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The Tale of Squirrel Nutkin
by Beatrix Potter
This is a Tale about a tail—a tail that belonged to a little red squirrel, and his name was Nutkin. He had a brother called Twinkleberry, and a great many cousins: they lived in a wood at the edge of a lake.
In the middle of the lake there is an island covered with trees and nut bushes; and amongst those trees stands a hollow oak-tree, which is the house of an owl who is called Old Brown.
One autumn when the nuts were ripe, and the leaves on the hazel bushes were golden and green— Nutkin and Twinkleberry and all the other little squirrels came out of the wood, and down to the edge of the lake.
They made little rafts out of twigs, and they paddled away over the water to Owl Island to gather nuts. Each squirrel had a little sack and a large oar, and spread out his tail for a sail.
They also took with them an offering of three fat mice as a present for Old Brown, and put them down upon his door-step.
Then Twinkleberry and the other little squirrels each made a low bow, and said politely— "Old Mr. Brown, will you favour us with permission to gather nuts upon your island?"
But Nutkin was excessively impertinent in his manners. He bobbed up and down like a little red cherry, singing—
"Riddle me, riddle me, rot-tot-tote! A little wee man, in a red red coat! A staff in his hand, and a stone in his throat; If you'll tell me this riddle, I'll give you a groat."
Now this riddle is as old as the hills; Mr. Brown paid no attention whatever to Nutkin.
He shut his eyes obstinately and went to sleep.
The squirrels filled their little sacks with nuts, and sailed away home in the evening.
But next morning they all came back again to Owl Island; and Twinkleberry and the others brought a fine fat mole, and laid it on the stone in front of Old Brown's doorway, and said— "Mr. Brown, will you favour us with your gracious permission to gather some more nuts?"
But Nutkin, who had no respect, began to dance up and down, tickling old Mr. Brown with a nettle and singing—
"Old Mr. B! Riddle-me-ree! Hitty Pitty within the wall, Hitty Pitty without the wall; If you touch Hitty Pitty, Hitty Pitty will bite you!"
Mr. Brown woke up suddenly and carried the mole into his house.
He shut the door in Nutkin's face. Presently a little thread of blue smoke from a wood fire came up from the top of the tree, and Nutkin peeped through the key-hole and sang—
"A house full, a hole full!
And you cannot gather a bowl-full!"
The squirrels searched for nuts all over the island and filled their little sacks.
But Nutkin gathered oak-apples—yellow and scarlet—and sat upon a beech-stump playing marbles, and watching the door of old Mr. Brown.
On the third day the squirrels got up very early and went fishing; they caught seven fat minnows as a present for Old Brown.
They paddled over the lake and landed under a crooked chestnut tree on Owl Island.
Twinkleberry and six other little squirrels each carried a fat minnow; but Nutkin, who had no nice manners, brought no present at all. He ran in front, singing—
"The man in the wilderness said to me,
'How many strawberries grow in the sea?'
I answered him as I thought good—
'As many red herrings as grow in the wood.'"
But old Mr. Brown took no interest in riddles—not even when the answer was provided for him.
On the fourth day the squirrels brought a present of six fat beetles, which were as good as plums in plum-pudding for Old Brown. Each beetle was wrapped up carefully in a dock-leaf, fastened with a pine-needle pin.
But Nutkin sang as rudely as ever—
"Old Mr. B! riddle-me-ree
Flour of England, fruit of Spain,
Met together in a shower of rain;
Put in a bag tied round with a string,
If you'll tell me this riddle, I'll give you a ring!"
Which was ridiculous of Nutkin, because he had not got any ring to give to Old Brown.
The other squirrels hunted up and down the nut bushes; but Nutkin gathered robin's pincushions off a briar bush, and stuck them full of pine-needle pins.
On the fifth day the squirrels brought a present of wild honey; it was so sweet and sticky that they licked their fingers as they put it down upon the stone. They had stolen it out of a bumble bees' nest on the tippitty top of the hill.
But Nutkin skipped up and down, singing—
"Hum-a-bum! buzz! buzz! Hum-a-bum buzz! As I went over Tipple-tine I met a flock of bonny swine; Some yellow-nacked, some yellow backed! They were the very bonniest swine That e'er went over Tipple-tine."
Old Mr. Brown turned up his eyes in disgust at the impertinence of Nutkin.
But he ate up the honey!
The squirrels filled their little sacks with nuts.
But Nutkin sat upon a big flat rock, and played ninepins with a crab apple and green fir-cones.
On the sixth day, which was Saturday, the squirrels came again for the last time; they brought a newlaid egg in a little rush basket as a last parting present for Old Brown.
But Nutkin ran in front laughing, and shouting—
"Humpty Dumpty lies in the beck, With a white counterpane round his neck, Forty doctors and forty wrights, Cannot put Humpty Dumpty to rights!"
Now old Mr. Brown took an interest in eggs; he opened one eye and shut it again. But still he did not speak.
Nutkin became more and more impertinent—
"Old Mr. B! Old Mr. B!
Hickamore, Hackamore, on the King's kitchen door; All the King's horses, and all the King's men, Couldn't drive Hickamore, Hackamore, Off the King's kitchen door."
Nutkin danced up and down like a sunbeam; but still Old Brown said nothing at all.
Nutkin began again—
"Arthur O'Bower has broken his band, He comes roaring up the land! The King of Scots with all his power, Cannot turn Arthur of the Bower!"
Nutkin made a whirring noise to sound like the wind, and he took a running jump right onto the head of Old Brown!...
Then all at once there was a flutterment and a scufflement and a loud "Squeak!"
The other squirrels scuttered away into the bushes.
When they came back very cautiously, peeping round the tree—there was Old Brown sitting on his door-step, quite still, with his eyes closed, as if nothing had happened.
But Nutkin was in his waistcoat pocket!
This looks like the end of the story; but it isn't.
Old Brown carried Nutkin into his house, and held him up by the tail, intending to skin him; but Nutkin pulled so very hard that his tail broke in two, and he dashed up the staircase and escaped out of the attic window.
And to this day, if you meet Nutkin up a tree and ask him a riddle, he will throw sticks at you, and stamp his feet and scold, and shout—
"Cuck-cuck-cuck-cur-r-r-cuck-k-k!"
Source:
Potter, Beatrix. The Tale of Squirrel Nutkin. London: Frederick Warne & Co., 1903. Electronic. | <urn:uuid:4883501f-3632-47d7-aa11-ec165681c611> | CC-MAIN-2020-40 | http://thefightingmoose.com/episode76.pdf | 2020-09-22T00:57:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00335.warc.gz | 132,475,817 | 1,665 | eng_Latn | eng_Latn | 0.99873 | eng_Latn | 0.998742 | [
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ACACIA NURSERY HOME LEARNING
Summer 2 – My Granny Went to Market - Reading and Context
Book of the week: My Granny went to Market by Stella Blackstone and Christopher Corr
Context / Curriculum
This book explored different countries and cultures and traditions. It provides an opportunity to discuss diversity, the world and travel.
Reading
If you don't have the book you could listen to it online by following the link below:
https://www.youtube.com/watch?v=P61tyqTntpI
Questions
- What can you see on the front cover?
- What do you think the book might be about?
- What is an author?
- Can you hold the book up the right way?
- Can you point to the page number?
- Can you retell the story? What happened in the story?
- Can you talk about the different places? Have you travelled to any of the countries?
- Have you been to a market? What did you see?
- What numbers can you see in the book? | <urn:uuid:b95a17a5-4bcf-48d6-b709-2a710450722d> | CC-MAIN-2020-40 | http://acacianursery.co.uk/assets/Acacia%20Home%20Learning%20-%20Reading%20and%20Context%20-%20My%20Granny%20Went%20to%20Market.pdf | 2020-09-22T01:49:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00335.warc.gz | 4,297,806 | 211 | eng_Latn | eng_Latn | 0.998342 | eng_Latn | 0.998342 | [
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The Impacts of Climate Change and the Trump Administration's AntiEnvironmental Agenda in Minnesota
May 01, 2020
Just in the past three years, the Trump administration has attempted to roll back at least 95 environmental rules and regulations to the detriment of the environment and Americans' public health. Moreover, the administration refuses to act to mitigate the effects of climate change—instead loosening requirements for polluters emitting the greenhouse gases that fuel the climate crisis. This dangerous agenda is affecting the lives of Americans across all 50 states.
Between 2017 and 2019, Minnesota experienced one flood and two severe storms. The damages of each event led to losses of at least $1 billion.
Impacts of climate change
Extreme weather
* Minnesota faces one of the greatest threats from widespread summer droughts across the lower 48 states.
* In the six decades between 1951 and 2012, total precipitation in the MinneapolisSaint Paul region increased by more than 20 percent, or 5.5 inches.
* In 2019, Minnesota experienced 1,021 wildfires, ranking 13th for the highest number of wildfires in the United States that year.
Temperature
* Minnesota rarely experiences days when heat exceeds dangerous levels, but projections indicate that number will increase to more than 15 days per year by 2050. This endangers the lives of the more than 110,000 people in Minnesota who are especially vulnerable to extreme heat.
* Minnesota's winters are warming 13 times faster than its summers.
* Minneapolis is the 14th fastest-warming city in the United States.
1
Center for American Progress |
Minnesota
To read the personal stories of Americans impacted by climate change and the effects of the Trump administration's antienvironmental policies in your state, visit OurEnvironment.org.
For citations, please see the web version of this fact sheet.
Impacts of the Trump administration's anti-environmental policies
Climate
* In March 2020, the Trump administration announced its final rule to overturn Obama-era fuel efficiency standards for cars. These weakened fuel standards will lead to higher greenhouse gas and particulate matter emissions and will cost Minnesota residents $339.5 million annually.
* The Trump administration is attempting to gut climate considerations from major infrastructure projects by eliminating the "cumulative impact" requirement of the National Environmental Policy Act. This is concerning because Minnesota's economy relies heavily on its agriculture, tourism, and outdoor recreation industries—all of which are highly dependent on climate and weather conditions.
* Agriculture: Agricultural production and processing generate more than $112 billion annually in economic impact and support more than 431,127 jobs.
* Tourism: In 2016, tourism in Minnesota generated nearly $15 billion in economic impact and supported more than 265,000 full- and part-time jobs.
* Outdoor recreation: The outdoor recreation industry in Minnesota generates 140,000 direct jobs and more than $16 billion in consumer spending.
Air quality
* Mercury emissions in Minnesota decreased by more than 84 percent from 2011 to 2017, yet the Trump administration just undermined limits on the amount of mercury and other toxic emissions that are allowed from power plants.
Water quality
* In 2017, the Trump administration reversed an Obama-era legal opinion, clearing the way for a 30,000-acre, environmentally disastrous proposed mining project in Minnesota. The project lies just outside of the Boundary Waters Canoe Area Wilderness near key bodies of water, creating the potential for environmental destruction on an unprecedented level. Toxic heavy metal release and mine drainage adversely affect aquatic life and the quality of watersheds and drinking water. Additionally, this project threatens Minnesota's essential outdoor recreation economy.
2
Center for American Progress |
Minnesota | <urn:uuid:1d8c3c0c-7e06-454b-9110-5e1fd38d069a> | CC-MAIN-2020-40 | https://cdn.americanprogress.org/content/uploads/2020/04/30132410/MINNESOTA.pdf | 2020-09-22T02:07:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00333.warc.gz | 320,594,633 | 753 | eng_Latn | eng_Latn | 0.99719 | eng_Latn | 0.997257 | [
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Further & Higher Education
ENCLOSURE DESIGN
General points about this talk:
Talks generally last 30-40 minutes and take place out in the Park in all weathers; please ensure that your pupils wear suitable clothes for the conditions.
Talks are generally led by the keepers and may vary between different staff members. We will adapt this talk according to the age of students.
We endeavour to keep group sizes fairly small as some of this talk may take place in our Tropical House. To this end most groups will be kept below 20 students.
What we will cover in the talk:
When designing an enclosure many different aspects need to be considered. These range from how much space does the animal require, to is an area to separate animal if social conflict occurs or for breeding animals needed as well as considering what animals the enclosure is next to and could this cause stress to either animal. These are just a few examples of what may need to be considered when designing an enclosure.
In our enclosure design talk we will take a look at a variety of animals and their enclosures. We will discuss the key design features of the enclosure and how these aids both the animals, keepers and the visitors. We will explain the routine maintenance and hygiene procedures for the enclosures and the daily tasks this involves for the keepers. We will also discuss how depending on the risk level of the animal, different types of barriers are required.
