shone through the window, and gilded the ceiling over his head. It seemed to Midas that this bright yellow sunbeam was reflected in rather a singular way on the white covering of the bed. Looking more closely, what was his astonishment and delight, when he found that this linen fabric had been transmuted to what seemed a woven texture of the purest and brightest gold! The Golden Touch had come to him with the first sunbeam!
Midas started up, in a kind of joyful frenzy, and ran about the room, grasping at everything that happened to be in his way. He seized one of the bed-posts, and it became immediately a fluted golden pillar. He pulled aside a window-curtain, in order to admit a clear spectacle of the wonders which he was performing; and the tassel grew heavy in his hand,–a mass of gold. He took up a book from the table. At his first touch, it assumed the appearance of such a splendidly bound and gilt-edged volume as one often meets with, nowadays; but, on running his fingers through the leaves, behold! it was a bundle of thin golden plates, in which all the wisdom of the book had grown illegible. He hurriedly put on his clothes, and was enraptured 7 to see himself in a magnificent suit of gold cloth, which retained its flexibility and softness, although it burdened him a little with its weight. He drew out his handkerchief, which little Marygold had hemmed for him. That was likewise gold, with the dear child's neat and pretty stitches running all along the border, in gold thread!
Somehow or other, this last transformation did not quite please King Midas. He would rather that his little daughter's handiwork should have remained just the same as when she climbed his knee and put it into his hand.
[30] But it was not worthwhile to vex 8 himself about a trifle. Midas now took his spectacles from his pocket, and put them on his nose, in order that he might see more distinctly what he was about. In those days, spectacles for common people had not been invented, but were already worn by kings; else, how could Midas have had any? To his great perplexity, 9 however, excellent as the glasses were, he discovered that he could not possibly see through them. But this was the most natural thing in the world; for, on taking them off, the transparent crystals turned out to be plates of yellow metal, and, of course, were worthless as spectacles, though valuable as gold. It struck Midas
7 7.Enraptured (adjective): filled with delight
8 8.Vex (verb): to bother or distress
9.
(noun):
Perplexity confusion or bewilderment 10. A
as rather inconvenient that, with all his wealth, he could never again be rich enough to own a pair of serviceable spectacles.
"It is no great matter, nevertheless," said he to himself, very philosophically. "We cannot expect any great good, without its being accompanied with some small inconvenience. The Golden Touch is worth the sacrifice of a pair of spectacles, at least, if not of one's very eyesight. My own eyes will serve for ordinary purposes, and little Marygold will soon be old enough to read to me."
Wise King Midas was so exalted by his good fortune, that the palace seemed not sufficiently spacious to contain him. He therefore went down stairs, and smiled, on observing that the balustrade 10 of the staircase became a bar of burnished gold, as his hand passed over it, in his descent. He lifted the door latch (it was brass only a moment ago, but golden when his fingers quitted it), and emerged into the garden. Here, as it happened, he found a great number of beautiful roses in full bloom, and others in all the stages of lovely bud and blossom. Very delicious was their fragrance in the morning breeze. Their delicate blush was one of the fairest sights in the world; so gentle, so modest, and so full of sweet tranquility, 10 did these roses seem to be.
But Midas knew a way to make them far more precious, according to his way of thinking, than roses had ever been before. So he took great pains in going from bush to bush, and exercised his magic touch most indefatigably; 11 until every individual flower and bud, and even the worms at the heart of some of them, were changed to gold. By the time this good work was completed, King Midas was summoned to breakfast; and as the morning air had given him an excellent appetite, he made haste back to the palace.
What was usually a king's breakfast in the days of Midas, I really do not know, and cannot stop now to investigate. To the best of my belief, however, on this particular morning, the breakfast consisted of hot cakes, some nice little brook trout, roasted potatoes, fresh boiled eggs, and coffee, for King Midas himself, and a bowl of bread and milk for his daughter Marygold. At all events, this is a breakfast fit to set before a king; and, whether he had it or not, King Midas could not have had a better.
[35] Little Marygold had not yet made her appearance. Her father ordered her to be called, and, seating himself at table, awaited the child's coming, in order to begin his own breakfast. To do Midas justice, he really loved his daughter, and loved her so much the more this morning, on account of the good fortune which had befallen him. It was not a great while before he heard her coming along the passageway crying bitterly. This circumstance surprised him, because Marygold was one of the cheerfullest little people whom you would see in a summer's day, and hardly shed a thimbleful of tears in a twelvemonth. When Midas heard her sobs, he determined to put little Marygold into better spirits, by an agreeable surprise; so, leaning across the table, he touched his daughter's bowl (which was a China one, with pretty figures all around it), and transmuted 12 it to gleaming gold.
Meanwhile, Marygold slowly and disconsolately 13 opened the door, and showed herself with her apron at her eyes, still sobbing as if her heart would break.
"How now, my little lady!" cried Midas. "Pray what is the matter with you, this bright morning?"
10 1.Tranquility (noun): calm or peace
11 2.Indefatigably (adverb): without fatigue, untiringly
12 3.to apply the fabled alchemical process of changing base metals into gold
13 4.Disconsolately (adverb): without cheer, in a downcast or dejected manner
Marygold, without taking the apron from her eyes, held out her hand, in which was one of the roses which Midas had so recently transmuted.
"Beautiful!" exclaimed her father. "And what is there in this magnificent golden rose to make you cry?"
[40] "Ah, dear father!" answered the child, as well as her sobs would let her; "it is not beautiful, but the ugliest flower that ever grew! As soon as I was dressed I ran into the garden to gather some roses for you; because I know you like them, and like them the better when gathered by your little daughter. But, oh dear, dear me! What do you think has happened? Such a misfortune! All the beautiful roses, that smelled so sweetly and had so many lovely blushes, are blighted and spoilt! They are grown quite yellow, as you see this one, and have no longer any fragrance! What can have been the matter with them?"
"Poh, my dear little girl,—pray don't cry about it!" said Midas, who was ashamed to confess that he himself had wrought the change which so greatly afflicted her. "Sit down and eat your bread and milk. You will find it easy enough to exchange a golden rose like that (which will last hundreds of years) for an ordinary one which would wither in a day."
"I don't care for such roses as this!" cried Marygold, tossing it contemptuously 14 away. "It has no smell, and the hard petals prick my nose!"
The child now sat down to table, but was so occupied with her grief for the blighted roses that she did not even notice the wonderful transmutation of her China bowl. Perhaps this was all the better; for Marygold was accustomed to take pleasure in looking at the queer figures, and strange trees and houses, that were painted on the circumference of the bowl; and these ornaments were now entirely lost in the yellow hue of the metal.
Midas, meanwhile, had poured out a cup of coffee, and, as a matter of course, the coffee-pot, whatever metal it may have been when he took it up, was gold when he set it down. He thought to himself, that it was rather an extravagant style of splendor, in a king of his simple habits, to breakfast off a service of gold, and began to be puzzled with the difficulty of keeping his treasures safe. The cupboard and the kitchen would no longer be a secure place of deposit for articles so valuable as golden bowls and coffee-pots.
[45] Amid these thoughts, he lifted a spoonful of coffee to his lips, and, sipping it, was astonished to perceive that, the instant his lips touched the liquid, it became molten gold, and, the next moment, hardened into a lump!
"Ha!" exclaimed Midas, rather aghast.
"What is the matter, father?" asked little Marygold, gazing at him, with the tears still standing in her eyes.
"Nothing, child, nothing!" said Midas. "Eat your milk, before it gets quite cold."
He took one of the nice little trouts on his plate, and, by way of experiment, touched its tail with his finger. To his horror, it was immediately transmuted from an admirably fried brook-trout into a goldfish, though not one of those gold-fishes which people often keep in glass globes, as ornaments for the parlor. No; but it was really a metallic fish, and looked as if it had been very cunningly made by the nicest gold-smith in the world. Its little bones were now golden wires; its fins and tail were thin plates of gold; and there were the marks of the fork in it, and all the delicate, frothy appearance of a nicely fried fish, exactly imitated in metal. A very pretty piece of work, as you
may suppose; only King Midas, just at that moment, would much rather have had a real trout in his dish than this elaborate and valuable imitation of one.
[50] "I don't quite see," thought he to himself, "how I am to get any breakfast!"
He took one of the smoking-hot cakes, and had scarcely broken it, when, to his cruel mortification, 16 though, a moment before, it had been of the whitest wheat, it assumed the yellow hue of Indian meal. To say the truth, if it had really been a hot Indian cake, Midas would have prized it a good deal more than he now did, when its solidity and increased weight made him too bitterly sensible that it was gold. Almost in despair, he helped himself to a boiled egg, which immediately underwent a change similar to those of the trout and the cake. The egg, indeed, might have been mistaken for one of those which the famous goose, in the story-book, was in the habit of laying; but King Midas was the only goose 17 that had had anything to do with the matter.
"Well, this is a quandary!" 151617 thought he, leaning back in his chair, and looking quite enviously at little Marygold, who was now eating her bread and milk with great satisfaction. "Such a costly breakfast before me, and nothing that can be eaten!"
Hoping that, by dint of great dispatch, he might avoid what he now felt to be a considerable inconvenience, King Midas next snatched a hot potato, and attempted to cram it into his mouth, and swallow it in a hurry. But the Golden Touch was too nimble for him. He found his mouth full, not of mealy potato, but of solid metal, which so burnt his tongue that he roared aloud, and, jumping up from the table, began to dance and stamp about the room, both with pain and affright.
"Father, dear father!" cried little Marygold, who was a very affectionate child, "pray what is the matter? Have you burnt your mouth?"
[55] "Ah, dear child," groaned Midas, dolefully, 18 "I don't know what is to become of your poor father!"
And, truly, my dear little folks, did you ever hear of such a pitiable case in all your lives? Here was literally the richest breakfast that could be set before a king, and its very richness made it absolutely good for nothing. The poorest laborer, sitting down to his crust of bread and cup of water, was far better off than King Midas, whose delicate food was really worth its weight in gold. And what was to be done? Already, at breakfast, Midas was excessively hungry. Would he be less so by dinner-time? And how ravenous would be his appetite for supper, which must undoubtedly consist of the same sort of indigestible dishes as those now before him! How many days, think you, would he survive a continuance of this rich fare?
These reflections so troubled wise King Midas, that he began to doubt whether, after all, riches are the one desirable thing in the world, or even the most desirable. But this was only a passing thought. So fascinated was Midas with the glitter of the yellow metal, that he would still have refused to give up the Golden Touch for so paltry 19 a consideration as a breakfast. Just imagine what a price for one meal's victuals! 20 It would have been the
15 6.Mortification (noun): embarrassment, humiliation, or shame
16 7.The term "goose," besides referring to the animal, also means idiot.
17 8.Quandary (noun): a state of confusion or doubt
18 9.Dolefully (adverb): expressing grief or sadness
19 0.Paltry (adjective): unimportant, trivial, or inferior
same as paying millions and millions of money (and as many millions more as would take forever to reckon up) for some fried trout, an egg, a potato, a hot cake, and a cup of coffee!
"It would be quite too dear," thought Midas.
Nevertheless, so great was his hunger, and the perplexity of his situation, that he again groaned aloud, and very grievously too. Our pretty Marygold could endure it no longer. She sat, a moment, gazing at her father, and trying, with all the might of her little wits, to find out what was the matter with him. Then, with a sweet and sorrowful impulse to comfort him, she started from her chair, and, running to Midas, threw her arms affectionately about his knees. He bent down and kissed her. He felt that his little daughter's love was worth a thousand times more than he had gained by the Golden Touch.
[60] "My precious, precious Marygold!" cried he.
But Marygold made no answer.
Alas, what had he done? How fatal was the gift which the stranger bestowed! The moment the lips of Midas touched Marygold's forehead, a change had taken place. Her sweet, rosy face, so full of affection as it had been, assumed a glittering yellow color, with yellow tear-drops congealing on her cheeks. Her beautiful brown ringlets took the same tint. Her soft and tender little form grew hard and inflexible within her father's encircling arms. Oh, terrible misfortune! The victim of his insatiable 21 desire for wealth, little Marygold was a human child no longer, but a golden statue!
Yes, there she was, with the questioning look of love, grief, and pity, hardened into her face. It was the prettiest and most woeful sight that ever mortal saw. All the features and tokens of Marygold were there; even the beloved little dimple remained in her golden chin. But, the more perfect was the resemblance, the greater was the father's agony at beholding this golden image, which was all that was left him of a daughter. It had been a favorite phrase of Midas, whenever he felt particularly fond of the child, to say that she was worth her weight in gold. And now the phrase had become literally true. And now, at last, when it was too late, he felt how infinitely a warm and tender heart, that loved him, exceeded in value all the wealth that could be piled up betwixt 22 the earth and sky!
It would be too sad a story, if I were to tell you how Midas, in the fullness of all his gratified desires, began to wring his hands and bemoan himself; and how he could neither bear to look at Marygold, nor yet to look away from her. Except when his eyes were fixed on the image, he could not possibly believe that she was changed to gold. But, stealing another glance, there was the precious little figure, with a yellow tear-drop on its yellow cheek, and a look so piteous and tender, that it seemed as if that very expression must needs soften the gold, and make it flesh again. This, however, could not be. So Midas had only to wring his hands, and to wish that he were the poorest man in the wide world, if the loss of all his wealth might bring back the faintest rose-color to his dear child's face.
[65] While he was in this tumult 23 of despair, he suddenly beheld a stranger standing near the door. Midas bent down his head, without speaking; for he recognized the same figure which had appeared to him, the day before, in the treasure-room, and had bestowed on him this disastrous faculty 24 of the Golden Touch. The stranger's
21 2.Insatiable (adjective): impossible to satisfy
22 3.archaic term for "between"
23 4.a state of agitation; a spasm of strong emotions
24 5.Faculty (noun): ability, power
countenance 25 still wore a smile, which seemed to shed a yellow lustre all about the room, and gleamed on little Marygold's image, and on the other objects that had been transmuted by the touch of Midas.
"Well, friend Midas," said the stranger, "pray how do you succeed with the Golden Touch?"
Midas shook his head.
"I am very miserable," said he.
"Very miserable, indeed!" exclaimed the stranger. "And how happens that? Have I not faithfully kept my promise with you? Have you not everything that your heart desired?"
[70] "Gold is not everything," answered Midas. "And I have lost all that my heart really cared for."
"Ah! So you have made a discovery, since yesterday?" observed the stranger. "Let us see, then. Which of these two things do you think is really worth the most,—the gift of the Golden Touch, or one cup of clear cold water?"
"O blessed water!" exclaimed Midas. "It will never moisten my parched throat again!"
"The Golden Touch," continued the stranger, "or a crust of bread?"
"A piece of bread," answered Midas, "is worth all the gold on earth!"
[75] "The Golden Touch," asked the stranger, "or your own little Marygold, warm, soft, and loving as she was an hour ago?"
"Oh my child, my dear child!" cried poor Midas wringing his hands. "I would not have given that one small dimple in her chin for the power of changing this whole big earth into a solid lump of gold!"
"You are wiser than you were, King Midas!" said the stranger, looking seriously at him. "Your own heart, I perceive, has not been entirely changed from flesh to gold. Were it so, your case would indeed be desperate. But you appear to be still capable of understanding that the commonest things, such as lie within everybody's grasp, are more valuable than the riches which so many mortals sigh and struggle after. Tell me, now, do you sincerely desire to rid yourself of this Golden Touch?"
"It is hateful to me!" replied Midas.
A fly settled on his nose, but immediately fell to the floor; for it, too, had become gold. Midas shuddered.
[80] "Go, then," said the stranger, "and plunge into the river that glides past the bottom of your garden. Take likewise a vase of the same water, and sprinkle it over any object that you may desire to change back again from gold into its
25 6.Countenance (noun): a person's face or facial expression
former substance. If you do this in earnestness and sincerity, it may possibly repair the mischief which your avarice 26 has occasioned 27 ."
King Midas bowed low; and when he lifted his head, the lustrous stranger had vanished.
You will easily believe that Midas lost no time in snatching up a great earthen pitcher (but, alas me! it was no longer earthen after he touched it), and hastening to the river-side. As he scampered along, and forced his way through the shrubbery, it was positively marvelous to see how the foliage turned yellow behind him, as if the autumn had been there, and nowhere else. On reaching the river's brink, he plunged headlong in, without waiting so much as to pull off his shoes.
"Poof! poof! poof!" snorted King Midas, as his head emerged out of the water. "Well; this is really a refreshing bath, and I think it must have quite washed away the Golden Touch. And now for filling my pitcher!"
As he dipped the pitcher into the water, it gladdened his very heart to see it change from gold into the same good, honest earthen vessel which it had been before he touched it. He was conscious, also, of a change within himself. A cold, hard, and heavy weight seemed to have gone out of his bosom. No doubt, his heart had been gradually losing its human substance, and transmuting itself into insensible metal, but had now softened back again into flesh. Perceiving a violet, that grew on the bank of the river, Midas touched it with his finger, and was overjoyed to find that the delicate flower retained its purple hue, instead of undergoing a yellow blight. The curse of the Golden Touch had, therefore, really been removed from him.
[85] King Midas hastened back to the palace; and, I suppose, the servants knew not what to make of it when they saw their royal master so carefully bringing home an earthen pitcher of water. But that water, which was to undo all the mischief that his folly had wrought, was more precious to Midas than an ocean of molten gold could have been. The first thing he did, as you need hardly be told, was to sprinkle it by handfuls over the golden figure of little Marygold.
No sooner did it fall on her than you would have laughed to see how the rosy color came back to the dear child's cheek and how she began to sneeze and sputter!—and how astonished she was to find herself dripping wet, and her father still throwing more water over her!
"Pray do not, dear father!" cried she. "See how you have wet my nice frock, which I put on only this morning!"
For Marygold did not know that she had been a little golden statue; nor could she remember anything that had happened since the moment when she ran with outstretched arms to comfort poor King Midas.
Her father did not think it necessary to tell his beloved child how very foolish he had been, but contented himself with showing how much wiser he had now grown. For this purpose, he led little Marygold into the garden, where he sprinkled all the remainder of the water over the rose-bushes, and with such good effect that above five thousand roses recovered their beautiful bloom. There were two circumstances, however, which, as long as he lived, used to put King Midas in mind of the Golden Touch. One was, that the sands of the river sparkled like gold; the other, that little Marygold's hair had now a golden tinge, which he had never observed in it before she had
26 7.Avarice (noun): greed
27 8."Occasion," as a verb, means "to cause."
been transmuted by the effect of his kiss. This change of hue was really an improvement, and made Marygold's hair richer than in her babyhood.
[90] When King Midas had grown quite an old man, and used to trot Marygold's children on his knee, he was fond of telling them this marvelous story, pretty much as I have now told it to you. And then would he stroke their glossy ringlets, and tell them that their hair, likewise, had a rich shade of gold, which they had inherited from their mother.
"And to tell you the truth, my precious little folks," quoth King Midas, diligently 28 trotting the children all the while, "ever since that morning, I have hated the very sight of all other gold, save this!"
1. Can money buy happiness? Cite evidence from this text and your own experience in your answer.
28 9.Diligently (adverb): attentive and persistent in doing something
[5]
After Twenty Years
By O. Henry 1905
William Sydney Porter (1862-1910) was an American writer better known by his pen name, O. Henry. "After Twenty Years," published in 1908, is one of his better known short stories that shows how complicated friendship can be. As you read, take notes on the imagery used in the story.
[1] The policeman on the beat moved up the avenue impressively. The impressiveness was habitual and not for show, for spectators 1 were few. The time was barely 10 o'clock at night, but chilly gusts of wind with a taste of rain in them had well nigh depeopled the streets.
Trying doors as he went, twirling his club with many intricate and artful movements, turning now and then to cast his watchful eye adown the pacific thoroughfare, the officer, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace. The vicinity was one that kept early hours. Now and then you might see the lights of a cigar store or of an all-night lunch counter; but the majority of the doors belonged to business places that had long since been closed.
When about midway of a certain block the policeman suddenly slowed his walk. In the doorway of a darkened hardware store a man leaned, with an unlighted cigar in his mouth. As the policeman walked up to him the man spoke up quickly.
"It's all right, officer," he said, reassuringly. "I'm "Night
Walk"
by Matthias Ripp is licensed under CC BY 2.0
just waiting for a
friend. It's an appointment made twenty years ago. Sounds a little funny to you, doesn't it? Well, I'll explain if you'd like to make certain it's all straight. About that long ago there used to be a restaurant where this store stands — 'Big Joe' Brady's restaurant."
"Until five years ago," said the policeman. "It was torn down then."
The man in the doorway struck a match and lit his cigar. The light showed a pale, square-jawed face with keen eyes, and a little white scar near his right eyebrow. His scarfpin was a large diamond, oddly set.
1 1.Spectator (noun): someone who looks on or watches (a performance or other public event)
"Twenty years ago to-night," said the man, "I dined here at 'Big Joe' Brady's with Jimmy Wells, my best chum, and the finest chap in the world. He and I were raised here in New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next morning I was to start for the West to make my fortune. You couldn't have dragged Jimmy out of New York; he thought it was the only place on earth. Well, we agreed that night that we would meet here again exactly twenty years from that date and time, no matter what our conditions might be or from what distance we might have to come. We figured that in twenty years each of us ought to have our destiny worked out and our fortunes made, whatever they were going to be."
"It sounds pretty interesting," said the policeman. "Rather a long time between meets, though, it seems to me. Haven't you heard from your friend since you left?"
"Well, yes, for a time we corresponded," said the other. "But after a year or two we lost track of each other. You see, the West is a pretty big proposition, 2 and I kept hustling around over it pretty lively. But I know Jimmy will meet me here if he's alive, for he always was the truest, stanchest 3 old chap in the world. He'll never forget. I came a thousand miles to stand in this door to-night, and it's worth it if my old partner turns up."
[10] The waiting man pulled out a handsome watch, the lids of it set with small diamonds.
"Three minutes to ten," he announced. "It was exactly ten o'clock when we parted here at the restaurant door."
"Did pretty well out West, didn't you?" asked the policeman.
"You bet! I hope Jimmy has done half as well. He was a kind of plodder, 3 though, good fellow as he was.
I've had to compete with some of the sharpest wits going to get my pile. A man gets in a groove in New York. It takes the West to put a razor-edge on him."
The policeman twirled his club and took a step or two.
[15] "I'll be on my way. Hope your friend comes around all right. Going to call time on him sharp?"
"I should say not!" said the other. "I'll give him half an hour at least. If Jimmy is alive on earth he'll be here by that time. So long, officer."
"Good-night, sir," said the policeman, passing on along his beat, trying doors as he went.
There was now a fine, cold drizzle falling, and the wind had risen from its uncertain puffs into a steady blow. The few foot passengers astir in that quarter hurried dismally 4 and silently along with coat collars turned high and pocketed hands. And in the door of the hardware store the man who had come a thousand miles to fill an appointment, uncertain almost to absurdity, with the friend of his youth, smoked his cigar and waited.
About twenty minutes he waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man.
2 . Proposition (noun): something (such as a plan or offer) that is presented to a person or group of people to consider 3. Perhaps a form of "staunch," meaning of strong construction or conviction.
3 4.a person who works in a slow, uninspired manner; a person who plods
4 5.Dismal (adjective): showing or causing sadness; very bad or poor
[20] "Is that you, Bob?" he asked, doubtfully.
"Is that you, Jimmy Wells?" cried the man in the door.
"Bless my heart!" exclaimed the new arrival, grasping both the other's hands with his own. "It's Bob, sure as fate. I was certain I'd find you here if you were still in existence. Well, well, well! — twenty years is a long time. The old restaurant's gone, Bob; I wish it had lasted, so we could have had another dinner there. How has the West treated you, old man?"
"Bully; it has given me everything I asked it for. You've changed lots, Jimmy. I never thought you were so tall by two or three inches."
"Oh, I grew a bit after I was twenty."
"Doing well in New York, Jimmy?"
"Moderately. I have a position in one of the city departments. Come on, Bob; we'll go around to a place I know of, and have a good long talk about old times."
The two men started up the street, arm in arm. The man from the West, his egotism enlarged by success, was beginning to outline the history of his career. The other, submerged in his overcoat, listened with interest.
At the corner stood a drug store, brilliant with electric lights. When they came into this glare each of them turned simultaneously 5 to gaze upon the other's face.
The man from the West stopped suddenly and released his arm.
[30] "You're not Jimmy Wells," he snapped. "Twenty years is a long time, but not long enough to change a man's nose from a Roman to a pug."
"It sometimes changes a good man into a bad one," said the tall man. "You've been under arrest for ten minutes, 'Silky' Bob. Chicago thinks you may have dropped over our way and wires us she wants to have a chat with you. Going quietly, are you? That's sensible. Now, before we go on to the station here's a note I was asked to hand you. You may read it here at the window. It's from Patrolman Wells." The man from the West unfolded the little piece of paper handed him. His hand was steady when he began to read, but it trembled a little by the time he had finished. The note was rather short.
"Bob: I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it myself, so I went around and got a plain clothes man to do the job. JIMMY."
"After Twenty Years" by O. Henry (1905) is in the public domain.
5 6.Simultaneously (adverb): happening at the same time
[25]
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: What does the word "stalwart" most closely mean as it is used in paragraph 2? A. Loyal and dedicated
B. Rude and arrogant C. Threatening and scary
D. Awkward and rigid
2. PART B: Which of the following phrases from paragraph 2 best supports the answer to Part A?
A. "Trying doors as he went, twirling his club"
B. "with many intricate and artful movements"
C. "cast his watchful eye adown the pacific thoroughfare" D. "a fine picture of a guardian of the peace"
3. PART A: Which of the following best describes a central theme of the text? A. Those who fight for justice will always be rewarded.
B. Loyalty is absolute and must allow no room for disagreement.
C. The decision between loyalty and doing what is right is a hard one to make.
D. Money can help one make new friends, but not old.
4. PART B: Which of the following quotes best supports the answer to Part A?
A. "The policeman on the beat moved up the avenue impressively. The impressiveness was habitual and not for show, for spectators were few." (Paragraph 1)
B. "But I know Jimmy will meet me here if he's alive, for he always was the truest, stanchest old chap in the world. He'll never forget." (Paragraph 9)
C. "The man from the West, his egotism enlarged by success, was beginning to outline the history of his career." (Paragraph 27)
D. "When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it myself, so I went around and got a plain clothes man to do the job." (Paragraph 33)
Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.
1. Is this a strong friendship? How do you know?
2. How can morality (doing the right thing) complicate friendship?
3. Would you have done with Jimmy did to Bob? Why or why not?
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Interview with Guadalupe Gamboa Interviewed by Anne O'neill Olympia, Washington April 9, 2004
You know [according to] oral history tradition, you begin with personal stories. Well, it started with my parents. My family was a farm worker family. My parents were born in northern Mexico and were children during the time of the Mexican revolution in the early 1900s, and my father's family were small farmers in Mexico and my mother's grandfather – she was an orphan - her parents died when she was young. Her grandfather was some kind of tradesman in a little town in northern Mexico and they both came across like billions of other Mexicans during that time after the revolution - because of the hard times created by the revolution - and settled in the Rio Grande Valley in Texas. They met and had a family and my father worked as a farm worker then, clearing land of mesquite trees so they could be planted in agriculture in the Rio Grande Valley and worked a lot in the orange groves and in the vegetable [fields]. Then in the late 40s there was a severe frost that killed a lot of the citrus, so a lot of people started moving out [beginning] with my brother's father.
My father's name was Arcadio Gamboa and my mother's was Martina Molina Gamboa. My father's older brother, Humacindo, and his family came to Washington in the late '40s - I believe around 1947 or 1946 – and then went back and reported that you could make a lot of money up here in the North – in El Norte. So they talked to my father and he came up with his family. Everybody used to travel with their families. We came up originally in the back of a flatbed truck. That's how people used to travel - with a canvas on top and with a bed and sideboards and then some iron framework and a canvas on top. And so I came up as a child. I don't remember the first time we came up. We came to the lower Yakima Valley at Sunnyside and the first two years we did asparagus, which was a main crop at that time. I later learned that big companies like Green Giant and Del Monte actually started sending recruiters down to the Rio Grande Valley to bring Mexicans up here because the asparagus crop was expanding and it was very labor-intensive, and they needed a lot of people for two or three months for short periods of time, working seven days a week. But we weren't recruited by the big companies. Tomás Villanueva['s] family came up working with the big companies. We worked with a small grower.
I come from a family of nine – a large family. [I had] seven sisters and one brother. The oldest five were all females and they all had to drop out of school in the fourth, fifth, sixth grade, so that they could work. That's the only way you could support a family, 'cause the wages were so low. So I was very fortunate. I was second to the youngest, and I got to go to school. Anyway, I think we worked with this asparagus farm. I was very young at that time. We lived [in] "el campo" - a little farm labor camp, and I remember playing in the dirt outside and killing ants and getting bitten by them 'cause I was too young to work. Once
I remember going with one of my sisters to pick up a paycheck and so we went to the foreman's house. [He] lived onsite in a big white house and we went inside. I had never seen such a beautiful house, because we lived in a labor camp with bare walls and holes in the walls, and here was a house with, I think it was, linoleum and painted walls, and I was just amazed at how beautiful it was. So I asked my sister, "How come they have such a nice house and we don't?"
And she said, "Oh, we have a very nice house back in Texas, you know, but we'll go back there some day," because we did have our own house in Texas. But after we left Texas, we started migrating. We never really… we never went back. So I grew up my early years going from labor camp to labor camp. We would work in Washington cutting asparagus and then go and eventually we bought our own truck. [Then we would] get [in] our truck and drive down to Oregon to Willamette Valley and pick beans and then drive down to California and pick cotton with the big companies in California during the winter and then come back in the spring and follow the same routine. So as a child I grew up going from school to school, and the first grade I think I started while I was here in Washington in the spring and I flunked the first grade 'cause I didn't know any English, and there were no programs or anything to make up for the fact that you couldn't understand what they were saying.
So anyway, like myself and our family, there were thousands of MexicanAmerican migrants from Texas in the early years, just working basically in the row crops – the asparagus, mainly with small growers or big packing houses, like Green Giant and Del Monte, or working in the sugar beets. At that time you had a lot of sugar beets; you had a big sugar processing plant run by U & I – Utah and Idaho Sugar Company in Toppenish. And then there was also a lot of mint – spearmint [and] peppermint that was grown and then distilled for the juices, where the oil was used to flavor candies. And then there was also hops that's used to flavor beer - [in the] hop yards. They were also picking potatoes and working in the carrots, so there were different jobs that people could do, but they pretty much all involved stooping over – very hard physical labor. There were a lot of orchards at that time, but interestingly enough, the orchard work was reserved more for the Anglo – the white farm worker. At that time, there were still a lot of white farm workers that had come from Oklahoma and Arkansas. They called them "Arkies" and "Okies" during the Dustbowl – the Depression. Some had moved on, but a lot had stayed. They were very poor, also, and they're the ones that worked in the orchards, because it was considered higher status work because you didn't have to be stooped over all day for low wages. So there was a real distinction between the Mexicans who did the stoop labor and the Anglos that did the orchard work – the pruning, the thinning, the picking. And orchard work was paid very well in comparison to today. It was done by piece-rate and people could make two, three times what the hourly wage was. So slowly, more and more Mexican workers started to
come. I remember going to school and being one of a few in my school, but it would grow year by year.
Most of the work– at least the stoop labor - was either by piece rate, like in the asparagus, or by the hour, and the wage never was more than the minimum wage. It was just the minimum wage all the time. There were no benefits and at that time farm workers didn't have any unemployment or at least, in Washington, very few social services. So people worked, pooled their resources [and] tried to save money for periods when there was no employment. And it was hard work and there were a lot of indignities, because you could be fired at any time. There were no toilets in the fields or water provided for the workers. The worker basically had no say. So that's the background – a lot of hard work [and] very low pay. If the grower didn't like the work you were doing, he wouldn't pay you and you'd be fired.
Very few people went on to college. The farm workers had their Mexican culture; Anglos had their culture and social events and there was very little mixing of the two. Most farm workers dropped out of school, like my family, and became farm workers. It was in this type of background that we first started hearing about Cesar Chavez and the organizing efforts that were going on in California.
This was in the '60s. I was just finishing high school. I think I first heard about Cesar Chavez when I was junior college, which would have been about '65, '66. At that time, it was the '60s, when the civil rights movement had started. Lyndon Johnson was president [and] the War on Poverty had begun in the Yakima Valley because it was a poor area.
So I graduated from my high school in Sunnyside, and I was one of maybe ten or fifteen Latinos, and I remember I went through from first to the eighth grade in Outlook, which was a little town out in the country. It was a little country school. I remember in the sixth grade I had a very good teacher, a guy by the name [of] Mr. Williams. [He was] kind of an oddity. He was from out of town and used to drive a Volkswagen. I had never seen a Volkswagen in my life, but they were new at that time, in the '50s. So that showed he was pretty nonconformist. I really liked him and he really took an interest in me. I remember once him talking to me after school and asking me if I was planning on going to college and [I] said, "College – what's that?" because I had no idea what it was, you know, it just wasn't in my frame of reference. So he told me what it was. The reason he was asking was because at that time they started to track kids. You would put them in the smart classes or the vocational ed classes or the classes that are more academic to prepare you for college. He counseled me about going to college. Neither my father or mother had a single day of schooling when they were growing up. My father couldn't read [or] write and my mother could read but couldn't write in Spanish. She later learned when she was in her 60s how to write. My dad especially was always talking to me about
the importance of having an education; because I hated school after I flunked the first grade. It was Anglo, hostile… But he was always telling me about the importance of going to school – that if you went to school you could get out of formwork and become a lawyer, a teacher, a doctor, and so I guess that stuck.
I didn't drop out. I kept going, and then I finally graduated and went on to junior college [at] Yakima Valley Junior College [YVC]. And it was at Yakima Valley College that I first met Tomás Villanueva, [with whom I] formed a long-term friendship and we both got involved with the United Farm Workers at the same time. He was an immigrant [but] more recent. I was born actually in Texas, in this country, and he was a recent immigrant from Mexico and had a real distinct Spanish accent, but a very smart guy. So then we met at YVC, and I started doing research on Cesar Chavez and writing papers about him. I remember going into the library and taking out The Nation and other leftist papers – I didn't know they were leftist at that time [laughter]… and reading about the organizing efforts and the grape boycott – well, the grape strike – and the great organizing he was doing in California. So, both Tomás and I had a very deep interest in what was going on because of the situation of our families, and farm workers in general, and our own personal experiences and growing up and being cheated and being mistreated.
So we both got hired… we were both activists – we wanted to do something; so when the War on Poverty started, I believe in 1966, we both got employed by a War on Poverty program called Operation Grassroots, whose stated object was to go around interviewing people [to] find out why they were poor, you know, and what they needed to not be poor anymore [laughter]. It was very idealistic - that we thought that people were poor because they didn't know any better or needed a little fixing-up. Then people were saying, "Oh, we're poor because we don't get paid anything and our jobs don't last very long and we don't know how to speak English – very hard problems to solve. But it was through the War on Poverty, actually, that we first made contact with the United Farm Workers of America in the person of an organizer by the name of Nick Jones – [an] Anglo organizer who had been sent from Delano to look for people who had struck a grape ranch – I believe either Giamara or DiGiorgio, one of the two. After pressure through our campaign from the union, the company had agreed to a secret-ballot election, and part of the deal was that anybody that had worked during [a] certain period of time could vote in the elections. So they had sent out organizers following the migrant stream all over the country looking for the strikers – a very, very thorough organizing campaign. [Nick] came and addressed the meeting – an antiwar on Poverty meeting. By that time both Tomás and I were pretty fed up with the War on Poverty, because they never talked about organizing workers or forming unions or forming political power just nothing but services and stuff. So he gave a presentation at the end of a meeting which was like a real breath of fresh air. He talked about organizing and getting better wages and better working conditions in addition to looking for
the strikers – former grape workers. We talked to him afterwards, and he invited us down to California, saying there was going to be an election that summer and they needed some help.
Both Tomás and I went down there. Tomás at that time had a 1958 or 1959 Pontiac, and we took off and drove all night and got to Delano and it was pretty interesting. We arrived in Delano looking for Cesar Chavez, and in my mind, because I had been so conditioned by living in an Anglo world,, Cesar Chavez was a going to be a light-skinned, tall, debonair-looking guy in a suit, with a fancy car and having a nice, big, fancy office. So we arrived in Delano looking for such a guy, and couldn't find him and eventually got directed to a little run-down house in the barrio on the edge of town, which was the union headquarters and eventually Cesar Chavez showed up – this small, dark-skinned, Indian-looking guy with jet-black hair, dressed in jeans and a flannel shirt, in the middle of a bunch of workers. It was pretty amazing the first time that we saw him. Actually, the thing that made the most impact on me was… well, in addition to Cesar and his charisma, was the impact that he had obviously had on all the workers there. They were all really transformed, from the beaten-down workers in this state that lived in despair and didn't think they could do anything, and had been conditioned that they were inferior because they were farm workers… to workers that had been involved (at that time the grape strike had already occurred). They were all real fired up and determined and knew that they could win. They stuck together. It was an incredible transformation, and it had a really lasting impact on me. It showed the possibilities of what could be done.
So we were pretty much hooked after that [laughter], and we got put to work looking for people that we thought were being taken to work so that they could vote in the election. I was put in a bus, and Tomás was going to follow me, because we thought the bus might go to this farm, but it turned out that the bus went to a tomato field, instead of Giamara or DiGiorgio. But again that was very symptomatic of the union. There were no hangers-on or people that just talked. People were put to work immediately. Then the election was held, and the UFW won by a huge majority. And so we were in Delano, we met Cesar Chavez, we were involved in the organizing, [and] we took part in the weekly Friday night meetings at the Filipino community hall that the workers had, where a report was given as to what was going on and the activities. I think we were introduced as representatives/visitors from Washington State. We were treated very cordially, very gracefully, and I think we spent two weeks there.
And then we came back to Washington and by that time – as I mentioned, we were both college students. This was our summer break and by that time we had decided we wanted to do something. I finished my two years at YVC and went another quarter - the fall of '66 - and then transferred to the University of Washington in the spring of 1967. By that time the draft board was after me, because it was the height of the Vietnam War, [but] I managed to stay out of it.
Tomás was married by that time and he decided not to go on to college. His dream was to become a doctor, and he started working with the War on Poverty and then eventually left it because they weren't doing very much. He formed the first farm workers' union [and] the first farm workers' health clinic in the Yakima Valley, after much opposition from the local politicians and the local medical association. [He] also started a co-op called the United Farm Workers Co-op, that was supposed to be the base for organizing later on.
So that was the nucleus – the start of the contact and the relationship that's persisted to this day between Washington State and California. Eventually we brought Cesar Chavez down. I'm not sure if it was in the late '60s or the early '70s. But then when I went to the University of Washington in '67 – in the winter of 1967 – it was a real cultural shock for me, because I had come from a small town where there were a lot of farm workers and [where it was] rural and very dry – to come to the big city in Seattle where it was all wet and it was all Anglo. At the University of Washington I was one of among five Latino students that I knew from all [over] the state. You had de facto segregation, and to make a long story short, I got involved with the Black students, who at that time [numbered] less than thirty, and they were the vanguard, agitating and leading and organizing drives that eventually forced the University of Washington, with the help of a lot of white students, to open up and start the recruiting program. [It] became the first four-year institution in the state of Washington to start an affirmative action minority affairs [recruiting] office and to open up the doors somewhat. So the first year I was here I was pretty lonely – it was just myself, basically. By the next year, thanks largely through the efforts of the Black Student Union, about twenty-eight or so Latino students, all from farm worker backgrounds, were recruited, and started at the University of Washington, including my cousin, Erasmo Gamboa, who is now a professor at the University of Washington.
This would have been in '68, and by that time, the UFW – it wasn't called UFW at that time – it was called the National Farm Workers' Association. Anyway, Cesar Chavez's union had launched an international boycott of grapes, to put pressure on the growers that had been struck in September of 1965 to negotiate. The boycott became their main weapon and became very effective. It was very different [from] a traditional union. A traditional union would try to organize by going to an individual company and organizing the workers and then setting up a picket line and that would be it, right? And predictably, the growers would break the strike. The workers would get hungry [and] they'd go back to work. Or they would use strikebreakers and thugs and beat them up or get injunctions and throw them in jail, and that was it, because that was the way that they organized in the labor movement. What Cesar did, though, was radically different. He drew students, ministers, labor activists, [and] Chicano activists, and basically moved the strikes from the fields to the cities, following the grapes where they were sold and did the largest boycott up to that time of
grapes that became internationally recognized. He would send a combination of ministers – very educated, sophisticated people – and farm workers to the cities to launch boycotts, and their job was then to go to all the churches and unions and student organizations and activists groups everywhere and talk about the struggle and ask people to not buy grapes and ask people to boycott certain stores that sold most of the grapes, like Safeway. And that's what happened here in Seattle. They sent a couple, Dale and Jan van Pelt, [and] they were both ministers.
By that time, the farm worker kids at the University of Washington [UW] had formed an organization. Originally it was called UMAS (United MexicanAmerican Students), and then later we changed it to MECHA (Movimiento Estudiantile Chicanos de Aztlan), a more radical organization.
And so the van Pelts came to us and told us about the boycott and asked for our help first of all in getting the grapes off of the campus and then picketing the neighboring community and we became totally involved because we all came from that background and started picketing the HUB (the Husky union building) where they sold grapes. It became a big issue, because the Young Republicans took up the cause against, and I remember we had big debates and a lot of coverage in The Daily, especially when we started the picketing. And this was a university just the prior year that had a lot of activity – a lot of marching and stuff - and the administration office was taken over. But we were very successful. We managed to get the grapes removed from campus and [the UW was] the first university in the country to do so. And then we started picketing out in the community. So that's how a lot of us became involved.
The boycott was an excellent vehicle to get a lot of people involved – a lot of kids. This was in '68. In the summer when the students would go back [and] when we would go back to the valley during the spring break, we started picketing the Safeways all throughout central Washington and then that drew other activists, like the people involved in the War on Poverty, our parents, [etc.]. The picketing [had] a multiplier impact. At that time it was all directed just at supporting the cause and the farm-worker-led grape boycott in California; but at the same time, it was raising consciousness. And it was around that time, around the picketing, that Cesar Chavez came down – I think it was '68 or '69 for the first time - to the Yakima Valley. We requested the use of the school auditorium in one of the farm worker towns like Granger that at that time was probably majority Mexican-American, and they had initially refused, which is very rare, because they never refused anybody, but it was because it was controlled by the growers. It caused a big political flap, and they eventually had to relent and let him speak. So we kept in touch with the UFW in that fashion until 1970, when the first organizing efforts actually took place in the valley (as opposed to just supporting efforts, or a supporting role that we had been playing up to that time), [led by] a couple [of] students, Roberto Trevino and his brother, Carlos
Trevino.
The Trevinos had gone down [to the Yakima Valley]. They were all students at that time at the University of Washington and had been involved in the grape boycott and had heard all about Cesar Chavez. So when they went down, they were drinking and talking to some of their buddies, who were complaining that they were being paid very bad at this hop farm - it was in the fall- and that they were all planning to quit, so they said, "Well, instead of quitting, why don't you organize strike like they did in California? Ask for better wages." In fact, that's what they did. They asked for better wages, [and the growers] told them they could take it or leave it, so they all walked out on strike. It was a hop ranch – Yakima Chief hop ranches, and they were in the middle of harvest, where they'd cut the vines by hand and take them to a processing plant called a hopper where there's a lot of machinery, and the pods are stripped from the vine, and then they're cooked and put into bales, which are later sold for the beer. So they struck right at harvest, without any warning, so the grower was caught completely off guard. At that time, I had graduated (this was in 1970) from undergraduate [work] at the university in '68 and had started law school. I was the first Latino from a farm worker background to go to law school here in the state of Washington in '68, and I had gotten a job working in Olympia with the Secretary of State's office and so I showed up in the valley for a wedding when the strike was going on, and I never returned to my former job. I went to visit them, and then I eventually became involved and ended up directing the strikes, because what had happened was that the workers at the Yakima Chief in Granger struck, but we weren't having any impact on the employer and the workers said, "Well this is just a small operation. The main plant is in Mabton, which is about 25 miles away. Let's go there and have them go on a strike. That way we'll put more pressure on the company."
So people all left and went to Mabton and put up a picket line and everybody walked out on strike also, 'cause everybody was real upset because the wages were so low. So we set up a big picket line in front of the Yakima Chief hop ranches in Mabton and then other workers from other neighboring farms also came and asked for help, so then we sent organizers there [laughter] and eventually the hop strike spread to about fourteen or fifteen different ranches. We caught the growers by surprise and they were in the middle of harvest, which has to be done right on time; otherwise the hops lose their value.
What we started doing is that we started to negotiate with the employers right on the spot and drawing up hand-drawn contracts, which I have copies of, basically talking about increasing the wages, talking about how there was going to be no retaliation, insuring that men and women got paid the same wage – because at that time they paid the women lower, even though they were doing the same job, and guaranteeing that the workers could go back to work. But by that time, we had made contact with California, the headquarters, and let
them know there was a strike going on in the name of the farm workers' union, even though they didn't know [laughter], so they sent out the only person that was available, which was their controller, a guy by the name I think of Rudy Almuara, and so at the Yakima Chief ranch, we actually got the workers to sign authorization cards, authorizing us to act as their representative. We held out for union recognition. I think the strike lasted a week or so, going on two weeks, and they finally were forced to have a union election, which was conducted by a group of local clergy. We were there when the ballots were counted and it was a lopsided vote. It was something like 103 or 105 for and 3 against, so were officially recognized as a bargaining representative of Yakima Chief, and the workers went back to work. So that was actually the first strike of the first organizing effort during the hop strikes. Later Delores Huerta, one of the vicepresidents and the cofounder of the union, was sent down to try to negotiate, but once the pressure was off, the employer just engaged in surface bargaining and didn't do anything. We never got anywhere. The following year, that fall, winter, and spring, all the workers that had been involved as strike leaders were blackballed and were not hired, so there was a lot of retaliation. That made people afraid to do anything, and people that had been very involved suddenly wouldn't answer the door.
That was the first phase of the organizing effort. We were very successful. We got the wages up from – I think they paid the women a dollar-twenty an hour and the men a dollar-fifty. We got the wages up to two dollars for both, which was incredible – almost doubling the wages for the women. That was very successful in terms of the economic impact, and it showed that people had a lot of power – they got organized. There was a lot of resistance. They immediately had the sheriff come down and the sheriff got involved trying to break the strike, which continues up to the present.
At one place, we were actually met by armed foremen and relatives of the grower. It was called the Patnode Ranch where we had struck. It was a joint operation where they were processing the hops for one employer, so we struck while that employer's hops were being processed, then got the wages up. And then when the other one started, we went back, but by that time they knew we were coming, so they had five or six people with shotguns pointed at the workers, actually, and when we came up they threw us out and made comments about, "If you don't get out, there's gonna be some dead beaners on the road," and we eventually ended up filing a lawsuit against the company and managed to actually get an injunction, which is very unheard of at the local court level. It was called Garza v. Patnode, which established pretty much that workers had the right to organize and bargain collectively, and that was big news and there's a lot of newspaper articles around that.
Then the following year, in addition to the blacklisting, the growers just freaked out and started through the Farm Bureau (the same people that we're going to
be fighting with today) [introducing] legislation basically to outlaw strikes and boycotts. They called it a collective bargaining bill, but it was drawn up by the industry. It would have prohibited strikes at harvest time, prohibited boycotts, and you know, you could be sent to jail for talking bad about a product – it was just incredible. It actually almost made it through the state legislature, because farm workers, until recently, had always been used as pawns by labor and the Democrats. Whenever the Democrats wanted to get something, and they needed to get the conservative Republicans on the east side to go along, they would always use farm workers as trading chips – they would sacrifice the workers. And at that time, we heard that it was wired to go – the collective bargaining bill was gonna go - that a deal had been struck with labor's and the Democrats' complicity. It was only through the efforts of one senator – Senator Dirken - who filibustered it [in] the dieing hours of the legislature that we managed to stop it. But that again was the way that farm workers had been treated throughout history, starting back with the New Deal and the 1930's. When other workers were covered under collective bargaining laws and wage and hour laws and unemployment and social security, farm workers were kept out. And again, it was just a deal between the urban Democrats and…all the southern states [that] at that time were Democratic (they were called the Dixiecrats). For them to go along with the New Deal, they had to leave out workers. That's the historical basis for the differences and the second-class treatment of the farm workers and [their] exclusion from labor laws that had protected all other workers. So the same stuff had been playing in microcosm in the states up until the '70s; and actually, it continued until the late '80s. So we had our battles, and it's always that way, you know. You have the battles in the field, you have the battles in the courts, and you have the battles in the legislature. It's never a dull moment.
[To summarize] Senate Bill 5890 [being negotiated in Olympia as of April 2003], it has to do with testing of farm workers that mix and apply pesticides - testing them using blood samples to make sure they're not being poisoned, because they're spraying very deadly, organo-phosphate-based pesticides, and it dealt with that issue. We're trying to reach a compromise solution with the growers. The UFW has the backing of labor and the Democrats, so we're in a pretty good bargaining position. So that's what was taking place.
I think what was accomplished [in recent negotiations] was that representatives of the agriculture industry got the message that they won't have any influence on the legislation. They have to deal with us. I think they got that message pretty clear. Today we started settling the broad framework for an agreement that I thought we made a lot of progress on. That would include testing starting off with the major growers and testing the workers of those growers and setting up the medical monitoring system and talking about what happens to the workers that get overexposed, giving them some other jobs or time-lost benefits, so we got quite a bit done. I think it's going to take at least one more meeting, maybe
more, to just finalize it. And then once we get agreement as to who's covered and the timeframe and how the testing is going to be done, and when it's going to begin. We're talking about it [needing] to begin by the beginning of next year. Then we basically turn it over to Labor and Industry so they [can] write the rules and implement it.
The Department of Labor and Industry – they're the big department that deals with just about every labor regulation in the state of Washington, in terms of coming up with rules to implement legislation. We don't like them [L&I] because we think they're wishy-washy, and the growers don't like them because they strong-arm them. They're kind of caught in the middle.
I mentioned how I got involved and I left my job and then we made contact with the farm workers union and then they also sent a more experienced organizer. The first person they had sent over was just a controller, the treasurer – an accountant, because they didn't have anybody else at that time. And then after we got settled, they sent out a more experienced organizer – a person by the name of Jim Drake, who was a minister. He worked with the migrant ministry, but had been involved as one of the leaders of the organizing effort in California. That's what the union did. They relied not just on labor organizers or in-staff people, but they got a lot of different people involved that had had different experiences. So he came down and did an assessment of the situation and at that time there were two of us working – Roberto Trevino and myself. So he talked to both of us and then he assigned me to be the lead organizer or the head person in Washington for the union at that time. That's when we started getting funding from the farm workers union – it was called the United Farm Workers' Organizing Committee – we weren't part of the AF of L at that point yet. We just got a small stipend. At that time, the union didn't pay its workers compensation per se. What they did is that they paid all your expenses, like the rent. They figured out what your expenses were – rent, oil, gas, electricity – and then would give you so much for food and clothing, and then would pay the cost of running the office. They did that to us, and then we opened a little office in Sunnyside, which had a staff of two – myself and Roberto Trevino. None of us really had any experience organizing, other than the strike. We had found it very difficult to get people together after the strike, because, as I mentioned before, there was a lot of blacklisting and retaliation by the employers. So we continued to try to have meetings, but we would call meetings and show up at a public meeting hall, and very few people would come.
We weren't getting very far through that winter and spring and then in the summer of I think it was '71, we were asked to go to California. The union had at that time – the United Farm Workers national office – had just moved into a new location called "La Paz." It was a headquarters in the foothills of the Tehachapi Mountains. It used to be a former TB sanitarium where they had
sent people who had tuberculosis so that they could lie in bed and breathe the fresh country air, I guess, and the union had gotten it as a donation from one of the wealthy supporters. It was a big complex. It had over three hundred acres. So we went there and we were trained for about two or three – I think it was two days. Fred Ross, Sr., who is the person who trained Cesar on how to organize, and Cesar himself spent two days talking to us, just telling us the basics of organizing and giving us a history of how the organizing techniques that they had used very successfully in organizing farm workers had developed. The main organizing technique that the union was using at that time and that we still use is called the house meeting – house meeting campaign drive, where you would rely on other workers themselves to help you organize a community. You would go and identify the leaders and then do a – we call them personal visit – explain to them what the idea was – what the concept of unionizing was and how you could help them and what the benefits potentially could be, economically and politically and then get them to buy in – to agree it was a good thing. And then while they were excited, you would ask them then to hold a meeting at their house and invite four or five other people that they knew. That way the employers didn't know what was going on and the people would feel comfortable because it was at a friend's or relative's house. And then you would go in – you do reminding calls – and then you would go in and do your presentation and at the end – the main thing to get out of that meeting was to get other people to have other meetings. It was like a chain. So then you went to that person's and then you got two or three other meetings, and before too long, you covered a wide spectrum of the community. So Fred Ross demonstrated that for us how he did it and explained how Cesar had used it when he was first organizing and at the same time gave examples [and] gave a history of the union and got people involved in the whole process. It was very very much like the popular education that's being used throughout Latin America now.
So we came back and you know then you would have meetings every morning. The people would go out in pairs for the first month or so and then they would do critiques afterwards and people would make suggestions on how to improve the presentation. So then we came back and then by that time Fred Ross, Jr., the son of Fred Ross, Sr., was assigned to work also in Washington state. So there were three of us then instead of just two and we started the house meeting campaigns and they worked. We no longer held the big meetings where nobody would come but instead had a series of meetings. And then at the end then we would call a big meeting and then everybody would come because they were people that we had organized and that knew each other and we used the networks to mobilize these other people, so in the space of a year, we had turned the thing completely around, and we were having actually a lot of success in terms of getting people involved. That was between '70 and '72. In '70 we had the strikes in the fall and winter of '70 and '71. There had been a lot of repression and we couldn't get very far. And then in
'71 to '72, we had the house meeting drives and we had a lot of people involved and I remember we did a couple of house meeting campaigns – political campaigns. I forget what the exact issues were, but at one time we sent over a thousand letters to the governor of the state of Washington from the farm workers. I think it was an issue dealing with immigration. That had never been done before. By that time, after we had the hop strikes in 1970, in the winter we also had a strike at a nursery in Sunnyside where the workers walked out because they weren't getting enough wages and got a wage increase there.
So we were building the union and becoming pretty visible in the community – this is from '70 to '72 – and then in the summer of 1972, everybody got called to California – all the three organizers – myself, Roberto, and Fred Ross, Jr., to fight against an initiative that the agricultural industry had introduced in California. As I mentioned, the Farm Bureau here had introduced a so-called collective bargaining bill basically that stopped and made organizing very difficult. We were able to stop it here, but in California the growers tried to do it in the form of an initiative, calling it a "right to organize" initiative, but in reality it would have made organizing almost impossible. It was called Proposition 22. We were mobilized and were taken to go fight against the measure and I was asked to go there also and so was Roberto Trevino. We won the initiative; we got it passed [sic].
But then after that, the Teamsters had raided places where we were trying to organize in the lettuce [fields] and had signed sweetheart contracts with the growers of the lettuce, so another boycott was started by the national UFW and I ended up going on the boycott for a little over two and a half years. So I was gone from the state from basically '73 until '75 and didn't actually make it back to the state of Washington until 1977. So in my absence, Roberto Trevino stayed here and continued organizing, so you're going to have to talk to him to find out what happened during that time; but, as I understand it, most of the efforts were directed at keeping the boycott going in Washington. It was the lettuce boycott, and then it turned into a grape and lettuce boycott, where they had to go and organize people to go and picket in front of the Safeways and in front of Luckys and the stores that sold the lettuce and the grapes.
I returned to the state of Washington in 1977 and the union was still here, but because it had been directed more towards organizing support for the boycott, not too much had been done in terms of building up the power base very much. Shortly thereafter, the UFW office in Washington was closed down, and remained closed from 1977 until 1986, when organizing efforts started again.
In 1986, conditions had gotten really bad instead of better. Until I left in the early '70s, most of the workforce was still Texas-based, and most of it was legal residents or citizens, mainly Mexicans or Mexican-Americans, like my family. My father was a Mexican national, but the kids were all American citizens, born in
this country. By the time 1986 came around, the workforce had changed completely. A lot of them now were recent immigrants, most of them undocumented, and lived in this country since the mid-70s and the Mexican workers that used to work in the row crops had now moved into orchard work – into the apple industry and the fruit-picking industry. Now just about all the work was dominated by the Mexican workers, including the tree fruit work. Then the growers found out that if they put a Mexican national to work, they could lower the wages down substantially. So wages had actually gotten worse, from the ''70s to the 1980s and people were working, for example, pruning trees and not earning minimum wages, getting paid very little for example for the piece-rate work in the asparagus and in the picking of apples. That was the impetus for the new organizing efforts of 1986.
In the spring of 1986, it was actually around April – a new organization had been formed called Radio Campesina or Radio "Cadena." Let me back up a little on that… In the 1970s, the first public radio station in Spanish was started in the Yakima Valley called Radio KDNA ("Cadena"). It was started by Ricardo Garcia and it was started with the express purpose of being a voice for the farm worker and a forum for the social needs of the workers to be talked about and communicated throughout the community. The radio station opened an office in Granger – a little town of about 80 or 90 per cent farm worker population and they started a service center where they did tax work and immigration work.
In addition to having the radio station broadcast from there, they also started a thing called El Centro Campesino. It was an advocacy group representing the interests of the farm workers, and they were saving money for different grants. In the spring of 1986, they helped organize a big march from Granger all the way to Yakima throughout the Yakima Valley for the express purpose of publicizing the bad working conditions and the low wages for the workers and the march was pretty successful. About 2,000 people participated, including Cesar Chavez, who flew over for the last leg of the march and marched into Yakima Union Gap, Yakima. The bishop of Yakima, Bishop William Stilstadt, came and marched with Cesar the last miles. So we got a lot of publicity. After that, the United Farm Workers of Washington State, a successor organization to the UFWOC, was started, and it was a completely independent organization from the national UFW. They raised all their funds and made decisions completely independent of California. There was a convention that was held I think in early '86, and Tomás Villanueva was elected president of the United Farm Workers of Washington State. He started talking to the workers and helping them on strikes and helping them on the legislative efforts.
In 1987, a group of workers came to the union office complaining of low wages in pruning. They were pruning at a place called Pyramid Orchards in Yakima and they were not even making minimum wages, even though it was piecework and they should have been making a lot more. So Tomás and I went
down and talked to the workers, and they agreed to go out on strike, to force the issue out, and to force the employer to pay higher wages in pruning. That strike was pretty famous. It was the longest strike of farm workers in the history of the state of Washington. It started in April and continued for about two months. But it was in a period of time when you couldn't apply much pressure to the employer because it was just pruning and the trees were dormant. After the first couple of days, he was able to get a small crew to continue the pruning and then slowly started recruiting strikebreakers to come over and replace the workers that were out on strike. But the strike had tremendous success, again through the Radio Campesina, it got publicized and people were asked to come to the picket line and lots of people would show up. People started showing up and bringing plates and bowls and panfuls of food for the strikers. I remember for example once [Tomás has a lot of these documents about the strike, because it made the news just about every day.] during the strike we heard that the company had been talking to other growers and they were planning to bring a bunch of workers and growers in to break the strike [on] a certain weekend. All the other growers were supposed to bring their trusted workers. What happened was that people found out about it and there was an announcement put out through the radio for people to show up. So on the day of the strike, there were over a thousand people picketing that orchard from throughout the community. When the growers started arriving with their strikebreakers, a lot of the Latino farm workers walked out and refused to go in. (Pyramid Orchards [was] based just a little outside of Yakima.)
Another tactic that they used was again going to the courts. One day the workers showed up and they all got served with injunctions telling them that they couldn't picket anymore, accusing the workers of harassing and intimidating the workers that were inside. So we were summoned to go to court. We got Michael Fox, who had represented us when he and I had gotten arrested in the '70s for going into a labor camp. By that time I had become an attorney and so I helped represent the workers also. We had a big hearing in the courthouse in Yakima where over 500 people showed up – farm workers – and had a big impact, and the strike was modified to permit picketing, because before it didn't even permit picketing. Eventually, after about two or three months, the strike was ended, because there was no use carrying it forward because the pruning had basically been done, even though it was done badly. But it was during this strike, even though the strike itself wasn't very successful [that we] did raise the wages in that orchard and then throughout the area. What happened was that during the strike, because they got so much publicity on the radio, workers from other farms started coming and complaining about the bad treatment they were getting. It was very similar to the hop strike, where we struck one ranch then all the other workers came and asked for help.
In this case, the workers at Chateau Ste. Michelle, the largest winery and also the largest grower of wine grapes in the state, came to us saying that they were
being mistreated and that their wages had been lowered and they wanted to take some action. As I mentioned before, I had become an attorney by that time, so we went down and talked to them and told them that in addition to a legal action what they really needed to do was to get organized. So that's what happened. The union started organizing at Chateau Ste. Michelle and got the majority of the workers signed up on authorization cards and requested recognition from the company that ignored our request, because we still didn't have the right to bargain collectively, at first saying that we didn't have the support of the workers, and then later when a large portion of the workers sued the company, it changed its rationale for not negotiating, saying that they wouldn't negotiate because there [were] no collective bargaining procedures established in Washington. The union at this time was being led by Tomás Villanueva. When that happened, the union launched the boycott of Chateau Ste. Michelle and Columbia Crest wines in '87.
A lot of the organizing is not just working in the fields, but also working in the courts and in the legislature. As I mentioned before, we managed to stop the attempts by the Farm Bureau to pass a real bad law that would have made organizing almost impossible and we won an important court decision in Prosser, when the growers came out and met us with shotguns and intimidated the workers with shotguns. That court decision, Garza v. Patnode, held that workers had the right to organize without interference from the employer and then granted an injunction against that type of behavior, because it was clearly intimidating. That's when the growers tried to get a law passed in the legislature and we were able to stop them.
Another important legal victory was the following year, in '71. [It] occurred when we were going around visiting different camps and we went and visited a big asparagus farm in Walla Walla, a very conservative county. It was a big asparagus farm where they brought all the workers from Texas under an international worker clearance program. Under that worker program, the workers are supposed to be guaranteed a certain wage and certain protections because they use the employment security inter-state system to bring them up. But once they got here, a lot of those rules weren't enforced. What was happening at this asparagus farm – it was called Rogers of Walla Walla – we went in, it was late summer or midsummer, and the workers were still cutting asparagus and normally the season starts in April and goes into the early part of July. Then it becomes not very productive. But at this company, they were deducting part of the workers' salary and calling it "bonus" which would be paid at the end, if they stayed 'til the end. But towards the end of the season, the asparagus doesn't become very productive, so workers don't make much money. What the company was doing was that if a worker failed to show up to work one day then they would lose the bonus, no matter if they stayed there [or not] – the so-called "bonus." On the blackboard in the dining room [was posted] a list of the names of "estos trabajadores han perdio sus bonus." So if you lost
a bonus, then your name would be put up there publicly, as intimidation to keep the other workers in line and to keep them from leaving. So when we went in there and told them we were with the union and workers started complaining about bad treatment and the fact that a lot of them were losing bonuses and they weren't making minimum wages anymore, I told them that I would go back with an attorney so they could talk with the attorney. A couple of days later I showed up with Mike Fox, who was a legal services attorney. We both went into the labor camp. When we came back we were met with a guy wearing a gun and a Walla Walla Deputy Sheriff's shirt and he asked us if we had permission from the company to be in the labor camp but we said we didn't need permission from the company – we didn't want to visit the company, we wanted to visit the workers. So Michael Fox ran interference and kept talking to the sheriff and then I went and found the worker that had asked me to come and started talking to him. That off-duty sheriff called another one and then eventually another sheriff came and asked us to leave and we refused to leave and both my attorney and I were arrested and hauled off to the Walla Walla county jail for criminal trespassing. Eventually we filed a lawsuit against that, claiming that workers had the right as tenants to see whoever they wanted and also arguing some constitutional issues. We lost at the lower court levels, but eventually it got to the Supreme Court I believe in 1972 and the Supreme Court in Washington in a unanimous decision upheld the rights of workers to receive whoever they wanted in their labor camp homes, so that established an important precedent.