Animals we may include:
We cannot guarantee which animals you will see during your talk but you will visit at least three animals which may include some of the following:
Areas of the City and Guilds Animal Care Specification that this talk addresses:
Level 2
Unit 213 – Introduction to Caring for Zoo Animals
Outcome 2 – Know the housing requirements and handling equipment necessary for zoo animal species:
* Accommodation – Features of housing for animals from within the following taxa: invertebrates, fish, amphibians, reptiles, birds, primates, aquatic mammals, carnivorous mammals, ungulates and pachyderms, indoor and outdoor areas, suitable substrates and animal's environmental requirements
* Enclosure barriers – Fences, moats, netting, glass or acrylic, posts and illusion barriers
* Routine maintenance and hygiene procedures – Daily, weekly, monthly maintenance routines of enclosures (cleaning, addition of substrates and disposal of waste material) Suitable equipment: cleaning tools (brushes, shovels and disinfectants)
* Enrichment features – Tongue puzzles (giraffe), food concealment in substrate or sacking, use of meat poles, inclusion of browse, natural processes
Level 3
Unit 318 – Understand the Principles of Zoological Animal Health and Husbandry
Outcome 1 – Understand the housing and accommodation requirements of zoo animals:
* Appropriate features - Dimensions, shape, balance between indoor and outdoor areas, landscaping, use of materials and substrates, mix of species, age profile of species, proximity of enclosure to other species and allowance for nocturnal and diurnal behaviours and hibernation, inclusion of natural habitat features into enclosures
* Effectiveness of the environment - Size, height, use of substrates, incorporation of inside/outside exhibit areas and regulation of the atmosphere (temperature, humidity and light), animals able to demonstrate a repertoire of normal behaviours (territorial, hierarchical and social interaction and reproductive), use of sustainable resources (low energy light bulbs, biodegradable substrates and bio fuels)
* Barriers to enclosures - Fences, moats, posts and bars, glass, netting, wire or water
* Features of the natural environment and enrichment - Use of plants, trees (plus browse), water features (ponds and running water), shelter (rocks, caves, canopies, tunnels), platforms, raised areas, ropes, frames, swings, enrichment provided through nutrition | <urn:uuid:e44bfddf-9527-46ff-8dc0-d87692cb9a58> | CC-MAIN-2020-40 | https://www.cotswoldwildlifepark.co.uk/wp-content/uploads/CWP-%E2%80%93-EnclosureDesignTalk-HigherEducation.pdf | 2020-09-22T00:09:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00334.warc.gz | 797,582,217 | 786 | eng_Latn | eng_Latn | 0.974065 | eng_Latn | 0.995865 | [
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Marie Curie
Marie Curie was a scientist. She discovered the mysterious element radium. It opened the door to deep changes in the way scientists think about energy. A new era for medical knowledge and the treatment of diseases began.
She was born in Poland in 1867, as Marie Sklodowsta, and in 1895 she married Pierre Curie, a French scientist. They worked together on radioactivity, about which little was known at this time. In 1903 the Curies
received the Nobel Prize in physics. Marie Curie was the first woman to win a Nobel Prize. In 1911 she won a second Nobel Prize, this time for her work in chemistry.
The Curies were poor and did a lot of their research in an old shed. They discovered two new elements, named polonium (after Poland) and radium. Pierre Curie was killed in a street accident in 1903. Marie went on working. She became ill from handling the dangerous radioactive material, but worked until she died in 1934. Her daughter also won a Nobel Prize in chemistry.
scientist: researcher
discover: realize
era: time, period
treatment: cure
disease: illnesses
receive: get
shed: hut, barn
TRUE or FALSE?
Choose between the two alternatives:
A chemical / heating element is a type of breakfast / atom that is distinguished by its atomic number / ghost; that is, by the number of protons in its sweetheart / nucleus. The term / engine is also used to refer to a pure / multilingual chemical substance bare / composed of atoms with the same number of protons / projects. | <urn:uuid:8a65434a-31e4-46c4-bed3-88b0b7abd826> | CC-MAIN-2020-40 | https://www.learning-and-doing.com/contentLD/EI/CIm370cCurie.pdf | 2020-09-22T00:34:04+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00332.warc.gz | 945,595,509 | 341 | eng_Latn | eng_Latn | 0.998296 | eng_Latn | 0.998296 | [
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CALS
College
of
Agriculture
and
Life
Sciences
Horticulture Section School of Integrative Plant Science
Getting the most out of your fruit tree soil test report
* Find a site suitable for the fruit trees you want to grow.
* Maintain your soil pH in the optimal range for the fruit trees you want to grow.
* Add fertilizer only at the recommended amount to avoid over-fertilizing.
General information for your home orchard
Fruit trees need full sun to promote fruit maturity and reduce disease pressure. Winter and spring cold injury to flowers, buds, roots and trunks is common. When possible, plant on elevated land to avoid cold air settling which can cause cold injury during spring frosts.
A loamy well-drained soil, at least 3 feet deep, is ideal for fruit trees.
When possible prepare the site to an 18 inches depth a year before planting. That is the best time to
* Eliminate weeds – which compete for water and nutrients
* Deal with drainage issues and install sub-surface drainage lines if necessary
* Adjust soil pH if necessary
* Apply phosphorus and potassium if deficient
* Incorporate organic matter if desired and when trying to improve compacted soils
For more specifics on planting and growing fruit trees including site selection, variety selection and planting tips visit the Cornell Garden-Based Learning website:
http://gardening.cals.cornell.edu/garden-guidance/foodgarden/#Growing%20Fruit
Remember the best time to plant fruit trees is in the spring as soon as the soil can be worked.
Soil pH in the 6.0 – 7.0 range is ideal for growing fruit trees.
Fruit trees can tolerate a wide range of soil acidity however they prefer a pH of 6.0 7.0. When soil pH is outside this optimal range lime or elemental sulfur can be used to adjust the soil pH.
Use ground limestone to raise the soil pH.
When lime is needed mix the lime into the upper 6 inches of soil one year before planting to avoid harming plant roots and to provide the necessary time for the material to adjust the pH throughout the root zone.
If a large amount of lime is recommended, such as 20 pounds per 100 square feet, mix half in the spring and the other half in the fall before planting.
Selecting a commercial liming material
When selecting a liming material read the label and look for the Effective Neutralizing Value (ENV) which is used to calculate exactly how much lime to apply. A dolomitic type of lime, that provides both calcium and magnesium, will be recommended when both the soil pH and magnesium levels are low.
The ENV indicates the amount of material that will react with soil acidity in the first year of application. Take the recommended lime rate and divide it by the % ENV to determine exactly how much to apply.
For example, if the soil test report states you will need 8 pounds of lime for every 100 square feet and the product you have has an ENV of 90% you will actually have to apply 8.8 pounds to change the soil pH.
8 lbs. of lime (recommended rate) = 8.8 lbs. needed for each 100 sq. ft.
.90 (percent of ENV which is listed on the bag)
Wood ashes as a liming source:
Wood ashes are not used as an amendment to improve soil physical properties. However, they can be used to raise soil pH in place of lime. Avoid applying both lime and wood ashes which can raise the soil pH beyond the optimum range. When using wood ashes as a lime substitute, you will need to apply twice the amount of the lime recommendation and be sure to incorporate them into the upper 6 inches of soil in advance of planting. Do not apply more than 10 lbs. of wood ashes per 100 square feet to avoid raising the pH above the optimum range.
Wood ashes are also a source of potassium and contain 3-7% potash (K2O). If applying 5 pounds of wood ashes per 100 square feet supplemental potassium will not be needed.
Use sulfur to lower soil pH
When the soil pH is too high for growing fruit trees you can use elemental sulfur to acidify the soil. Apply sulfur before planting so it has time to react in the soil and lower the pH. Incorporate the sulfur into the upper 6" of soil. Keep in mind, that if the orchard is already established it will take time to lower the soil pH.
Promote plant health and increase yield with proper fertilizer applications.
Nutrients required by fruit trees in the highest quantity in order of importance are potassium (K), nitrogen (N,) calcium (Ca), magnesium (Mg) and phosphorus (P).
Other essential nutrients (micro-nutrients) are usually available in adequate quantities when the soil pH is in the optimal range.
There is no benefit to applying more fertilizer than plants require. In fact, over application of nutrients may be harmful to plant growth and the environment.
Fertilizer Sources
Organic matter is added to the soil, especially before planting, to improve soil properties by increasing the water and nutrient holding capacity, improving aeration and drainage, feeding microorganisms and providing some nutrients. Common organic matter sources include composted manure, peat moss, plantbased compost and plant and animal by-products.
Soils that contain less than 2% organic matter will benefit greatly from the addition of organic amendments.
Animal manures and plant-based compost (yard waste, grass clippings, food waste) are readily available and popular amendments and fertilizers commonly considered as natural organic.
Nutrient content of composted products will vary depending on the source (plant or animal), moisture content, how it was stored and how long it was composted. Weed seeds, a high salt content and pathogens might be a problem with fresh manure or other organic materials if they are not fully composted. Knowing the nutrient and salt content of your compost or manure pile would add precision to
application rates for a given site. However, this would require testing every time one of the above variables changes, making this impractical and cost prohibitive for the average gardener.
The nutrient analysis of commercially available manure and compost is found on the bag. Keep in mind these products may also have a high salt content and only 5 to 20% of organic forms of nitrogen will be available to the plants during the first year of application.
Only mix in manure or other materials that are fully composted. Fully composted manure has aged for at least 6 to 9 months. Incorporate into the upper 6 to 8 inches of soil before plants are in the ground to allow time for the slow release of nutrients in the root zone and to minimize runoff.
Inorganic fertilizers are compounds that are chemically synthesized from basic raw materials, isolated from naturally occurring sources or mined materials that provide nutrients. They are less expensive and have a higher nutrient content than organic fertilizers. They are water-soluble and are quickly available to plants, easy to apply and especially useful in cool weather.
Care should be taken when using water-soluble fertilizer sources because they are made of salts that can damage plants if misapplied. If over applied and watered in excessively they can negatively impact water quality if leached beyond the root zone and into the ground water.
Fertilizer Terms
The nutrient content (fertilizer analysis) is required on every bag of commercially available 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 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 and has the correct ratio can be used. For example: if you needed twice as much nitrogen and potassium then phosphorus a fertilizer with a 2:1:2 ratio could be used. 10-5-10 or 20-10-20 would work.
Pre-plant fertilizer practices
Ideally the soil should be prepared a year before planting to adjust soil pH if necessary and to add phosphorus and potassium if recommended. Mix into the upper 6 inches of soil.
Nitrogen (N) is generally not applied before planting, except in the form of biomass compost.
Phosphorus (P) is important in early root development and improves the quality of fruits.
Phosphorus does not move in the soil much, so it is best to thoroughly incorporate P before planting by mixing it into the upper 6 inches of the soil where root growth is most active.
If only P is needed, use Table A to help determine the amount of phosphorus fertilizer to apply.
If the planting is already established, select a water-soluble fertilizer with a high percentage of P and apply according to label directions.
Be careful. Animal manures, fresh and composted, often contain high levels of P. Regularly adding manure to plantings can raise soil phosphorus to excessive levels.
Table A: Soil test levels and approximate pre-plant phosphorus (P) recommendations for fruit trees
* Bone meal also supplies nitrogen.
Potassium (K) increases water efficiency, improves stress tolerance and the quality of fruit.
Pre-plant incorporation of K is the most effective way to get enough K into the soil system when soil test indicates a less than optimum level is present.
When only potassium is needed note the soil test level, select a potassium fertilizer source and apply the recommended amount. Use the higher bolded amount in Table B if the soil is sandy (coarse-textured). Do not exceed the recommended fertilizer rate.
Keep in mind that wood ashes contain potassium (3-7% K2O) and if 5 pounds of wood ashes are applied per 100 square feet supplemental K will not be needed.
Table B: Soil test levels and approximate pre-plant potassium (K) recommendations for fruit trees
Note: *Kelp also supplies nitrogen.
Remember to use the higher bolded amount if your soils are sandy.
Fertilizing Established Fruit Trees
General information:
When the soil test indicates phosphorus and potassium are low a complete fertilizer can be used. Immediately after new trees are planted in early spring, make an application of 2-4 gallons per tree of a water-soluble fertilizer solution made by mixing 1 ounce of 10-5-10 or ½ ounce of 20-10-20 in 5 gallons of water.
If phosphorus and potassium levels are adequate only nitrogen will be needed. See Table C for nitrogen application rates and timing.
Nitrogen (N)
Nitrogen is one of the most important nutrients for plant growth and is needed in relatively large amounts by all plants.
The nitrogen content of a soil sample does not necessarily reflect the future availability of nitrogen because unlike phosphorus and potassium, the nitrogen level will fluctuate depending on biological activity, soil organic matter and soil conditions.
Other factors are used to estimate the amount of nitrogen that will be needed annually. Use the higher bolded amount in Table C if the fruit size is small, leaf color is pale-green or yellow or new shoot growth is less than 12 inches per year. In these situations an application of nitrogen will likely be beneficial for tree health and yields.
Nitrogen application rates and timing are listed in Table C. Do not exceed the recommended fertilizer rate.
Table C: Approximate nitrogen to apply per tree based on age of planting and different nitrogen sources
Remember to use the higher bolded amount if the fruit size is small, leaf color is pale-green or yellow or new shoot growth is less than 12 inches per year.
* If the soil pH is high, 7.5 or higher, select ammonium sulfate as your nitrogen sources.
Phosphorus (P):
Once established fruit trees rarely benefit from additional phosphorus unless soil test levels are extremely low or if the pH is very low.
Potassium (K)
Potassium is an extremely important nutrient in fruit production because fruit removes a lot of K. Also, rain can leach potassium out of the root zone.
Table D lists the potassium application rate per established fruit tree. Remember to use the higher bolded amount if your soils are sandy.
The best time to apply potassium is the fall before the soil freezes.
Note: *Kelp also supplies nitrogen.