This Michael Fox is a guy (this legal services attorney that got arrested with me) [who's] also the person that helped us in the injunction against the big apple company that tried to keep us from picketing and fought it successfully in court. But interestingly enough, by the time we struck the second time, we didn't have that massive grower hysteria where they would actually come out with shotguns. It was a lot calmer. But what did happen after the second strike, when the workers struck in the apples at Condon Orchards, [was that] it freaked out a lot of the growers, so they got together and they made contact with a grower organization in California in the Central Valley called the Nisei Grower's League. It was made up of Japanese-American farmers who had set up an organization basically to fight off the union. So they got together and got some training and pointers on how to fight the union and then set up their own organization here called at that time the Eastern Washington Growers' League. It was set up with the express purpose of training growers on how to break union organizing campaigns and strikes. Now it's just called the Washington Growers' League and one of the guys – that big guy that was a lobbyist [Chris Cheney] – is hired by them. They've become a little more moderate, also. They're not quite as rabidly anti-union.
The director of that organization, from its inception, is a guy by the name of Mike Gempler. In '86 – now you're going to get this in more detail from Tomás
Villanueva, because he's the one actually leading all the strikes at that time – the [United] Farm Workers of Washington State was formed. They tried to get incorporated with California again, but Cesar told them that he had more than he could handle in California but offered to help them in any way he could. So Tomás and his members of his board went down to California and received a week's worth of training from Cesar and then they came back. And after the strike in the apple orchards, a group of workers came from Chateau Ste. Michelle to the strike line.
Anyway, so what happened was that this strike was started at Pyramid Orchards in I think February of 1987, right in the middle of the winter, during the pruning season and it became big news all over central Washington, because there hadn't been any activity in years and the growers had really dropped the wages and really been mistreating workers. So it became a cause celebre. Now we had the radio. A lot of people started converging on the picket lines and bringing food and refreshments and pan dulce and [laughter] it became a real big community event. Then other employees started coming saying they had been treated badly also [and] would the union help them. That's when we first met the workers from Chateau Ste. Michelle. [They] came down and said that they were being really mistreated by new supervisors and their wages had been lowered and that's when that campaign was started. But in addition to the Chateau Ste. Michelle campaign – that was another big strike year. The union also had strikes in asparagus, hops, [and] apples.
Another thing that also was very significant was that in 1986, by the time that I came back in the mid-80's, in '86, the workforce was largely undocumented, and the Mexican workforce was just dominating the whole industry. Then in 1986, the Immigration Reform and Control Act was passed that permitted a process for legalizing workers that was a two-prong process. Workers that had lived in this country continuously for five years could become legal residents on the basis of residency. But farm workers that had worked 90 days or more the previous year could also become legalized. It was very, very generous farm worker provisions for legalization. You just showed that you had worked 90 days or more the previous year and then you became legalized and could get your green card. The employers were very concerned that if everybody became legalized, they wouldn't have any workers, so they were pressing the federal congress for another big expansion of the guest worker program, the H2A program, to guarantee them a supply of cheap labor and we said, "No. If you need the workers, they should have the right to become legal like all the other workers." So we were able to negotiate, just like this morning, with the agricultural community, and get agreement on this. It was called the SAW Programs, the Seasonal Agricultural Worker component, of the immigration reform law, that provided that if workers had worked here 90 days or more the previous year and had proof of it, [they] could become legal residents.
[The H2A visa program is] an offshoot of the Bracero Program. The Bracero Program was started in the 1940s, during the Second World War. A lot of the work force at that time was comprised of Okies and Arkies and native people – American Indians, and Blacks and Mexican-Americans. When the war started, a lot of factories started gearing up to produce planes and munitions.
Agriculture then made a convincing argument that they needed more workers, because their workers were leaving. So there was a treaty signed between the governments of Mexico and the U.S. called the Bracero Program, where workers could be brought up on a temporary contract basis, as needed, to work here, and then would be shipped back to Mexico every year. They were supposed to have basic guarantees, like guaranteed wages, that they be provided with food, housing, medical care and bedding. So under that program, first hundreds of thousands and then millions of Mexican workers came up to this country, including here in Washington. My cousin, Erasmo Gamboa, actually wrote a book about it – about the Bracero Program in Washington. Here it only lasted from '42 to '47 or so, and then they found it cheaper to bring in people from Texas. But in California, the war ended, then agribusiness became hooked on it, because you had a cheap supply of foreign workers that you could mistreat and the laws were never enforced. They liked it so much that the war ended and they kept extending it until the mid-1960's – can you believe that? Well, the growers stopped using it [in Washington in '47]. It didn't end. They stopped using it. It was a federal program, and the federal program was continued until 1965 or '66.
They used workers from Texas instead, recruited by the Washington Employment Security System. But in California, the big corporations liked that a lot. They would form associations and bring in tons of workers. That's actually how the first organizing experiences of Cesar involved organizing workers to fight the Bracero Program – the local workers – because they couldn't get any job. They were always given to the foreign workers, even though the program specified that they couldn't hire braceros when there local workers available. In one form or another, it continued under the H2A Program, which still exists right now. Growers can bring in foreign workers, but they have to show that there's no local workers available, and they have to pay a higher wage, in order not to depress the local wage rates, and they have to provide housing and a certain amount of employment. So the growers don't like that, because it's got too many restrictions. They find it cheaper to just hire undocumented workers. | <urn:uuid:c0d8442b-a284-4dc7-8763-875127afd3ca> | CC-MAIN-2020-50 | http://depts.washington.edu/civilr/Guadelupe_Gamboa_transcript.pdf | 2020-11-28T09:17:23+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00129.warc.gz | 29,897,988 | 12,969 | eng_Latn | eng_Latn | 0.999538 | eng_Latn | 0.999586 | [
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Last Of The Mohicans Activity Answer Key
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Last Of The Mohicans Activity
The Last of the Mohicans – Activity Book book. Read 2 reviews from the world's largest community for readers.
The Last of the Mohicans – Activity Book by Elizabeth Gray
The Last of the Mohicans lesson plan is designed to help teachers and educators plan classroom activities and instruction.
Last of the Mohicans Lesson Plan | Day 2: Classroom Activities
The Last of the Mohicans lesson plan contains a variety of teaching materials that cater to all learning styles. Inside you'll find 30 Daily Lessons, 20 Fun Activities, 180 Multiple Choice Questions, 60 Short Essay Questions, 20 Essay Questions, Quizzes/Homework Assignments, Tests, and more.
The Last Of The Mohicans Worksheets & Teaching Resources | TpT
e Last of the Mohicans Activity Book Exercises written by Graham Read w oryginale czytamy. Chapter I A. The Story Read this short version of the chapter. There are 2 things which didn't really happen. Find them. The story is set in North America during the war between the French
Activity Book
Free The Last of the Mohicans study unit worksheets for teachers to print. Comprehension by chapter, vocabulary challenges, creative reading response activities and projects, tests, and much more!
Free The Last of the Mohicans Worksheets and Literature ...
The Last of the Mohicans lesson plan is designed to help teachers and educators plan classroom activities and instruction.
Last of the Mohicans Lesson Plan | Day 5: Classroom Activities
Oct 27, 2018 - Projects and activities for Progeny Press literature & reading study guide, Last of the Mohicans by James Fenimore Cooper. Leatherstocking Tales, 1757, French and Indian War, Seven Years' War, Native American, Huron, Delaware, Mohegan, Mahican, Great Britain, France, Fort William Henry, frontiersman.
27 Best Last of the Mohicans Enrichment Activities images ...
The Last of the Mohicans. In 1757, the third year of the French and Indian War, Hawkeye, a colonial scout, and his friends, Chingachkook, a chief of the Mohicans, and his son Uncas risk their lives to guide two English sisters through hostile territory and evade the evil Huron, Magua, who is determined to destroy them..
The Last of the Mohicans by James Fenimore Cooper | Scholastic
DETAIL: The pivotal set piece of The Last of the Mohicans is the massacre at Fort William Henry during the French and Indian War. This is the "factual" event around which Cooper, the first internationally renowned American novelist, builds a compelling tale of wilderness adventure.
The Last of the Mohicans | Introduction & Summary | Britannica
The Last of the Mohicans: A Narrative of 1757 is a historical novel written by James Fenimore Cooper in 1826.. It is the second book of the Leatherstocking Tales pentalogy and the best known to contemporary audiences. The Pathfinder, published 14 years later in 1840, is its sequel. The Last of the Mohicans is set in 1757, during the French and Indian War (the North American theater of the ...
The Last of the Mohicans - Wikipedia
The Last of the Mohicans is a 1992 American epic historical drama film set in 1757 during the French and Indian War. It was co-written and directed by Michael Mann and was based on James Fenimore Cooper's 1826 novel The Last of the Mohicans: A Narrative of 1757 and George B. Seitz's 1936 film adaptation, owing more to the film than the novel. The film stars Daniel Day-Lewis and Madeleine Stowe, with Jodhi May, Russell Means, Wes Studi, Eric Schweig, and Steven Waddington in supporting roles. The
The Last of the Mohicans (1992 film) - Wikipedia
The Last of the Mohicans lesson plan is designed to help teachers and educators plan classroom activities and instruction.
Last of the Mohicans Lesson Plan | Teaching Unit: Bringing ...
The Last of the Mohicans book introduces the characters by eloquent descriptions of their appearance. In such a way, the reader encounters a strong yet rather ambivalent in his racial views Natty Bumppo (Hawkeye), a brave and noble Chingachgook, and his young and resourceful son Uncas who is the last member of the Mohican tribe.
Book Report Example of The Last of the Mohicans by James ...
The Last of the Mohicans lesson plan is designed to help teachers and educators plan classroom activities and instruction.
Last of the Mohicans Lesson Plan | Day 4: Classroom Activities
The Last of the Mohicans wasn't just one of the first novels to employ stereotypes. It was also one of the most prominent and popular. Also, and possibly even more destructively, The Last of the Mohicans helped perpetuate the idea that Native Americans were a thing of the past.
Teaching Last of the Mohicans
The Last of the Mohicans (1992) cast and crew credits, including actors, actresses, directors, writers and more.
The Last of the Mohicans (1992) - Full Cast & Crew - IMDb
Last of the Mohicans: With Student Activities - PDF Download [Download] (9780848107338) by James Fenimore Cooper
Last of the Mohicans: With Student Activities - PDF ...
Begin by having the class review the section in which Munro tells Duncan about Cora's mother. Lead the class in a discussion about what Cooper was saying through Munro, reminding them that he published The Last of the Mohicans in 1826, 34 years before the start of the Civil War, and 37 years before the signing of the Emancipation...
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Topics:
Keywords
Brief overview
How was Ireland ruled around 1500?
Events that led to the plantation being made
Types of planters
Why did England want to make this plantation?
Plan of the plantation
Impact of the Ulster Plantation on Irish identity
Other resources
Keywords
https://quizlet.com/ie/545050164/ulster-plantationkeywords-flash-cards/?new
Brief overview of the ulster plantation:
* The ulster plantation was carried out by King James I
* Following the defeat of Hugh O'Neill (earl of tyrone) at the Battle of Kinsale, the Ulster nobility fled to Rome (flight of the earls)
* James I confiscated their land
* The ulster plantation started in 1609
* Planted counties: Armagh, Tyrone, Fermanagh, Derry, Donegal, and Cavan
* Control of derry was given to the London trade guilds and was renamed as Londonderry
* Overall, the Ulster plantation was a success. This is shown by the large number of unionists who live in present day Northern Ireland, many of whom identify themselves as British, and not Irish
How was Ireland ruled around 1500?
* The king of England was Lord of Ireland but he had little power
* The Pale was the only part of Ireland where the king's officials had power.
* The Anglo-Irish lords were mostly independent of the English crown and used English common law (e.g. Fitzgeralds of Kildare)
* The Gaelic Irish lords were native Irish lords who followed brehon law. They ruled their own kingdoms. (e.g. O' Neills of Tyrone)
Events that led to the plantation being made
* 9 years war-
In 1594 O Neill and O'Donnell led a rebellion because of England's attempts to extend their rule in Ulster.
O Neill claimed that he was defending Ireland against Protestanism and asked the Catholic king of Spain for help. In 1601, Spanish soldiers arrived in Ireland to aid O Neill.
However, the spanish and irish soldiers were defeated and O' Neill was forced to sign the treaty of Mellifont in 1603 where he agreed to accept English rule in Ulster.
* Flight of the Earls
Many servitors accused O Neill and O Donnell of plotting another rebellion with Spanish help.
This led to O Neill being called to London in 1607 to answer these accusations.
O Neill was scared of arrest, and so he left Ireland with other Ulster chiefs to go to Europe.
Their flight was taken as proof of their guilt so King James I planted their territory with English and Scottish settlers.
The types of planters
1. Undertakers
2. Servitors
3. Deserving Irish
4. London craft guilds
Why did England want to make this plantation?
* From 1500, England was determined to gain control over the entirety of Ireland, which meant destroying the power of Anglo-Norman Lords.
* In Gaelic areas, it meant defeating the Gaelic chiefs and planting English settlers
* New settlers would
1. Be cheaper than an army
2. Bring english laws and customs
3. Develop trade and commerce
4. Spread the english language and protestant religion
Plan of the plantation
* Queen Elizabeth I died in 1603 and was replaced by King James I.
* He confiscated the lands of the earls who had fled.
* King James wanted to pacify Ulster and vowed to learn from the mistakes of previous plantations.
* He wanted to permanently establish the protestant religion as well as English culture and customs in ulster.
Impact of the Ulster plantation on Irish identity
* New settlers- increase in the Irish population due to the arrival of the English settlers.
* New religions- The new settlers brought new religions, such as Protestantism, Presbyterianism, and Anglicanism
* New ways of farming- arable farming replaced pastoral farming
* New towns- The planters introduced new towns to ulster, such as Londonderry and Coleraine.
The new towns had straight, wide streets and had a central square where the courthouse or church was. Markets were held here
They were surrounded by stone walls
* New laws, customs, and language-
Brehon law was replaced by common law.
Settlers also brough traditional dress, food, and music.
The irish language began to decline.
https://quizlet.com/ie/545059067/impact-of-the-ulsterplantation-on-irish-identity-flash-cards/
Other resources:
https://www.youtube.com/watch?v=5Um93OyrGWI
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Frog Reproductive System Diagram Answers
Morphology & Anatomy of Frogs-Internal and External FeaturesUROGENITAL SYSTEM kidneys ureters urinary bladder urethra ...Frog Reproductive System Diagram AnswersReproductive System of Frog | Definition, Examples, DiagramsThe Frog: A Virtual dissection TVO ILC13.11: Reproductive System Worksheet Medicine LibreTextsReproductive System Review Guide Diagram Answer KeyReproductive System Review Guide Diagram Answer KeyUrogenital System - Frogs vs. TadpolesThe frog s internal organs are exposed below, label the ...Frog vs human respiratory system venn diagramwrite a brief note on reproductive system of frog with diagramUrinogenital System of Frog (With Diagram) | Chordata ...Frog: Morphology, Anatomy, Body Systems with Questions and ...[DIAGRAM] A Frog Labeled Diagram Of Excretory.html FULL ...Expalin digestive system of frog with suitable diagramNCERT Solutions for Class 8 Science Chapter 9 Reproduction ...Bing: Frog Reproductive System Diagram AnswersFrog Reproductive System Diagram AnswersWhat does the reproductive system of a frog do? How is ...
Morphology & Anatomy of Frogs-Internal and External Features
Frog exhibits sexual dimorphism. Male reproductive system consists of a pair of testes, vasa efferentia, urinogenital ducts and cloaca. Female reproductive
system consists of a pair of ovaries and oviducts. In the breeding season, the male and the female frogs enter into a process of temporary union called amplexus.
UROGENITAL SYSTEM kidneys ureters urinary bladder urethra ...
Reproductive system. Both male and female frogs have their own reproductive system where gametes for reproduction are produced. Male frog has testes which produce sperms and eject it through the cloaca. In a female frog, a pair of ovaries produce ovum and pass it to oviduct which opens into the cloaca.
Frog Reproductive System Diagram Answers
Answer of Expalin digestive system of frog with suitable diagram
Reproductive System of Frog | Definition, Examples, Diagrams
Alt Wire Diagram Alternator Wiring And Out The Dash Warning Light – 12 Volt Alternator A Frog Labeled Diagram Of Excretory.html wiring diagram. A Frog Labeled Diagram Of Excretory.html wiring diagram arrives with several easy to stick to A Frog Labeled Diagram Of Excretory.html wiring diagram Directions. It's supposed to assist all the typical user in developing a suitable method.
The Frog: A Virtual dissection - TVO ILC
The reproductive system of a frog is a group of organs working together in order to help the frog in reproducing offspring. It is different for the male and females (just like humans). Tadpole: Tadpoles and frogs both have similar urogential organs but, the frogs are more developed. Due to the fact that tadpoles have not reached a certain point ...
13.11: Reproductive System Worksheet Medicine LibreTexts
Read Or Download Reproductive System Review Guide Diagram Answer Key For FREE Answer Key at GAST-MOTOR.BUFFALOMOUNTAINKOMBUCHA.COM . ... Reproductive System Review Guide Diagram Answer Key. ... Frog Dissection Worksheet. Iees Grade 6 Review Guide Docx. Gmc C6500 Wiring. Bestseller Answers To The Digestive System Crossword. Reflex Arc Worksheets ...
Reproductive System Review Guide Diagram Answer Key
The diagrams is given showing reproduction in an organism. Observe the diagrams and answer the following questions. Name the organisms. Name the type of reproduction. Label the diagram. Explain the reproduction process. Answer: The organism is hydra. Asexual reproduction i.e., budding. A and B – bud. C – young hydra.
Reproductive System Review Guide Diagram Answer Key
circulatory system of frogs vs circulatory systems of, respiratory system diagram unmasa dalha, diagram vector venn of respiratory system frog, about fish and human s respiratory system, human vs frog anatomy by devyn alt on prezi, similarities of frogs amp humans sciencing, animal circulatory systems biology pages, what are the similarities of a frog and a human yahoo, the frog skeletons vs ...
Urogenital System - Frogs vs. Tadpoles
reproductive system. Compare the diagram with the photo on the left and use table 5.1 to identify the structures. Also note that the prostrate gland has lobes that lie Figure 5.3. Male reproductive system. Use Table 5.1 to identify the dorsal to the ductus deferens labeled structures. 38 Female System Table 5.2. Female urogenital system ...
The frog s internal organs are exposed below, label the ...
Answer of write a brief note on reproductive system of frog with diagram
Frog vs human respiratory system venn diagram
SkinThe frog's skin is also a respiratory surface and is
covered with mucus so that the skin can absorb oxygen from the water. The mucus also prevents the frog from drying out when it is out of the water and makes it slippery – helping it escape predators. The frog's skin may be covered in spots, called chromatophores.
write a brief note on reproductive system of frog with diagram
ADVERTISEMENTS: Since the excretory and reproductive systems are closely associated, hence, it is customary to call the two systems together as a urogenital or urinogenital system, though both are unrelated functionally. In frog the sexes are separate. The urinogenital organs can be studied under the following heads: 1. Excretory System: The excretory system in both […]
Urinogenital System of Frog (With
Diagram) | Chordata ...
Reproductive system of frog is responsible for producing gametes which are released in water for fertilisation. Similarities between human and frog's system are limited to the fact that both possess paired testes/ovary for gamete production. In both the sexes of frog, each gonad remains attached to the kidney of same side. In human special ligaments attach the gonads to body wall.
Frog: Morphology, Anatomy, Body Systems with Questions and ... Page 5/9
1. Add the following labels to the diagram of the reproductive system of a male dog shown below. vas deferens, urethra, testes, penis, scrotal sac, bladder, epididymis, penis bone, glans penis, prostate gland. 2. Fill in the table using the choices in the list below.
[DIAGRAM] A Frog Labeled Diagram Of Excretory.html FULL ...
In ecology, r/K selection theory relates to the selection of combinations of traits in an organism that trade off between quantity and quality of offspring. The focus on either an increased quantity of offspring at the expense of individual parental investment of rstrategists, or on a reduced quantity of offspring with a corresponding increased parental investment of Kstrategists, varies ...
Expalin digestive system of frog with suitable diagram
Frog Reproductive System Diagram Answers File Type PDF Frog Reproductive System Diagram Answers Seminiferous tubules in which the sperm are made. Blue 2. Collecting ducts where the sperm are stored. Green 3. Epididymis in which sperm mature and become motile. Red 4. Fibrous coat surrounding and protecting the testis. Brown 5. Vas deferens or sperm duct. Yellow.
NCERT Solutions for Class 8 Science Chapter 9 Reproduction ...
The frog's internal organs are exposed below, label the following diagram (each letter with correct name). Frog Dissections: Dissecting frogs is a common part of the curriculum in high school ...
Bing: Frog Reproductive System Diagram Answers
Organ and Organ System; Earthworm; Cockroach; Body Anatomy of a Frog. Inside the body cavity of a frog, there are many organ systems present such as the circulatory system, digestive system, respiratory system, nervous system, excretory system, and reproductive system. All the organs and organ systems are well developed with specific functions.
Frog Reproductive System Diagram Answers
Read Or Download Reproductive System Review Guide Diagram Answer Key For FREE Answer Key at FIOS-TV.BUFFALOMOUNTAINKOMBUCHA.COM . ... Reproductive System Review Guide Diagram Answer Key. ... Frog Dissection Worksheet. Iees Grade 6 Review Guide Docx. Gmc C6500 Wiring. Bestseller Answers To The Digestive System Crossword. Reflex Arc Worksheets ...
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Bookmark File PDF Frog Reproductive System Diagram Answers only know roughly the book, but know what the frog reproductive system diagram answers offers.
ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:3940e176-01f4-4e1b-b7f6-5cb891327d8c> | CC-MAIN-2020-50 | http://aurorawinterfestival.com/frog_reproductive_system_diagram_answers.pdf | 2020-11-28T08:48:36+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00131.warc.gz | 7,904,986 | 2,223 | eng_Latn | eng_Latn | 0.916556 | eng_Latn | 0.988676 | [
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Imaginary language
Using a pretend language can sharpen your tween's listening and critical thinking skills. Have her make up nonsense words for actions (like blergle for point and troni for sit). Then, you do the same. Take turns using your languages— and motions—to communicate. Can you figure out what each other's words mean?
Social summer learning
Attending concerts
If your middle grader asks to go to a concert, consider his request carefully. Ticket prices may be high, and the atmosphere might not be kid-friendly. Check into the act online or talk to other parents. If you allow him to go, avoid school nights, and have an adult attend, too.
Your child's body clock shifts during puberty, making her naturally want to stay up later. Yet she needs 9–11 hours of sleep daily to support her memory, regulate hormones, and guard against stress. Discourage late-day naps, and avoid caffeine. Also, doing a quiet activity before bed, such as drawing, can signal to her body that it's time to sleep. DID YOU KNOW ?
Worth quoting
"I declare after all there is no enjoyment like reading! How much sooner one tires of anything than of a book!" Jane Austen
Just for fun
Q: Why aren't zebras good dancers?
A: Because they have two left feet.
© 2018 Resources for Educators, a division of CCH Incorporated
Summer alert! Did you know that students can lose up to two months of skills during the break from school? Keep that from happening to your child with these suggestions for learning the tween way—with friends.
Reading exchange
Let your middle grader create a shared document online where he and classmates list books they have read and share recommendations. They could summarize the books, rate them from 1 to 5 stars, and explain their opinions. They might even read together at a park or at each other's homes.
Baseball math
Play ball—with a math twist. During weekly get-togethers, friends can pitch to each other (three pitches per turn) and tally swings, hits, and misses. Have them calculate stats. What percentage of the time did players hit the ball (total hits ÷ swings x 100)? Who had the best "batting average" (hits ÷ at-bats)? Let them graph their progress over the summer.
Map making
Encourage your child to turn a trip to the park into a geography expedition. Suggest that he and his friends each make a map, using a compass to label it north, south, east, and west. They could add landmarks like a basketball hoop, a slide, or a trail. Then, they take turns secretly choosing a landmark and using their maps to guide others to it. ("Walk north to the pond, then turn east.")
1-2-3 Kindness
Being a kind person helps children form strong relationships and enjoy a greater sense of belonging at school and at home. Try these steps to encourage kindness.
1. Develop ideas. Together, brainstorm ways to show kindness. Examples: Ask an older relative to tell a story from his past. Send an inspirational quote to someone who's struggling.
2. Track actions. Divide a sheet of paper into boxes, and write an idea in each square. Now look for opportunities to perform these acts of kindness. For each one completed, "x" it out.
3. Repeat. When the sheet is filled, make a new one. There are always more ways to be kind—and discovering them will help your youngster make kindness a regular part of her life.
Home safe
You may not always be home while your child is out of school. Consider these ideas for handling summer supervision.
Stay alone? Decide whether your tween is ready to be home alone. Think about how responsible and resourceful she is—and whether she would be comfortable by herself. You'll want to get her input, too. Note: Check your state's age guidelines for leaving kids alone.
If an elephant brushed its teeth…
This science activity creates foam that looks like toothpaste the size an elephant would need! It also demonstrates an exothermic reaction, or a chemical reaction that releases energy. Share these directions with your middle schooler.
Buddy up. Talk to other parents about swapping supervision times, whether that means checking in on kids home alone or watching ones who aren't ready yet. Another idea is to look for another tween who would also be home alone and let them spend time together at one of your houses.
Set clear rules. Be firm about expectations. For instance, you might not allow your child to open the door, answer the phone unless she recognizes the name or number, or leave home without your approval. Explain that she shouldn't let callers know she's alone, and give her written instructions on who to contact and where to go in an emergency.
Parent to Parent
Mix
Place an empty 20-oz. plastic water bottle in the sink. Pour in 1 – 2 cup hydrogen peroxide
and 1 – 4 cup dishwashing soap. ( Tip: For colorful "toothpaste," he can add food coloring.) Gently swish the mixture around, being careful not to create too many bubbles.
Combine
In a separate cup, mix 1 – 4 cup warm water with 1 packet (about 2 1 – 2 tsp.) dry yeast. Stir until the yeast dissolves. Pour the solution into the bottle. What happens?
React!
The yeast acts as a catalyst, causing the hydrogen peroxide to break down faster than normal. Oxygen is released and combines with the dish soap, resulting in overflowing foam.
OURPURPOSE
To provide busy parents with practical ideas that promote school success, parent involvement, and more effective parenting. Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • firstname.lastname@example.org www.rfeonline.com
ISSN 1540-5540
© 2018 Resources for Educators, a division of CCH Incorporated
A positive outlook
My employer recently brought in a motivational speaker who said a positive attitude could help us perform better. As I was listening, it dawned on me that trying her tips with my son might help him, too.
I shared what I learned with Ben—when your attitude is "up," your brain is more creative and productive. We tried two exercises the speaker had suggested: First, we stared into each other's eyes. Then, I broke into a big smile while Ben had to try to keep a neutral expression. It's almost impossible! We both ended up laughing. Next, we each wrote about a positive experience from the last 24 hours. Reliving it brought back the good feelings.
Now, we're going to try another activity—choosing three things we're grateful for each day. I'm hoping it will help to keep both of our outlooks bright.
■ Q My daughter has set goals in the past and then forgotten about them in a few weeks. How can she stay focused and see them through? & A
On track toward a goal
■ A When your daughter sets goals, it's important to make them specific and measurable so she'll be able to tell if she has reached them. Giving herself deadlines for each one will help her keep moving toward them, too.
to be able to run 5 miles by September." Then, she needs to name specific steps to take each week, such as, "First week: Alternate walking 1 minute and running 1 minute for 1 mile."
For instance, instead of saying, "I want to get in shape," she could say, "I want
At the end of each week, suggest she look over the steps to see how she did. If she didn't follow through, encourage her to make revisions if needed, recommit to her goal, and keep going. | <urn:uuid:974a0699-90b4-4577-a021-cbfde90807ff> | CC-MAIN-2018-30 | http://www.jwms.reg4.k12.ct.us/UserFiles/Servers/Server_177389/File/Newsletters/May%202018/MiddleYears-May-2018%20.pdf | 2018-07-20T04:52:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00039.warc.gz | 488,679,536 | 1,637 | eng_Latn | eng_Latn | 0.99884 | eng_Latn | 0.998855 | [
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Provided by:
Pet Behavior Aid www.petbehavioraid.org firstname.lastname@example.org 828-707-0644
All the behavioral manifestations of separation anxiety can be due to other causes.
Separation Anxiety
What Is Separation Anxiety?
Separation anxiety is one of the most common behavior problems reported by dog owners. Dogs experiencing this problem show distress at being separated from individuals they are attached to, usually family members and other pets. The distress can be expressed by barking and howling, attempts to escape, destructive behavior, house soiling, or signs of fear such as pacing, rapid breathing, whining, or drooling. It most often happens when a dog is left alone at home but can also happen when the dog is left in a vehicle, at a boarding kennel or other location where the individuals familiar to the dog are not present.
What Causes Separation Anxiety?
Common initiating events for separation anxiety include a move to a new home, a change in the owner's schedule, family members moving away, the death of another family pet to whom the dog was attached, or returning home after being boarded.
Why some dogs develop separation anxiety and others don't isn't known. Dogs are highly social animals and usually form attachments quite easily to other animals and people. Whether dogs with separation anxiety are "overly attached" to their owners, or whether the problem is due more to a lack of coping skills when left alone really isn't known. Many dogs are quite attached to their owners but don't show signs of separation anxiety. The problem is more common in dogs acquired from shelters or who have had multiple homes. There may be something about the breaking of attachments when a dog leaves a home that predisposes him to the problem.
What Are The Symptoms?
Not all dogs show the same symptoms. Some only bark and howl, some only urinate and defecate and some only show destructive behavior. Some may show more than one symptom. Dogs that try to escape from a yard, often just sit on the front porch when they do get out. Sometimes dogs can show symptoms when the family members are home, but the dog can't get to them because she is separated by a closed door or is in a crate.
The symptoms of separation anxiety described above typically begin within thirty minutes of the owner's departure. Sometimes the dog will begin to show symptoms when the person is preparing to leave. Some dogs can identify activities that predict leaving, such as picking up car keys or putting on a coat, and they begin to get anxious in anticipation of the departure. These dogs may pace, whine, drool, pester for attention, appear anxious or look depressed and hide.
Dogs with separation anxiety often show over-exuberant greeting responses when their owners return. Most dogs greet people with enthusiasm, but the anxious dogs go overboard. Their excitement may last several
Separation Anxiety — Page 1 of 3
The wrong management or behavior modification techniques will either not be effective or make the problem worse.
Separation anxiety is not caused by a lack of "dominance" or obedience training.
minutes. These dogs also tend to "shadow" their owners, following them constantly, not letting them out of sight and leaning against or touching them very frequently.
All the behavioral manifestations of separation anxiety can be due to other causes, including noise phobias, "boredom" when left alone, incomplete housetraining, excitement or scent marking. It is important to correctly identify the causes of the particular behaviors before trying to manage or modify them. Not all "home alone" problems are due to separation anxiety. The wrong management or behavior modification techniques will either not be effective or make the problem worse.
Can Separation Anxiety Problems Be Resolved?
The behavior modification program is designed to reduce the dog's anxiety at being left alone and often utilizes procedures called systematic desensitization and counter conditioning. To better understand these techniques, read the Pamphlet for Pet Parents about them.
Behavior modification for separation anxiety problems is usually quite successful. Success often improves with the addition of medication prescribed by a veterinarian. Sometimes the behavior modification by itself can successfully treat the problem. Medication alone has not been demonstrated to be a successful treatment long-term, although dogs can be sufficiently sedated that they do not display the symptoms.
The idea is to gradually expose the dog to progressively longer separations from people, starting with ones so short that the dog doesn't show any anxiety at all and then make them longer and longer. It is important that the dog show no anxiety during the process because an anxiety attack will cause setbacks to the treatment.
Behavior modification plans must be implemented very carefully if they are to be successful. The most common cause of failure is incorrect implementation of the techniques, by not using small enough increments or subjecting the dog to longer absences before he is sufficiently conditioned to tolerate shorter ones. When the procedures are done incorrectly, they can actually make the problem worse. Most people will need the help of an experienced certified applied or veterinary behaviorist or other behavior consultant to help resolve the problem. Talk to your pet professional about help or a referral. You can find out more about trainers and behavior consultants in the Pamphlet for Pet Parents of the same name.
Multiple repetitions of departure cues, without leaving, is sometimes part of the behavior modification plan. The dog must be monitored carefully during these repetitions, and during the separations, (sometimes videotaping is required) for signs of anxiety, and the procedure must be done slowly in small steps. It is also helpful to put the dog in an emotional state that is "counter" to or incompatible with anxiety during the training. Giving the dog a tempting food-filled toy that is available only during the planned absences can help block anxiety.
Can Separation Anxiety Be Prevented?
Because the causes of separation anxiety are so poorly understood, it is difficult to make many specific recommendations that can be expected to reliably prevent the problem. When you first acquire your dog, whether as
Separation Anxiety — Page 2 of 3
a puppy or adult, accustom her to brief, variable and unpredictable separations from you. Try to make all your departures quiet and relaxed. When you return, make your greeting quiet and relaxed as well. Avoid exciting your dog when you come and go. Try to associate separations from you with pleasant things such as leaving your dog with a chew toy stuffed with tasty treats.
What Not To Do
Never, ever punish a dog with separation anxiety or any other fear related problem. Punishing a fearful animal is cruel and will not solve the problem. Don't crate or confine a dog with a separation anxiety problem. Close confinement often makes the panic worse and can lead the dog to hurt herself trying to escape. Separation anxiety is not caused by a lack of "dominance" over the dog, or from a lack of obedience training. So called "dominance exercises or teaching your dog basic commands such as sit, down, come and stay will not resolve a separation anxiety problem.
Dogs don't destroy things, house soil, escape or bark and howl out of spite or for revenge. It does no good to get mad at your dog. If the problem is caused by separation anxiety, the dog is frightened and panicked at being separated from you and that is what is causing the problem behavior. She isn't misbehaving to purposely "get back" at you.
Written by Drs. Suzanne Hetts and Daniel Q. Estep, Animal Behavior Associates, Inc. and Ms. Lori Holmberg, M.A. Drs. Hetts and Estep are Certified Applied Animal Behaviorists and international award-winning speakers and authors living in Denver, Colorado. For over 25 years they have been helping pet parents understand their pet's behavior and solve behavior problems.
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Name
Wonders
Unit 4, Week 1
______________________________________
–
Rain Forests--Study Guide
Vocabulary Practice:
1. In a rain forest, the canopy and understory are _____________.
A layers
B life-forms
C emergent
D eerie
2. Which of the following words is defined in the box?
A calendars
B holidays
C months
D seasons
3. Which of the following words means "full of life"?
A temperature B region C lively
D peaceful
4. If a plant shows growth, it ________________.
A withers and dries up
B lives and becomes bigger
C provides seeds for other plants
D provides homes for animals
5. A temperate climate is usually _____________.
A
hot
B freezing
C harsh
D mild
Four periods of the year: spring, summer, autumn, and winter
6. What does eerie mean?
A new
B interesting
C frightening
D powerful
7. Which word means "a large area of the world"?
A seasons
B temperature
C layers
D region
8. What does location mean?
A land
B map
C place
D street
Comprehension Practice:
9. Which word BEST describe all rain forests?
A dry
B cool
C wet
D hot
10. How are tropical rain forests and temperate rain forests DIFFERENT?
A Rain only falls in tropical rain forests.
B Rain only falls in temperate rain forests.
C Seasons change in temperate rain forests, but not in tropical rain forests.
D Seasons change in tropical rain forests, but not in temperate rain forests.
11. Which rain forest layer is dark and eerie?
A canopy
B understory
C emergent
D forest floor
12. From where do epiphytes get food and water?
A soil
B animals
C plants
D air
13. Army ants march in _____________.
A colonies
B layers
C leaves
D
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Environmental Science - Unit 2 - Human Impact
Unit Focus
Students will apply their understanding of Earth's ability to self-sustain as they investigate some of the causes that disrupt Earth's delicate balance. Students will analyze how human population growth and consumption has impacted all spheres and cycles in the environment. Students will uncover the far-reaching consequences of consumption for both needs and wants as they analyze the science that governs these issues. Students will also consider alternate perspectives and interests that influence conversation and policy. Students will take on the role of citizen scientists as they plan and conduct data-gathering experiments at the local level to assess air and water quality. Students will use sensors to assess air quality and use chemical and physical analytical techniques to assess water quality. Students will also tackle specific global environmental issues, from a scientific perspective, in a topic of their choosing, for an Earth Day campaign and an Environmental Symposium.
Science: 11
Stage 1: Desired Results - Key Understandings
climate. ESS2.9.D4
Acquisition of Knowledge and Skill
- All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. ESS3.9.A2
- Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. ESS3.9.C2
- The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. ESS3.9.C1
- Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. ETS1.9.A2
Student Growth and Development 21st Century Capacities Matrix
Collaboration/Communication
- Presentation: Students will be able to relay information and ideas to an authentic audience (other than the teacher) to promote collective understanding. MM.3.3
Global Thinking
- Alternate Perspectives: Students will be able to interpret or critique complementary and competing approaches, experiences, and worldviews. MM.5.2
- Engaging in Global Issues: Students will be able to analyze complex issues and their implications and/or consequences. MM.5.1
Knowledge
- Resource availability has guided the development of human society. ESS3.9.A1
K1 The ocean is a major contributor to our climate.
K2
The ocean is a carbon sink.
K3 The greenhouse effect is a necessary part of sustaining life on Earth, however, if it becomes too much, then the Earth's system can't adjust fast enough to maintain our current climate.
K4 Climate change causes changes in weather patterns that can substantially change the typical weather in a region, meaning, it can become colder, drier, more humid, etc.
K5 The greenhouse effect has been scientifically shown to contribute to global climate change.
K6 As the ocean acidifies, the impact is broad and includes, coral reefs, biodiversity and the amount of oxygen produced and carbon sequestered.
K7 Sea level rises can be attributed to positive feedback loops causing melting of the polar ice caps, increased volume of the ocean due to the increase in water temp.
K8 Sea level rise contributes to erosion, loss of habitat and change in the coastline.
K9 The changes in how people dispose of waste has changed over time, mostly in order to decrease the negative impact on the environment, however, waste itself has increased greatly over the past few decades.
K10
The combustion of fossil fuels is a major contributor to air pollution and the greenhouse effect.
K11 When carbon dioxide and water interact, the result is an increase in the acidity of the water.
K12 The energy budget is askew because of the carbon dioxide blanket that's trapping heat.
K13
Individuals can contribute to data collection and analysis of environmental issues.
Skill(s)
S1 Collection and analysis of environmental data.
S2 Partaking in authentic environmental activism or event.
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INTRODUCTION TO ALTERNATE ENERGY SOURCES
1.1. Energy Sources on Earth
1.2. Energy Utilization
1.3. Global Energy Problems and Role of Renewable Energy
1.4. Introduction to Alternate Energy Sources
1.1. ENERGY SOURCES ON EARTH
The earth's energy input is almost entirely constituted of incident solar radiation. This amounts to 173,000 TW. Tides and the heat source inside the earth (mostly radioactivity) also contribute about 3 TW and 32 TW, respectively to the energy input. Around 52,000 TW (i.e., about 30% of the incoming solar radiation) is reflected back to the interplanetary space, called albedo of the earth. The remaining energy is degraded to heat and re-emitted as long wave infrared radiation. Figure 1.1 represents the energy balance processes on the earth [1]. The relative stability of earth's temperature indicates the balance between planetary input and output of energy.
Fig. 1.1. Earth energy balance [1].
The sources of energy available to mankind are broadly classified into two forms that are renewable and non-renewable. The energy used by mankind originates from (i) radiant energy emitted by the sun (solar energy and its derivatives), (ii) geothermal energy from the interior of earth, (iii) tidal energy originating from the gravitational pull of the moon, and (iv) nuclear energy. The energy sources (both renewable and non-renewable) on the earth are represented in Fig. 1.2.
Fig. 1.2. The energy sources of earth.
The 'renewable energy sources' include hydro energy, biomass energy, solar energy, wind energy and geothermal energy. The term 'new' renewable sources further focus on modern and sustainable forms of renewable energy. These include modern biomass energy, geothermal heat and electricity, small hydropower, low temperature solar heat, wind electricity, solar thermal and photovoltaic electricity, and ocean energy (such as tidal, wave, current, thermal, osmotic, and marine biomass energy). The term 'combustible renewable and wastes' includes all vegetables and animal matter that are used directly or that are converted to solid fuels, biomass-derived gaseous and liquid fuels, and industrial and municipal wastes that are converted to modern energy carriers. The main biomass fuels in developing countries are firewood, charcoal, agricultural residues and dung, which are referred to as traditional biomass [2].
Solar energy is the largest energy source. It is inexhaustible as long as there is sunshine. Solar derived energies are solar thermal, photovoltaic, wind, hydropower, photosynthesis (biomass), ocean energy (waves, thermal, currents, osmotic) (Fig. 1.2) and fossil fuels (coal, oil and gas).
Low temperature solar heat is produced by black bodies after the absorption of sunlight. High temperature solar heat is generated by focussing sunlight. Atmosphere warming by solar heating results in turbulence that manifests as wind. Photovoltaic is the direct conversion of the ultraviolet component of sunlight into electricity in appropriate materials.
Hydropower is indirectly linked to sunlight. Sunlight evaporates the water in the oceans, which then precipitates on land masses as rain resulting in the formation of rivers. A small portion of the incident solar energy on the earth is converted by photosynthesis into biomass (organic matter). Some of these organic matters, buried inside the earth hundreds of millions of years ago by sedimentation and earthquakes, were transformed by bacterial action into fossil fuel resources such as coal, oil and gas.
Table 1.1 indicates the energy available on earth along with fossil fuel reserves. Prolonged availability is not the only criteria to choose an energy source. Other factors, like its conversion into the forms that meet human needs, effect on environment and health issues, application at the local, regional and global level, guaranteed energy security, etc. are also considered.
Table 1.1. Energy available on earth [3]
Table 1.2 presents the fossil fuel reserves and Table 1.3 shows estimated reserves of fissionable materials [1]. The estimates of fissionable materials do not include old Soviet Union and China. The figures for oil and gas include proved reserves, reserve growth and undiscovered reserves. The value for coal indicates only proved reserves. Proved reserves are fuels that have been discovered but not yet produced. Reserve growth of fuels indicates the increase in the reserves of existing fields owing to further development of these fields. Uncovered reserves represent the best possible estimate of potential new findings.
Table 1.2. Fossil fuel reserves as on the year 2002 [1]
Table 1.3 Reserves of fissionable materials
1.2. ENERGY UTILIZATION
Man was non-technological and did not use even fire in ancient times. The use of fire and diet involving cooked food evolved much later. Animal energy was employed for several purposes, in particular for transportation and pumping water for irrigation in the primitive agricultural Mesopotamia, around 4000 B.C. Solar energy was used for drying cereals and bricks. The utilization of wind, water and fire to produce useful work is an ancient practice. Wind has been driving sailboats since at least 3000 B.C. The extensive use of windmills started in Persia around 300 A.D. and, only much later, spread to China and Europe. The windmills and water wheels were specifically used for pumping water and grinding cereals.
There was widespread adoption of advanced agriculture, the use of fireplaces to heat homes, the burning of ceramics and bricks, and the use of wind and water during 1200 A.D. in Europe. The energy utilization rate in Europe during this period was estimated to be around 2000 W/capita.
Table 1.4 provides the per capita rate of energy use in the United States for selected years [4]. The energy was used for food, transportation, clothing, tools, housing, etc. The energy consumption rate in the world increased from approximately 0.03 × 10 14 kWh in 1850 to 0.64 × 10 14 kWh in 1970 and to an estimated value of 1.03 × 10 14 kWh in 1990 [5]. The world's population increased from approximately one billion to five billion during this period [6]. Thus, the average annual energy consumption per person in the world rose from 2930 kWh in 1850 to about 24,600 kWh in 1990. The estimated average energy consumption rate for the world in 1990 is significantly lower than the average energy consumption in the United States (Table 1.4).
Table 1.4. Per capita energy use in the United States [4]
The rapid growth in population is a serious concern today. The population growth rate in the world has been around 1.4% per year in the last few decades. A population of about 7 billion is anticipated by the year 2010 and of about 11 billion by 2050 at the present growth rate. Thus, an energy increase of 1.4% a year is required to sustain just the population growth rate.
The present day energy utilization levels in the United States, in Eastern Europe and in the world are 11, 5 and 2 kW/capita, respectively. The energy utilization rate is expected to reach 122, 65 and 26 TW per annum, respectively in the year 2050 compared to the present value of 12.7 TW per annum for the world [2] on the basis of the present per capita utilization figures.
Most of the energy used in the world at present comes from non-renewable sources. Table 1.5 shows a pattern of the utilization of these energy sources in 2001 for the whole world as well as for the United States. The renewable sources make only a minor contribution to the overall energy picture.
Table 1.5. Overall energy utilization in 2001 [1]
Renewable energy sources constituted about 17% of the utilization of the world's primary energy in 2004. This was predominately traditional biomass, used for cooking and heating, especially in rural areas of developing countries. Large hydropower projects provided
about 16% of the global electricity. The 'new' renewable energy (modern biomass energy, geothermal heat and electricity, small hydropower, low temperature solar heat, wind electricity, solar thermal and photovoltaic electricity, and ocean energy) together have contributed to about 2% of the world's energy use [2]. However, 'new' renewable energy displays impressive growth rates (Table 1.6) between 2000 and 2004.
Table 1.6. Average annual growth rates of renewable energy capacity during 2000 to 2004 [2]
The availability of renewable energy resources is very large in comparison to the global energy requirement. Table 1.7 presents annual global renewable energy resources from both a theoretical and a technical perspective. However, the level of their future utilization primarily depends on the economic performance of technologies utilizing these resources.
Table 1.7. Annual global renewable energy resources [2]
1.3. GLOBAL ENERGY PROBLEMS AND ROLE OF RENEWABLE ENERGY
There is a trend of increasing energy utilization globally at present. This is due to both a rise in per capita and the population explosion. Furthermore, fossil fuels, such as coal, oil and natural gas constitute about 85% of the world's current energy use. These fossil fuels took multimillions of years of complex reduction, conservation and progression from vegetational trapping of solar radiation by photosynthesis to deep-well storage of the energy concentrated below the earth's surface.
Most of the easily accessible sources of oil and gas have already been tapped. Extraction of these fuels from the remaining reservoirs is becoming progressively more expensive. There are technological difficulties associated with the identification of new reserves and the extraction of fuels from more remote locations. This is mainly due to ecological obstacles. Most of the fuel used by developed nations is imported. This is causing political problems. The sources of fossil fuels are finite. Oil is predicted to run out within the next 40 years while coal is predicted to last for anywhere between 75 to 200 years [7]. Fossil fuels, however, are at present the most inexpensive and most convenient of all energy resources.
The use of fossil fuels pollutes the environment. The most undesirable gas emitted is carbon dioxide. The progressively increasing concentration of carbon dioxide in the atmosphere (from 270 ppm in the late 1800 to about 365 ppm at present) has become a great concern, especially in view of the growing signs of ecological catastrophe. For example, there has been a 40% decrease in the thickness of the north polar ice in last few decades and a summertime hole appeared in the polar ice in the first year of the present millennium. The interaction of carbon in hydrocarbon fuels with the air's oxygen takes place during the process of fossil fuel combustion. The consequent release into and accumulation in the atmosphere of carbon dioxide, carbon monoxide, and other climate-changing gases has led to global warming, the so called the Greenhouse Effect. This has increased the evaporation of the tropical oceans. The resultant moisture that migrates towards the poles, precipitates as snow and reduces the amount of heat absorbed from the sun.
The use of fossil fuels over the years has resulted in a gradual increase in atmospheric toxicity, filthy water, and debilitating diseases. Global warming is expected to bring draughts and hurricanes, tropical diseases in the North, and widespread coastal flooding. Drying forests in Europe and acid rain everywhere has necessitated curbing sulphur, nitrogen oxides, hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), particulate emissions, and other pollutants.
A recent study [8] examined the generation of ozone in four metropolitan areas in the United States (Sacramento, Chicago, St.Louis, and Los Angeles) and concluded that a future increase of global atmospheric CO 2 will result in an increase in the ozone concentrations. Higher ozone levels can promote premature mortality and respiratory diseases. Doubled CO 2 concentrations in Los Angles are expected to increase the annual average daily maximum temperature from 20.7 to 24.9°C and the annual average daily minimum temperature from 14.1 to 18.2ºC.
'Zero emissions' from cars, buses, industry, ships, and home furnaces is becoming the new world standard. Both industrialized countries and emerging economics are aspiring towards varying degrees of emission intensity and dedication to this standard.
In brief, not only are fossil fuels expected to run out some time in the near future, but also have a major impact on the environment and the atmosphere. Therefore, the world is increasingly concerned about 'energy security' due to qualms about the eventual drying up of the petroleum resources. This includes the increasing vulnerability of the long supplies lines from the unstable Middle East. Also, the environmental concern became a much stronger impetus by the end of the twentieth century driving the world towards renewable, alternate forms of energy. The use of fossil fuels is expected to decline with renewable sources gradually achieving dominance and potentially accounting for about 40% of global energy consumption by 2050 and 80% by 2100 [9].
Renewable energy is expected to contribute to as high as 30% of global electricity production by 2050. Renewable energy contributions to fuels used directly could reach nearly
one-fourth by 2025, with maximum contributions coming from biomass-derived fuels, such as methanol, ethanol, hydrogen, and biogas. Methanol and hydrogen may well prove to be the bio-fuels of choice because of the fact that they are the energy carriers most suitable for the fuel cells that can be used for transportation.
It is expected that in the second quarter of the current century there will be comparable interregional flows of oil, natural gas, and methanol, and that hydrogen derived from renewable energy sources will begin to play a role in energy commerce [10]. This diversified supply mix is in sharp contrast to the situation prevailing today, where oil dominates international commerce in liquid and gaseous fuels.
Global CO 2 emissions by combustion of fossil fuels in the renewable intensive global energy setting is expected to reduce by 12% by 2025 and 26% by 2050 [10]. The per capita emissions of developing countries in 2050 is expected to be only one-third of those for industrialized countries [10].
The benefits associated with renewable energy are summarized as follows:
Social and Economic Development. Production of renewable energy, particularly biomass, can generate economic development and employment opportunities, particularly in rural areas that otherwise have limited opportunities for economic growth. Renewable energy can, thus, help reduce poverty in rural areas. This can reduce pressures for urban migration. The local employment and income generation can result from manufacturing, project development and servicing activities.
Usually renewable energy devices are decentralized, are modular in size and have low operating costs. These involve short construction times, and provide much greater flexibility in energy planning and investment. The principal beneficiaries of the adoption of renewable sources of energy are the developing countries. Technologies that utilize biomass, and particularly fuel wood for cooking and heating in these countries, are rather inefficient and wasteful. Improved technologies for biomass use can help reduction in deforestation. For example, several countries like India, Kenya and other African countries use improved wood and charcoal cooking stoves. The production of ethanol, an excellent substitute for gasoline from sugar cane in Brazil, is another example.
Land Restoration. Growing biomass for energy on degraded lands can provide the incentives and financing needed to restore these lands, which are rendered nearly useless by previous agricultural or forestry practices. The lands farmed for energy can not be restored, however, to their original condition. But the recovery of these lands for biomass plantations can support rural developments, prevent erosion, and provide a better habitat for wildlife than at present.
Reduced Air Pollution. Renewable energy technologies, such as methanol or hydrogen for fuel cell operated vehicles, produce virtually no air pollution and acid deposition. Also, these do not require costly additional controls for pollutions.
Abatement of Global Warming. Renewable energy use does not produce CO 2 and other greenhouse emissions that contribute to global warming. The release of CO 2 during biomass combustion equals the amount absorbed from the atmosphere by plants grown for biomass fuel. Therefore, the increased use of renewable energy, (which is carbon free or neutral), contributes to a reduction in CO 2 concentration in the atmosphere and thus mitigates climate change. This in turn improves health conditions and provides a healthy environment for better living.
Fuel Supply Diversity and Energy Security. A substantial interregional energy trade involving a diversity of energy carriers and suppliers is expected in a renewable intensive energy future. This increases energy security. Renewable energy, in the mid- and long-term perspective, prolongs the availability of most fossil fuels for satisfying both energy needs and various other non-energy needs. Energy importers can have the ability to choose from among more producers and fuel types than available at present. This is expected to provide a situation less vulnerable to monopoly, price manipulation or unexpected disruption of supplies.
Such competition also renders wide swings in energy price less likely. This leads eventually to the stabilization of the world oil price. The growth in world energy trade can also provide new opportunities for energy suppliers. The prospects for trade in alcohol fuels such as methanol derived from biomass, natural gas (not a renewable fuel but an important complement to renewable energy), and later, hydrogen are especially promising.
Reducing the Risks and Proliferation. Competitive renewable resources can reduce incentives to build a large world infrastructure in support of nuclear energy. This in turn avoids major increases in the production, transportation, and storage of plutonium and other nuclear materials. Such a development also reduces the potential for conflict, sabotage, disruption of production and trade of fossil fuels and fissionable materials. The wide impact of deficits in electricity supply has been dramatized by recent 'blackouts' in the eastern United States, the United Kingdom and Italy, probably due to accidents, which are difficult to eliminate with highly centralized production and distribution systems.
1.4. INTRODUCTION TO ALTERNATE ENERGY SOURCES
Conventional energy sources include the principal energy sources that are currently being utilized on a large scale (refer Table 1.5). These include fossil fuels contributing to 85% (constituted of coal 23%, oil 40% and gas 22%), large hydroelectric power contributing to 7% and nuclear to 6.5%. The status and consequence of the over-dependence on the fossil fuels have already been elaborated in section 1.3 above.
Hydroelectric power is the only form of renewable energy that has been able to compete on a large scale with fossil fuels. Large hydropower stations have supplied about 16% of the global electricity [2]. It accounts for about 10% (~ 90,000 MW) of the electric power generated [9] in the United States, which is almost 98% of the renewable energy. Table 1.8 shows the regional and world contributions from hydropower in recent years. These figures represent an average over four years (1999 to 2002). Norway obtains almost all her electricity from hydro, Brazil obtains about 80%, and Canada and Sweden obtain about half. The scope for large scale expansion of hydropower is limited in the industrialized world, where it has almost reached its economic capacity. The potential still exists in the developing world. But large hydropower projects often face financial, environmental and social constraints.
However, the interest in hydropower (both large and small) projects is rising globally. Some 131,000 MW hydroelectric capacities are planned for Central and South America, and another 127,000 MW for Asia [9]. The biggest hydroelectric plant today (126,000 MW) is at Itaipu, on the Parana River in Brazil. Upon completion, the three Gorges project in the Yangtze River in China will be the largest dam project in the world. The construction of the dam began in 1994, with a scheduled completion in 2016. The dam will be 2.1 km long and 186 m high, creating a reservoir of about 650 km long. The reservoir will cover 60,700 ha of land with water. Nearly 2 million people will have to be relocated. Also, 160 towns, 16 archaeological
sites and 8000 cultural sites will be under water. The three Gorges dam may eventually provide 11% of China's electricity requirement [7].
Table 1.8. National hydro contributions [10]
Large scale hydropower generation is regarded as a mature technology, which is unlikely to advance further. The refurbishment of plants has shown that advanced technologies can increase the energy output with essentially unchanged water flows. However, there is room for further technical developments for small hydropower projects. The costs of small projects can come down substantially with the choice of very favourable sites, the use of existing administrative structure and existing civil works for flood control purposes. The installed capacity in 2004 is about 720 GW for large hydro and 62 GW for small hydro [2].
Nuclear Energy. Atoms with large atomic number can be broken down into smaller atoms with the release of energy. This is called nuclear fission. The process requires an atom with atomic number larger than 26. Atoms with low atomic numbers, on the other hand, can be combined into a heavier one, releasing energy. This is called nuclear fusion and requires that the final product have an atomic number smaller than 26.
Nuclear fission energy is a substantial source of energy in many countries. The United States led the world with an installed capacity of 98 GW in 2001 followed by France with 60 GW and Japan with 42 GW (the last two figures are for 1996) [1]. They have exhibited excellent utilization factors of 87.6% in the United States in 2001, 69.5% in France in 1996 and 75.4% in Japan in 1996, with contribution to electricity production being 18%, 76.1% and 33.4%, respectively.
The cost of nuclear electricity is high, about twice that from fossil fuels. The nuclear power almost entirely lost its lustre as a source of primary energy for electricity production since the mid 1980s, after the Chernobyl accident. The major objection to fission type reactors is not so much the danger of the operation of the power plants, but rather the problem of
disposing of large amounts of long-lived radioactive by-products. In brief, lack of safety, dangerously radioactive 'ashes' and scarcity of fuel are the problems with fission reactors, beside electricity generation being costly. Based on the experiences, Germany had decided to phase out nineteen of their nuclear power plants in the year 2000.
Fusion reactors may overcome all of the above problems. Fusion produces no radioactive fuel waste unlike nuclear fission, although the fusion reactor itself becomes radioactive over time. Also, fusion unlike fission produces no bomb-grade materials, has no chance of cascading into a 'runaway' critical reaction and has a virtually unlimited fuel supply. The primary reaction requires deuterium and tritium, the two heavy isotopes of hydrogen. Deuterium is extracted from seawater. Tritium is made in a reactor from lithium, and also found in seawater. Therefore, a fusion reactor can literally run on seawater. Fusion produces no local air emissions and no greenhouse gases. However, scientists and engineers have to devise an economic method of controlling the thermonuclear reaction for the fusion reactor to be successful. Hydrogen can be generated in a fusion reactor itself.
Alternate Energy Sources. As discussed above, the conventional sources of energy constitute fossil fuels (oil, coal, gas), large hydropower plants and nuclear fission energy. These sources more or less meet the global energy requirement at present. The alternate energy sources, on the other hand, are constituted of both renewable and non-renewable (except conventional fuels) forms, which are expected to provide a pathway toward a sustainable energy future. The alternate sources include:
Renewable Sources:
- Solar energy (thermal and photovoltaic)
- Wind energy
- Biomass energy
- Geothermal energy
- Ocean energy (tidal, thermal, wave, current, and osmotic)
- Small hydropower.
Non-renewable Sources:
- Hydrogen energy
- Fuel cells
- Nuclear fusion energy
- Magnetohydrodynamics (MHD)
- Others (Thermoelectricity, Thermionics, Alkali metal thermal electric converter).
Renewable energy sources are generally abundant throughout the world. Some of these energy sources are dilute, intermittent, and regional. They require means for storage and transportation. Some of the alternate sources are costly at present and expected to become economical through newer technologies. Also, some of them require further research and developmental activities for their sustenance in large scale utilization. All these factors are presented in detail in individual topics discussed in subsequent chapters.
Nuclear fission energy, a potential conventional energy source, has also been covered in this book with a view that it may gain renewed popularity through improvement in technology for cost reduction as well as safety of operation including taking care of long-lived radioactive wastes. In fact, there is a good reason to reconsider fission generators as an important contributor to the main energy supply system, if these problems are overcome.
REVIEW QUESTIONS
1. Discuss planetary energy balance. (1.1)
2. What is the albedo of earth? (1.1)
3. How much solar radiation is incident on earth? (1.1)
4. Define renewable and non-renewable forms of energy. (1.1)
5. What are the original sources of energy that constitute the requirement of the mankind? (1.1)
6. What are the sources of energy that constitute renewable energy? (1.1)
7. What are the solar-energy derived fuels? (1.1)
8. What constitutes fossil fuels? (1.1)
9. How are the fossil fuels formed? (1.1, 1.3)
10. How is an energy source judged? (1.1)
11. How is the evolution of energy utilization rate by mankind taken place starting from ancient times? (1.2)
12. What was the expected per capita energy utilization in Europe during 1200 A.D.? What is now? (1.2)
13. What has been the population growth rate in the world in recent decades? (1.2)
14. What are the present day energy consumption levels in the United States, Eastern Europe and world? (1.2)
15.
What is the present energy utilization of the world per annum? What is expected in 2050? (1.2)
16. What has been the percent contribution of renewable energy sources in the world's primary energy use during 2004? (1.2)
17. Which is the component of renewable energy sources that has exhibited maximum growth rates during 2000 to 2004? (1.2)
18. When natural flows of renewable resources are very large in comparison with global energy use, then what stands on the way for their large scale utilization? (1.2)
19. Why is global energy utilization increasing at very high rate? (1.3)
20. What is the present time contribution of fossil fuels to the world's energy use? (1.3)
21. What are the economical, technological and political problems in the utilization of fossil fuels? (1.3)
22. How is the use of fossil fuels polluting the environment? (1.3)
23. What is the concentration of CO 2 in the atmosphere at present? (1.3)
24. What is the ecological catastrophe observed in recent past? (1.3)
25. What are the effects on global warming? Is it also greenhouse effect? (1.3)
26. Why is ozone concentration rising in the atmosphere? What is its effect on human being? (1.3)
27. Why is the world more concerned about energy security? (1.3)
28. What is the expected percentage contribution of renewable sources to the global energy consumption during 2050? (1.3)
29. What are the biomass-derived fuels? (1.3)
30. What are the socio-economic benefits received due to the use of renewable energy? (1.3)
31. How does utilization of renewable energy help reducing air pollution and global warming? (1.3)
32. How does renewable energy use help in fuel supply diversity and energy security? (1.3)
33. Renewable energy helps in reducing risks and proliferation in energy use. How? (1.3)
34. What are the constituents of conventional energy sources? (1.4)
35. What is the contribution of these constituents to the present day energy utilization of the world? (1.4)
36. Why is the scope for utilizing large hydropower project diminishing in industrialized countries? (1.4)
37. What are the drawbacks with implementing large hydropower projects? (1.4)
38. Which is the biggest hydroelectric plant today? (1.4)
39. Why is three Gorges project controversial? (1.4)
40. What are the countries using nuclear energy maximum? Which is the country depending most on nuclear energy? (1.4)
41. What are the disadvantages of using nuclear fission energy? (1.4)
42. What are the advantages of nuclear fusion energy? (1.4)
43. What are the constituents of alternate energy sources? (1.4)
44. What are the main draw backs with renewable energy sources? (1.4)
REFERENCES
1. da Rosa, A.V. (2005). Fundamentals of Renewable Energy Processes, Elsevier Academic Press, London, New York, California, pp 1-52.
2. Johansson, T. B., McCormick, K., Neij, L., and Turkenburg, W. C. (2006). 'The Potentials of Renewable Energy'. In D. Abmann, U. Laumanns, and D. Uh, (eds.), Renewable Energy: A Global Review of Technologies, Policies and Market, Earthscan, London, United States, pp 1547.
3. Goldemberg, J. (2006), 'The Case for Renewable Energies'. In D. Abmann, U. Laumanns, and D. Uh, (eds.), Renewable Energy: A Global Review of Technologies, Policies and Market, Earthscan, London, United States, p 1.