Fertilizer Application Tips
* Always avoid fertilizer contact with tree trunk.
* You can broadcast/ spread the fertilizer starting 6-18" away from the trunk under the tree canopy or you can apply the fertilizer in a 6" band around the drip line of the tree branches.
* Water fertilizer into the soil with ¼- ½ inch of water if rain is not expected in the next 2 days.
For more gardening information visit Cornell Garden-Based Learning website: http://gardening.cals.cornell.edu/garden-guidance
For more information on growing fruit:
http://gardening.cals.cornell.edu/garden-guidance/foodgarden/#Growing%20Fruit
You may also be interested in this Cornell publication: A Grower's Guide to Organic Apples | <urn:uuid:6629b2f8-a6c6-4e64-bf85-79dcad950148> | CC-MAIN-2020-40 | http://hort.cornell.edu/gardening/soil/fruit-trees.pdf | 2020-09-22T02:36:01+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00336.warc.gz | 68,749,408 | 2,796 | eng_Latn | eng_Latn | 0.99426 | eng_Latn | 0.996362 | [
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Livermore Fusion Soccer Club
U5-U8 Rules of the Game
Updated: 2019
These rules are intended to simplify the game for young children. Children should be allowed to play freely with minimal interference, any situations not explicitly covered by the rules should be dealt with sensibly and with respect.
1. The ball: a standard #3 size soccer ball.
2. Number of Players
[Under 5-6]
*Maximum of Four players on the field at one time (4v4).
*There are no goalkeepers. Positioning players is frowned upon at these ages, please allow their natural tendencies to guide them and but do encourage them all to run around the field.
*Substitutions are allowed at any time in the games, "on the fly" without a stoppage of play.
*All children who are present should have equal playing time. Coaches are responsible for ensuring playing time.
[Under 7 & Under 8]
*Maximum of five players on the field at one time (5v5).
*One of the five players is the goalkeeper. The goalkeeper must wear a jersey which is distinctive from both teams.
*Substitutions are allowed at any time in the games, "on the fly" without a stoppage of play.
*All children who are present should have equal playing time. Coaches are responsible for ensuring equal playing time.
3. Officiating
[Under 5-6] Coaches will serve as officials. No whistles shall be used at this age. [Under 7 & Under 8] Coaches will serve as officials. Use a whistle if needed.
4. Duration of the Game
[Under 5-6]
*Games are 4 x 8min quarters. The clock is not to be stopped for any reason.
*2 minute breaks between quarters.
[Under 7 & Under 8]
*The teams play two (2) consecutive 20 minute games, for a total of 40 minutes of soccer. The clock shall not be stopped for any reason, except when the game is significantly delayed due to injury.
*At the end of 10 minutes of play, a one minute "goalkeeper change timeout" is called. Play for the second 10 minute half is resumed with a kick off from the center.
*5 minute break between games.
*Teams switch ends between games.
*Teams alternate the four kick offs that start each of the four quarters
5. Start and Restart of Play
[All age groups]
Any time the ball leaves the field, a coach will restart the game with a roll in. The roll in goes to the team who didn't kick the ball out of play. The goal is to include all players and moving the players within the field. It is encouraged to roll the ball to players in space. It is also encouraged to roll to players who are not as involved in the game as other might be.
*Play is considered to stop when the ball crosses completely over the goal line.
When the ball is out of play because a goal was scored.
*If the Game Monitor halts play due to injury, field safety, or other event not covered by these rules, the game is restarted via a roll in to the team who was in possession.
6. Method of Scoring
*When the attacking or defending team kicks the ball completely across the goal line and between the goal posts, it scores a goal
**No official score is kept**
(U5 & U6) If a goal is scored a coach rolls in the ball to the defending team.
(U7 & U8) If a goal is scored the ball is taken back to the center of the field for a kick off.
7. Fouls and Misconduct – Fouls can be given at any age but must have purpose. At the younger ages purpose is very unlikely.
Fouls are as follows:
*TRIPPING (trips an opponent without first making contact with the ball)
*VIOLENT PLAY (striking, kicking, pushing, unsportsmanlike language)
*HAND BALL (player uses hands or arms in a deliberate attempt to control the ball;
includes a goalkeeper handling the ball outside of the goal area)
*SLIDE TACKLING (No slide tackling at these age levels).
*GOALKEEPER CONTACT [Under 7 & Under 8] (Any avoidable contact between an attacking player and the goalkeeper is a foul against the attacking player).
*If a foul is committed, the Game Monitor or Coach will briefly explain the infraction to the responsible player.
*A foul results in an indirect free kick for the team against which it was committed. A goal may not be scored on an indirect free kick until the ball has been touched by another player of either team. Opponents must be at least five yards from the ball when a free kick is taken.
*If the foul occurred within Free Kick Distance of the offending player's goal, 5 yards, the indirect free kick is taken back until the 5 yards is met.
*If a foul is particularly violent or if a player repeatedly fouls, then the Game Monitor may require that the player be substituted out. The player may re-enter the game at the next substitution opportunity, although the Coach is strongly encouraged to counsel the player on acceptable behavior before the player is permitted to play again.
8. One-Sided Games
[All age groups]
*If one team draws ahead by three goals or more, the team's coach should use methods to reduce his/her team's scoring. This may include resting his/her most effective players and/ or instructing certain players to remain in the defensive half.
*If one team draws ahead by four goals, they should look to play with one less player on the field. When the goal differential is reduced to three or less, the team may again use their full complement of field players.
9. Goalkeepers
[Under 7 & Under 8 ONLY]
*The goalkeeper may handle the ball only when it is within the marked area (the "Goal Area").
*The goalkeeper may throw, punt, kick or dribble a ball after it has been picked up.
*Encourage GK to avoid aimless punts.
*A player may play as goalkeeper for no more than a quarter of the game, each game.
Each team must employ at least 4 different goalkeepers each game.
*A coach or assistant is permitted to be stationed behind the goal to offer coaching advice to the goalkeeper. This is for learning not winning. Please focus on why we may permit this.
10. Coach and Parent Behavior
*The Coach may offer technical advice to his/her players in a positive manner only.
*Parents and other spectators are expected to cheer in a positive manner only.
*The coach is responsible for the behavior of his/her players' parents and spectators.
*No coach, parent, or other spectator is permitted to harass or comment about any opposition player or to use foul or offensive language towards players. If this does happen, the Game Monitor should stop play and request that the Coach control their spectators. If the offensive behavior does not cease, the Game Monitor should abandon the match and report the incident to the Director of Recreation. | <urn:uuid:14f585d3-6467-42de-96fe-84e29ec8daa1> | CC-MAIN-2020-40 | https://cdn4.sportngin.com/attachments/document/0112/6654/U5-U8_Fusion_SC_Rules_2019.pdf | 2020-09-22T02:35:10+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400202686.56/warc/CC-MAIN-20200922000730-20200922030730-00332.warc.gz | 326,404,173 | 1,463 | eng_Latn | eng_Latn | 0.999157 | eng_Latn | 0.999376 | [
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Workshop on: #OneGoodAdult
This youth mental health training programme will equip you with skills to help a young person in distress.
One in five young people will experience at least one mental health concern by the time they reach adulthood. The Singapore Mental Health Study (2010) revealed that locally, major mental disorders typically develop by age 26. Yet, less than a third of individuals with a mental health condition sought professional help.
An important deciding factor for a young person to accept help lies in his/her experience with seeking help. A positive experience of receiving support from a good adult who is respectful, shows the ability to empathize, listen without passing negative judgement and convey hope for recovery goes a long way in encouraging the distressed person to want to seek additional options of help and support for his/her mental health distress.
Do you want to be that one good adult for distressed young people? Join CHAT in this learning session to build your skills.
Course Content
1. Discuss the characteristics of a "one good adult"
Initiated under the auspices of the Ministry of Health, Singapore in 2009, CHAT is a national youth mental health outreach and assessment programme under the Institute of Mental Health (IMH). Our team of mental healthcare professionals are dedicated to promoting awareness of mental illness, improving access to mental health resources and providing personalised and confidential mental health checks for young people aged 16 to 30 years old. With a centre (CHAT Hub) at *SCAPE Orchard, extensive outreach programmes and collaborations with passionate young people and various community partners, CHAT has helped thousands of young people with mental health concerns since 2009.
2. Understand four strength-based principles in lending support to distressed young people
3. Practise the skill of active listening (with 3 rd ear)
4. Practise the skill of expressing empathy
5. Practise the skill of paraphrasing and reframing
6. Practise the skill of asking coping questions to support a distressed young person's recovery process
7. Practise helping young people with mental health distress
Duration: 8 training hours (2 sessions x 4 hours)
Activities: Short lecture, videos, small group discussion, practice rounds and role-play
Pre-requisite: Keen interest in supporting young people in distress
Target participants: Educators, Student Support Staff, and any other helping professionals who work with young people aged 16
to 30
Training will be delivered by one of CHAT's team of experienced case managers who have expertise in the identification of common mental illnesses and supporting distressed youths achieve recovery. | <urn:uuid:dfd42c17-e742-4887-9dbc-231830137455> | CC-MAIN-2023-40 | https://www.imh.com.sg/CHAT/Get-Involved/Documents/Talks_Workshops/OneGoodAdult.pdf | 2023-10-03T14:26:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00552.warc.gz | 876,721,158 | 522 | eng_Latn | eng_Latn | 0.991346 | eng_Latn | 0.991346 | [
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The Paleo Diet Is Uncivilized (And Unhealthy and Untrue)
By John McDougall, MD July 09 2012
Low-carbohydrate (low-carb) diets are fueling the destruction of human health and our planet Earth. "Low-carbohydrate" means a diet high in animal foods and low in plant foods. Only plants synthesize carbohydrates (sugars). The body parts of animals, including red meat, poultry, seafood, and fish, and eggs, contain no carbohydrates. Animal secretions (like mammalian milk) contain sugars synthesized by plants (the cow eats the grass that made the sugar). The original Atkins Diet is the ultimate in lowcarb eating. This diet works by starving the human body of carbohydrates in order to induce a state of illness (ketosis), which can result in weight loss. People become too sick to eat too much.
In an attempt to remedy the obvious harms to human health caused by very low-carb eating, apologists (including the Atkins Nutritionals) have added fruits and non-starchy vegetables to their programs. This effort is supposed to disguise, and compensate for, the unhealthy effects of consuming animal foods at every meal.
The Paleo Diet: The Newest Promoter of Eating the Planet and Its Inhabitants to Death
The Paleo Diet (also referred to as the Paleolithic Diet, the Paleodiet, the Caveman Diet, the Stone Age Diet, and the HunterGatherer Diet) is the most recent and popular approach to weight loss, improved health, and longevity, and is accomplished by eating large amounts of animal-derived foods (which are no-carbohydrate, and high-protein and/or high-fat foods). The Paleo Diet consists mainly of meat, poultry, shellfish, fish, and eggs; non-starchy orange, green, and yellow vegetables; and fruits and nuts. This approach forbids starches, including all grains, legumes, and potatoes. To its credit it also excludes dairy products and refined sugars. Salt and processed oils (with the exception of olive oil) are also excluded.
This nutritional plan is based on the presumption that our ancestors, living during the Paleolithic era—a period of time from 10,000 to 2.5 million years ago—were nourished primarily by animal foods. According to the basic theory behind Paleo dieting, as a result of more than two millions of years of evolution, we are now genetically adapted to eat what the hunter-gathers ate—mostly animal foods.
The Paleo Diet book (revised 2011) is "the bible" for followers of this approach (page numbers from this book are found in parenthesis in this article). Written by Loren Cordain, PhD, Professor in the Department of Health and Exercise Science at Colorado State University, the Paleo Diet is said to be "the one and only diet that ideally fits our genetic makeup." (p 3) The author claims that every human being on Earth ate this way for the past 2.5 million years, until the dawn of the Agriculture Revolution (10,000 years ago), when grains, legumes, and potatoes were introduced worldwide. According to Dr. Cordain, "...there wasn't a single person who did not follow the Paleo Diet." (p 71). With the development of agriculture about 10,000 years ago, "Paleo experts" teach that human health and longevity plummeted. By no coincidence, the Agriculture Revolution marks the dawn of civilization. "Civilization" encompasses our advanced state of intellectual, cultural, and material development, marked by progress in the arts, music, sciences, languages, writing, computers, transportation, and politics.
"If You Repeat a Lie Often Enough, It becomes the Truth"
Teachers of Paleo nutrition claim our ancient ancestors were hunter-gathers with an emphasis on hunting, regardless of what the bulk of current scientific research reports. They base their hypothesis largely upon a flawed review of contemporary hunterThe Paleo Diet Is Uncivilized (And Unhealthy and Untrue)
By John McDougall, MD July 09 2012
gathers.
Primates, including humans, have practiced hunting and gathering for millions of years. I know of no large populations of primates who have been strict vegans (ate no animal foods at all). However, plants have, with very few exceptions, provided the bulk of the calories for almost all primates. This truth has been unpopular in part because of a well-recognized human trait, sexism. Grandparents, women, and children did the gathering, while men hunted. Glory always goes to the hunters.