4. Neville, R. C. (1995). Solar Energy Conversion, Elsevier Science B. V., Amsterdam, the Netherlands, 1995, p 3.
5. Hughes, D. B., et al. (1985). Energy in the Global Arena, Duke University Press, North Carolina, United States, 1985, p 136.
6. Mills, R., and Toke, A. (1985). Energy Economics and the Environment, Prentice Hall, Englewood. Cliffs, New Jersey, United States, 1985, p 5.
7. Smith, T. (1996). Renewable Energy Sources: Understanding Global Issues, Smart Apple Media Publication, Minnesota, United States.
8. Deuel, H., Guthrie, P., Moody, W., Deck, L., Lange, S., Hameed, F., Castle, J., and Mearns, L. (1999). 'Potential impacts of climate change on air quality and human health'. Presented at 92nd Annual Meeting of Air and Waste Management Association, St. Louis, 1999.
9. Hoffmann, P. (2001). Tomorrow's Energy: Hydrogen, Fuel Cells, and the prospects for a Cleaner Planet, The MIT Press, Cambridge, Massachusetts, United States, 2001.
10. Johansson, T. B., Kelly, H., Reddy, A. K. N., and Williams, R. H., (1993). 'Renewable fuels and electricity for a growing world economy: defining and achieving the potential.' In T. B. Johansson, H. Kelly, A. K. N. Reddy, and R. H. Williams (eds.) Renewable Energy: Sources for Fuels and Electricity, Island Press, Washington D.C., California, United States, 1993.
11. PB (2003). 'Statistical Review of World Energy'. Available at www.bp.com/subsection.do? categoryId=95&contented=2006480, BP | <urn:uuid:147e7c43-5859-4a60-9d7a-af10aa833d31> | CC-MAIN-2020-50 | https://khannapublishers.in/system/storage/download/Chapter_1_Alternate_Energy_Sources_and_Applications_Dr_NK_Giri.pdf.IyTdZypKw08HclzfdPyTGB9knr4bd3jB | 2020-11-28T08:08:21+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141195198.31/warc/CC-MAIN-20201128070431-20201128100431-00135.warc.gz | 351,606,851 | 6,792 | eng_Latn | eng_Latn | 0.979431 | eng_Latn | 0.996392 | [
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May 2017
Matilda
helping us write some amazing character descriptions about the terrifying Trunchbull. We are currently re-writing a scene from the book to show an alternative chapter. The children are then using their Computing skills and creating an animation based on their chapter. We hope to be able to upload some of these to the school website. Watch this space!
This half term we have been reading Roald Dahl's Matilda. The children have loved whole class guided reading sessions where they have really been able to get into the story. We have also used some short clips from the film adaptation to support our visual literacy. This was effective in
Moneywise Workshop
Last week we were lucky enough to have a visit from Santander. It was a great workshop where we were able to think about money and where it comes from. It gave us an insight into just how expensive things can be and the importance of saving. It was definitely food for thought!
Thunk of the Month
This month's thunk is
Is it ever right to bully a bully?
When thinking about your response, think about:
*What do you think?
*Why do you think it?
Answers on the Thunk board please!
Attendance and punctuality
Unfortunately, we have had an increase in lateness over the past few weeks. On occasions this has been due to children having appointments during the school day. We ask that routine appointments are booked for after school or during holidays.
Home Learning
This half term we have been looking at the relationship between x and ÷ and using the inverse to help us solve missing number problems. Support your children by practising their times tables and the corresponding division facts e.g. 3 x 4 = 12, 4 x 3 = 12 so 12 ÷ 3 = 4 and 12 ÷ 4 = 3
We have been focusing on speech punctuation in our writing this half term too. You can support your child by identifying speech within stories and writing different speech bubbles for each character. They could also practise writing speech as part of a sentence.
"Who has done this?" shouted the Trunchbull, as she stormed into the classroom.
Takeover Day
This is where year 4 children work alongside the staff within the school to experience a day in their role. The children are asked to apply for the role they wish to have through a letter addressed to Mrs Baker. The letter should include reasons to show why they would be suitable for the role. Thank you to those that have already submitted their applications. The deadline for these letters is Friday 19 th May. Parents may support their children with this at home if needed. The children will be told if they have been successful before the end of this half term. Good luck!
Democracy Week
During Democracy week the children debated the following statement in their classrooms.
Corporal punishment should be bought back into schools.
We had some fantastic arguments to show the sides for and against and the children were able to justify their opinions giving reasons. We then created posters to show the different sides and presented these to the year 3 children. Based on our arguments, the year 3 children then had to vote for or against the statement. It was then our turn to listen to the year 3 arguments and cast our vote. | <urn:uuid:d908e24d-5b05-4399-8f4c-c1a4d8509f01> | CC-MAIN-2018-30 | http://oakhillfirst.com/wp-content/uploads/2017/05/Year-4-Newsletter-May-2017.pdf | 2018-07-20T05:07:20Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00044.warc.gz | 275,821,580 | 674 | eng_Latn | eng_Latn | 0.999459 | eng_Latn | 0.999459 | [
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Use Boolean Operators (+, OR, -) to find exactly what you're looking for on the web!
Note: In the Venn diagrams below, the results found by the search are yellow.
Use AND (the + symbol) to narrow a search. The search engine will only show results that have BOTH terms you requested.
Use the + symbol before all keywords. Do not put a space between + and the word.
Example: +dogs +pictures
Use OR (a blank space) to expand a search. The search engine will show results with EITHER of the terms you requested.
Note: OR is used most often to combine similar terms.
Use a blank space before all keywords.
Example: dogs puppies
Use NOT (the - symbol) to exclude a term. The search engine will only show results with the first term you requested. All sites with the second term will be eliminated.
February 2003
Use the - symbol before all keywords you DO NOT want. Do not put a space between - and the word.
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Science: Year 4
I. INTRODUCTION TO CLASSIFICATION OF ANIMALS
- Scientists classify animals according to the characteristics they share, for example:
o Cold-blooded or warm-blooded
o Vertebrates (have backbones and internal skeletons) or invertebrates (do not have backbone or internal skeletons)
- Different classes of vertebrates
Teachers: Children should become familiar with examples of animals in each class and some basic characteristics of each class, such as:
- Fish: aquatic animals, breath through gills, cold-blooded, most have scales, most develop from eggs that the female lays outside her body
- Amphibians: live part of their life cycle in water and part on land, have gills when young, later develop lungs, cold-blooded, usually have moist skin
- Reptiles: hatch from eggs, cold-blooded, have dry, thick, scaly skin
- Birds: warm-blooded, most can fly, have feathers and wings, most build nests, hatch from eggs, most baby birds must be fed by parents and cared for until they can survive on their own (though some, like baby chickens and quail, can search for food a few hours after hatching)
- Mammals: warm-blooded, have hair on their bodies, parents care for the young, females produce milk for their babies, breathe through lungs, most are terrestrial (live on land) though some are aquatic
II. ECOLOGY
Teachers: Some topics here, such as habitats, were introduced in Year One. In this year, these topics will be covered in more detail and new areas will be studied.
- Habitats, interdependence of organisms and their environment
- The concept of a 'balance of nature' (constantly changing, not a static condition)
- The food chain: producers, consumers, decomposers
- Ecosystems: how they can be affected by changes in environment (for example, rainfall, food supply, etc.) and by man-made changes
- Fossils and how they can tell us about the environment long ago
- Man-made threats to the environment
o Air pollution: emissions, smog
o Water pollution: industrial waste, run-off from farming
- Measures we can take to protect the environment (for example, conservation, recycling)
III. THE HUMAN BODY: SYSTEMS, VISION AND HEARING
A. THE MUSCULAR SYSTEM
- Muscles
o Involuntary and voluntary muscles
B. THE SKELETAL SYSTEM
- Skeleton, bones, marrow
- Musculo-skeletal connection
o Ligaments
o Tendons, Achilles tendon
o Cartilage
- Skull, cranium
- Spinal column, vertebrae
- Joints
- Ribs, rib cage, sternum
- Scapula (shoulder blades), pelvis, tibia, fibula
- Broken bones, X-rays
C. THE NERVOUS SYSTEM
- Brain: medulla, cerebellum, cerebrum, cerebral cortex
- Spinal cord
- Nerves
-
Reflexes
D. VISION: HOW THE EYE WORKS
- Parts of the eye: cornea, iris and pupil, lens, retina
- Optic nerve
- Farsighted and nearsighted
E. HEARING: HOW THE EAR WORKS
- Sound as vibration
- Outer ear, ear canal
- Eardrum
- Three tiny bones (hammer, anvil and stirrup) pass vibrations to the cochlea
- Auditory nerve
IV. LIGHT AND OPTICS
Teachers: Through experimentation and observation, introduce children to some of the basic physical phenomena of light, with associated vocabulary.
- The speed of light: light travels at an amazingly high speed.
- Light travels in straight lines (as can be demonstrated by forming shadows).
- Transparent and opaque objects
- Reflection
o Mirrors: plane, concave, convex
o Use of mirrors in telescopes and some microscopes
- The spectrum: use a prism to demonstrate that white light is made up of a spectrum of colours.
- Lenses can be used for magnifying and bending light (as in magnifying glass, microscope, camera, telescope, binoculars).
V. SOUND
Teachers: Through experimentation and observation, introduce children to some of the basic physical phenomena of sound, with associated vocabulary.
- Sound is caused by an object vibrating rapidly.
- Sounds travel through solids, liquids and gases.
- Sound waves are much slower than light waves.
- Speed of sound: Concorde
- Qualities of sound
o Pitch: high or low, faster vibrations = higher pitch, slower vibrations = lower pitch
o Intensity: loudness and quietness
- Human voice
o Larynx (voice box)
o Vibrating vocal chords: longer, thicker vocal chords create lower, deeper voices
- Sound and how the human ear works
- Protecting your hearing
VI. ASTRONOMY
- The 'Big Bang' as one theory
- The universe: an extent almost beyond imagining
- Galaxies: Milky Way and Andromeda
- Our solar system
o Sun: source of energy (heat and light)
o The nine planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto [Note that, in 2006, Pluto was classified as a dwarf planet]
- Planetary motion: orbit and rotation
o How day and night on Earth are caused by the Earth's rotation
o Sunrise in the east and sunset in the west
o How the seasons are caused by the Earth's orbit around the sun, tilt of the Earth's axis
- Gravity, gravitational pull
o Gravitational pull of the moon (and to a lesser degree, the sun) causes ocean tides on Earth
o Gravitational pull of 'black holes' prevents light from escaping
- Asteroids, meteors ('shooting stars'), comets, Halley's Comet
- How an eclipse happens
- Stars and constellations
- Orienteering (finding your way) by using North Star, Big Dipper
- Exploration of space
o Observation through telescopes
o Rockets and satellites: from unmanned flights
o Apollo 11, first landing on the moon: 'One small step for a man, one giant leap for mankind'
o Space shuttle
VII. SCIENCE BIOGRAPHIES
- Alexander Graham Bell (invented the telephone)
- Copernicus (had new sun-centred idea about the solar system)
- Galileo Galilei ('Father of modern science', provided scientific support for Copernicus's theory)
- Caroline Herschel (German-British astronomer, discovered several comets, worked with brother William)
- Isaac Newton (English physicist, mathematician, astronomer, natural philosopher and alchemist)
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Last updated: 24 February 2014
Science: Year 1
Teachers: Effective instruction in science requires hands-on experience and observation. In the words of the Association for Science Education: 'A good primary science education:
- Acknowledges that children come to science education with ideas, observations and questions about the world around them and use these as the foundations for their learning.
- Nurtures children's curiosity and inspires them, in a rich learning environment, to discover more and to develop positive attitudes and an appreciation of the nature of science.
- Challenges children to develop and use scientific skills; acquire and apply scientific knowledge, understanding and language; investigate through playing, exploring and experimenting; communicate and collaborate effectively with others; challenge scientific evidence.
- Enables children to make connections between scientific ideas and to see how they are developed and applied in other disciplines and beyond the classroom.'
While experience counts for much, learning from books is also important, for it helps bring coherence and order to a child's scientific knowledge. Only when topics are presented systematically and clearly can children make steady and secure progress in their scientific learning. The child's development of scientific knowledge and understanding is in some ways a very disorderly and complex process, different for each child. However, a systematic approach to the exploration of science, one that combines experience with book learning, can help provide essential building blocks for deeper understanding at a later time.
I. PLANTS AND PLANT GROWTH
Teachers: Reading aloud, observation and activities such as growing plants from seed in varying conditions are useful ways to explore the following topics with children.
- Understand what plants need to grow: sufficient warmth, light and water.
- Recognise basic parts of plants: seeds, roots, stems, branches and leaves.
- Understand that plants make their own food.
- Recognise the importance of flowers and seeds. For example, seeds such as rice, nuts, wheat and corn are food for plants and animals.
- Know that there are two kinds of plants: deciduous and evergreen.
- Become aware of key aspects of farming.
o How some food comes from farms as crops
o How famers must take special care to protect their crops from weeds and pests
o How crops are harvested, kept fresh, packaged and transported for people to buy and consume
II. ANIMALS AND THEIR NEEDS
Teachers: Through reading aloud, observation and activities, explore with children the common characteristics and needs of animals.
- Make the connection that animals, like plants, need food, water and space to live and grow.
- Recognise that plants make their own food, but animals obtain food from eating plants or other living things.
- Understand that offspring are very much (but not exactly) like their parents.
- Understand that most animal babies need to be fed and cared for by their parents; human babies are especially in need of care when young.
- Recognise that pets have special needs and must be cared for by their owners.
III. THE HUMAN BODY: THE FIVE SENSES
- Identify the five senses and associated body parts:
o Sight: eyes
o Hearing: ears
o
Smell: nose
o Taste: tongue
o Touch: skin
- Review the importance of taking care of your body: exercise, cleanliness, healthy foods and rest.
IV. INTRODUCTION TO MAGNETISM
Teachers: Through reading aloud, observation and experiments with magnets, introduce children to the idea that there are forces we cannot see that act upon objects. [Cross-curricular connections with Year 3 Science]
- Identify familiar, everyday uses of magnets. For example: in toys, in cabinet locks, in refrigerator magnets, etc.
- Classify materials according to whether they are or are not attracted by a magnet.
V. SEASONS AND WEATHER
Teachers: The emphasis in Year 1 should be on observation and description; technical explanations of meteorological phenomena should be taken up in later years.
- Identify the four seasons.
- Be able to describe characteristic local weather patterns during the different seasons.
- Recognise the importance of the sun as a source of light and warmth.
- Understand daily weather changes.
o Temperature: thermometers are used to measure temperature
o Clouds: rainfall comes from clouds
o
Rainfall: how the condition of the ground varies with rainfall; rainbows
o Thunderstorms: lightning, thunder, hail, safety during thunderstorms
o Snow: snowflakes, blizzards
VI. TAKING CARE OF THE EARTH
- Identify the importance of conservation: some natural resources are limited, so people must be careful not to use too much of them. For example: logging and subsequent reforestation.
- Recognise practical measures for conserving energy and resources. For example: turn off unnecessary lights, tightly turn off taps, etc.
- Understand that some materials can be recycled. For example: aluminium, glass and paper.
- Become aware that pollution be harmful but, if people are careful, they can help reduce pollution. For example, littering, smog, water pollution.
VII. MATERIALS
Teachers: Children should use correct vocabulary to describe different materials and their properties. Sort materials into groups based on their properties. For example: soft, hard, bendy, ability to float, magnetic or non-magnetic.
* Recognise and name a variety of widely used materials. For example: wood, plastic, rock, paper, metal.
* Explain why materials are chosen for specific tasks based on their properties. For example wool for clothing, glass for windows, wood for tables, metal for bridges.
* Become aware that some materials are natural and some are man-made.
VIII. SCIENCE BIOGRAPHIES
- Joseph Banks (botanist)
- Jane Goodall (studied chimpanzees)
- Wilburn and Orville Wright (made first aeroplane) | <urn:uuid:646b4736-433c-468e-b2e1-080b44885f4f> | CC-MAIN-2018-30 | http://coreknowledge.org.uk/CKSequenceUK_Science_Year1.pdf | 2018-07-20T04:28:33Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00044.warc.gz | 90,188,765 | 1,192 | eng_Latn | eng_Latn | 0.993526 | eng_Latn | 0.994994 | [
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The Sailing Navy Trail
This trail will help you discover more about life in the Navy. To find the answers you need to look at and investigate objects as well as read the labels and panels. Good luck!
'Englishmen and more especially seamen love
1
Enter the Gallery and find the banner with the title 'Feeding the Sailing Navy'
What did Samuel Pepys say in 1686? Finish the quote below
6 Grog was a popular drink with sailors. Which ingredients do you need to make it? Ingredients:
Go to case marked 'The Sailors Table'
7 Sailors were also given tobacco but were not allowed to smoke below deck. Can you find out what they did with it instead?
Answer:
Can you list three items of food that sailors ate at sea? 2
1. 2. 3.
Walk round the model of HMS Kent to 'The Victualling Yard and investigate the barrels.
3 How many pints of beer did they have each week? Number of pints:
4 One barrel has a strange smell. Have a sniff. Can you guess what it is? What was it used for?
5 Now find the ships biscuits and examine them closely with the magnifying glass. One of them has something extra in it! What is it?
Answer:
Would you eat biscuits like these?
Answer:
8
Find the 'Scurvy' interactive.
Scurvy was a problem on long voyages but what causes it?
9
Have a go at the interactive to find a cure.
Cure:
Cause:
The Sailing Navy Trail
Walk towards the back of the gallery and the section called 'The Professional Navy'
10 Look at the items and paintings on display. Write 2 words to describe the officers uniforms?
1. 2.
11 Find the two hats on display. Draw one of them in the box.
12 How tall did you have to be to man the yards? Circle the correct answer below.
Cross to the other side of the gallery to the 'Man the Yards' activity.
NOT VERY TALL or VERY TALL
Are you the correct height? Yes / No.
13 Look in the case and name 3 weapons sailors used to defend the ship.
Look at the 'Hand to Hand Fighting' display.
Now lift the cutlass and musket to feel how heavy they were!
Now have a go yourself and see if you can haul in the sail!
1. 2. 3.
14 Write down 2 things that you must think about to prepare your ship.
Find the computer interactive '74 Gun Battleship' and play the game.
15 Can you find out which countries Captain James Cook and Sir John Franklin explored? Cook explored Franklin went to
Continue round the corner to the 'Mapping the World' display.
1. 2.
16 Which ship is this figurehead from?
Now go to the entrance to the gallery and find the large figurehead.
17 Who is the figurehead based on? It is
18 Which person would you chose for a figurehead and why? I would choose
because
Well done! You have completed the Sailing Navy Trail. | <urn:uuid:52544ed3-63fd-4c63-a008-e3a320e3acad> | CC-MAIN-2018-30 | https://www.historicdockyard.co.uk/images/pdfs/sailingnavytrail.pdf | 2018-07-20T05:01:01Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00044.warc.gz | 887,786,061 | 653 | eng_Latn | eng_Latn | 0.999534 | eng_Latn | 0.999585 | [
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Name __________________________________ Period _________ Date _________________
Rubric for Career Poster Visual Display
Career Title: _____________________________________________________________
Task Description: Design a poster focusing on your selected career. Include the information for the following using the O*Net Online website: http://www.onetonline.org/
- Tasks
- Job Zone
- Tools and Technology
- Education
- Knowledge
- Interest Code
Include an image related to your selected career.
- Skills
- Work Styles
-
- Wages and Employment Trends
Abilities
- Work Values
- Work Activities
Name __________________________________ Period _________ Date _________________
Visual Appeal
20%
Outstanding use of color, design, and space
Original and creative design
Overall design is pleasing and harmonious
Adequate use of color, design, and space
Design is adequate
Overall design is mostly pleasing and harmonious
Inappropriate use of color, design, and space
Design lacks creativity
Lack of harmonious design in presentation
Little attempt to use color, design and space appropriately
Design is dull
Project has sloppy appearance
Mechanics
10% No excess glue, torn
Free of grammatical errors
edges, mark-outs
Words are legible and pertinent to topic
Mostly free of grammatical errors
Little use of excess glue, torn edges, mark-outs
Most words are legible
and pertinent to topic
Frequent grammatical errors
Excess glue, torn edges, and mark-outs
Presentation is illegible and confusing
Too frequent grammatical errors
Distractive elements make illustration ineffective
Assignment Score ______________+Beyonder/Bonus ______________= Final Score ________________ | <urn:uuid:113e76dd-8a48-49a9-b9db-7088d5b92d4b> | CC-MAIN-2018-30 | http://cte.sfasu.edu/wp-content/uploads/2012/07/Rubric-for-Career-Poster-Visual-Display.pdf | 2018-07-20T04:39:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00049.warc.gz | 97,027,291 | 388 | eng_Latn | eng_Latn | 0.991033 | eng_Latn | 0.994517 | [
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Science: Year 5
Teachers: Effective instruction in science requires hands-on experience and observation. While experience counts for much, book learning is also important, for it helps bring coherence and order to a child's scientific knowledge. Only when topics are presented systematically and clearly can children make steady and secure progress in their scientific learning. The child's development of scientific knowledge and understanding is in some ways a very disorderly and complex process, different for each child. But a systematic approach to the exploration of science, one that combines experience with book learning, can help provide essential building blocks for deeper understanding at a later time.
I. THE HUMAN BODY: CIRCULATORY AND RESPIRATORY SYSTEMS
A. THE CIRCULATORY SYSTEM
- Pioneering work of William Harvey
- Heart: four chambers (atrium/atria or atriums [plural] and ventricle/ventricles), aorta
- Blood
o Red blood cells, white blood cells, platelets, haemoglobin, plasma, antibodies
o Blood vessels: arteries, veins, capillaries
o Blood pressure, pulse
- Filtering function of liver and spleen
- Fatty deposits can clog blood vessels and cause a heart attack.
- Blood types (four basic types: A, B, AB, O) and transfusions
B. THE RESPIRATORY SYSTEM
- Process of taking in oxygen and getting rid of carbon dioxide
- Nose, throat, voice box, trachea (windpipe)
- Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacs)
- Smoking: damage to lung tissue, lung cancer
II. CHEMISTRY: BASIC TERMS AND CONCEPTS
A. ATOMS
- All matter is made up of particles too small for the eye to see, called atoms
- Scientists have developed models of atoms; while these models have changed over time as scientists make new discoveries, the models help us imagine what we cannot see.
- Atoms are made up of even tinier particles: protons, neutrons, electrons.
- The concept of electrical charge
o Positive charge (+): proton
o Negative charge (-): electron
o Neutral (neither positive or negative): neutron
o 'Unlike charges attract, like charges repel' (relate to magnetic attraction and repulsion).
B. PROPERTIES OF MATTER
- Mass: the amount of matter in an object, similar to weight
- Volume: the amount of space a thing fills
- Density: how much matter is packed into the space an object fills
- Vacuum: the absence of matter
C. ELEMENTS
- Elements are the basic kinds of matter, of which there are a little more than one hundred.
Core Knowledge Sequence UK: Science, Year 5
o There are many different kinds of atoms, but an element has only one kind of atom.
o Familiar elements, such as gold, copper, aluminium, oxygen, iron
o Most things are made up of a combination of elements.
D. SOLUTIONS
- A solution is formed when a substance (the solute) is dissolved in another substance (the solvent), such as when sugar or salt is dissolved in water; the dissolved substance is present in the solution even though you cannot see it.
- Concentration and saturation (as demonstrated through simple experiments with crystallisation)
III. ELECTRICITY
Teachers: Through reading and observation, and experiment, examine the following:
- Electricity as the charge of electrons
- Static electricity
- Electric current
- Electric circuits, and experiments with simple circuits (battery, wire, light bulb, filament, switch, fuse)
o Closed circuit, open circuit, short circuit
- Conductors and insulators
- Electromagnets: how they work and common uses
- Using electricity safely
IV. GEOLOGY
A. THE EARTH'S LAYERS
- Crust, mantle, core (outer core and inner core)
- Movement of tectonic plates
- Earthquakes
o Faults, San Andreas fault
o Measuring intensity: seismograph and Richter scale
o Tsunamis
- Volcanoes
o Magma
o Lava and lava flow
o Active, dormant and extinct
o Famous volcanoes: Vesuvius, Krakatoa, Mount St. Helens
- Hot springs and geysers: Old Faithful (in Yellowstone National Park, US)
- Theories of how the continents and oceans were formed: Pangaea and continental drift
B. HOW MOUNTAINS ARE FORMED
- Folded mountains, fault-block mountains, dome-shaped mountains
C. ROCKS
- Formation and characteristics of metamorphic, igneous, and sedimentary rock
D. WEATHERING AND EROSION
- Physical and chemical weathering
- Weathering and erosion by water, wind and glaciers
- The formation of soil: topsoil, subsoil, bedrock
V. METEOROLOGY
- The water cycle (review from Year 3): evaporation, condensation, precipitation
- Clouds: cirrus, stratus, cumulus (review from Year 3)
- The atmosphere
o Troposphere, stratosphere, mesosphere, thermosphere, exosphere
o How the Sun and the Earth heat the atmosphere
- Air movement: wind direction and speed, prevailing winds, air pressure, low and high pressure, air masses
- Cold and warm fronts: thunderheads, lightning and electric charge, thunder, tornadoes, hurricanes
- Forecasting the weather: barometers (relation between changes in atmospheric pressure and weather), weather maps, weather satellites
- Weather and climate: 'weather' refers to daily changes in temperature, rainfall, sunshine, etc., while 'climate' refers to weather trends that are longer than the cycle of the seasons
VI. EVOLUTION
- Animals have offspring that are of the same kind but often offspring have different appearances
- Animals and plants have adapted to suit the environment within which they live
- Adaptation may lead to evolution: Darwin's finches
VI. SCIENCE BIOGRAPHIES
- Michael Faraday (chemist and physicist, developed the electric motor and electric generator)
- Elizabeth Garrett Anderson (English physician and feminist, first Englishwoman physician and surgeon)
- Florence Nightingale (pioneering woman nurse during the Crimean War who later established the Nightingale Training School for nurses at St Thomas' Hospital in London)
- Charles Drew (American doctor and medical researcher)
- Charles Darwin (English naturalist known for his theory of evolution called Natural Selection
) | <urn:uuid:2a1fabd0-96ba-45b7-8e0b-57112763c8ce> | CC-MAIN-2018-30 | http://coreknowledge.org.uk/CKSequenceUK_Science_Year5.pdf | 2018-07-20T04:43:46Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00048.warc.gz | 86,264,259 | 1,373 | eng_Latn | eng_Latn | 0.964388 | eng_Latn | 0.977366 | [
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Alan Turing and Alfred Nobel
Teachers:
Mr Phillips, Mrs Koomson, Ms Brown and Mr Chamberlain
Additional Teaching Support: Mrs Claydon, Ms Shegobin
In this term…
gies and learn-
This Autumn we will be revising calculation strate-
cient methods.
ing more effi-
From there we
soning skills and the basis that children will need to be successful in their SATs.
We have begun the term by using our class names as inspiration for our writing. We will then be beginning a new English scheme of work called 'Literacy and Language'. This approach will guide the children in-depth through both fiction and non-fiction texts.
will look at Rea-
Our topics for this term are, 'Electricity' and 'Light'. These units provide opportunities for children to carry out and complete investigations to deepen understanding. Children will be investigating circuits, shadows and how light can be reflected and refracted.
This term we will be studying 'App Making'. This topic enables children to begin to develop an understanding of applications we use daily and we can contribute to the real world using these skills.
This year, we have moved away from Class Dojo and are implementing an offline, in-class behaviour management system. Children's behaviours will be tracked by classroom staff with the aim of each class being to earn a group reward. Each day, when children enter the classroom, they are 'Ready To Learn'. Through displaying positive behaviour for learning and in interactions with adults and peers, they will be deemed to have shown 'Fantastic' or, even better, 'Extraordinary' behaviour.
In instances of children making poor choices, they will be encouraged to 'Make Better Choices' before children are asked to reflect on their behaviour during their playtime the following day ('Consequence').
For extreme instances of behaviour, Restart will continue to be run at lunchtime by the Senior Leadership Team.
(Mr Phillip's Class)
a white top, on the correct day.
(Ms Brown & Mrs Koomson's Class) Please ensure that your child brings appropriate PE kit; blue bottoms and
Wednesday: Outdoor PE
Thursday: Indoor PE sessions
Children will also need to have suitable footwear for PE, trainers would be best for outdoor PE.
Please ensure that your child brings appropriate PE kit; blue bottoms and a white top, on the correct day.
Wednesday:
Indoor PE
Thursday: Outdoor PE sessions
Children will also need to have suitable footwear for PE, trainers would be best for outdoor PE.
Children will be looking at how the battle of Britain changed World War 2 and the impact this had on people during that time.
Children will be given word lists that cover the Key Stage 2 expectations around spelling. Chil-
Your child will have the fantastic opportunity to continue their Steel Pan lessons this year. Lessons will be on Monday AFTERNOONS. Please make every effort to ensure that your child brings their instrument to school on Thursdays. Children will also continue their Steel Pan lessons, which will take place on a Friday throughout the school day.
dren are expected to revise these words regularly.
Children will have the fantastic opportunity to learn Spanish by exploring the patterns and sounds of the Spanish language. They will get to experience this through songs and rhymes that link the spelling, sound and meaning of words. Our target in Spanish this term will be learning and using prais-
Spelling lists will be provided and we encourage our children to develop self study strategies.
We will be continuing to use the 'Education City' online revision tool in school and encouraging its use at home. This will support the children's push towards the SATs.
Instead of large quantities of weekly homework tasks, we will be setting online tasks related to the curriculum goals with the aim of preparing them for SATS and secondary school.
During this term we will be studying similarities and differences between religions. We will be looking at the concept of worship and the community, focusing on the role of places of worship.
Our Art and DT will be inspired by our History topic. We will be creating Blitz inspired art and creating Anderson shelters in Design/Technology.
In Geography, the children will be exploring the local area. They will be looking in depth at how the local area has changed over time. | <urn:uuid:03880abe-ed4a-4df7-b8b8-b5d2cff4f2ae> | CC-MAIN-2018-30 | http://drew.newham.sch.uk/wp-content/uploads/2018/04/Newsletter-Year-6-Autumn.pdf | 2018-07-20T04:50:55Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00047.warc.gz | 111,772,971 | 860 | eng_Latn | eng_Latn | 0.99855 | eng_Latn | 0.998563 | [
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Parent Connections
Illinois Service Resource Center
Email: email@example.com Internet site: www.isrc.us
Behavior Support For Students - Deaf, Hard of Hearing, Visually Impaired A T e c h n i c a l A s s i s t a n c e C e n t e r o f t h e I l l i n o i s S t a t e B o a r d o f E d u c a t i o n 8 4 7 - 5 5 9 - 8 1 9 5 V o i c e 8 4 7 - 5 5 9 - 9 4 9 3 T T Y 8 0 0 - 5 5 0 - 4 7 7 2 H e l p l i n e ( 2 4 H o u r )
March/April 2017
Dear Parents,
Teach Future Job Skills Now
The Illinois Service Resource Center (ISRC) is a statewide organization that provides behavior support for students who are deaf and hard of hearing. ISRC team members work with educational teams and families to develop strategies that encourage positive behavior in students. There is no cost for ISRC services.
ISRC has many resources for parents such as free library materials by mail and free home visits to help with child behavior. For more information on ISRC services please call us at 847-559-8195.
The ISRC Team
ISRC Parent Facilitators
ISRC Parent Facilitators coordinate various activities for parents of children who are deaf and hard of hearing. This includes workshops for parents on various topics, parent meetings, and a volunteer program.
If you are interested in connecting with your local ISRC Parent Facilitator, or if you are interested in applying for the paid position of Parent Facilitator, please contact ISRC at firstname.lastname@example.org.
Parents are a child's first and most important teacher. It is important that parents teach children the skills they will need in life, especially skills that help prepare them for the future. It is not always easy to think about a future job when a child is young, but all of the skills the child learns when young, will help prepare that child for a job in the future.
Teaching your child about responsibility is one of the top ways you can prepare your child for the future. Parents can develop expectations for children at an early age to contribute to household chores. Younger children can make their bed, help set the table, decorate placemats for the dinner table, sort clean forks and spoons, feed a pet, and help carry in groceries. Older children can wash dishes, do laundry, vacuum, and put away groceries.
Children who are given more responsibility at home learn the skills they need to succeed at work. If you offer your child choices of which responsibilities they would like to complete, they will learn good decision making skills. They also learn that sometimes it is necessary to finish work first and do what they enjoy later. This ability to delay gratification is an important skill at work.
Parents who expect their children to be responsible at home establish life-long habits that help their children to be successful in the future. Responsible children grow up to be responsible adults.
Family Dinners Are Important
Research shows that children who eat dinner together often with their family get better grades, are less likely to do drugs, eat healthier food, have better relationships with their parents, and are more resilient in recovering from adversity. The dinner table is a place to practice social skills and discuss events of the day.
In order to encourage conversation, be sure to ask questions that require a thoughtful response. For example, the question "Did you have a good day in school today?" will elicit a response of "yes" or "no." If you ask "How was school today?" the response can be "Fine" or "ok." Some questions that require a more thoughtful response include "What was the best thing that happened to you today?" or "Tell me something nice that you did for someone else today."
Free Bus Trip to Illinois School for the Deaf for students and their parents
Thursday, April 27, 2017
No Cost – ISD Provides Lunch
To make reservations, contact Sherry Little (217) 479-4297
Please Respond by April 15, 2017
*Preference will be given to families visiting ISD for the first time.
Behavior Tip:
State the behavior you WANT to see instead of the behavior you don't want to see.
Example: "Nice hands please."
So turn off the television, let your children take turns selecting healthy menus and setting the table, and sit down together as a family at least once a week for dinner.
Instead of "Stop hitting your brother."
ISRC Library Mails Books And Includes FREE Return Postage
The Illinois Service Resource Center library includes hundreds of books, DVDs, games, and other resources. Families and educators may request the items by phone, fax, or e-mail. The items are then mailed out with return postage included. There is no cost to use the library. Topics include deaf culture, behavior, autism, ADHD, sign language, teen issues, sensory integration, social emotional learning and others. The full catalogue can be viewed by visiting the ISRC website at www.isrc.us and selecting the library tab. To request a book call ISRC at 847-559-8195, or fax 847-559-8199, or e-mail email@example.com | <urn:uuid:c0db24a0-ced6-4be1-9f9c-52ea7a7f8fcd> | CC-MAIN-2018-30 | http://www.isrc.us/sites/default/files/external-resources/textual/201703-201704-Parent-Connections.pdf | 2018-07-20T05:11:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00046.warc.gz | 498,140,276 | 1,212 | eng_Latn | eng_Latn | 0.991668 | eng_Latn | 0.99531 | [
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South Christian Student & Parent Handbook 2016-2017
12340 Herndon Oak Grove Road Herndon, KY 42236 (270) 887-7350
Letter from the Principal
Dear Parents, Students, Guardians, and School Partners,
It is truly an honor to be the South Christian Elementary School principal. South Christian has a wonderful reputation for student academic success. Not only is student achievement a result of dedicated teachers and staff, hard working students, but also committed parents and involved community members. The school motto is Believe Achieve Succeed. In order for every student to actualize our motto, it will take efforts from all of us working together as a team.
One of South Christian's goals is to partner with families to ensure that each student maximizes their learning potential. The new Common Core State Standards are based in the premise that students will be college and career ready by the time they graduate from high school. It is our mission that we lay a strong foundation of knowledge and skills that allow your child to problem solve and critically think.
I encourage you to know your child's teacher, ask questions and be informed. Talk with your child about interesting topics in order to help them discover what they are passionate about. This will ultimately lead to a desire to achieve and succeed.
I look forward to continuing to work together and maintaining our "winning team"!
Sincerely,
Cherise Brummer
Principal
South Christian Elementary firstname.lastname@example.org
Motto
Believe, Achieve, Succeed
Mission
The mission of South Christian Elementary School is to create a safe, stimulating environment in which each child is motivated to succeed.
Statement of Philosophy
* We at South Christian School believe that each child should have the opportunity to develop to the fullest of his or her potential.
* We believe it is our task to equip the children with the knowledge, appreciation, and social skills necessary to live effectively in our society.
* We believe that in order for the child to acquire these attributes, our school must utilize all available resources.
* We believe that one such resource is the community. There should be close communication and cooperation between school and community.
* We believe that an atmosphere that is conducive to the development of creativity is essential.
* We believe that individuality must be maintained and a climate created that will further develop the talents of each student.
Christian County Public Schools
The mission of the Christian County Public School System is to create an educational culture of continuous growth through shared partnerships and responsibilities.
Vision 2016 - 2017
Transform the educational environment to meet the ongoing demands of 21 st Century learning so that all students are engaged in a high quality, equitable education and prepared for community and global responsibilities.
Christian County Public Schools Non-Negotiables for Classroom Learning
In EVERY Christian County Public School classroom,
* Effective, efficient, and equitable planning will be reflected in daily instruction.
* Rigorous & Relevant instruction will occur bell-to-bell.
* Learning targets will be posted, introduced at the onset of each lesson, referred to during the lesson, and assessed at the end of the daily lesson.
* Instruction will be congruent to the posted learning target and to the standard.
* Daily instructional delivery will include congruent and research-based strategies to ensure individual student achievement and growth on all school, district, and state assessments.
* Data gathered through formative and summative assessments will guide whole group and small group instruction.
* A safe and orderly classroom environment that is conducive to learning will be provided.
* Teachers and Leaders will demonstrate professionalism in all aspects of assigned duties and professional responsibilities.
South Christian "Must Haves"
In addition to the non-negotiables determined by the district, South Christian has determined the following items as "must haves" for our school:
* Goal setting with students
* Positive Behavior Support system
* Parent, family, and community involvement
* Data analysis driven instruction
* Differentiation and individualized instruction
* Technology infused lessons
* Writing every day in every subject
* Provide effective feedback that advances learning
* Working collaboratively in professional learning communities
HELPFUL NAMES AND NUMBERS
484-2097
Christian County Board of Education
The Christian County Board of Education meets monthly in the Board Room at the Central Office on Glass Avenue. Refer to the district website for specific monthly dates at http://www.christian.kyschools.us/
The board members are:
Mary Ann Gemmill, Superintendent
Ms. Sara Shepherd , District 1
Ms. Teresa Moss, District 2
Mr. Lindsey Clark, District 3
Ms. Linda Keller, Chair, District 4
Mr. Tom Bell, Vice Chair,District 5
PARTNERSHIPS
At South Christian, we value our partnerships with businesses and the community. Some of our main partners are: Pennyroyal Hospice, Olivet Baptist Church, Oak Grove Fire Department, Navy Federal Credit Union, James E. Bruce Convention Center, and Sam's Club.
SCHOOL BASED DECISION MAKING
South Christian Elementary School is a school based decision-making school. Our policy has been written and approved.
WHAT IS SCHOOL BASED DECISION MAKING?
The school based decision-making process gives parents, teachers, and principals at each Kentucky school control over how that school operates. Its purpose is to permit each school to refine the Kentucky Education Reform Act of 1990, referred to as KERA.
WHAT DECISIONS ARE MADE AT THE SCHOOL LEVEL?
A school council advised by the school staff will make policies on curriculum, instructional practices, schedules for the school's staff and students, use of space, discipline, classroom management, and extracurricular programs.
To help make these effective, councils will also decide:
* the instructional materials the school will use;
* the support services the school will provide for its students;
* the number of people the school will employ in each job classification;
The principal at each school will direct the implementation of council policies and select people to fill vacancies at the school, after consulting with the council. The council itself will select a new principal when the position comes open. School Based Decision Making meetings are held monthly. These meetings are open to the public. Copies of the SBDM policies are available at the school.
The 2016-17 SBDM council members are:
Cherise Brummer, Principal-Chairperson
Sandy Joiner, Teacher
Catherine Humphries, Teacher
Kelly Bentzel, Teacher
Carrie Stallons, Teacher
Thomas Douthitt, Parent
Cinnamon Watts, Parent
Priscilla Jaseph, Parent
PARENT TEACHER ORGANIZATION
The South Christian PTO meets periodically throughout the school year to plan fundraising activities to help support the school. The PTO president is Tabitha Strader.
ENROLLMENT INFORMATION
2016-17 CCPS Registration Requirements
Parents of a student entering preschool/ kindergarten, or transferring into the Christian County Public School System for the 2016-17 school year, must comply with the necessary documentation and requirements of Kentucky State Regulations. These requirements are strictly enforced.
Each student enrolling must present:
* Certified Birth Certificate from the Vital Statistics Office of the state where the child was born; or other reliable proof of the student's identity and age and an affidavit of the inability to produce a copy of the birth certificate.
* Student's Social Security Card or copy of the card
* Three proofs of residence (as stated in Board Policy 09.11)
* Kentucky Eye Exam by ophthalmologist or optometrist-not an eye screening (for initial entry into a Kentucky School ages 3-6)
* Dental screening or examination (for initial entry into a Kentucky School ages 5-6)
* An up-to-date Immunization Certificate on a Kentucky form
* A second MMR, complete Hepatitis B series, and a chicken pox vaccination
* Copy of a recent Preventative Health Care Examination form
Students who are enrolling in public school for the first time must provide proof of an eye examination – not an eye screening – conducted by an optometrist or ophthalmologist prior to the first day of school. All students must have on file an up-to-date immunization certificate. All transfer students must present a completed medical examination form and a Kentucky immunization certificate. Parents or guardians of transfer students should sign a release form in order for the school district to obtain records from the school previously attended.
Those students entering the sixth grade must have a second varicella, TdaP, meningitis shot, as well as a recent physical examination. Students enrolled or enrolling in the Christian County School System must comply with all Kentucky health laws, rules and regulations except as provided in KRS 214:036.
Kindergarten students must present these items on registration day: a current Kentucky immunization certificate, a copy of the birth certificate, a copy of the Social Security card number, proof of an eye examination – not an eye screening – conducted by an optometrist or ophthalmologist, and proof of physical examination on a form provided by the Kentucky Department of Education. A student must be 5 years of age by Oct. 1 of the 2016-17 school year before entering Kindergarten.
Kentucky law KRS 156.160(l) requires proof of a dental screening or examination by a dentist, dental hygienist, physician, registered nurse, advanced registered nurse practitioner, or physician assistant. This evidence must be presented to the school no later than Jan. 1 of the first year that a 5- or 6-year-old child is enrolled in public school.
Parents should call immediately to schedule an appointment with their family physician or the Christian County Health Department, as state regulations and local policy mandate strict enforcement of these requirements. The Christian County Health Department is located in Hopkinsville at 1700 Canton Street and can be reached by phoning (270) 887-4160.
*According to the Christian County Board of Education, the students must attend school in the zone in which their parents/guardians live. Residence shall be where the child is actually residing. Parents must provide three proofs of a pupil's legal residence, and shall be verifiable through utility statements; home visits by the Office of Pupil Personnel; statements of neighbors and/or landlords, etc. Statements of verification may be requested from the Superintendent's office in any given case.
PHYSICIAL EXAMINATION
All pupils shall undergo a medical examination within a period of twelve (12) months prior to or one (1) month following initial admission to school, regardless of grade, except as otherwise provided in KRS 214.035, all pupils shall present a valid immunization certificate upon enrollment in school.
IMMUNIZATIONS
Each pupil shall be required to provide a valid, certified immunization certificate on a Kentucky form. A second mumps, measles, and rubella shot, as well as a Hepatitis B series (3 injections) is required before enrolling into kindergarten. Fifth graders will be asked to get a second physical to prepare for enrollment in sixth grade. A valid immunization certificate shall be on file within two (2) weeks of the child's enrollment in school.
DENTAL SCREENING
Pupils entering school for the first time must undergo a dental screening or examination by a dentist, dental hygienist, physician, registered nurse, nurse practitioner or physician's assistant which must be documented on a Kentucky Dental Screening Form.
EYE EXAMINATION
House Bill 706, the Early Childhood Development law, requires all children entering public preschool, Head Start or public school for the first time to have evidence of an eye examination (NOT A SCREENING) by an optometrist or ophthalmologist.
SOCIAL SECURITY NUMBER
All students entering school (public) for the first time, beginning with 4 year preschool must have a social security card on file with the school.
BIRTH CERTIFICATE
Any student enrolled for the first time in a Kentucky school, including preschool, shall have a certified copy of the student's birth certificate.
LEGAL DOCUMENT CONCERNING CUSTODY OR GUARDIANSHIP
If there are any documents that concern custody or guardianship of your child (documents signed by a judge) a copy must be on file in your child's record.
VERIFICATION OF RESIDENCE
First time enrollees must provide three (3) proofs of residence. Listed below are acceptable forms of proof:
* Current utility (electric, water) bill
* Bill of sale/lease agreement
PRESCHOOL
South Christian Elementary provides preschool services for children three and four years old who meet the following eligibility requirements:
1. Child must live in Christian County
2. Child must be four years of age before August 1, 2016 and meets income guidelines and/or have suspected delay.
3. Child must be three years of age before March 1, 2016 and have suspected delay.
CHANGE OF STUDENT ADDRESS OR TELEPHONE NUMBER
Students and parents should ALWAYS report any changes of address or telephone number to the teacher and to the school office. It is necessary to have a current and accurate telephone number on file in case of emergency and to receive district wide phone calls.
PROCEDURE FOR STUDENTS WITHDRAWING TO ANOTHER SCHOOL
In order to ensure proper handling of school records and to facilitate proper entrance into another school, a student withdrawing to another school should:
* Inform the school office as soon as you know that your child is leaving.
* Turn in all textbooks to the teacher.
* Turn in all library books.
* Make sure you take all personal items with you as you leave.
* Allow at least one week for records to be sent.
STUDENTS TRANSFERRING FROM ANOTHER SCHOOL SYSTEM
Parents should ask the school to send all pertinent records to the school where their child will be attending; otherwise, the new school will request the records. Please make sure you have the name and complete address of the last school your child attended available to your new school.
ATTENDANCE
The Kentucky Compulsory Attendance Laws, RKS 159.010 and KRS 159.180 state that the parent/guardian is responsible for keeping his/her child in regular school attendance.
1. School hours are from 7:20 AM until 2:20 PM. Students are expected to be in their classrooms by 7:20 AM. Students arriving after 7:20 and checking out prior to 2:20 will receive a tardy.
2. Three (3) unexcused tardies are equivalent to one (1) unexcused absence.
3. Students should arrive no earlier than 6:55 AM, but no later than 7:20 AM when transported by car.
4. Late students must be signed in at the office by a parent or guardian. (This does not apply to late buses.)
5. Students leaving school before regular dismissal time must be signed out in the office by a parent or guardian. Only authorized persons designated by a parent or guardian may check a child out. A picture ID is required for identification.
6. A signed parent note is required upon return from each absence. The following reasons will be accepted for excused absences:
a. Illness of pupil
b. Death in family
c. Appointment with health professional (student only)
d. Driver's test (A statement from driver's test administrator must be presented for the student to be excused for a reasonable amount of time.)
e. Court order (A statement from the court system must be presented for the student to be excused for a reasonable amount of time.)
f. One day for the attendance of the Kentucky State Fair
g. Other valid reasons as determined by the principal
7. Children running a fever of 100 degrees or more should not return to school until they have been fever free for a 24-hour period.
8. Checking in late or checking out early will generate a tardy.
A student who is absent must bring a note signed by his/her parent/guardian stating the reason for the absence when they return. Please put your child's first and last name on the excuse, along with the teacher's name. This note shall be presented upon the student's return or within Five (5) days or the absence will be unexcused.
A student who is absent because of personal illness and goes to a health professional shall present the health professional's statement within a reasonable time not to exceed five days. A health professional's statement will be accepted for the student's personal illness only, not for the illness of any member of his/her family.
Request for an excused absence other than stated above must be made in advance to the principal or assistant principal.
Any child who has been absent from school without a valid excuse for three (3) days or tardy on three (3) or more days, is a truant. Any child who has been reported absent two (2) or more times is a habitual truant. Truancy procedures will be implemented.
ARMED FORCES DAY
If a student's parent, de facto custodian or other person with legal custody or control of the student is a member of the United States Armed Forces is deployed or is returning from deployment, the student shall be granted an excused absence for each day. The parents shall provide official documentation stating the arrival or departure dates of parent/guardian.
ARMED FORCES RECUPERATION LEAVE
If a student's parent is stationed out of the country and is granted rest and recuperation leave, excused absences for up to five days will be given for visitation. Documentation should be on file prior to students taking AFD day(s) and AFR day(s). Without documentation, the absence(s) shall be marked absent.
TRUANCY COURT/DISTRICT COURT
If a student has six (6) or more unexcused absences and/or combination of unexcused absences and tardies, his/her parent may be summoned to District Court to appear before the Christian County District Judge.
Please refer to the Christian County Public Schools Code of Acceptable Behavior for the rules, regulations, and procedures concerning truancy.
TRANSPORTATION - BUS & CAR RIDERS
* Each child must have one permanent afternoon destination. This is for the safety of your child.
* If a transportation change is necessary, a note must be submitted to the school requesting the change.
* Students should be at their bus stop on time.
RIDING THE SCHOOL BUS
Riding the school bus is a privilege. Students in the Christian County School District have that privilege provided they listen and obey the directions from the driver. If a student does not cooperate with the driver, the driver will report this to the principal for disciplinary action.
TRANSPORTATION CHANGES
Transportation changes must be submitted in writing. Please provide the following information regarding the change:
1. Student's name
2. Specific change regarding transportation
3. Telephone number
4. Person meeting the child
5. Teacher's name
Phone requests are discouraged after 1:00 p.m. and are only allowed under emergency circumstances.
CAR RIDERS
SCES uses a number system for Car Rider Pick Up. Each student who is a regular car rider will be issued a pick up number that is to be displayed in the windshield of your vehicle. The person on car rider duty will call your child out by NUMBER ONLY. Therefore, it is vital that your child remembers his or her number. If you have more than one child at SCES, only one number will be assigned per household.
If you are carpooling or having someone else pick up your child, please send a note or call the school before 1:00PM. Please indicate on the note the name of the person picking up your child. A valid ID will be required of the person picking up the child.
Regular car riders will be given two copies of your child's number. Please cut these apart and post one on the right hand corner in your car that will be used on a regular basis. The other, keep as a spare or post in your secondary pick up vehicle.
*WE ASK THAT OUR PARENTS WORK TOGETHER TO MAKE SURE STUDENT PICKUP IS AS SAFE AS POSSIBLE.
PROCEDURES FOR MORNING STUDENT DROPOFF
If you bring your child to school we ask that you use the student loading/unloading zone located in the front circle. Personnel will be there to supervise them from 6:55 AM until 7:20 AM. If you arrive after this time you will be required to bring your child to the front office and sign them in. Please note there is no parking in the loading or unloading zone. If you have to enter the school to take care of business, please park your car in the parking lot.
PROCEDURES FOR AFTERNOON STUDENT PICKUP
1. Cars should not line up prior to 1:45 PM.
2. All cars must enter through the designated entrance.
3. Upon entering the designated entrance vehicles will be lined up in the order they arrive.
4. Vehicles will be lined up into two lines. Additional lines will be used if necessary.
5. Upon the buses departure, each line will be dismissed to pull up to the unloading zone.
6. Please remain in your car. A school employee will deliver your child to you.
7. After receiving your child, depart promptly through the designated exit.
NUTRITION - CAFETERIA INFORMATION
All students will receive free breakfast and lunch this year because we are a CEO school. Students eating breakfast, who are transported by their parents, MUST be at school by 7:10 AM.
Adult Breakfast $2.25 Adult Lunch $2.75
Parents are welcome to eat lunch with their child, but federal law prohibits bringing food in from outside establishments.
PARTIES
In keeping with the district wellness policy, birthday party celebrations must be in line with the nutrition guidelines. At this time, parents may provide games as a celebration or treat bags for students to take home. Cupcakes and other sweets are not acceptable according to the nutritional guidelines. Homemade baked goods will not be permitted. Please contact your teacher for details on how parties will be celebrated in their classroom.
HEALTH – SICKNESS & FIRST AID
CONTAGIOUS DISEASES AND PARASITES
No pupil who has a contagious or infectious disease or parasite (head lice) shall be permitted to attend school. If a pupil is known to have such a disease or parasite, he/she shall be sent home as soon as arrangements can be made with the parent. The pupil shall remain away from school until a physician or county health officer provides satisfactory evidence that the pupil is free from disease, or that the pupil poses no threat to the health of other pupils or staff.
FIRST AID
1. If a child is hurt at school, the child will be taken to the nurse's office. First aid will be given for minor injuries. Parents will be contacted if any injury or illness may require further medical attention.
2. Any medication administered must have a note and directions signed by a doctor. Medication administration forms are available in the office. The nurse cannot disperse Tylenol and other over the counter medications.
STUDENT EXPECTATIONS & DISCIPLINE
The Christian County Public Schools are dedicated to providing a positive educational environment in which our teachers and administrators can effectively help all students achieve their maximum learning potential.
The Christian County Code of Acceptable Student Behavior contains specific standards of behavior expected and required of all students in the system, grades K-12. Every student and parent is furnished a copy of this code of student conduct.
POSITIVE BEHAVIOR INTERVENTION & SUPPORT (PBIS)
Positive Behavior Support is the style of discipline used at South Christian. We teach the desired expectations and provide positive feedback and reinforcement when those behaviors are exhibited.
ACCEPTABLE STUDENT BEHAVIOR
Students are expected to model good behavior. Each teacher has classroom expectations and rules. Ongoing communication between the parent and teacher is encouraged. If a problem should arise, the teacher and leadership will problem solve with the parent to resolve the problem. Parents are encouraged to email and set up face-to-face conferences as often as needed.
Zero tolerance behaviors will require a parent conference. All consequences will be determined by the district approved Code of Conduct.
STUDY AREA FOR EDUCATION (SAFE) PROGRAM
It is crucial that our students are in an environment where learning can take place. The S.A.F.E. program is designed to help control unacceptable behavior and enable students to complete their work in a small setting with a controlled environment.
Students may be assigned to the S.A.F.E room for appropriate amounts of time. If unacceptable behavior occurs in the S.A.F.E. room, students may be assigned additional time by the administration or assigned additional consequences. Teachers will provide daily assignments for students assigned to the S.A.F.E. room, and students will be expected to complete their classwork. Any child placed in the S.A.F.E. room may lose field trip privileges.
RULES IN COMMON AREAS
HALL
W
– Walk on the Right Side
A – Always Look Forward
L – Level 0
CAFETERIA
C – Come In & Leave Quietly
A – Always Sit in Line up Order
F – Follow Table Manners
E – Eat Your Food
ASSEMBLY
E – Enter & Exit Quietly
V – Value Personal Space
E – Eyes on Speaker
N – Never stop listening
T – Think First
RESTROOMS
F – Finish Quickly
L – Leave Area Clean
U – Use Soap
S – Shhh
H – Hands to Self
PLAYGROUND
P – Play Nicely
L
– Leave Area Clean
A – Always Include Others
Y – YES to FUN!
Schoolwide Expectations
D – Distinguish Yourself
R – Respect Everyone
E – Expect Excellence
A – Achieve Success
M – Motivate Others
EMERGENCY PLAN
In the event of bad weather, the district makes a decision regarding closing school and notifies the local radio and TV stations. School closings are also posted on the CCPS Facebook page and the district website. Parents can sign up for Notify Me, an automated notification system that will send important updates by phone, email, or text. To sign up for Notify Me, go to the district website at www.christian.kyschools.us
EMERGENCY EVACUATION PLAN
In inclement weather, it may be necessary to move students to an Alternate Building Location rather than using the typical Outdoor Assembly area. The offsite location within walking distance from the school is the Herndon Fire Department.
In the event of an evacuation from the school site to an alternative site, the location would be (1) Stadium of Champions (2) Hopkinsville High School or parents would report to alternative site for check-out procedures. The automated phone system will notify parents with specific information.
VISITORS
Parents and visitors are always welcome at South Christian Elementary School. As a safety precaution, there is a buzzer system that allows controlled access to our building. Upon arriving, please press the call button and state your business. You will then report to the office and obtain a visitor's pass. All doors to the building remain locked during the day.
VISITING CLASSROOMS
We have an Open Door policy; however, we want to protect instructional time. If you would like to visit your child's classroom, please contact the teacher to schedule a time and date. Since visitors in the classroom can be a distraction to some of our students, we ask that you limit visits to one hour.
STUDENT DRESS CODE
We take great pride in the appearance of our students. Dress reflects the quality of the school. We encourage students to dress for success every day. We expect students to maintain the type of appearance that is not distracting to other students and does not disturb the orderly instructional process of the school.
Listed below are items of clothing that are not acceptable at South Christian Elementary School:
* Clothing with spaghetti straps
* Midriff shirts
* Low rider pants/jeans
* Sagging pants – a belt MUST be worn
* Mini-skirts or Short- shorts
* Shirts with logos or advertisement that are inappropriate for school setting
REPORT CARDS/PROGRESS REPORTS
1. Report cards or progress reports will be sent home one week after the grading period ends. A grading period consists of four nine-week periods.
2. Monitor your child's progress closely through their report card or progress report, conferences with teachers, and his/her daily work. Parents may access their child' grades at anytime via the Internet using the Infinite Campus Parent Portal. On the Parent Portal, parents have access to their child's grades, assignments, attendance, and behavior. Contact the Family Resource Center for more information.
3. If there is a need for a parent-teacher conference, please call the school during your child's teacher's planning period for a conference time (270-887-7350). When necessary, teachers will contact parents to request a conference.
HOMEWORK/CLASSWORK
Students need to use time wisely to complete class work and homework. The teacher will communicate closely with the family to ensure that the student is meeting expectations.
CELL PHONES
1. Devices shall not be used in a manner that disrupts the educational process.
2. Devices shall be turned on and operated only during appropriate times, as designated by the teacher.
3. An administrator may confiscate the device, and a parent contact will be made.
FAMILY RESOURCE CENTER SERVICES
The purpose of the Family Resource Center is to provide resources to families who need assistance. The Family Resource Coordinator is available to meet individually with families who may need a referral to specific agencies.
Family Resource Centers are funded through a state grant. The funding is based on the number of students eligible for free meals. However, once a center is established, ALL students and their families may use its services. For detailed information on how the Family Resource Center can assist you, please contact our Family Resource Coordinator at (270) 887-7353.
VOLUNTEERS
The goal of the parent volunteer program is to enable you as a parent/ community member to be involved in your child's education. If you are interested in becoming a volunteer, a yearly background check must be completed and the cost is $10.00. All volunteers must sign in with the Family Resource Center. Serving as a volunteer is a rewarding experience. For more information on the volunteer program please contact the Family Resource Coordinator at (270) 887-7353.
TITLE I SCHOOL WIDE PROGRAM
South Christian Elementary School has adopted a parent involvement policy and plan. This policy and plan has been collaboratively developed with all stakeholders and will be distributed to all parents. During Open House, the school will convene an annual meeting to inform parents of the school's participation in a Title I program. During this meeting, Title I budget and funded positions will be shared. Parents will be informed of their right to be involved in their child's education.
Particular attention will be given to reaching those parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of a minority background. Multiple Family Academic Nights and Parent Coffee and Conversation events are planned to encourage parent involvement and provide information.
The school will involve parents in the Title I planning, review, and improvement of programs, including the joint development of the school parent involvement policy and school wide plan.
TITLE I PARENT INVOVLEMENT
South Christian Elementary School shall build the capacity for strong parent involvement by providing assistance to parents on how to use internal and external resources to improve the education of all students.
The full policy can be accessed on the School's website: www.christian.kyschools.us
SHARED RESPONSIBILITY FOR HIGH STUDENT PERFORMANCE
South Christian Elementary School has collaboratively developed a parent-school learning compact that describes the school's responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment that will enable all students to meet the state's academic expectations. Each parent will be responsible for supporting his or her child's learning. The student, teacher, parent, and principal will sign the compact. Federal guidelines require 100% participation.
GRIEVANCE POLICY
The purpose of this policy is to clarify for parents a process by which concerns can be addressed. The school board encourages active parent participation, and hopes parents feel empowered to voice their opinions.
If you feel you or your children have been treated unfairly, discriminated against, or in a manner that is a violation of state or federal law, you may file a written complaint and schedule an appointment with the principal, or assistant principal to discuss the issue. Forms may be obtained at the front office and must be completed and submitted before a conference will be held.
Programs Making the Difference
6 th Grade Showcase (Academic Team) is a Kentucky academic event designated to provide a competitive opportunity for sixth graders.
Academic Team is an academic competition for students in grades 4-5. Elementary students compete in district and regional competition in Quick Recall, Future Problem Solving, and content specific assessments.
Advanced Art is a group of 5 th / 6 th graders based on an Interest Inventory. Students create artwork for school and community exhibits.
Band is offered for students in 6 th grade. The 6 th grade band is designed for beginners and provides students the opportunity to play in a large ensemble with full instrumentation. The focus is on learning the basics of the instrument of their choice.
Book Club is an opportunity for 5/6 th graders to select and read books with their peers. They create projects based on the books they read.
Chorus is a select group of 5 th /6 th graders based on an Interest Inventory. Students meet weekly for one semester. They practice and perform for the school and community.
Dinosaur Dig is a project developed by the art teacher that allows intermediate students create the fossilized bones of a dinosaur in which the primary students get to discover through an archeological dig.
Do the Math Software is a Tier III intervention that builds foundational math skills and problem solving strategies.
Fast Math Software helps improve math fact fluency and accuracy for all students in grades 16.
Fitness Club is a group of 5 th / 6 th graders based on an Interest Inventory. Students choose a sport and study it in-depth for a semester.
iRead is a digital foundational reading program designed to close the achievement gap before it begins and place ALL K-2 children on a predictable path to college and career.
Read 180 provides a comprehensive literacy support program for students in grades 4-5 who are more than two years below grade level in reading.
System 44 is a new foundational reading program for struggling readers. System 44 Next Generation is proven to help students master the foundational reading skills required for success with the new standards, college, and career through explicit instruction in phonics, comprehension, and writing.
Seed Project allows students to plant seeds during the month of a military child to beautiful the school grounds.
STLP (Student Technology Leadership Program) uses project-based learning principles to empower student learning and achievement through the utilization and creation of technology based solutions to school and community needs. STLP provides a means for students to design, create, collaborate, and learn. A school coordinator guides students to create products, provide services, or carry out projects that help the school and community.
10 Ways to Help Your Child Succeed in School
1. Model a love for learning. Show that you believe that education is important by reading at home, and supporting your child at school activities, such as open houses, academic nights, parent/teacher conferences, and other events.
2. Talk with your child. Talking and listening play major roles in children's school success. It's through hearing parents and family members talk and through responding to that talk that young children begin to pick up the language skills they will need if they are to do well.
3. Build Good Relationships. Initiate a positive relationship with your child's teacher and principal before conflicts occur. It's better to take one day off work to create a good relationship than two days off repairing damage from a bad one.
4. Give the teacher information. Share information about your child's favorite subject and special interests with his/her teacher.
5. Monitor homework, schoolwork, TV viewing, and video game playing. Let your child know that you think education is important and so homework and classwork has to be done. Have a special place for your child to study. Set a regular time for homework. Remove distractions. Don't expect or demand perfection. American children on average spend far more time watching TV or playing video games than they do completing homework or other school related activities. Model good TV viewing habits. Limit the time that you let your child watch TV and play video games.
6. Encourage your child to use the library. Libraries are places of learning and discovery for everyone. Take advantage of the public library as well as the school media center.
7. Distinguish studying from learning. Often children have completed their work, but that may not be good enough. Parents need to verify that the child has learned the concept of the lesson.