When asked about the commonly held idea that ancient people were primarily meat-eaters, the highly respected anthropologist, Nathanial Dominy, PhD, from Dartmouth College responded, "That's a myth. Hunter-gathers, the majority of their calories come from plant foods…meat is just too unpredictable." After studying the bones, teeth, and genetics of primates for his entire career as a biological anthropologist, Dr. Dominy, states, "Humans might be more appropriately described as 'starchivores.'"
Paleo diet proponents spare no effort to ignore and distort science. The general public is at their mercy until they look for themselves at recent publications from the major scientific journals:
* Research published in the journal Nature (on June 27, 2012) reports that almost the entire diet of our very early human ancestors, dating from 2 million years ago, consisted of leaves, fruits, wood, and bark—a diet similar to modern day chimpanzees.
* According to research presented in a 2009 issue of Science, people living in what is now Mozambique, along the eastern coast of Africa, may have followed a diet based on the cereal grass sorghum as long as 105,000 years ago.
* Research presented in a 2011 issue of Proceedings of the National Academy of Science shows that even the Neanderthals ate a variety of plant foods; starch grains have been found on the teeth of their skeletons everywhere from the warm eastern Mediterranean to chilly northwestern Europe. It appears they even cooked, and otherwise prepared, plant foods to make them more digestible—44,000 years ago.
* A 2010 issue of the Proceedings of the National Academy of Science reported that starch grains from wild plants were identified on grinding tools at archeological sites dating back to the Paleolithic period in Italy, Russia, and the Czech Republic
. These findings suggest that processing vegetables and starches, and possibly grinding them into flour, was a widespread practice in Europe as far back as 30,000 years ago, or even earlier.
Falsehoods leading the general public to choose foods that threaten our very existence have been challenged for decades, but as I have said before, people like to hear good news about their bad habits; so the Paleo Diet continues to get a highly visible platform with too little public debate.
The Hunter-gather Diet Is Repulsive
Dr. Cordain writes, "For most of us, the thought of eating organs is not only repulsive, but is also not practical as we simply do not have access to wild game." (p 131). In addition to the usual beef, veal, pork, chicken, and fish, a Paleo follower is required to eat; alligator, bear, kangaroo, deer, rattlesnake, and wild boar are also on the menu. Mail-order suppliers for these wild animals are provided in his book.
More than half (55%) of a Paleo dieter's food comes from lean meats, organ meats, fish, and seafood. (p 24) Eating wild animals is preferred, but grocery store-bought lean meat from cows, pigs, and chickens works, too. Bone marrow or brains of animals were both favorites of pre-civilization hunter-gathers. (p 27) For most of us the thought of eating bone marrow and brains is repulsive. But it gets worse.
No mention is made by Paleo experts about the frequent and habitual practices of nutritional cannibalism by hunter-gather societies. (Nutritional cannibalism refers to the consumption of human flesh for its taste or nutritional value.) Archeologists have found bones of our ancestors from a million years ago with de-fleshing marks and evidence of bone smashing to get at the
The Paleo Diet Is Uncivilized (And Unhealthy and Untrue)
By John McDougall, MD July 09 2012
marrow inside; there are signs that the victims also had their brains eaten. Children were not off the menu. And we are supposed to eat the favorite meats of our uncivilized, pre-Agriculture Revolution, hunter-gather, ancestors?
The Paleo Diet Is a Nutritional Nightmare
By nature, the Paleo Diet is based on artery-clogging saturated fats and cholesterol, and bone-damaging, acidic proteins from animal foods. Respected researchers find that those modern-day hunter-gather populations who base their diets on meat, such as the Inuits (Eskimos), suffer from heart disease and other forms of atherosclerosis, and those modern-day hunter-gathers who base their diets on plant foods (starches) are free of these diseases. Osteoporosis, from their high animal food-based diets, is also epidemic among meat and fish consuming hunter-gathers, specifically the Inuits.
In an attempt to defend eating animals, Paleo teachers believe the harmful nutrients from these foods are counteracted by the addition of non-starchy fruits and vegetables, and nuts and seeds.
Furthermore, according to Dr. Cordain, a diet very high in animal protein foods would cause a person to become seriously ill with nausea, vomiting, diarrhea, and eventually death from protein toxicity (also known as "rabbit starvation"). (p 105). For most people the dietary ceiling for protein is 200 to 300 grams a day or about 30 to 40 percent of the normal daily calorie intake. The Paleo Diet is as high as 35% protein. (p 24) Contradicting his warnings, Dr. Cordain consistently and frequently emphasizes that "Protein is the dieter's friend." (p 48).
Eating animal-derived foods causes our most common diseases for many well-established reasons, including the indisputable facts that they contain no dietary fiber, are filthy with disease-causing microbes (including mad cow prions, and E. coli and salmonella bacteria), and contain the highest levels of poisonous environmental chemicals found in the food chain. Remember, disease-causing red meats, poultry, fish, and eggs make up 55% of the Paleo Diet.
The June 21, 2012 issue of the British Medical Journal presented the latest updates on the long-term health hazards of lowcarbohydrate, high-protein diets, and reported that, "In particular, women had a 5% higher incidence of cardiovascular disease (heart disease) for each tenth of an increase in the low carbohydrate-high protein score, yielding a 62% higher incidence among women in the highest categories of low carbohydrate-high protein diets compared with the lowest." These low-carb diets, from Atkins to Paleo, are simply dangerous.
Paleo Nutrition Contradicts the Obvious: Most People Have Lived on Starch-based Diets
All large populations of trim, healthy people, throughout verifiable human history, have obtained the bulk of their calories from starch. Examples of once-thriving people include Japanese, Chinese, and other Asians eating sweet potatoes, buckwheat, and/or rice; Incas in South America eating potatoes; Mayans and Aztecs in Central America eating corn; and Egyptians in the Middle East eating wheat. There have been only a few small isolated populations of primitive people, such as the Arctic Eskimos, living at the extremes of the environment, who have eaten otherwise.
Therefore, scientific documentation of what people have eaten over the past thirteen thousand years convincingly supports that starch, not animals, is the traditional diet of people.
Men and women following diets based on grains, legumes, and starchy vegetables have accomplished most of the great feats in history. The ancient conquerors of Europe and Asia, including the armies of Alexander the Great (356 - 323 BC) and Genghis Khan (1162 - 1227 AD) consumed starch-based diets. Caesar's legions complained when they had too much meat in their diet and preferred to do their fighting on grains. Primarily six foods: barley, maize (corn), millet, potatoes, rice, and wheat, have fueled the caloric engines of human civilization.
The longest living populations on planet Earth today live on starch-based (low-animal food) diets. These include people from Okinawa, Japan; Sardinia, Italy; Nicoya, Costa Rica; Ikaria, Greece; and the Seventh Day Adventists in Loma Linda, California, who live in what are called the "Blue Zones."
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The Paleo Diet Is Uncivilized (And Unhealthy and Untrue)
By John McDougall, MD July 09 2012
The most effective diets ever used to cure people of common day illnesses, like coronary heart disease, type-2 diabetes, hypertension, hypercholesterolemia, arthritis, and obesity minimize animal foods and require people eat the bulk of their calories from starches, including grains, legumes, and potatoes (foods forbidden to Paleo eaters). Medical giants in starch-based diet-therapy, include Walter Kempner MD, the founder of the Rice Diet at Duke University; Nathan Pritikin; and Roy Swank, MD, founder of the dietary treatment of multiple sclerosis at Oregon Health & Science University.
Widespread Adoption of the Paleo Diet Would Soon Become an Ecological Disaster
The 2006 United Nations' report Livestock's Long Shadow: Environmental Issues and Options concludes: "Livestock have a substantial impact on the world's water, land and biodiversity resources and contribute significantly to climate change. Animal agriculture produces 18 percent of the world's greenhouse gas emissions (CO2 equivalents), compared with 13.5 percent from all forms of transportation combined.
This report (Livestock's Long Shadow) from the World Health Organization is a conservative estimate of the destruction caused by the very foods that the Paleo Diet recommends in abundance. Calculations by the World Watch Institute find that over 51 percent of the global warming gases are the result of raising animals for people to eat. A recent report from U.S. Geological Survey estimates that it takes 4,000 to 18,000 gallons of water to produce the beef used to make one juicy hamburger. Every person that Paleo gurus convince to follow an animal food-based diet brings us one more step closer to the end of the world, as we know it.
Civilizations Could Not Have Thrived on the Paleo Diet
According to Dr. Cordain, "The Agriculture Revolution changed the world and allowed civilizations—cities, culture, technological and medical achievements, and scientific knowledge—to develop." (p 43) In other words, if people had remained on a diet of mostly animal foods (assuming our ancestors actually did), we would still be living in the Stone Age. Fortunately, the Agriculture Revolution, with the efficient production of grains, legumes, and potatoes—the very foods forbidden by the Paleo Diet—allowed us to become civilized.
Dr. Cordain finishes his 2011 revision of his national best-selling book The Paleo Diet by warning, "Without them (starches, like wheat, rice, corn, and potatoes), the world could probably support one-tenth or less of our present population…" (p 215) Choose 10 close friends and family members. Which nine should die so that the Paleo people can have their uncivilized way? There is a better way and that is The Starch Solution.
Originally published in the McDougall Newsletter and republished with permission. Click here to sign-up for the McDougall Newsletter for free. | <urn:uuid:cb7fcde4-c7fd-44c4-bcf0-7d944a683740> | CC-MAIN-2023-40 | https://www.forksoverknives.com/print/print.php?id=7868 | 2023-10-03T14:17:32+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00551.warc.gz | 816,931,327 | 3,266 | eng_Latn | eng_Latn | 0.996082 | eng_Latn | 0.996922 | [
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Families Facing Challenges:
Foster Care, Grandfamilies, Incarceration, etc.
Birtha, B. Far Apart, Close in Heart: Being a Family When a Loved One is Incarcerated. Children can experience many emotions when a parent is in jail or prison. They may be angry, sad, lonely, or scared. Sometimes friends act differently toward them. Sometimes the children begin acting differently too. In this important book, young readers will learn that even when it feels like nothing can get better again, there are ways they can improve their circumstances. Sending letters, talking to a trusted grown-up about their feelings, and even visiting a parent in jail or prison can help keep a parent close in their hearts. j PAR PIC Birtha
Byrne, G. Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies. This warm and loving story shares a child's experience living with and being cared for by grandparents through the eyes of a cheerful and delightful little girl. Poignant moments expressing the child's curiosity and questions give way to comforting and playful exchanges at home with Nonnie and Poppy. Spending the day with this grandparent–led family, we see that it's not always Mommies or Daddies that care for children, and that's okay! j PAR PIC Byrne de la Pena, M. Milo Imagines the World. Milo is on a long subway ride with his older sister. To pass the time, he studies the faces around him and makes pictures of their lives. But when the boy in the suit gets off on the same stop as Milo--walking the same path, going to the exact same place--Milo realizes that you can't really know anyone just by looking at them. This picture book offers a child's view of the impacts of incarceration on families.
Duncan, A. Just Like a Mama. Carol Olivia Clementine lives with Mama Rose. Mama Rose is everything—tender and sweet. She is also as stern and demanding as any good parent should be. In the midst of their happy home, Carol misses her mother and father. She longs to be with them. But until that time comes around, she learns to surrender to the love that is present. Mama Rose becomes her "home." And Carol Olivia Clementine concludes that she loves Miss Rose, "just like a mama." jP Duncan
1
Families Facing Challenges:
Foster Care, Grandfamilies, Incarceration, etc.
Griffin, M. B. Ten Beautiful Things. Lily and her grandmother search for ten beautiful things as they take a long car ride to Iowa and Lily's new home with Gran. At first, Lily sees nothing beautiful in the April slush and cloudy sky. Soon though, Lily can see beauty in unexpected places, from the smell of spring mud to a cloud shaped like a swan to a dilapidated barn. A furious rainstorm mirrors Lily's anxiety, but as it clears Lily discovers the tenth beautiful thing: Lily and Gran and their love for each other. jP Griffin
Hoffman, M. The Great Big Book of Families. Many families are depicted here, "...in all sorts of shapes and sizes." Beyond those children living with "mommy and daddy," there are also those living with just one parent, with grandparents, with "two mommies or two daddies," or adopted or in foster care. We move on to members of the reader's family: brothers, sisters, aunts, uncles, etc. Families live in all kinds of homes; some cannot find any. On double pages, Hoffman continues to note the varieties of schools, jobs, holidays and vacations, foods, clothing, pets, celebrations, hobbies, means of transportation, and emotions of different families. j 306.85 Hoffman
Kerstein, L. Home for A While A foster child tests his foster mother's patience, but she takes him exactly as he is and gains his trust, quieting his fears, and giving him a safety that he seems never to have experienced. Calvin is a tiny white boy who is full of cynicism about this latest place he's landed in: This story takes apart the fostering experience as few books have— from the newcomer's point of view. Calvin smashes objects and waits for punishment, but Maggie, who is Black, presents as someone with deep wells of compassion. She takes a breath, and tries to see what's behind Calvin's moves. j PAR PIC Kerstein
MacLachlan, P. Mama One, Mama Two. In the middle of the night a woman, a little girl and a baby, (who needs his nighttime bottle) cuddle together to share a story. It is the story of Mama One who was so sad she stayed in her room all day and had to go away to get better. The story is told by Mama One's little girl who misses her. It is also the story of Mama Two, who loves the little girl and will take care of her until Mama One is better. j PAR PIC MacLachlan
2
Families Facing Challenges:
Foster Care, Grandfamilies, Incarceration, etc.