8. Encourage your child to be responsible and to work independently. Taking responsibility and working independently are important qualities for school success. Establish rules. Make it clear to your child that he/she has to take responsibility for what he/she does, both at home and at school. Develop a reasonable, consistent schedule of jobs around the house. Show your child how to break a job down into small steps. Monitor what your child does after school. Encourage your child to visit enrichment websites such as Khan Academy, Moby Max, and Study Island. Visit the SC website for additional site suggestions.
9. Encourage active learning. Children need active learning as well as quiet learning, such as reading and doing homework. Active learning involves asking and answering questions, solving problems, and exploring interests. Active learning also can take place when your child plays sports, spends time with friends, acts in a school play, plays a musical instrument, or visits museums and bookstores.
10. Let them figure things out on their own. Have your child think about problems at length before asking for help. Remember that every time you tell answer to a question, you have deprived him/her of the opportunity to figure out the answer on his/her own.
The Right Way to Praise Your Child
Praising children is an important part of building their self-esteem and confidence.
* Be specific. Instead of saying, "You're a good baseball player," say "You hit the ball really hard and you're an excellent first baseman." Being specific is much better and helps kids identify with their special skill.
* Be genuine. Praise should always be genuine. If your praise is insincere, they will know and you will lose trust. Worse yet, they become insecure because they don't believe your positive words, and find difficulty telling the difference between when you really mean it and when you don't.
* Encourage new activities. Praise kids for trying new things and for not being afraid to make mistakes.
* Don't praise the obvious. Try not to overdo praise about a child's attributes. If kids hear a constant litany of praise, it will begin to sound empty and have little meaning.
* Say it when you mean it. Recognize the value of their hard work and efforts. It tells them that you know the difference between when they work hard at something and when it comes easy.
* Focus on the process. Praise children for their effort and hard work, not for their inherent talents. Children who learn to work hard and persevere have a special talent.
Monthly quotes
"Today I shall behave, as if this is the day I will be remembered." - Dr. Seuss
"All your dreams can come true if you have the courage to pursue them." -- Walt Disney
"Always chase your dreams instead of running from your fears." -- Anonymous
"The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack of will." -- Vince Lombardi
"You're braver than you believe, and stronger than you seem, and smarter than you think." -A.A. Milne / Christopher Robin
"You're never too old, too wacky, too wild, to pick up a book and read to a child." - Dr. Seuss
"I did then what I knew how to do. Now that I know better, I do better." - Maya Angelou
"No kid is un-smart. Every kid's a genius at something. Our job is to find it. And then encourage it." - Robin Sharma
"Pulling someone down will never help you reach the top." -- Kushandwizdom
"Before you act, listen. Before you react, think. Before you spend, earn. Before you criticise, wait. Before you pray, forgive. Before you quit, try." -- Ernest Hemingway
"Learning is a treasure that will follow its owner everywhere." - Chinese Proverb
"Knowledge will bring you the opportunity to make a difference." - Claire Fagan
"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." - Henry Ford
"Somewhere, something incredible is waiting to be known." - Carl Sagan
"You don't have to be great to start but you have to start to be great." -- Zig Ziglar
Excellence is a habit, not an act. It takes practice and perseverance.
"The more that you read, the more things you will know. The more that you know, the more places you'll go." - Dr. Seuss
As a parent or guardian, your involvement in your child's education is the most important factor in your child's success in school.
"Learning gives creativity, Creativity leads to thinking, Thinking provides knowledge, Knowledge makes you great." - Abdul Kalam
Reading is a skill, not a natural talent. To learn any skill, children need: Opportunity, Support, & Time
You are STRONGER than you seem, BRAVER than you believe, and SMARTER than you think you are.
Before you speak, THINK… Is it True? Is it Helpful? Is it Inspiring? Is it Necessary? Is it Kind?
"Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding." - Robert John Meehan
"Failure is success if we learn from it." - Malcolm Forbes
"If you can dream it, you can do it." - Walt Disney
"Cultivation of a GROWTH mindset STARTS with an UNDERSTANDING that GREATNESS is largely ABOUT WORK." - Jonathan Fields
It's not who you are that holds you back, it's who you think you're not.
Don't let failure be an ending. Make it a beginning.
In this school, we don't do EASY… we make easy happen through HARD WORK.
"The BIGGER your challenges, the BIGGER your opportunity for GROWTH!" – Karen Salmansohm
A Growth Mindset means that you believe INTELLIGENCE can be DEVELOPED.
People with a Growth Mind-set believes that intelligence can be developed. A growth mind-set leads to a desire to learn and therefore a tendency to embrace changes, persist in the face of setbacks, see effort as the path to mastery, learn from criticism, find lessons and inspiration in the success of others. As a result, they reach ever-higher levels of achievement. All this gives them a greater sense of free will.
Add this information in a text box on May:
Check the school website and class newsletters for specific end of the year dates.
* Field Days
* Award Ceremonies
* Award Parties
* Last Day for Students
Activity Descriptions:
Lunch & Learn: An opportunity for parents to engage in learning more about programs and curriculum, followed by lunch with their child.
Coffee & Conversation: The Parent Coffee is an opportunity for parents to speak with the principal and leadership to informally discuss any concerns, questions, and new ideas. It allows parents to have a voice in the school, as well as gain an in-depth knowledge of the programs offered at the school.
Family Academic Night: Fun filled night where parents learn about new topics in content areas alongside their child. | <urn:uuid:57bca2ff-c78a-4096-8851-3768587c267c> | CC-MAIN-2018-30 | http://images.pcmac.org/SiSFiles/Schools/KY/ChristianCounty/SouthChristianElem/Uploads/Forms/2016-17_South_Christian_Student_Handbook.pdf | 2018-07-20T05:10:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00046.warc.gz | 183,458,007 | 9,185 | eng_Latn | eng_Latn | 0.99401 | eng_Latn | 0.998095 | [
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Main Criteria: Tennessee Academic Standards
Secondary Criteria: Virtual Field Trips
Subjects: Science, Social Studies
Grade: 8
Correlation Options: Show Correlated
Tennessee Academic Standards Science
Grade: 8- Adopted: 2007
GUIDING QUESTION /
GQ.5.
How does natural selection explain how organisms have changed
Tennessee Academic Standards Social Studies
Grade: 8 - Adopted: 2013
Grade: 8- Adopted: 2010
National Parks - West - Alaska & Hawaii
National Parks West - Nevada, California
National Parks West - Wyoming, Utah
National Parks of the Western Region - Part 1
Paris - City of Light - Grades 6 - 12
Paris - La Ville Lumiere (En Francais)
Rome - The Eternal City - Part 1
Rome - The Eternal City - Part 2
The Amazon Rainforest - Part 1 - Older Grades
The Amazon Rainforest - Part 2 - Older Grades
Tokyo - City of Contrasts
Washington, DC - Grades 6 - 12
© 2018 EdGate Correlation Services, LLC. All Rights reserved.
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TOP TEN WAYS TO REDUCE WATER USE
Reduce irrigation by 20%.
Find and repair leaks now.
Inspect and tune up your irrigation system monthly.
Irrigate between midnight and 6:00 a.m., to reduce water loss from evaporation and wind.
Use a broom, not a hose, to clean driveway, deck or patio.
Use a bucket and a hose with an automatic shut-off nozzle when you wash the car, or take your car to a car wash that recycles.
Cover pools and hot tubs to reduce evaporation.
Use front-loading washing machines.
Run the dishwasher and clothes washer with full loads only.
Prevent and report water waste. | <urn:uuid:39f65fe4-31fc-4314-9d99-a43e02f7351d> | CC-MAIN-2018-30 | http://www.ci.sebastopol.ca.us/SebastopolSite/media/Documents/Water_conservation/top_ten_ways_to_reduce_water_use.pdf?ext=.pdf | 2018-07-20T05:08:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00049.warc.gz | 444,282,762 | 137 | eng_Latn | eng_Latn | 0.996889 | eng_Latn | 0.996889 | [
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Home Learning Pack
Year: 4
Week: 3
Weekly Reading Tasks
*Your child can log onto PurpleMash and complete the reading activities set.
*Your child should continue to read a chapter from their reading book or library book each day. Encourage them to read and re-read certain passages with appropriate speed, intonation and expression.
*Following this, ask your child to visualise a key part of the chapter. Ask them to draw the image they could see in their head and label it with some quotes from the texts.
* Ask children to draw a picture of the main character in the story. Write some key facts that they know about the character around the outside.
*With your child, look in magazines, newspapers and books for new vocabulary they are unfamiliar with. They could use a highlighter to highlight in magazines and newspapers.
*Challenge your child to read something around the house that isn't a book. They can then add this to their reading record comments following this.
*Note to parents: www.bbc.co.uk/bitesize/primary are adding three new lessons every weekday for each year group.
Weekly Spelling Tasks
*Practice weekly spellings set on SpellingShed through game play, encourage the children to write these spellings into a sentence to check meaning.
*Encourage your child to practise the Year 3/4 Spelling List below.
*Practise spellings on Spelling Frame website. There are lots of free games to access on here for your child's year group.
https://spellingframe.co.uk/
*Get your child to proofread their writing from the day. They can use a dictionary/ online dictionary to check the spelling of any words that they found challenging.
Weekly Maths Tasks
*Your child can log in to Times Table Rockstars, PurpleMash and MyMaths with their personal login details and the set complete activities.
*Get a piece of paper and ask your child to show everything they know about multiplication. This could be pictures, diagrams, explanations, methods etc. They can be as creative as they want to be.
*Play on Hit the Button https://www.topmarks.co.uk/mathsgames/hit-thebutton - Play on Hit the Button - focus on number bonds, halves, doubles and times tables.
*Adding totals of the weekly shopping list or some work around money.
*Get your child to work on their reasoning and problem solving by working through the activities in their home learning packs.
*Practise telling the time. Read to the quarter hour and the nearest 5 minutes.
*Practise counting forwards and backwards from any given number in 100s.
Weekly Writing Tasks
*Your child can log onto PurpleMash and complete the grammar, punctuation and spelling activities.
*Write a letter to a family member telling them all about how their day has been.
*Write a list poem about all the things they like. Which adjectives and adverbs could they include too? E.g I like eating juicy, sweet strawberries.
*If they were to become a superhero what would their superpower be? Write a character description of them as a superhero. Explain how they save the day.
*Retell a traditional tale from another character's point of view. E.g Tell the three little pigs from the wolf's perspective.
*Design an information leaflet that highlights how children can keep safe.
Learning project for this week:
The project this week aims to provide opportunities for your child to learn more about different viewpoints. Learning may focus on physical viewpoints in terms of what you can see outside of the window at home, what others can see looking into your home and then progress onto personal viewpoints and of others.
*Let's Wonder: Draw a picture of themselves and label their drawing with the qualities they have. How do others see them differently? Ask people at home to add to their qualities. How are they different to other children in different parts of the world? What makes them similar to other children around the world?
* Let's Create: Complete an observational drawing of what they see outside a window in their house. Then get out into the garden and find natural forms such as stones, leaves, flowers and animals. Complete sketches, showing an awareness of different viewpoints of the same object. Remember to concentrate on tone and shading.
*Be Active: Move around their home and garden taking photographs from different viewpoints. Which photos do they like? Do the people they live with like the same photos as them? Why? Why not? Recommendation at least 2 hours of exercise a week.
*Time to Talk: Talk about keeping safe, discuss different ways to keep safe. Basic hygiene rules, road safety, internet safety, water safety, being safe around the home, stranger danger. How do different people view this?
*Understanding Others and Appreciating Differences: Listen to different pieces of music from around the world, which styles of music do they prefer and why? Maybe they could learn a song by heart and perform it.
* Reflect: Design their own ideal world. Would their world contain the same things as other people? Which things are most important to them? What are they going to include? | <urn:uuid:e24f411d-1533-4bf6-9f1b-40a8740ed9a2> | CC-MAIN-2020-40 | http://lingfieldprimary.co.uk/wp-content/uploads/2020/05/Y4-HOME-LEARNING-PACK-WEEK-3.pdf | 2020-09-22T00:39:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00327.warc.gz | 79,444,383 | 1,047 | eng_Latn | eng_Latn | 0.998263 | eng_Latn | 0.998531 | [
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Greenville Fire Department
July
RUSSELL L. THOMPSON, FIRE CHIEF Public Safety Announcement
Fireworks
The Greenville Fire Department encourages our citizens to be aware of the inherent dangers of reduce the number of
fireworks during this Fourth of related injuries, we
public fireworks local
and licensed
July 4
th.
As a reminder, the can be legally discharged in Ohio are trick These include items that smoke, only fireworks that purchased and and novelty devices.
sparkle, snap, and snake. For those who choose to have their own display of fireworks, the Greenville Fire Department would like to offer these safety tips:
[x] Observe local laws. Again, the only types permitted by law in the State of Ohio (without special licensing) are "trick and novelty" fireworks; examples include sparklers, snaps, glow snakes, and smoke bombs. Ohio Revised Code § 3743 explicitly states that all other types are prohibited, with the exception of public fireworks displays by licensed contractors. While they can be purchased by anyone over the age of 18, popular types of "consumer fireworks" such as bottle rockets, firecrackers, roman candles, and fountains must be taken out of the State.
[x] Never allow young children to play with or ignite fireworks.
[x] Always have an adult supervise fireworks activities. Parents don't realize that young children suffer injuries from sparklers. Sparklers burn at temperatures of about 2,000 degrees - hot enough to melt some metals.
July holiday. In an effort to reported fireworksrequest you attend displays hosted by municipalities exhibitors this
[x] Choose a safe location. Make sure you give yourself enough room away from buildings, vehicles, and flammable materials.
[x] Never place any part of your body directly over a fireworks device when lighting the fuse. Back up to a safe distance immediately after lighting fireworks.
[x] Never try to re-light or pick up fireworks that have not ignited fully.
[x] Never point or throw fireworks at another person.
[x] Light fireworks one at a time, then move back quickly.
[x] Never carry fireworks in a pocket or shoot them off in metal or glass containers.
[x] Keep a bucket of water or a garden hose handy in case of fire or other mishap. After fireworks complete their burning, douse the spent device with plenty of water from a bucket or hose before discarding it to prevent a trash fire.
[x] If injured or burned, seek medical attention if necessary or call 911.
Fireworks are synonymous with our celebration of Independence Day. Yet, the thrill of fireworks can also bring pain. On average, 250 people go the emergency room every day with fireworks-related injuries in the month around the July 4 th holiday (U.S. Consumer Product Safety Commission). The Greenville Fire Department hopes you enjoy a great and safe 4 th of July celebration.
City of Greenville
100 Public Square | Greenville, Ohio 45331
Greenville Fire Department
(937) 548-3040
www.cityofgreenville.org
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Name: _____________
PowerPoint Pre-Assessment
Class: ______________
What PowerPoint skills do I already know?
❒ Start a new presentation
❒ Insert a new slide into my presentation
❒ Add text
❒ Format text
❒ Add background
❒ Insert ClipArt
❒ Insert Internet pictures
❒ Insert pictures from file (from other programs, digital, scanned, etc.)
❒ Add drawing features (like AutoShapes, lines, text boxes)
❒ Format drawing features (borders, fill colors, etc.)
❒ Add custom animation
❒ Add slide transitions
❒ View slide show
❒ View slide sorter (all slides at once)
❒ Use spell check
❒ Properly present a completed PowerPoint
❒ Make a movie out of my PowerPoint (export to QuickTIme)
❒ Change order of slides
❒ Import slides from other presentations
❒ Record my own sounds
❒ Insert Internet sounds
❒ Insert digital video*
❒ Add active links*
❒ Add action buttons*
❒ Save PowerPoint as website*
Where/When did I learn these skills?
What would I like to learn about PowerPoint (that is not on the list above)? | <urn:uuid:082ef26d-f165-492d-992b-93cb6d87f86a> | CC-MAIN-2018-30 | http://mscofino.wikispaces.com/file/view/PP_Pre_Assessment.pdf | 2018-07-20T05:08:04Z | crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00050.warc.gz | 247,844,827 | 254 | eng_Latn | eng_Latn | 0.988143 | eng_Latn | 0.988143 | [
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SF
9
Supplements and cancer
DR TEE ESIONG
email@example.com
Nutri Scene
Do not use supplements to protect against cancer.
DIETARY supplements include various vitamin and mineral preparations, either singly or in combination. These are intended to "add on" to the diet.
In recent years, these supplements have also come to include various bioactive compounds and even herbal products. They have been touted to be helpful in improving the health and nutritional status of individuals and communities.
There are also some who take supplements in the belief that these will help to protect them against chronic diseases such as heart diseases and cancers. The topic of dietary supplements in the prevention of cancers was thoroughly reviewed by the World Cancer Research Fund (WCRF) expert group. In this article, I am highlighting the 8th WCRF recommendation: Aim to meet nutritional needs through diet alone, from the report of this expert group entitled Food, Nutrition, Physical Activity and the Prevention of Cancer (www. dietandcancerreport.org/). I find the Hong Kong WCRF Recommendations for Cancer Prevention booklet (www.wcrf-hk.org/) rather useful too.
What are dietary supplements?
Dietary supplements include preparations of vitamins, minerals, amino acids and mixtures of these nutrients; a wide variety of bioactive components, usually of plant sources; "concentrates, metabolites, constituents, extracts and combinations of these ingredients"; herbals and other botanicals. They are used to supplement the diet by increasing total daily intake.
These products are generally intended for ingestion in pill, capsule, tablet, or liquid form, and must not be represented as a food or sole item of a meal or diet. Vitamins, both single vitamin and multivitamin preparations, make up the major category of dietary supplements. But sale of herbal and botanicals have increased rapidly in recent years.
Consumers use dietary supplements for a wide variety of reasons. Some of these products, such as vitamins and minerals, are taken because they are essential nutrients. Others are taken because they are expected to have special health benefits. These supplements are sometimes referred to as "health foods".
Unfortunately, these benefits vary a great deal amongst various products and many of these effects are ill-defined. Much of the current evidence for dietary supplements lacks well-designed clinical trials. Some of the products have evidence from animal studies or experimental in vitro laboratory studies.
Supplements and cancer – the evidence
The WCRF review found that some studies do show supplements protect against some cancers. On the other hand, other studies have shown that nutrient supplements brought about increased risk to some cancers. Some studies have shown that intake of supplements, especially in high doses, can upset the balance of nutrients in the body. More research needs to be done, but this is one way that they might affect our risk of cancer.
These studies have normally been tested in one particular group of people, eg people in the high risk group, so the benefits might not apply to the general population. In some of these studies, high-doses of dietary supplements are used and are therefore not appropriate for long-term general use. Some sup-
World Cancer Research Fund (WCRF) experts have concluded that it is unwise to recommend widespread supplement use as a means of cancer prevention. – Photos.com
plements can have adverse side effects but the trials are not always able to pick them up. Increasing the consumption of the relevant nutrients through the usual diet is preferred.
Supplements are not necessary
The WCRF experts therefore conclude that it is unwise to recommend widespread supplement use as a means of cancer prevention.
Supplements do not prevent cancer
Nutrient-rich whole foods contain substances that are necessary for good health, like dietary fibre, vitamins and minerals. Although some of these substances are available as supplements in the form of pills and tablets, scientists cannot be sure that we get the same benefits if we consume nutrients in this form.
Research also shows that taking high doses of some supplements could be harmful to our health. The WCRF expert report has therefore advised not to use supplements to protect against cancer.
By eating a balanced diet, rich in a variety of vegetables, fruits and other plant-based foods, the expert group feels that most of us should be able to obtain all the nutrients we need. The experts agree that the best source of nourishment is food and drinks – not dietary supplements, where the balance of risks and benefits are not yet known.
The experts also point out several other reasons why a healthy diet is the preferred approach to reducing risk to cancers. Consuming a variety of healthful foods throughout the course of the day, you will be able to consume a whole range of vitamins, minerals and antioxidants at safe levels, and in combinations often not available in supplement form. Natural foods also offer far better protection against cancers and other diseases compared to supplements.
What's more, a healthy diet has the added benefit of helping us to maintain a healthy weight.
WCRF recommendations
In view of the available scientific evidence, the recommendation of WCRF is therefore:
* Aim to meet nutritional needs through diet alone.
The public health goals, which are for populations and are therefore principally for health professionals, are:
* Maximise the proportion of the population achieving nutritional adequacy without dietary supplements.
The personal recommendations, meant for people, as communities, families, and individuals are:
*
Dietary supplements are not recom- mended for cancer prevention.
It is generally agreed that with secure food supplies and access to a variety of foods and drinks, when people follow the recommendations here in the context of general dietary recommendations, supplements are normally unnecessary. Furthermore, in diets, nutrients are present in combinations often not found in "multi"-supplements, and with other bioactive substances.
In the Malaysian Dietary Guidelines (www. nutriweb.org.my), there is also a clear message that supplements are not necessary for most people. Eating a variety of foods daily as guided by the food pyramid should provide all the nutrients needed by the body. Supplements of vitamins, minerals, or fibre do not supply the nutrients and other essential components present in foods that are important to health.
The guidelines further emphasise that nutrient supplements cannot be used as a substitute for proper food choices and supplements of some nutrients taken regularly in large amounts are harmful. There should be even greater caution in giving young children dietary supplements.
There are occasions when supplements may be beneficial for particular groups of people, in addition to having a varied diet. Supplements may be needed for persons with certain physiological conditions or stresses when nutritional needs are increased, for example, during illness, the elderly and pregnant and lactating women.
In such cases, nutrient supplements should only be taken on the advice of nutritionists, dietitians and other medical professionals.
Potential for misuse of supplements
Malaysians are now more health-conscious and there is generally greater awareness of the importance of nutrition in overall wellbeing. In recent years, many consumers have also come to rely on a variety of dietary supplements to improve their health. These supplements comprise a diverse group of products that are now freely available through a myriad of outlets. These include pharmacies, medicinal halls, "health food" stores and clinics of medical practitioners. These are also available through numerous "direct sale" companies and are becoming popular through the Internet.
The personnel involved in the sale of dietary supplements through some of these channels have no formal qualification in nutrition and have a superficial knowledge of dietary supplements. The proliferation of such products has been increasing over the years in the country, coupled with myriad health claims being made. The potential for misuse and confusion to the consumer is therefore very real. It is therefore extremely important for appropriate regulatory measures to be in place to regulate the sale and marketing of dietary supplements in the country.
Ethical promotion of supplements
Supplements indeed have a role to play for some people, at some times of their lives. I have, however, always been concerned that there is simply too much misuse and overuse of supplements. The public should be clearly informed about what these supplements can do and cannot do. Health professionals should clearly evaluate these products and advise the consumer appropriately. They should not promote dietary supplements when the evidence is inconclusive or non-existent. Health professionals should not be clouded by vested interests or be unduly influenced by advertisements. It is important to impress upon promoters of these supplements to be more ethical in their sale tactics. And companies should employ qualified personnel in the marketing of these products.
More importantly, consumers themselves should be better informed of the dietary supplements and how they should be used. They should be asking more questions on why, what, when before they actually take on these for long periods of time. Particularly for intake amongst young children, we should be even more cautious because their bodies are still developing and therefore their tolerance to high levels of these supplements is even lower.
Dietary supplements are not a quick fix for a healthy diet. The best source of nourishment is foods and drinks, not dietary supplements. Do not use supplements to protect against cancer. To reduce your risk of cancer, choose a balanced diet with a variety of foods rather than supplements.
■ NutriScene is a fortnightly column by Dr Tee E Siong, who pens his thoughts as a nutritionist with over 30 years of experience in the research and public health arena. For further information, e-mail firstname.lastname@example.org.
The information provided is for educational and communication purposes only and it should not be construed as personal medical advice. Information published in this article is not intended to replace, supplant or augment a consultation with a health professional regarding the reader's own medical care. The Star does not give any warranty on accuracy, completeness, functionality, usefulness or other assurances as to the content appearing in this column. The Star disclaims all responsibility for any losses, damage to property or personal injury suffered directly or indirectly from reliance on such information. | <urn:uuid:f9533be9-8f60-44fb-a60a-a87be85bea3f> | CC-MAIN-2020-40 | http://www.nutriscene.org.my/articles/09%2004%2019%20Supplements%20&%20cancer.pdf | 2020-09-22T01:42:59+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00329.warc.gz | 207,112,549 | 2,005 | eng_Latn | eng_Latn | 0.998692 | eng_Latn | 0.998692 | [
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GARDENERS WARM-UP EXERCISES
Many people think that due to their injuries gardening should be avoided, however, gardening is a great form of exercise that can be incorporated into a rehabilitation programme.
Gardening is excellent for improving strength, endurance and flexibility and it can be of great help in reducing the risk of high blood pressure, heart disease, diabetes, obesity and other medical conditions.
Gardening is GREAT Exercise...
Here are a few exercises to try to be used as either a warm up prior to gardening or as a programme to make getting out in the garden that little bit easier.
Calf Raises Stand with your feet together, raise up onto your tip toes, slowly lower back to the ground. Repeat 10 times.
Step-Up Stand at the step, place one foot up on to the step, lift yourself up then lower slowly. Repeat with other foot leading. Perform 5 sets.
Knee Hugs Lay on your back with your knees bent, hug alternate knees to your chest. Repeat 10 times. You can deepen the stretch by hugging both knees to your chest.
Squats Start in a standing position with feet hip distance apart, slowly bend your knees whilst pushing your buttocks out backwards (as if you are about to sit down) until you reach a comfortable limit, then stand back up slowly. Repeat 10 times.
NB: It is a good idea to do this standing in front of a sturdy piece of furniture such as the kitchen worktop to help with balance especially to begin with.
Pecs Stretch Stand in a doorway, with elbow at 90 degrees, place against the frame, rotate body away until you feel a stretch (this shouldn't produce pain) you can deepen the stretch by placing one foot forward and leaning your weight forward. Repeat 10 times.
As with many daily tasks, it is important to take regular breaks every 30 minutes or so. So boil the kettle, get the biscuit tin out and have a sit down for 5 minutes!
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Myocardial Infarction
A myocardial infarction (MI) is also called a heart attack. It causes damage to the heart that cannot be fixed. An MI often happens when a blood clot or other blockage cuts blood flow to the heart. When this happens, certain areas of the heart begin to die. This is an emergency.
HOME CARE
* Take medicine as told by your doctor.
* Change certain behaviors as told by your doctor. This may include:
- Quitting smoking.
- Being active.
- Keeping a healthy weight.
- Eating a heart-healthy diet. Ask your doctor for help with this diet.
- Keeping your diabetes under control.
- Lessening stress.
- Limiting how much alcohol you drink.
GET HELP RIGHT AWAY IF:
* You have crushing or pressure-like chest pain that spreads to the arms, back, neck, or jaw. Call your local emergency services (911 in U.S.). Do not drive yourself to the hospital.
* You have severe chest pain.
* You have shortness of breath during rest, sleep, or with activity.
* You have sudden sweating or clammy skin.
* You feel sick to your stomach ( nauseous ) and throw up ( vomit ).
* You suddenly get lightheaded or dizzy.
* You feel your heart beating fast or skipping beats.
MAKE SURE YOU:
* Understand these instructions.
* Will watch your condition.
* Will get help right away if you are not doing well or get worse.
Document Released: 06/18/2013 Document Reviewed: 02/20/2015
ExitCare® Patient Information ©2015 ExitCare, LLC. This information is not intended to replace advice given to you by your health care provider. Make sure you discuss any questions you have with your health care provider. | <urn:uuid:51aac44d-c048-49fe-8310-ad7485a1fc33> | CC-MAIN-2020-40 | https://www.elsevier.com/__data/assets/pdf_file/0008/164663/HeartAttackEasy-to-Read.pdf | 2020-09-22T02:31:04+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00328.warc.gz | 836,287,084 | 368 | eng_Latn | eng_Latn | 0.998535 | eng_Latn | 0.998535 | [
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Speech Pathology Referral Information for
Pre-Primary Children Metropolitan Child Development Service
Child's Name:
__________________________________
Child's Date of Birth:
_____________
This checklist is designed to provide additional information to support a referral to Speech Pathology at the Child Development Service (CDS). It should be completed by a health or education professional with knowledge of a child obtained through direct observation over a period of time. This form must be accompanied by a CDS Referral Form containing a full description of the child's communication difficulties. This description should include the impact of the child's speech and language difficulty when interacting with others.
For children from a linguistically diverse background, consider also completing the 'Checklist for children for whom English is an additional language'.
1 Articulation (Speech Sounds)
Some/all listeners have difficulty understanding in a known context.
Difficulties in producing at least two speech sounds expected for age (see speech development guide overleaf). Please list examples on CDS Referral Form.
2 Expressive Language (Talking)
Uses a limited range of connecting words such as 'but', 'so'.
Incorrect use of pronouns. For example, 'her' used for 'she'.
Difficulty with word endings (e.g. 'ing', 'ed, 'er', 'est').
Sentences sound immature in comparison to peers.
Vocabulary difficulties. For example, overuses non-specific words such as 'this' and 'there', has a restricted vocabulary and/or presents with word finding difficulties (difficulties naming objects).
Difficulty telling stories or sharing news. Difficulties may include difficulties sequencing events, omission of events, simple sentences, unable to stay on topic.
3 Receptive Language (Comprehension)
Difficulty, or may require assistance, in following 3-part instructions (e.g. 'pack away your pencils, push your chair in and then wait at the door').
Difficulty answering a range of 'what', 'where', 'who' questions accurately.
Does not attempt, or provides irrelevant responses to 'how' and 'why' questions.
Shows inconsistent understanding of several concepts such as; place (e.g. between, next to), descriptive (e.g. heavy, dry), linguistic (e.g. first, before) and comparative (e.g. same/different).
4 Pragmatics (Social Language)
Difficulty initiating/holding a short conversation with peers and adults.
Uses language for a restricted range of purposes. For example, may not ask questions or make comments (Please request further information from parents/caregivers regarding student's ability to use language in settings other than school).
5 Stuttering
Stuttering observed or reported by carer e.g. repetitions (e.g. 'mu, mu, mummy'), prolongations (e.g. 'Mmmmmmummy') and/or blocks (e.g. '___ I want to go').
6 Voice
Voice sounds significantly different to peers, e.g. hoarse/husky voice. Please recommend that the child sees the GP for an ENT (Ear, Nose and Throat) referral in response to concerns about voice.
Speech Development Guide
The table below provides an indication of which speech sounds are typical for a particular age.
*Adapted from Kilminister and Laird's (1978) study of Australian Children. The ages are a guide of when 75% of children used the speech sound listed accurately.
Please add any other comments regarding the child's strengths or areas of difficulty to the CDS Referral Form
Name:
________________________________________________________________________
Agency/School: ________________________________________________________________
Agency/School Address: _________________________________________________________
Agency/School phone number: ____________________________________________________
Email: ________________________________________________________________________
Preferred method and time of contact: _______________________________________________
Please return to the Child Development Service:
POST: PO BOX 1095 West Perth 6872
E-mail:
firstname.lastname@example.org
Fax: 9426 7676
For more information contact the Child Development Service on 1300 551 827.
©State of Western Australia, Child and Adolescent Health Service – Community Health
October 2018
health.wa.gov.au/cahs
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Copyright : golmlaw.com
Home Link Unit 6 Family Letter 5 13 Everyday Math Login
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Home Link Unit 6 Family
In Unit 6, your child will practice addition, subtraction, and multiplication skills by playing the following games: Three Addends. Players draw three cards, write addition models of the numbers they've picked, and solve the problems. Addition Top-It.
HOME LINK Unit 6: Family Letter 5 9 - Everyday Mathematics
In Unit 6, children will explore points, line segments, rays, lines, and the relationships among them, along with the geometric shapes that can be built from them. Children will construct angles, polygons, prisms, and pyramids. line segment AB orBA line AB or BA
HOME LINK Unit 6: Family Letter 5 13 Geometry
15 - 6 = 9 15 - 9 = 6 3. 30; 24 Home Link 6 4 Your child should practice addition and subtraction facts using Fact Triangles. As You Help Your Child with Homework As your child brings assignments home, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through the Home Links in this unit. 5 + 9 14 8
HOME LINK Unit 6: Family Letter 5 14
Unit 6: Family Letter cont. HOME LINK 5 13 166 M Y A N N O S EM3MM_G3_U05_119-166.indd 166 12/28/10 10:06 AM. Author: tsigraphics Created Date: 8/31/2012 1:58:05 PM ...