Morris, K. Just for Now: Kids and the People of the Court. When Gilbert and his big sister Rachel go into foster care they meet a lot of adults who are there to help them-- a caseworker, foster parents, foster brothers and sisters, a lawyer, a therapist, a judge, their own court appointed special advocate (CASA), and a dog named Spud. Explains the roles of various people in the court system. j PAR PIC Morris
Pearson, J. Elliott. Not all children are born into families where their needs can be met....Whatever the reason, there are times when children must be placed in foster care to ensure their growth and well-being....Honest and heartfelt, this book about foster parenting and adoption is a needed addition to any collection. Told in soothing, repetitive text prose, with soft illustrations featuring approachable rabbit characters, this book reflects the experiences of many children. j PAR PIC Pearson
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GUIDE TO COMMA USAGE
Commas separate phrases and items within a sentence. They also clarify sentences and allow writers to effectively convey their messages. Despite the importance of commas, writers often misuse this common punctuation mark.
This guide covers 7 Comma Rules that you should know in order to properly use commas in your writing.
Commas clarify your sentences. For example, "the panda eats shoots and leaves" (indicating that the panda eats plants) and "the panda eats, shoots, and leaves" (indicating that the panda eats first, then fires a weapon, then lastly flees the scene) have very different meanings!
7 COMMA RULES
1. Separate Items in a Series – use commas to separate items in a list of three or more items.
* Noah walked down the hill, through the woods, and across the road to buy a soda.
2. Join Independent Clauses – use a comma and a conjunction to join two independent clauses together.
* Kathryn needed a study break, so she went for a walk to clear her head.
3. Set Off Introductory Elements – an introductory element is an adverbial phrase that "sets the scene" for a complete sentence. Use a comma after an introductory element.
* Walking into the library, Jaclyn remembered she left her textbook at home.
4. Set Off Parenthetical Elements – a parenthetical element is a phrase that adds detail to a sentence but can be removed without making the sentence a fragment. Use a comma before and after a parenthetical element.
* Danielle took her favorite book, The Horse and His Boy, to the park.
5. Separate Coordinate Adjectives – coordinate adjectives are two adjectives used to modify the same noun. Use a comma in between coordinate adjectives.
* The students trembled as their strict, overbearing professor passed out the exams.
6. Set Off Direct Quotes – use a comma before introducing a quote.
* Amy said, "I made pumpkin scones!"
Be careful not
7. Set Off Contrasts – use a comma to set off phrases that express contrast. NOTE: to create a "comma splice" by joining two independent clauses without a conjunction.
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Encompassed: included; surrounded
Encroach: trespass; violate
Endorsed: supported
Entourage: group of followers; retinue; cortege
Envisioning: imagining; predicting
Epitome: essence; typical example or symbol of
Equanimity: peace of mind; balance; calm
Equitable: fair and equal
Eradicate: wipe out; remove
Erudition: learning; scholarly knowledge
Esoteric: obscure; arcane; known to few
Estrangement: separation
Eulogy: praise
Exacerbate: make worse
Exams | 1
Important Vocabulary List-4 for ALL Competitive Exams
Exasperation: frustration and annoyance
Excise: cut out
Exemplar: excellent example of
Exonerated: proved not guilty; acquit
Exorbitant: excessive
Exotic: strange; foreign
Expeditious: speedy; hasten
Extant: still in existence; opposite of extinct
Extirpation: destruction
Extol: praise; glorify
Extrapolate: predict on the basis of existing data; extended
Facile: over simplified
Faction: section; group with common interests
Fastidious: very fussy; excessively concerned (esp. about cleanliness)
Fawning: groveling; slavish; obsequious
Fidelity: faithfulness; loyalty
Finagle: wheedle; wangle; trick
Finesse: skill
Fitful: intermittent; on and off; not continous
Flabbergast: shock; make speechless
Flag: to lose energy; to signal
Exams | 2
Important Vocabulary List-4 for ALL Competitive Exams
Rambunctious: boisterous; highly exuberant; unruly
Rancor: bitterness and bad feeling
Ratify: give approval to (official)
Raze: known down, destroy
Reclusive: Avoid other people; solitary
Recrimination: blame
Rectitude: uprightness
Redolent: smelling of (literal or metaphoric)
Visit now: Two Simple, Effective and Modern Ways of making Strong
Your English Vocabulary
Regressive: moving backwards (literal or metaphoric)
Rehash: revamp hurriedly/carelessly; to arrange in new form without improvement
Remiss: neglectful
Repertoire: range; set of skills
Reprehensible: very bad; culpable; blame worthy
Reprieve: let off (atleast temporarily); delay; cancel
Reprimanded: scolded
Resilience: strength; ability to withstand
Resolute: firm of purpose
Retraction: removal; taking back
Rhetoric: persuasive language
Exams | 3
Important Vocabulary List-4 for ALL Competitive Exams
Robust: strong and sturdy
Rousing: stirring; full of enthusiasm
Rudimentary: elementary; basic; not developed
Salvageable: can be saved
Sanctity: holiness
Sarcasm: sneering; bitter remarks; ironic or taunting
Scouring: cleaning thoroughly; thorough searching; comb
Scrutinize: examine carefully
Scuttled: sunk; foil
Secluded: lonely; isolated
Sedate: calm; placid
Shroud: a cover for dead body; to cover
Sedulous: thorough; eager
Serene: peaceful
Sermonize: give moral lecture
Visit now:
Two Simple, Effective and Modern Ways of making Strong
Your English Vocabulary
Exams | 4
Share this NOW!!!
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Breaking Free: score for exploration
The Isolated Body
We decided to add this segment due to the circumstances that led us to bring this whole project online: the global pandemic of Covid-19 which has meant most people in the UK have been self-isolating, shielding, and working from home. We abide by rules around social distancing, meaning that we cannot touch anyone except the people that we live with. We also have not been able to visit many of the spaces we dance in: dance studios, gyms, and theatres have all been shut down. I am writing this just before some studios are about to reopen, 4 months later.
What this means is that the ways that we move through the world now, and the way we experience our own bodies, is profoundly different from how it was half a year ago. This has changed our movement practices as dancers, and also how we interact and communicate with others. I used to communicate very physically: I would always hug people upon meeting them or touch their arms for attention. Now this is impossible, and so are duets and all kinds of chance social interaction.
I hope these exercises can help us explore what isolation has done to each of us – the negative things, but also to draw some positives from it. Again, you can work through as much or as little as you wish from the 3 sections – and be kind to yourselves as you do it.
Part 1: Observe
1. Write down the movements you do many times a day – maybe the journey from your desk to another part of the room and back; maybe a part of the body you keep adjusting. If you can remember, maybe see if you can pinpoint how the ways you move have changed.
2. Observe your energy levels over the course of a day or several days. Write them down. It doesn't matter if they are very high or low. Think back to before our lockdown began and think about whether they have changed.
3. Once you've collected this 'data', spend a few minutes arriving before you work on the rest of the exercise. If it is possible for you to go outside, try a slow barefoot walk through some grass, letting the length of time between when the heel of your foot touches the ground and your feet be as long as possible, breathing deeply.
Part 2: Touch
Pick one of the following prompts:
1. Try to create a socially distanced duet, with someone you live with or an object. You could move around an object that is places 2-m from you, or you could find
a way to dance with it, maybe holding it on a long stick (I found this amazing idea of a huge tutu to measure the distance https://www.youtube.com/watch?v=Qxef3U5qN0). If it is a person, you could both move. Imagine this object or person is someone you don't know, and try to get closer to it. What feelings arise?
2. Create a short sequence of movements from the ones you brainstormed earlier. Perform this sequence in a very large space and then a very small space. How does the movement change with more or less space available?
3. Try dancing with a mask on the whole time. How difficult is it?
Part 3: Celebration
1. How have you found connection with people in this time? Has it been trough voice calls, video calls, meetings in the part at a safe distance? If it is possible, you could make a choreography together – something a friend of mine has tired in Malaysia https://www.instagram.com/tv/CCxl3-tHjPx/?utm_source=ig_web_copy_link
2. Thinking about the way that your movement has changed, create some movement that celebrates these changes.
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How Global Warming Is Making Allergies Worse
APRIL 09, 2015
DENVER, CO — There may be different opinions about the causes of climate change, but experts say there is no denying its existence — and the effects are nothing to sneeze at. Researchers say global warming is leading to larger plants, earlier and more robust pollination and, as a result, worsening allergies. ldquo;With the combination of increased temperature and carbon dioxide, we are seeing a dramatic change, and allergy sufferers can probably feel that change," said Richard Weber, MD, an allergist at National Jewish Health in Denver, and president of the American College of Allergy, Asthma & Immunology. "We are experiencing longer allergy seasons, earlier onset, and there is just more pollen in the air," he said.
In a compelling publication, Weber cites a series of studies conducted on three continents to illustrate how the changing climate is affecting human allergies. In Great Britain, for example, researchers have identified 385 plant species that are flowering earlier than ever, advancing by nearly a week over the last decade. In the United States, ragweed pollen season has been extended 13 to 27 days; and short ragweed pollen has shown increases in both biomass and pollen production of between 61 and 90 percent. "Pollen counts are going up, and in some cases, dramatically so," said Weber.
Weber's work was published in 2012 the Annals of Allergy, Asthma & Immunology.
By the time this spring rolls around, Janet Clement says she will already be in the throes of her symptoms. In years past, Clement says her allergies spiked in mid-April. "Not this year," she said. "You don't typically have allergies in the winter, but this year they got really bad and I was trying to figure out what was going on. In the past I've taken over-thecounter things to try to help them, but I think, really, this year I need something more."
Clement is not alone. It's estimated there are 40 million Americans who suffer from some form of seasonal allergies. Steadily increasing temperatures may only make things worse. "A year ago, we saw pollen counts of certain trees that were about three times higher than what we normally would see in years past," said Weber. "It was awful. Plants that ordinarily were pollinating in April, by the beginning of March, they were going gangbusters."
Unfortunately, earlier and longer allergy seasons will be a reality from now on. "We're in a fairly consistent rise of temperatures that's been going on for the last 150 years," said Weber. "Even if we act aggressively this year or next year, or 10 years from now, it won't have an impact for another 100 years or so."
That's unwelcome news for patients like Clement, who is now seeing a specialist for her allergies. She knew her symptoms had steadily been getting worse over the last few years, but wasn't sure why. "It makes sense," said Clement who works for an environmental company. "I actually never knew I had them so bad until I got tested."
To help control your pollen allergies, doctors at National Jewish Health offer these tips:
* Start taking your medications early: Allergy medications work best if you take them before your immune system has revved up enough to make you miserable. Once the immune system is in high gear medications are less effective and take longer to relieve symptoms.
* Get out early: Weed pollens are at their highest levels around midday. Do your gardening and other outdoor activities in the early morning.
* Close your windows, even at night: Although the weed pollens may peak during midday, enough weed pollens continue floating in the air during the night to plague allergy sufferers. Turn on the air conditioning instead.
For more tips on controlling allergies visit the experts at National Jewish Health online.
National Jewish Health is the leading respiratory hospital in the nation. Founded 124 years ago as a nonprofit hospital, National Jewish Health today is the only facility in the world dedicated exclusively to groundbreaking medical research and treatment of patients with respiratory, cardiac, immune and related disorders. Patients and families come to National Jewish Health from around the world to receive cutting-edge, comprehensive, coordinated care. To learn more, visit the media resources page.
Media Contacts
Our team is available to arrange interviews, discuss events and story ideas.
Jessica Berry
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GAME ORGANISATION
This game is designed for U13 or U14 Groups. ALL players in Ireland should experience this format before moving to the 11 a side version of the game.
Pitch Size & Organisation
3 Extreme 8s is played on half a full size hockey pitch
3 Two games can be played simultaneously across the pitch
3 Each pitch has a regular sized circle and ideally a standard hockey goal. If a full sized hockey goal is not available the games should not contain penalty corners (see rules)
3 The scoring circle should be marked using throw down lines (available from Irish Hockey), chalk or talc. The scoring area can also be marked using cones at the side of the pitch
Number of Players
3 8 per team. 7 plus a GK (fully kitted).
3 3 reserves per team so total squad is 11
3 This allows 44 players to be involved in two games being played simultaneously on one full sized pitch
Recommended Duration
3 1 period of 20 mins in tournaments
3 2 halves of 25 mins in one off matches
Using Full Pitch
The recommended lay out is as follows:
Coaches and substitutes should position themselves on the outside sideline and not between the two pitches.