HOME LINK Unit 6: Family Letter 5 13 - Hopewell El School
Home Link 6-4 English Español Selected Answers. 6-5. Fruit Baskets. Home Link 6-5 English Español Selected Answers. 6-6. Customary Units of Weight . ounce (oz) pound (lb) ton (T) weight. Home Link 6-6 English Español Selected Answers. 6-7
6|Unit 6 - Everyday Mathematics
Lesson. Vocabulary. Home Link Help Games. 6-1. Investigating Line Segments, Rays, and Lines Home Link 6-1 English Español For problems 1-2: Student Reference Book pages 100, 101. Selected Answers
Unit 6|6 - Everyday Mathematics
6-2. Playing Exponent Ball . Home Link 6-2 English Español Selected Answers. 6-3. Application: Converting Measurements in the Metric System . Home Link 6-3 English Español Selected Answers. 6-4. Line Plots. Home Link 6-4 English Español
Unit 6|6 - Everyday Mathematics
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Unit 8. Mental Arithmetic, Money, and Fractions. Unit 9. Place Value and Fractions. Unit 10. Year-End Review and Assessment. End-of-Year. End-of-Year Resources. Finding the Unit and Lesson Numbers. Everyday Mathematics is divided into Units, which are divided into Lessons. In the upper-left corner of the Home Link, you should see an icon like this:
1st Grade EM at Home - Everyday Mathematics Unit 6: Family Letter cont. HOME LINK 5 14 17 Rule out in 12 +5 Rule out in +3 Do-Anytime Activities To work with your child on the concepts taught in this unit and previous units, try these interesting and rewarding activities: 1. Using the Fact Triangles, cover the sum for addition practice. Cover one of the other numbers for
HOME LINK Unit 6: Family Letter 5 14 - Everyday Math
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Seattle Real Estate Market 2020: Housing Prices & Forecast
In Unit 6, children will explore points, line segments, rays, lines, and the relationships among them, along with the geometric shapes that can be built from them. Children will construct angles, polygons, prisms, and pyramids. line segment AB orBA line AB or BA
HOME LINK Unit 6: Family Letter 5 13 - Everyday Math HOME LINK 6 13 Unit 7: Family Letter Geometry and Attributes In Unit 7, children will work with 2-dimensional shapes. First, children will classify blocks by their shape, color, and size. Then they will learn to recognize attributes such as number of sides and square corners. Later they will build their own shapes out of straws
HOME LINK Unit 7: Family Letter 6 13
Before beginning this Home Link, review the vocabulary from the Unit 2 Family Letter with your child: number story, label, unit box,and number model.Encourage your child to make up and solve number stories and to write number models for the stories. Stress that the answer to the question makes more sense if it has a label.
HOME LINK Addition Number Stories 2 1
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Name___________________________________________________
Identifying an Unknown Metal Carbonate Worksheet
Data Table — Gas Evolution Reaction
Trial #1
________g
________g
________g
________ g
________ g
________ g
________ g
________ g
Mass of flask
Mass of M
2
CO
3
Mass of cylinder and 2 M HCl
Mass of cylinder empty
Mass of 2 M HCl
Mass of beaker + M 2 CO 3 sample + 2 M
Mass of beaker + reacted solution
Mass of released CO 2
Data Table — Titration Analysis
Mass of solid M 2 CO 3
___________ g
Calculations and Post-Lab Analysis (Use a separate sheet of paper to answer the following questions.)
1. Using the data obtained in Part 1, calculate the number of moles of carbon dioxide, CO 2 , produced in the reaction.
2. Calculate the molar mass of the unknown Group 1 metal carbonate and identify the metal.
3. Calculate the percent error in the experimental determination of the molar mass.
4. Using the data obtained in Part 2, calculate the moles of hydrochloric acid used to neutralize the unknown Group 1 metal carbonate dissolved in the 50 mL sample for each trial titration.
5. For each trial, calculate the total moles of the unknown Group 1 metal carbonate originally dissolved in the 500 mL of distilled or deionized water.
6. Calculate the molar mass of the unknown Group 1 metal carbonate and identify the metal.
7. Calculate the percent error in the experimental determination of the molar mass.
Trial #2
________ g
________ g
________ g
________ g
________ g
________ g
________ g
________ g | <urn:uuid:4de372e8-793e-4733-aff3-463d9946ae40> | CC-MAIN-2020-40 | https://www.flinnsci.com/api/library/Download/bc3fb3becfb4499ebf08e06720dfae99 | 2020-09-22T02:20:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00329.warc.gz | 856,743,205 | 370 | eng_Latn | eng_Latn | 0.985484 | eng_Latn | 0.985484 | [
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CALS
College
of
Agriculture
and
Life
Sciences
Horticulture Section School of Integrative Plant Science
Getting the most out of soil test report for lawn establishment
When establishing your lawn be sure to adjust soil pH if necessary and fertilize with phosphorus only if soil test indicates the need.
Phosphorus runoff from lawns can contribute to algae blooms and reduce levels of oxygen in water, killing fish. The New York State 2010 Nutrient Runoff Law restricting the use of lawn fertilizer containing phosphorus is aimed at reducing the amount of phosphorus that makes its way to lakes and streams through runoff. That's why fertilizers containing more than 0.67% phosphate (P2O5) can be used on lawns ONLY if establishing a new lawn or if a soil test indicates it is needed on established lawns.
Keep in mind that many of our soils in New York have adequate or high levels of P already. There will be no benefit to adding P if levels are sufficient.
Soil pH in the 6.0 to 7.5 range is optimal for the health of lawns.
Soil pH measures the acidity or alkalinity of the soil. Lime is used to raise the pH when the pH is 6.0 or lower. Sulfur or acidifying fertilizers (like ammonium sulfate or ammonium nitrate) are used to lower soil pH when the pH is above 7.5.
Modifying the pH is best accomplished before planting. The material has time to work in the soil and improve the root zone. Apply only the recommended rate and mix into the upper 4 to 6 inches of soil. Do not apply more than 50 pounds (lbs.) of lime per 1,000 square feet per application. If your lawn requires 50 lbs. or more split the application and apply the other half in 3-6 months. Check pH every few years.
Phosphorus (P)
Phosphorus is very important at the time of seeding. Phosphorus does not move in the soil very much so it is best to incorporate P into the soil before planting so the roots can access more of this nutrient.
If phosphorus soil test levels are low be sure to only apply the recommended amount.
Pre-plant phosphorus recommendations
Commonly available phosphorus sources include: natural organics with varying amounts of P and superphosphate with 16-21% available phosphate (P2O5), triple superphosphate with 40-47% available phosphate and the ammonium phosphates with 46-53% available phosphate.
Table A lists soil test results and some phosphorus fertilizer sources. Do not exceed recommended amounts and be sure to incorporate the fertilizer into the upper 6 inches of soil.
Table A: Soil test levels and pre-plant phosphorus recommendations
*If you can only incorporate the phosphate into the upper 3" of soil use half the recommended rate.
A closer look at using composts
While compost can improve soils, many are high in phosphorus, difficult to apply at low rates and can wash off into water as easily as fertilizers. Depending on the source, compost additions may increase phosphorus levels far beyond what the grass needs and exceed levels considered a threat to water quality.
Lawn establishment information
Selecting the right grass, using the ideal seeding rate and timing are key to successful lawn establishment. Visit Lawn Care: The Easiest Steps to an Attractive Environmental Asset (http://turf.cals.cornell.edu/lawn/lawn-care-the-easiest-steps-to-an-attractive environmental-asset/ ) for recommended lawn establishment practices.
Fertilizer basics
The nutrient content (fertilizer analysis) is printed on the bag of fertilizer.
The first number indicates the percent of nitrogen (N), the second number is the percent of phosphate (P2O5) a source of phosphorus, and the third number is the percent of potash (K2O) a source of potassium. They are simply referred to as N-P-K. A 50 pound (lb.) bag of 10-6-4 actually contains 5 lbs. of N, 3 lbs. of P2O5 and 2 lbs. of K2O. The rest of the material is made up of other inert material, such as sand or clay granules to help spread the fertilizer.
When nitrogen (N), phosphorus (P) and potassium (K) are all needed a complete fertilizer that contains all 3 nutrients can be used. For example: 10-6-4, 28-3-10, 32-4-8.
Improve turf quality as well as protect the environment with proper fertilization
There is no benefit to applying more fertilizer than your lawn requires.
Proper fertilizer applications will improve the quality of your lawn, crowd out weeds and help it withstand and recover from wear and tear as well as heat and drought.
However, over fertilization can be harmful to both your lawn and the environment and it wastes money. A complete nutrient analysis will determine if additional phosphorus and potassium will be needed and if the pH is in the proper range.
Nitrogen
Nitrogen fertilizer sources to protect water quality.
You can find information about the source of fertilizers on the fertilizer bag. Slow release nitrogen sources (which are less likely to leach) include coated products of urea (sulfurcoated or polymer coated), and other natural and other slow release products. Water soluble sources of nitrogen fertilizer (which can leach if improperly applied) include urea, ammonium sulfate, ammonium phosphates and natural materials including calcium and potassium nitrate (Chilean nitrate).
On non-sandy soils the application of no more than 1 pound of nitrogen per 1,000 square feet should have at least 30 percent slow release nitrogen.
On lawns with sandy soils the application of no more than 1 pound of nitrogen per 1,000 square feet should be made with at least 60 percent slow release nitrogen to minimize leaching losses.
Match the nitrogen fertilizer application with your lawn use and desired lawn quality.
The kind of grass, intensity of lawn use, quality expectations, site conditions (sunny vs. shady) and maintenance practices (clippings left or removed) help determine the amount of nitrogen fertilizer needed.
Good lawns are usually not irrigated, do not receive pesticide applications, are mowed infrequently with clippings returned and don't receive much use. These lawns may need no fertilization or at most one application of nitrogen per year.
Better lawns which receive more care and more use, may need up to two applications of nitrogen fertilizer per year (up to 1 pound of nitrogen per 1,000 square feet of lawn per application twice a year). Clippings are returned.
Highest quality lawns are often irrigated, are mowed regularly, may require pesticide applications and are used often for outdoor activities. These lawns may normally need two to three applications of fertilizer per year (up to 1 pound of nitrogen per 1,000 square feet of lawn per application two or three times a year) and occasionally up to 4 applications a year when in the full sun, heavily used and clippings are removed.
Never apply more than 1 pound of nitrogen per 1,000 square feet per application and that fertilizer should have at least 30 percent slow release nitrogen if applied to non-sandy sites and at least 60 percent slow release nitrogen when applied to sandy sites.
Chart A: Timing of nitrogen fertilizer applications based on use and quality
Legally allowable fertilizing period
Key:
< ----->
* Recommended application times
⊕ Best recommended application time
Follow the law and best practices when applying fertilizer.
Never apply fertilizers to frozen ground or water-logged soils. Application of any fertilizer on non-agricultural lawns and turf is prohibited between December 1 and April 1. (November 1 to April 1 for Suffolk County, November 15 and April 1 for Nassau County, and other locales may have more restrictive laws.)
Application of any fertilizer within 20 feet of a water body is restricted; you must use a drop or shielded spreader and be no closer than 3 feet from the water.
Fertilizer spilled on impervious surfaces must be cleaned up immediately. Avoid using rotary spreaders near water or impervious surfaces like roads, driveways and sidewalks, especially if your spreader does not have a shield.
Do not fertilize if a heavy rainfall is expected within 2 days of application.
After applying fertilizer, lightly water the lawn with about a ¼" of water to wash the fertilizer off the leaves and into the soil.
Fertilize less when grass clippings are left and in the shade.
Returning the grass clippings to your lawn can eliminate the need for any phosphorus fertilizer and reduces the need for nitrogen fertilizer by 25 to 50 percent.
Parts of your lawn that are shady need about half the amount of nitrogen fertilizer as the sunny parts, so fertilizer them less.
Remember:
* Follow the NYS Nutrient Runoff Law Article 17 Title 21 (January 2012).
* Apply nitrogen (N) to meet your needs AND protect the environment.
* Never apply more than 1 pound (lb.) of nitrogen per 1,000 square feet (sq. ft.) per application.
* Focus on fall fertilizer applications.
* Leave grass clippings.
For more information on the establishment and maintenance of your lawn Visit Lawn Care: The Easiest Steps to an Attractive Environmental Asset:
http://turf.cals.cornell.edu/lawn/lawn-care-the-easiest-steps-to-an-attractive environmental-asset/ | <urn:uuid:05e8bffb-6f30-4846-8714-d6b5156e5f7f> | CC-MAIN-2020-40 | http://hort.cornell.edu/gardening/soil/lawn-establishment.pdf | 2020-09-22T00:35:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00330.warc.gz | 55,863,356 | 2,008 | eng_Latn | eng_Latn | 0.992756 | eng_Latn | 0.995913 | [
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IDLEWILD PRESBYTERIAN CHURCH
The Reverend Anne H.K. Apple Sunday, July 19, 2020
Matthew 13: 24-30, 36-43
Jesus put before them another parable: "The kingdom of heaven may be compared to someone who sowed good seed in his field; but while everybody was asleep, an enemy came and sowed weeds among the wheat, and then went away. So when the plants came up and bore grain, then the weeds appeared as well. And the slaves of the householder came and said to him, 'Master, did you not sow good seed in your field?" He answered, 'An enemy has done this.' The slaves said to him, 'Then do you want us to go and gather them?' But he replied, 'No; for in gathering the weeds you would uproot the wheat along with them. Let both of them grow together until the harvest; and at harvest time I will tell the reapers, collect the weeds first and bind them in bundles to be burned, but gather the wheat into my barn,"
Then Jesus left the crowds and went into the house. And his disciples approached him, saying, "Explain to us the parable of the weeds of the field." Jesus answered, "The one who sows the good seed is the Son of Man; the field is the world, and the good seed are the children of the kingdom; the weeds are the children of the evil one, and the enemy who sowed them is the devil; the harvest is the end of the age, and the reapers are angels. Just as the weeds are collected and burned up with fire, so will it be at the end of the age. The Son of Man will send his angels, and they will collect out of his kingdom all causes of sin and all evildoers, and they will throw them into the furnace of fire, where there will be weeping and gnashing of teeth. Then the righteous will shine like the sun in the kingdom of their Father, Let anyone with ears listen!
Whether you are a backyard gardener, or a farmer, professional, you know the nuisance of weeds. This week I was standing in one of your backyards, at a sacred distance, and I learned about a weed grass that has thorny spikes that prick your fingers as you reach to extract its roots. Weeds take over, spreading quickly like the bamboo in my backyard. Farmers have been dealing with weeds forever.
Seminary professor, Elisabeth Johnson, says a botany lesson helps us to understand this parable. A noxious weed which grows plentifully in Israel is called darnel - these are the tares, or weeds. To an untrained eye, darnel looks like wheat as it grows and only at maturity do you know the difference between darnel and wheat. As wheat ears ripen, they are heavy and droop. Darnel ears stand straight up. Only at the harvest is the good seed most obvious.
In this parable, the evil one, and impact from the evil one's seed, and God's ultimate judgment feature prominently. The master plants seeds. The evil one comes along at night and sews weeds. Soon, wheat and weeds grow together. The slaves want to know if the master
IDLEWILD PRESBYTERIAN CHURCH
The Reverend Anne H.K. Apple
Sunday, July 19, 2020
wants them to pull the weeds - to make it right, so to speak. The master says, "No. Let them grow together." Tearing out the weeds now could harm the wheat. The master says, "We will deal with these weeds at harvest time."
Attracted to Christ, thinking and trusting that he could be the promised Messiah, the disciples followed Jesus. Sometimes I think about those early disciples - why did they follow? What was it that had them leave their jobs? What was it that allowed them to risk a sense of security to follow this man, Jesus, whose actions were radical, caused conflict, and not particularly welcome by the systems in power? What did they think when he told his parables like this one? Whatever they thought, this is what they saw.
Where there was hunger, he brought bread and fish.
Where there was pain, he brought healing.
Where there was injustice, he brought merciful action.
Two chapters later in Matthew, Peter challenges Jesus about the things that defile humanity. He presses Jesus to explain, again, "What does this mean?" Peter pleads with the Lord for understanding. And Jesus says - "it's not what you say with your mouth, it's what comes out of the heart that defiles. Evil intentions, theft, false witness, slander" 1 Jesus explains to Peter that these things untethered in our hearts leads to evil. Jesus' answer then demands we examine our hearts today.
When we are around the energy of God's love in Christ - it is palpable. I suspect it was then, as it is now. It's an energy that is bigger than evil because it is God's power at work in the world. And God's power is always grounded in loving kindness.
These disciples needed help understanding the details of the parable of the wheat and the weeds - so they ask Jesus, their teacher, "Could you explain this?"
The slaves of the master ask, "Did you not sew good seed?" And the master responds, "An enemy has done this."
The slaves of the master ask, "Do you want us to fix it?" And the master responds, "No. Let them grow together."
Jesus leaves the nuance of the parable for us. In the Summer, in the growing season, in the days when we are thriving, the good and the bad are sometimes had to delineate. At the harvest, the truth is made clear.
We marry and bury in the church. Those services of worship are full of joy for those being married, and point to God's good gifts at work for those being buried.
In Accompany Them With Singing, theologian Tom Long says, "the fact is that people die pretty much as they have lived. … a person who blesses the world at death has not learned this in the last few hours of life, but has been shaped to live a life of blessings … the best preparation for dying a Christian death, then, is living a Christian life."
1 Matthew 15:19
IDLEWILD PRESBYTERIAN CHURCH
The Reverend Anne H.K. Apple Sunday, July 19, 2020
In the gospel of Matthew, Jesus teaches his disciples to "love your enemies and to pray for those who persecute you so that you may be children of your Father in heaven who makes the sun to rise on the evil and the good, and sends rain on the righteous and on the unrighteous." God deals with evil. Let God be the judge. 2
In the gospel of Matthew, Jesus predicts to his disciples that "one's enemies will be members of one's own household." He encourages his disciples to find the whole of their lives in him, and his ways of overflowing love, which could mean to lose the sense of control and the ability to judge others. God deals with evil. Let God be the judge.
In the gospel of Matthew, Jesus teaches his disciples about God's judgment in the story of the sheep and the goats. When the goats ask, but … when - when did we see you hungry but not give you food? Jesus answers, "Just as you did not do it (care for) to one of the least of these, you did not do it to me. These unkind, those who did not take appropriate actions, will go away into eternal punishment. God deals with evil. Let God be the judge.
Jesus says it clearly - our job is to "let them, the good and the bad, grow together" and entrust our lives to one who deals with the evil, and who is the judge. Examining our hearts, living a good Christian life, and not judging does not mean a life of inaction, but it is a clarion call to a life lived in fierce loving kindness.
These days we are being called to live this Christian life with resilience. Dr. Lucy Hone, directs an Institute for Well Being and Resilience. Her research names that the suffering and adversity that evil brings does not discriminate. A gift of living a good Christian Life is the truth that bad things do happen to good people.
In a TedTalk she identifies three skills for making resilient people.
1. Resilient people recognize that adversity happens. The tragedy is that the world we live in seems to project perfection and happiness.
2. Resilient people choose where to focus their attention. They learn how to tune into the good, humans are hard-wired for negative emotions.
3. Resilient people ask themselves as they navigate each day, is what I'm doing helping me or harming me?
John Lewis, an icon of Civil Rights who died yesterday said in an interview, "I've said to students, 'When you see something that is not right, not fair, not just, you have a moral obligation to do something, to say something, or to go get into 'good trouble.'" 3 John Lewis was a resilient leader.
With evil's roar of discrimination, white supremacy and overt racism, as a young man John Lewis used the whole of his life as a resilient witness to Christ's loving kindness. He lived together in the presence of good and evil, as we all do.
2 Matthew 5:43-48
3 https://www.cnn.com/2020/07/17/politics/john-lewis-dead-at-80/index.html
IDLEWILD PRESBYTERIAN CHURCH
The Reverend Anne H.K. Apple
Sunday, July 19, 2020
The now is urgent - as Jesus says, "anyone with ears, listen." When we see something that is not right, not fair, not just, we have a moral obligation to do something, to say something.
What are we doing?
What are we saying?
How are our hearts?
How are we living a good, Christian life?
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Cobham Montessori School
Education for life
Anti-Bullying Policy
Contents
p. 6
Key References: In addition to this policy Cobham Montessori School takes due regard for, and refers to, any additional details found in the following publications:
The Equality Act, 2010
SEND Code of Practice, January 2015 (DFE-00205-2013)
Keeping Children Safe in Education, September 2020
Behaviour and Discipline in Schools, January 2016 (DFE-00023-2014)
Preventing and Tackling Bullying, July 2017 (DFE-00160-2017)
Links are current as at 22 nd August 2020
For further information please refer to our full policy list for related policies.
1.0 Aims and Principles
We believe that it is a basic entitlement of all pupils and staff to be allowed to receive and deliver education free from humiliation, abuse and oppression. We take a positive antibullying stance, which makes it clear that any form of bullying will not be tolerated, and that unacceptable behaviour will be dealt with swiftly and firmly. All forms of bullying must be taken seriously, both physical and emotional (which may cause psychological damage). We aim, as a school, to produce a safe and secure environment where all can learn without anxiety.
2.0 What is bullying?
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyberbullying via text messages, social media or gaming, which can include
1
the use of images and video). It may be of a physical, verbal or social nature and may be intimidating, coercive, threatening or violent. It may also be a combination of these.
Bullying is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences.
Bullying can be perpetrated by any child who has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another. It is recognised that many children will, in the process of developing relationships with other children, experiment with socially unacceptable behaviour. This does not make a child 'a bully' but does require an immediate and clear response from the school. It is also recognised that there are playground games such as mock fighting that some children find intimidating. Name-calling is always intimidating.
2.1 The effects of bullying
All forms of bullying are hurtful and may have a devastating effect on those who are bullied. Whilst some children may recover from bullying, there are others who suffer lasting consequences. Children who are bullied may see themselves as inadequate and friendless and suffer from loss of confidence and low self-esteem.
Bullies may also suffer from long lasting consequences and if offered no support, may continue with bullying behaviour into their adult lives. For this reason, it is important that they receive support to enable them to change their behaviour.
3.0 Prevention
The prevention of bullying is our starting point. Children are reminded of the way in which members of the school community are expected to behave towards each other. We use a variety of methods to contribute proactively (rather than just reactively) towards the prevention of bullying, including through our own positive behaviour, promotion of good relationships and vigilance both in group discussions and within the curriculum. The purpose of this is to prevent bullying, rather than focus on past problems and incidents, but it can also serve to prompt children with problems to talk about them. Continued failure to follow the school's Behaviour Policy will result in the Exclusions Policy being implemented.
The school behaviour policy makes expectations clear to children in each community about their behaviour with others and promoting positive behaviours.
Staff pay careful attention to the design of the physical environment (such as the garden space) and the activities available to the children each day, to maximise opportunities for pro-social development.
Risk Assessments of the school premises are undertaken and reviewed regularly to highlight any areas which may harbour bullying behaviour and to identify mitigation measures to reduce the risk if bullying occurring.
At Staff Meetings and Inset Training Days, staff are regularly made aware of the following:
* The principles of the school policy
*
* Legal responsibilities
Action identified to resolve and prevent problems.
* The sources of support that are available
* Educational elements for group lessons to discuss differences between people and the importance of avoiding prejudice.
* School disciplinary sanctions, which reflect the seriousness of the incident and convey a deterrent effect.
* The risks of cyber-bullying and the manner in which this can manifest itself – through mobile phones and social media.
Safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender-based violence/sexual assaults or harassment, sexting and up-skirting.
All staff who deal with children should ensure that this policy is implemented by taking the following actions:
* Watch for signs of distress in children; they might range from unwillingness to attend school, complaints of headaches or stomach aches, to damaged clothing or bruising.
* Follow up any concerns raised by parents immediately.
* Ensure that pupils are aware of the dangers and effects of cyber-bullying and the zero tolerance response taken by the school to this type of bullying.
* discuss friendships and how playtime is spent with the pupils.
* Ensure that children are aware of the need to report all incidents to staff, and in the knowledge that information will be treated with sensitivity and discretion.
* Record and report all incidents of bullying, including cyber-bulling, to the Behaviour lead and the Head of School who can evaluate the effectiveness of the approach adopted and enable patterns to be identified.
* All children should regularly be made aware that we are a telling and listening school and that they can tell someone if they are being made unhappy, including through bullying. We hope that they feel that they can go to their teachers, but they should feel equally able to go to another member of staff. The school also encourages bystanders to report any incidents of bullying to a member of staff.
4.0 Procedures and Reporting
Much of the behaviour which leads to both bullying and intimidation may be difficult to observe or can be seen as innocent when it is not. It is therefore essential that staff listen carefully to what children say and watch for any signs that a child may be being intimidated. All members of staff must always pass on a concern to the members of staff working with the child and report concerns to the Behaviour Lead and the Head of School.
Isolated incidents of unkind behaviour are noted on the Daily Observation records for each Community. Where an incident involves children from more than one community a note will be made on all relevant Daily Observation records. More significant incidents are recorded on the Accident and Incident Forms and communicated to parents of each affected child.
These may be low level incidences of unkindness towards a child. Low-level disruption and the use of offensive language can in itself have a significant impact on a pupil's wellbeing. If left unchallenged or dismissed as 'banter' or 'horseplay' it can also lead to reluctance to report other behaviour. Early intervention can help to set clear expectations of the behaviour that is and isn't acceptable and help stop negative behaviours escalating.
Responses to low level isolated incidents should be undertaken in accordance with the Behaviour Policy.
Staff must be alert to any accumulation of low-level incidents involving specific children. The class teacher shall review Daily Observation records over extended periods to identify any repeating behaviour indicative of bullying. If there is any suspicion that unkind behaviour is becoming bullying in its nature any notes or observations concerning the behaviour will be recorded in the Bullying folder. The Head of School is informed of the concerns immediately. The Bullying Folder is kept by the Behaviour Lead so that any
3
patterns in behaviour can be seen easily. Repetitive low-level incidences that fall within the definition of bullying, will be treated as such.
The Behaviour Lead and the Head of School will decide how best to proceed, with due regard to the School's Behaviour policy and Exclusion policy and may include exclusion for severe and persistent bullying. When there is reasonable cause to believe that a child is suffering or likely to suffer significant harm, such a bullying incident would be considered a child protection concern, and dealt with according to our Safeguarding policy and procedures, and with the advice and guidance of the DSL.
4.1 Anti-bullying procedure
The child who has experienced the bullying will be interviewed by their teacher, who may ask them to write an immediate account of events or may write the account on their behalf. The teacher may also invite the child to discuss their own reaction and behaviour towards the child who bullied them. The process for dealing with the incident will be clearly explained to them. The teacher may give them further support and advice, if deemed appropriate.
Once the teacher is clear that a bullying incident has occurred, the child who was responsible for the bullying will be interviewed, as will any others related to the incident. Each will be asked to write an immediate account of events. The process for dealing with the incident will be clearly explained to them.
Parents of both the bully and the victim will be contacted as soon as the situation is established and both sets of parents will be reminded of the school's Behaviour, and Exclusion Policy. Both sets of parents will be supported and helped to deal with the situation. The School aims to embed a caring and friendly environment which enables pupils to make informed decisions and choices with friendship and with the hope of treating each other with respect.
Details of the incident will be recorded in all the pupils' files. The Behaviour Lead is copied in and will record the incident as a bullying incident. The teacher will discuss with the Behaviour Lead what the appropriate and most helpful course of action is. This may include:
* A formal bullying warning where it is made clear what the bullying incident was, and what would constitute a continuation of the bullying including discussion of the incident or process in a hurtful way.
* Clear strategies on what work would help both children (or groups of children) to be kind and loving with each other.
If the Behaviour Lead decides it is appropriate, or if it is a pupil's second offence, the Head of School may become involved and the parents of the child who was bullying will be informed by email or telephone. The following sanctions may be applied in accordance with the school's Behaviour Policy and Exclusion Policy:
1. Formal school warning.
2. Suspension
3. Exclusion
In very serious cases it may be necessary to make a report to the Police or Social Services. However, it is the policy of the School to attempt to resolve such issues internally using our own disciplinary sanctions, unless the matter is of such gravity that a criminal prosecution is likely.
The staff will discuss this policy and its implications on their practice at least once every year. Where possible, parents will be invited to contribute to the School's policy and
4
procedures to prevent bullying. The records of bullying offences will be reviewed by the Head of School once every term.
5.0 Bullying involving Children with Special Educational Needs and Disabilities
Special Educational Needs and Disability (SEND) covers a wide mix of children with a range of physical, learning, behavioural and sensory needs. Research indicates that children with SEN and disabilities are adversely affected by negative attitudes and perceptions of difference including forms of discrimination which often involves bullying. While children with SEND have many skills and talents, they also have a wide range of very different needs. Due to the complexity of these needs, it is harder for them to learn or access education or build the same friendships and relationships than most children of the same age, leaving them vulnerable to isolation and social exclusion.
Some children with SEND may not recognise bullying behaviour. In particular they may not realise that they are being bullied, that their own behaviour may be seen by someone else as bullying, or that they are being provocative and therefore inflaming bullying situations.
Some SEND children may have difficulty remembering things so it may be necessary for staff who either witness or are told about an act of bullying to act very quickly, while the child concerned can still remember what bullying took place.
It may be harder for SEND pupils to resist bullies as they may already be more isolated, not have many friends and not understand that what is happening is bullying
SEND pupils may have specific difficulties telling people about bullying or reporting it. Staff should ensure that they take care check the child's actual understanding. Many children with Autistic Spectrum Disorders for example are assumed to understand much more than they do in social situations.
It is also important to recognise that all children are potentially vulnerable to bullying and that children with SEN and disabilities may be bullied for a range of other reasons. We recognise that responsive work needs sensitivity and awareness of the strengths of the individual or individuals involved. Knowledge of the child's particular SEND and the impact on their social development is essential. Although no child has the right to disrupt the intellectual, emotional or social development of others, some allowance may be made where a child demonstrates anti-social behaviour but did not intend to bully. Communication across the staff team is essential. Staff are made aware of individuals' needs and the extent to which a child's SEND may lead them to bully others or display disruptive behaviour. Regular staff briefings and communications ensure that all staff are fully informed. In turn it is the responsibility of all staff to be alert to changes in children's behaviour and to make sure that they understand the cause, including if it is due to factors not related to the child's SEN or disability. The SENCO plays a particular role in ensuring the well-being of pupils with SEN and disabilities.
As well as being champions of inclusion, SENCO will work with other staff members to:
* ensure that learners with SEN and disabilities who are bullied receive support and help in preventing and dealing with it.
* monitor the impact of anti-bullying interventions on individual children with SEN and disabilities.
* ensure that children with social and behavioural needs receive appropriate support to prevent bullying behaviour where needed.
Further useful information and support may be found on the Anti-Bullying Alliance website – www.anti-bullyingalliance.org.uk
5
6.0 Bullying outside of school premises
When bullying takes place outside of school, it may be by pupils at the school, pupils at other schools, or people not at school at all.
Where the bullying is by pupils at the school it should be brought to the attention of a teacher (by a pupil or parent), who will investigate the issue in accordance with this policy, and take action if appropriate (though only on school premises and at times when the pupil is under the lawful control of the school).
In these and other cases, we will advise parents of further steps they can take:
* Talk to the local police about problems on local streets
* Talk to the transport company about bullying on buses and trains
* Talk to the head of another school whose pupils are bullying off the premises
* Map safe routes to school, and tell pupils about them
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