Game-play Frequency
3 Players of this age group should experience match play every 2-3 weeks
3 Shortened games of this nature should occur at least alternate weeks in training (continue to use smaller sided games as well)
Phase 3: Developing Phase EXTREME 8s Game Sheet
Ages: U13/U14 Year Gps: NI S1/S2 RoI 6th /1st
UMPIRING TIPS
2 umpires are required for this game and should be aged 17 or over. Knowledge of hockey is essential at this stage
* Ensure both teams know the rules before the start
* 'Play on' - let the game flow
* Only blow the whistle if you need to stop the game allow as much advantage as possible
* Talk to the players throughout to ensure players understand potential / actual infringements
* Indicate when you are playing an advantage
* The player who wins the free should take it to prevent over domination by one player
* Ensure there are regular substitutions
SAFETY POINTS
< Use throw down lines for circles if no lines available
< Shin guards and mouth guards are compulsory
< There should be no spectators or players standing behind the goal or on the halfway line
TRAINING MODIFICATIONS
* Smaller sided games are the still the best means to develop players at this stage. These include:
√ 3 v 3 games with end zone or one goal
√ 4 v 4 – either Fun 4s format or with one goal
√
5 v 5 or Super 6s games (See Phase 2)
* Modifications within the game can include: √ 3 touch hockey
√
Small games in the circle – ie. Defence v Attack
RULES
Life
The normal rules of hockey apply except:
3 If there are no full size hockey goals there should be no penalty corners
3 If there are goals penalty corner should be used: 5 defending players are allowed behind the line (including the GK) and the remaining two start on the opposition's goal line
3 If no goals are available markers (ie. Cones) should mark out the posts and no penalty corners should be played. In this case a 4 v 3 can be played from the top of the circle. 4 attackers start with the ball on the edge of the circle and attack two defenders plus the GK who start in the goal, behind the line. The remainder of the players start in the opposite circle until the ball is played.
Beginner's Guide to the rules:
Start of the Game/Frees:
3 An auto pass (free taker carries ball) or pass starts the game – it can move forward or backward
3 Defending players must retreat 5m from all frees
3 Frees awarded to the attacking team around the circle must be moved by 5m from the circle edge. The ball must then move 5m before it is struck into the circle
Goal
3 A goal is scored by a shot going into the goal having been struck by an attacker within the circle.
3 Goals from penalty corners must strike the backboard
General
3 The ball can only touch the flat side of the stick
3 The ball should be in control at all times – raised balls that are dangerous are illegal
3 The ball can not hit a foot and become an advantage to that team (play on if not)
3 All players must control their sticks & dangerous waving of the sticks above the head is an offence
3 There is no offside
3 Offences in the circle by the defending team result in a penalty corner being awarded
3 There is no use of the body allowed
THE PLAYER
Player Characteristics and needs
* Has improved and developed co-ordination (including hand to eye) so is at an ideal age for learning skills
* Has more control over movement
* Physical appearance does not always match mental maturity
* Will compare themselves with others so important coaches need to ensure players can still experience success
* Will be motivated to be involved and is often highly competitive and thus needs careful control and consistency
* Becomes more independent developing their own individual individuality
* Will start to growth spurts (especially girls) which may result in clumsiness
PHYSICAL COMPETANCIES:
* Technical running with and without the ball
o Agility exercises with or without ball (ie using ladders)
o Movement in lateral situations staying low and balanced
* Speed
o Change of pace (acceleration)
o Pace with ball
* Strength training after menstrual cycle and growth spurt for boys
* Flexibility
Phase 3: Developing Stage Delivery Guidelines
Junior Ages: U13/U14 Single Gender Or adult recreational players
KEY TECHNIQUES & SKILLS
The following are the priority skills for this stage:
* Elimination skills including 3D techniques
* Variety of passing techniques with emphasis on passing on the move and off both feet and with forehand and reverse stick
* Receiving on move in all situations
* Use of 3D skills in ball carrying and low lift passes
* Movement off the ball to make space for themselves and team mates
* Goalscoring – using a variety of techniques around body
* Defending skills in individual and small unit situations including marking and intercepting
* Decision making skills in overload situations 2v1, 3v2
Goalkeepers
* Continue work from Phase 1 & 2
* Save and clear with both hands and feet
* Penalty corner and stroke techniques
* Diving (if ready)
* Smother techniques (if ready)
* Communication – working with defenders
MENTAL & HEALTH
MENTAL
* Dealing with success and failure
* Concentration
* Handling competitions
* Decision making
HEALTH
* Children at this phase should be encouraged to play a variety of sports and hockey should form one of 2-3 sports played
THE COACH
A good coach will:
3 Embrace the individuality of the player – not all players are as mature as they look!
3 Listen to players
3 Allow plenty of practice time to master skills relating technical development to game play using the Play-Practice-Play approach
3 Vary tasks to keep players active and enthused yet challenged providing extension activities to challenge the more abled
3 Encourage players to think of solutions to problems
3 Encourage teamwork
3 Ensure technical work includes decision making leading to basic tactical understanding
3 Introduce basic tactical concepts allowing all players to understand responsibilities of all positions
COACH SUPPORT
COURSES
* Level 1 Award
* Level 2 Award
* Stepping Stones Courses
RESOURCES
* Building Blocks
* Core skills DVD
* Hooked on Games
* Core skills Goalkeeping coaching DVD
BACK UP
www.hockey.ie/hookedforlife
IHA
01 716 3261
Design & Print by Orchard Print Dublin Tel: 01 2988944 | <urn:uuid:e7a292d3-5299-4833-a9e8-f239fb12786e> | CC-MAIN-2023-40 | https://shared3.sportsmanager.ie/~irelandhockeynew/wp-content/uploads/2020/08/phase3extreme8s1.pdf | 2023-10-03T14:04:42+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00555.warc.gz | 559,185,186 | 1,691 | eng_Latn | eng_Latn | 0.994864 | eng_Latn | 0.997122 | [
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world war i as seen through the eyes of harold w. pierce
Daniel C. Keifer independent scholar abstract: World War I was a catalyst, altering the world's political landscape and leading to advancements in weaponry and tactics shaping warfare through the rest of the century. Perhaps its greatest influence, however, was on the lives of the soldiers who experienced the cruelest manifestations of this conflict. Their accounts demonstrate the impact of war on the individual and give us a glimpse of an otherwise unimaginable reality. In "Diary of a Doughboy," by Pennsylvanian Harold W. Pierce of the Twenty-Eighth Division, we learn the emotional and psychological effects of war on one doughboy. Understanding these effects allows us to better understand humanity with regard to warfare.
keywords: Twenty-Eighth Infantry Division, "Diary of a Doughboy," Pennsylvania, Harold W. Pierce, Fismes, Meuse-Argonne offensive, World War I
introduction
The First World War was a conflict on a scale greater than any that came before, and it would leave a profound mark on the face of Europe and, later, America. The clash of empires marked a new era in the history of warfare and inspired new technologies and tactics that would shape warfare for the next century. The first practical and large-scale use of machines such as the airplane and the tank facilitated multidimensional warfare. Machine guns effectively ended the frontal assault as a viable tactic. The ensuing stalemate led to trench warfare and all of its horrors. The world watched as belligerents unleashed new levels of death and destruction on the continent. By 1917 Europe had been embroiled in the "War to End All Wars" for more than
three years, with no end in sight. President Woodrow Wilson that same year, prompted by the declaration of unrestricted submarine warfare by the German empire, asked for and received from Congress a declaration of war against the Central Powers in April 1917. To this end, Wilson sent out a call to arms, taken up by many young Americans. 1
German officials' decision to resume submarine warfare was a blessing in disguise for the Allies, as it prompted the United States to enter the war at a pivotal moment. The signing of the Treaty of Brest-Litovsk on March 3, 1918, ended the war on the Eastern Front and allowed the Germans to redeploy a considerable number of troops to the west. After three years of bitter fighting, the depleted British and French armies, however, desperately needed reinforcements. Germany seized the initiative and, using new tactics developed on the Eastern Front, pushed the Allies back toward Paris by June of 1918. Fortunately, the arrival of fresh American troops halted the German advance and allowed the Allies to take the offensive. 2
Some of these troops came from Pennsylvania and served in the Twenty-Eighth Infantry Division. Of all National Guard divisions mustered into service, few played as prominent a role as this Pennsylvania-based unit. Today, the Twenty-Eighth Infantry Division is the oldest continuously serving division in the US military, having been officially formed under the Act of 1878 with Major General John F. Hartranft as the first division commander. Thirty-nine years later, on August 5, 1917, the Twenty-Eighth was mustered into federal service and sent to Camp Hancock, Georgia, to train for its role on the Western Front. After months of stateside training, it arrived in France during the summer of 1918. The division took part in some of the greatest battles of the war including Château-Thierry (July 1918), Fismes-Fismette (August 1918), and the Argonne Forest: the Meuse-Argonne Campaign (September–November 1918). It was at Château-Thierry, during the Second Battle of the Marne, that the division proved itself in the face of great adversity. When Germans crashed through Allied lines on July 15, it was the Twenty-Eighth Infantry Division that stood its ground and successfully repulsed their last great offensive of the war. After this, the Twenty-Eighth became known as the "Iron Division" and continued to prove itself through the rest of the war, earning its place in history. 3
To honor those serving in the Twenty-Eighth Division, Pennsylvanians built a shrine in Boalsburg shortly after the war. Years later, during the winter of 1967–68, the state Historical and Museum Commission established the Pennsylvania Military Museum at this site, dedicating it to all
pennsylvania history
citizen-soldiers of the commonwealth. A primary task of the museum is preserving information about the Twenty-Eighth Infantry Division. The museum is home to numerous artifacts from America's wars, but the wealth of material dealing with the Twenty-Eighth is the most significant collection on this unit anywhere. 4
In spring of 2016, as an undergraduate student at Penn State University Park, I interned at the Pennsylvania Military Museum. I was tasked with writing short biographies about some of the men who served in the Great War. During the course of this work, I came across a diary written by a soldier named Harold W. Pierce, who served in Company A, 112th Infantry, Fifty-Sixth Brigade of the Twenty-Eighth Infantry Division. My professor and I agreed that a textual analysis of this diary would be an excellent means of fulfilling my academic requirements, and so I reviewed the document in order to identify its unique qualities. The task of writing this analysis, though daunting, was a thoroughly enjoyable and educational experience. I remain grateful to have undertaken it. I chose to focus mainly on Pierce's text, "Diary of a Doughboy," because there has been no extensive scholarly analysis of this diary. The text itself is quite remarkable, and I selected a few quotes I felt best depicted Pierce's emotions. This article is the result of my analysis. 5
Pierce's diary is a captivating and moving account of his war experience. By closely reading and researching his diary, it is possible to catch a glimpse of a soldier's life in the trenches and forests of France. Pierce's work is an excellent resource for gaining insight into how soldiers experienced the war, both physically and emotionally. "Diary of a Doughboy" illustrates some of the ways soldiers cope with the stress of combat. The horrors the doughboys witnessed quickly changed them, and Pierce's writing manifests this transformation. Analysis of his text shows the transformative effects of war on a soldier's psyche, as well as examples of the various means by which a soldier coped with the burdens placed on him. 6
"the great adventure"
Not much is known concerning Pierce's childhood. Born September 24, 1898, in Clarendon, Warren County, Pennsylvania, he was the son of Levi and Edith Pierce. His father was a lumberman; his mother worked at home. He had an older brother, Hugh, and a younger brother, Reid. By 1917 Harold Pierce lived in nearby Youngsville. At this time, he was a junior in high 7
school, but he considered himself a failure because of his perceived academic shortcomings. He confessed just before the United States became involved in the war that he was very distracted by everything that was going on at the time and felt compelled to contribute in some way:
I am now eighteen, big for my age and feel like a man, but the enlistment age is still twenty one. I know I will not get my mother's consent so if I go I will have to lie about my age. My problem now is to decide whether I will tell a lie or stay at home and feel like a slacker. My school work is a failure and I have no other trade so I may as well be a soldier. 8
Pierce decided that if America declared war on Germany he would enlist. Although they anticipated it, many men like him may not have thought the United States would declare war on Germany so quickly. When Pierce heard they were at war on April 6, 1917, it forced him to make a final decision. He grappled with his tough choice:
Expecting the news as I have, still it is a great shock. War at last and I said I wanted to go. The truth is I don't want war and I hate to go to it. I am young and I do not want to sacrifice my life. Eighteen has plenty ahead and little behind. (April 6, 1917)
On April 21, he wrote:
I have thought it over for fifteen days and today I have decided to go. Mother has refused to sign the enlistment papers. My arguments were of no avail. It has been a trying time for us. I am certain I should go. But I hate to kill and I hate to be killed. Could I shoot a man or run a long bayonet in him and hear his screams? Could I go where some man could do the same to me? But I feel I must.
Pierce was terribly conflicted. However, he felt that he must go, or he would never be able to respect himself or be respected by others. Fortunately for Pierce, the Army lowered the age limit from twenty-one to eighteen, and he enlisted without his mother's permission. He thought that his mother would be upset, but found the opposite to be true. She did not necessarily support his decision, but understood why he had to go. When it came time
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for the men from his hometown to report for duty, Pierce's mother remained quite composed. Pierce remembered this with an air of admiration. "Mother does not cry, rather she is smiling cheerfully. I notice that most of the crying comes from those whose boys are not going. Our mothers are braver" (July 15, 1917).
By early September, Pierce and the rest of the Twenty-Eighth Infantry Division arrived at Camp Hancock, Georgia. He spent eight grueling months drilling for eight hours every day. They finally boarded the RMS Aquitania in New York on May 6, 1918, and sailed for Europe. Ten days later, when Pierce and his comrades arrived in Calais, their earlier excitement about their overseas service dampened when they saw their living conditions in France. While their camp was far from the frontlines, they still found the sanitation and food quality to be atrocious. Seeing this, Pierce wanted to return home. He also noted that British soldiers at the camp and the Americans got along poorly, and neither had much respect for the other. His adverse opinion of the British changed the first time he met wounded soldiers returning from the front. 9
These men were different than the ones we had argued with before. They were quiet and reserved men and much easier to agree with. We did not remind them that our forefathers licked England twice, rather we assumed the air of respect a veteran is entitled to from a recruit. I began to feel more respect for the English people and ashamed of our actions for truthfully some of our men had been quarrelsome. I felt more respect for them as ambulances driven by tired looking English girls drove by loaded down with other wounded soldiers for the base hospitals in Calais. (May 19, 1918)
After training with the British army, the Twenty-Eighth Infantry Division started its long march to the frontline. Marching across France wearing a thick woolen uniform and weighted down with a pack and rifle was difficult; it was June, and the heat enough to make a man delirious. Pierce described his feelings on this, sparing no details, conveying the utter exhaustion the doughboys felt as they marched toward their destination.
The day wears on and the weariness grows worse. Legs are tired and the shoulders ache from that heavy pack. We move with that automatic movement of tired marching men. The sweat pours off my forehead and a steady stream runs off my nose. I crave water, but experience has
shown that it is not good to drink the lukewarm water in my canteen on a hike. (June 9)
As they neared Paris, the men's spirits rose. With a slight tone of disgust, Pierce recorded how some of the men drank to excess and caused a terrible ruckus. He, on the other hand, seemed to have been too caught up with the beautiful women he found in Paris to participate in his fellow soldiers' binge drinking. Pierce frequently commented on Parisian women and seemed quite enamored with French women altogether. At this point, he had not experienced the horrors of the front, and his writing reflected this innocence:
The Mademoiselles, stenographers and clerks in Paris, are usually waiting for a train. About all I can do is look but that is a pleasure for they are remarkably easy to look at. I resolve to spend more time learning to speak French, not only to help our allies win the war either. (June 20)
Leaving Paris behind, Pierce faced a much more sobering view of France. On his march toward the river Marne, he beheld countless refugees struggling to haul what little of their possessions they were able to save in wake of the German onslaught. As they neared the front, they heard the steady rumble of artillery (June 24). Pierce complained of feeling completely empty as he trudged toward the noise and the flashes; he saw and heard the horrors he was approaching. By July 3 Pierce and the rest of the Twenty-Eighth Infantry Division arrived at the estate of Alexandre Dumas, the famous novelist, pitched their tents, and went to sleep. The next day was July 4 and they anticipated a lively celebration.
"to arms! to arms!"
At 2 a.m. on July 4 Pierce awoke to a call to arms accompanied by the shrill notes of the bugle. He explained, "There is no call so dread, so fearful, so thrilling and so dangerous." These words chronicled the whirlwind of emotions he felt facing imminent danger. Trouble was stirring on the frontline, and the division moved forward to give support. Reaching Château-Thierry by July 7, Pierce, who was a scout, spent the next few days making maps and gathering information about the surrounding area (July 7–14). On July 15 the Germans
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began the Second Marne Offensive with a massive bombardment, followed by a charge against Allied positions. For men who had never experienced combat, this bombardment was the most terrifying experience they had ever had. Pierce described the manner in which he was awoken by the German attack. 10
I have bad dreams in which lightning is flashing and there is a great roaring sound. I awaken gradually and the lightning is real and the roar genuine. At first I am dazed by the noise and flashes, then as my senses clear I know I am surrounded by a German barrage. A continuous series of explosions so fast that they cannot be counted are ahead of me on the trenches. (July 15)
He ran for his brother Hugh's foxhole for cover. Hugh was in the same unit, which must have been difficult for the family at home. As he peered from his position, Pierce saw a landscape of explosions accompanied by a rain of steel, dirt, and debris. As he explained, he and his fellow soldiers were "being baptized by the heaviest concentration the Germans ever put over." Eventually the fire slackened, and Pierce observed the carnage wrought by the German artillery. He saw numerous men with gruesome injuries, and provided one particularly graphic description: "A French artilleryman, caught by the barrage on the road, is carried by on a stretcher with the top of his head blown off and his brains dripping out. He is unconscious and cannot live long" (July 15).
Pierce's imagery illustrates the dark side of warfare. Though it may be easy to picture warfare simply as glorious charges and acts of heroism, his diary reveals the harsher truth. Pierce and his brothers-in-arms were forced to sit and watch as their friends were maimed and mutilated by weapons against which they were powerless. Rather than glory, Pierce stressed a life of helplessness and fear.
The Twenty-Eighth Division held the Germans on July 15, and for the rest of the month Allied forces followed the Germans as they began to withdraw. The enemy retreated, but had not given up by any sense of the word. Like a wounded beast, the German army continuously turned to attack its aggressor as it pulled back. Pierce noted the carnage left in the wake of the German retreat with gruesome descriptions of injuries throughout the text. On July 24–25, Pierce was gassed for the first time, which made him "Weak, sick, and scared" (July 25).
At this point in the diary, two trends appear. First, his entries for days when there was a lot of action, on average, were significantly larger than the entries he made on days when there was relatively little to do. For example,
his entry for July 15, the start of the Marne Offensive, is quite long, and in it he describes constant fighting and movement. Entries for the next five days, however, are much shorter and do not allude to any kind of fighting. The second trend is subtler. Before Pierce experienced battle, we see no mention of his brother Hugh, who also served with him. However, after the bullets started to fly, Pierce latched onto his older brother as a source of comfort and support. Hugh surfaces many times in the text, and Pierce provides moving descriptions of how the brothers cared for each other in the face of danger. "But my brother has saved half his breakfast for me though, small though it is. I am thankful for even that. . . . Small though the chocolate is I give half to my brother for did he not save half his breakfast for me?" (July 22).
Pierce's entry for July 25 begins his first signs of despair and negative sentiment about the war. He had witnessed a great deal of bloodshed, images that he was able to recall with great detail, like a sergeant he saw walk by, who had a severed arm. Each time he took a step his wound would open and close. Shortly after writing this, Pierce admitted his total disgust with the war, and the utter futility of the conflict. "I am sick and disgusted with this business. Nothing but terror, horror, and misery all day and not even a chance to shoot. There is not even a thrill as I had expected. So far, all it seems to be is waiting till someone plants an explosive near enough to kill you."
fismes: from recruit to soldier
For most of August, Pierce and the men of his company held the town of Fismes. The Germans were just across the Vesle River, and were not willing to give up control of that area so easily. They made constant attempts to retake Fismes, and when they were not infiltrating the town, they were bombarding it with heavy artillery. Pierce changed from a fresh recruit during this time to a hardened veteran. All of his illusions about war vanished as he grappled with the harsh reality he faced every day. Pierce found strength in his brother, while at the same time wishing for some kind of wound that would get Hugh off the frontline.
Hugh and I lay in our hole and talk. Brothers, we are very dear to each other now. I secretly wish he would be wounded, not seriously but enough to get him out of this mess. As for me I would welcome a wound, even a foot or hand off, just so I am not going to be horribly
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mangled. It is not that I fear death or the beyond for I have always lived a good life but it is that awful sock you get before you die. I can understand now why a man is so happy when a bullet hits him in the arm or leg. (August 8)
After a short rest, Pierce returned to the frontlines, and was absolutely horrified by what he now witnessed. Across the Vesle from Fismes is the town of Fismette. Fighting there essentially leveled the town and destroyed all that was in it. Pierce called Fismette "a city of the dead" (August 21). He saw bodies and skeletons piled on top of each other, and everywhere he went there was a pervasive and sickening stench. He noted that he and his fellow soldiers were "experienced veterans" now. They had acquired instincts necessary for survival—automatic reflexes in response to sights or sounds, which he believed would remain with him for years to come (August 23). Throughout this time, Pierce sought solace in religion. There are many instances in his diary when he cited the comfort he derived from prayer or reading the New Testament. The text does not tell us what particular Christian denomination he belonged to, but Pierce is quite open about his reliance on God for comfort. "A great wave of homesickness overcomes me and I roll over on my side fearful lest I cry. In my New Testament maybe I can find comfort" (August 27).
In one revealing entry, Pierce mentioned that he has not yet killed a man in action. We know that he was a scout, and thus he might have had less occasion to shoot an attacking enemy. We are left wondering whether his religiosity prevented him from taking life, even when the opportunity presented itself. Pierce himself alluded to his distaste for killing in his diary. "Although I pretend to Bill that I am greatly chagrined over our failure, secretly I am glad the enemy escaped. Sniping is a dirty business but then all war is that way" (August 29).
After a month of fighting in and around Fismes, Pierce joined his brother on the Vesle River front, nicknamed "Death Valley." Up to now, he had withstood an incredible amount of stress and danger; constant bombardment and dodging machine-gun fire frayed the nerves of even the toughest men. Shortly after Pierce arrived in Death Valley, he was settling into a foxhole with his brother when the Germans sent a thunderous rain of artillery down on them. Here Pierce documents his mental breakdown, and he gives a lengthy and detailed description of his emotions: 11
I am soon a nervous wreck. I lose control as the bombardment wears on into hours. The strain of the last week with this added is too much.
I cannot lie still. I want to scream and run and throw myself. My gas mask irritates me and I am on the verge of tearing it off, gas or no gas. . . . My body is trembling all over like St. Vitus dance, tense when they come, rolling and turning between shells moaning and groaning. Can't the Germans see I have had enough, they can have France, America, the whole world if they want it. I am licked. (August 30) 12
On September 7, he and his company were finally relieved and able to rest far from the constant din of battle. For Pierce, this was a much-needed reprieve. He and Hugh enjoyed a few weeks of relative quiet before going back into harm's way for one final push. As mentioned previously, Pierce's diary entries shortened when he was off the frontline and resting. His entries from September 7 to September 25 stayed true to this trend, and reflected a period of relative quiet, during the preparation for the coming MeuseArgonne Offensive.
the argonne
On September 26, Allied forces launched the Meuse-Argonne Offensive. It was the largest assault that American soldiers had participated in up to this point; the high command hoped that it would succeed in driving the Germans out of France. The American and French forces attacked the German positions in the Argonne forest bordering Belgium. Fighting here was intense; the Battle of the Argonne Forest proved to be one of the costliest engagements (in terms of human life) of the war. As soon as the soldiers began their attack, they found themselves pinned down by some of the heaviest machine-gun fire they had ever experienced. Pierce's entries for the first few days of the offensive constantly referenced the steady stream of bullets flying through the air as the Allies doggedly slugged their way forward, paying for each inch of ground with many dead and wounded (September 26–28). 13
Fortunately for the doughboys, one of the new inventions of the war came to their rescue: tanks. On September 28 Pierce mentioned them for the first time in his diary, describing these as blessings from God; many Allied soldiers were saved by these modern war-machines.
Another note to the orchestra, the clank of tanks, the sweetest, softest music of all. I lie down in my hole with a sigh of relief and relax, it's all over but the shouting and I thank God fervently . . . undaunted
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they plod on, slowly through our lines and lumber on into the woods. (September 28)
As the battle stretched into days and weeks, Pierce showed increasing signs of mental and physical duress. He worried more and more about his brother being hit, and thus losing his greatest source of support (October 1). The constant pounding of the artillery and rattling of the machine guns had worn him down. He complained that he could no longer sleep, and prayed that God will end his horror:
My nerves are too bad for sleep. . . . If I could only run away from it all. The night is dark and fearful, there is no safety anywhere. Nothing in life is safe but I do not want to die. But life like this is no pleasure dreading every day a horrible death or mangling that will leave me a broken thing to live on in misery for years. I pray as I often have on the front, to God for help and that this cruel war might end but there seems little use. (October 1)
Pierce was no longer the fresh recruit just off the boat eager to fight for his country. He had lost all sense of purpose and felt that nothing could be worth the constant death and destruction he experienced. He admitted he felt like a coward sometimes, and lonely, afraid that God had abandoned him. He fell into total despair, and he hoped for an injury that would take him off the frontline, away from constant rattling of the machine guns and the stench of rotting corpses. He saw no end in sight and began to slide downward into greater depths of sorrow. He thought he would never again experience life as it was before all of this. "Sometimes I wish it had been me and I would know now the 'Great Mystery' (death). Away back in the dim ages, before the age of shells, bullets, bayonets and gas, I can remember faintly an age of comparative safety that I am afraid I will never see again" (October 3).
By early November, Pierce's spirits improved slightly. On November 1 he made one last entry referencing God's help. The statement demonstrates his reliance on his faith as a means of enduring war's horrors. His religion, as well as his brother's support, explained Pierce's resilience. The following excerpt shows just how strongly Pierce felt about the presence of God in his daily life.
If it was not for the help of the New Testament I believe I would be a nervous wreck. There have been too many instances of God helping
me, shifting me from the death spots and allowing me to go unscathed. If he will only continue his protection but what if he decides not to any more. It is not the hereafter I dread, that would be a sweet release, it is that awful sock you get when you are hit and the misery before you die. (November 1)
The last sentence of this statement is one that has been repeated many times throughout his diary; Pierce seemed more afraid of pain than of death itself. As a soldier, he witnessed the gruesome deaths of many of his friends, and these images constantly haunted him. Although he clearly viewed death as a means of escape from the horrors of war, his fear of pain prevented him from completely giving up.
By early November, there were rumors of a possible armistice. Pierce was extremely skeptical of this news, but when the guns stopped November 11 he came to the realization that the war he hated so much had finally ended. After the armistice, his diary abruptly ends. As a result, it does not record his life after the war. However, the November 17, 1938, issue of the News-Herald of Franklin, Pennsylvania, reported that Pierce took an active role in the police force after the war. He became a sergeant and then instructor in the state police. During much of this time, he and his wife, Fern, resided in Hershey, Pennsylvania. After his death on August 30, 1983, he was buried in the Newton Cemetery in Grand Valley, Warren County, PA. 14 15
analysis
Though Pierce dropped out of high school and claimed to be a poor student, his diary reflected a sophisticated style and prose. As some of the quoted passages illustrate, much of his writing goes beyond simply recording events and feelings, and describes emotions and sights with a poetic quality I have not found in many other accounts. While reading this diary, I was quite moved by numerous passages and found it easy to connect with Pierce on an emotional level.
One question I asked myself while reading the text: how was Pierce able to write such a detailed account while going through all of the events he describes? Logically, I thought he must have written it after the war. After closely reading the text, however, I do not believe this to be the case. The character development and psychological shifts occurring within Pierce as
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documented in the diary seem to be recorded as they are happening. These entries do not seem to be written by someone based on their reflections or looking back in retrospect. It is my belief that Pierce wrote his diary during, and not after, the war.
Unfortunately, archival sources give little to no information about Pierce's childhood or adult life other than his career in the police force. The time frame I was working with did not permit me to find and contact possible living relatives for the purpose of conducting an interview. Further research may shed light on more information. For example, his state World War I Compensation Application at the Pennsylvania State Archives contains an interesting note that he was absent without leave from November 21 to December 4, 1918. His brother Hugh's bonus form states he also was absent those same dates. This occurred after the diary ends. What happened? We may never know the reason. I feel like this work will not be truly complete until it is possible to tell this soldier's full life story, and not just the few months he spent as a soldier in France. As Pierce himself, notes, the events he witnessed and took part in would forever shape his very being. Thus, to truly study how war affects a soldier, it is necessary to look beyond the war, and investigate how it affected quality of life afterward (see fig. 1). 16
conclusion
"Diary of a Doughboy" is an invaluable resource for investigating the life of a typical infantryman during World War I. In it, Pierce succeeds at conveying not only the sights, sounds, and smells of war, but also the innermost thoughts that plagued a man who faces death on a daily basis. While reading his words, the reader gradually becomes caught up in the experiences described therein: the brutal existence of a combat soldier. Graphic detail transports the reader to the trenches and forests of France. It is the author's honest and simple, yet vivid, passionate description of his innermost thoughts that makes this work unique. We must remember that history is so much more than a mere record of an event, and that in order to fully grasp its significance we must also study the memories and emotions tied to it. The "Diary of a Doughboy" successfully reveals the painful events Pierce experienced, and contributes to a more nuanced understanding of "The War to End All Wars." It is my great hope that "Diary of a Doughboy" will eventually be published online so that the general public can read and appreciate the trials endured by America's soldiers in World War I and in all wars.
daniel c. keifer, from Lake Ariel, Pennsylvania, graduated from the Pennsylvania State University (University Park) in spring of 2017 with dual bachelor's degrees in history and Russian. During his time at Penn State he interned at the Pennsylvania Military Museum and also at the Penn State History Department under Dr. Catherine Wanner. He also worked as an assistant course editor at the Penn State Department of Germanic and Slavic Languages and Literature under Dr. Irina Mikaelian. In fall of 2016 Keifer studied abroad in St. Petersburg, Russia, where he attended classes at the St. Petersburg State University. Keifer is the recipient of the 2017–18 Fulbright Research Grant to Bulgaria, and upon his return hopes to pursue a joint PhD in history and anthropology.
NOTES
1. Edward M. Coffman, The War to End All Wars: The American Military Experience in World War I (Oxford: Oxford University Press, 1968), 6–9. For a broader examination that includes European military experience, see G. J. Meyer, A World Undone: The Story of the Great War, 1914 to 1918 (New York: Delacorte Press, 2006).
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2. Vincent Esposito, A Concise History of World War I (New York: Frederick A. Praeger, 1964), 103–14, 159.
3. Charles Clement et al., Pennsylvania in the World War: An Illustrated History of the Twenty-Eighth Division, vol. 1 (Pittsburgh: States Publications Society, 1921), 99–100, 132, 149, 240.
4. History of the Pennsylvania Military Museum and Twenty-Eighth Division Shrine, 2016, http://pamilmuseum.org/discover/museum-and-shrine-history/ (accessed April 2016)
5. Pierce and his diary are mentioned in two sentences in Ronald Schaffer, America in the Great War: The Rise of the War Welfare State (London: Oxford University Press, 1994), 196. He is also mentioned in a few paragraphs in Sebastian Hubert Lukasik, "Military Service, Combat, and American Identity in the Progressive Era" (PhD diss., Duke University, 2008), 68, 411, 414.
6. The whereabouts of the original diary are unknown. "Diary of a Doughboy" was originally published as a series in the Titusville Herald in the autumn of 1979. Offprints were made from it, and the offprint at the PMM, which was accessioned September 10, 1980, is what the author used. Another is at the US Army Military History Institute in Carlisle, and a third with the Titus County (Texas) Historical Commission. [Editor's note: It is possible that James B. Stevenson, owner of the Titusville Herald and member of the Pennsylvania Historical and Museum Commission, may have facilitated publication of the diary.]
7. For background information on Pierce see 1910 US Census, Warren County, Pennsylvania, population schedule, Youngsville, Roll: T624_1425, p. 1A, dwelling 5, family 5, Harold Pierce; digital image, Ancestry.com, http:// ancestry.com (accessed June 8, 2017); and Pennsylvania, WWI Veterans Service and Compensation Files, 1917–1919, 1934–1948, Harold Pierce (database on-line) (Provo, UT: Ancestry.com Operations, 2015).
8. Harold Pierce, "Diary of a Doughboy," April 6, 1917, Pennsylvania Military Museum, Boalsburg, PA. Dates for all diary entries appear in the text.
9. Clement et al., Pennsylvania in the World War, 142.
10. Edward Martin, The Twenty-Eighth Division: Pennsylvania's Guard in the World War, vol. 1 (Pittsburgh: Twenty-Eighth Division Publishing Co, 1923), 71.
11. Coffman, War to End All Wars, 258.
12. Chorea following infection (as rheumatic fever) and occurring usually in children and adolescents—called also Saint Vitus' Dance. "Sydenham's Chorea," Merriam-Webster.com (accessed June 7, 2017).
13. Twenty-Eighth Division, Summary of Operations in the World War (Washington: U.S. G.P.O., 1944), 45–48
14. "Harold W. Pierce Heads Police School," News-Herald, November 17, 1938, 5
US Find a Grave Index, 1600s–Current (database on-line) (Provo, UT: Ancestry. com Operations, 2012); Titusville Herald, August 31, 1983. 15.
16. World War I Veteran's Service and Compensation File for Harold W. Pierce and Hugh L. Pierce, Pennsylvania State Archives (RG/019/ADJT/91). Available online at Ancestry.com. | <urn:uuid:95e4b0d6-561f-4a05-84d3-733a50a98636> | CC-MAIN-2023-40 | https://journals.psu.edu/phj/article/download/63389/62274/72389 | 2023-10-03T13:54:01+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00555.warc.gz | 371,606,272 | 7,766 | eng_Latn | eng_Latn | 0.993413 | eng_Latn | 0.999022 | [
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WATERFOWL MANAGEMENT IN GEORGIA
PREFACE & ACKNOWLEDGMENTS
Wildlife biologists serving on the Georgia Department of Natural Resources' Waterfowl Committee prepared the information found here. It is intended to serve as a source of general information for those with a casual interest in waterfowl. It also serves as a more detailed guide for landowners and managers who want to improve the waterfowl habitat on their property. The committee hopes this information will serve to benefit the waterfowl resource in Georgia and help to ensure its wellbeing for generations to come.
Land management assistance is available from Wildlife Resources Division biologists. For additional help, contact the nearest Game Management Section office.
Game Management Offices
Region I Armuchee (706) 295-6041
Region II Gainesville (770) 535-5700
Region III Thomson (706) 595-4222
Region III Thomson (Augusta) (706) 667-4672
Region IV Fort Valley (478) 825-6354
Region V Albany (229) 430-4254
Region VI Fitzgerald (229) 426-5267
Region VII Brunswick (912) 262-3173
* Headquarters (770) 918-6416
We would like to express our appreciation to Carroll Allen and Dan Forster of the Georgia Department of Natural Resources for providing editorial comments.
AUTHORS:
Greg Balkcom, Senior Wildlife Biologist
Ted Touchstone, Wildlife Biologist
Kent Kammermeyer, Senior Wildlife Biologist
Vic Vansant, Regional Wildlife Supervisor
Carmen Martin, Wildlife Biologist
Mike Van Brackle, Wildlife Biologist
George Steele, Wildlife Biologist
John Bowers, Senior Wildlife Biologist
The Department of Natural Resources is an equal opportunity employer and offers all persons the opportunity to compete and participate in areas of employment regardless of race, color, religion, national origin, handicap, or other non-merit factors.
BREEDING AND WINTERING AREAS
Georgia's abundant waterfowl resources include both year-round residents as well as wintering migrants. However, the vast majority of Georgia's waterfowl are migrants from the northeastern United States, the upper midwest, central Canada, and other northern areas. These ducks spend the spring and summer in traditional northern breeding areas, and then migrate to southern latitudes during the fall and winter. The ducks then return to the breeding areas the following spring to repeat this annual cycle.
BREEDING AREAS
Most of North America's waterfowl breed in the "Prairie Pothole" region of the upper midwestern United States and southern Canada or in the Boreal Forest region of middle and upper Canada. A few species breed even farther north in the Arctic tundra. The "Prairie Pothole" is the name given to the geographic region of the upper midwest that contains numerous small, isolated, wetlands interspersed with grasslands and agricultural fields. This region provides nesting habitat for millions of ducks each spring and summer. These same ducks fly south each winter to escape harsh weather and take advantage of the available food supply in warmer, southern climates.
WINTERING AREAS
On a broad scale, there are four major wintering areas for North America's waterfowl: the Chesapeake Bay and Atlantic Coast, the Mississippi River Alluvial Valley and Delta, the Gulf Coast of Texas and Louisiana, and the Pacific Coast and California's Central Valley. These wintering areas are extremely valuable to migrating waterfowl. They provide abundant food needed by ducks to maintain body weight over the winter so that they will be in good physical condition for the northern migration back to the breeding grounds. Ducks also begin the courtship process and often select mates while still on the wintering grounds.
FLYWAYS
The term "Flyway" is commonly used in two different ways. The term can be used to describe a group of states and provinces that work together administratively to manage their waterfowl resources, or it can be used as a biological term describing the flight path of ducks between breeding areas and wintering areas. There are four major biological flyways in the United States: Atlantic, Mississippi, Central, and Pacific. These migration routes have been determined using several factors, including band returns, direct observations, and radar images.
The states that are included in each of the biological flyways work together to determine hunting regulations. Administratively, Georgia is in the Atlantic Flyway, which also includes the states of Connecticut, Delaware, Florida, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, North Carolina, Pennsylvania, Rhode Island, South Carolina, Vermont, Virginia, and West
Virginia as well as the Canadian provinces of New Brunswick, Newfoundland, Nova Scotia, Ontario, Prince Edward Island, and Quebec. Puerto Rico and the Virgin Islands also are included in this flyway.
SETTING HUNTING REGULATIONS
Various types of data are collected by state agencies and the U.S. Fish and Wildlife Service before hunting regulations are established. Biologists conduct aerial surveys of available wetlands across the breeding area during the late spring, and then resurvey those same areas later in the summer to estimate duck numbers and remaining wetlands. These data are used to calculate the "Fall Flight Index," an index to the number of ducks that will fly south for the winter. Band return data are used to estimate harvest levels and survival rates. The new Harvest Information Program (HIP) questionnaire is also used to estimate harvest, hunter numbers, and hunter activity. Wings collected from hunter-harvested ducks are used to estimate the proportion of the harvest that is composed of males, females, adults, and juveniles.
The individual states then meet collectively as Flyways and combine all of this information into a recommendation to the U.S. Fish and Wildlife Service for the upcoming hunting season. The U.S. Fish and Wildlife Service then combines the biological recommendations with public comment and opinion to set hunting regulations for the fall hunting season. This process is repeated annually to ensure that hunting regulations remain flexible to adjust for annual fluctuations in waterfowl population levels.
CONSERVATION EFFORTS FOR WATERFOWL
Because waterfowl depend on wetland habitats, and wetlands are rapidly declining, many conservation agencies and organizations are working to protect our wetlands and waterfowl. Federal agencies include the U.S. Fish and Wildlife Service and the U.S. Geological Survey. State agencies like the Georgia Department of Natural Resources, Wildlife Resources Division are working cooperatively with these federal agencies and with private conservation groups such as Ducks Unlimited, The Nature Conservancy, Waterfowl USA, and the Georgia Waterfowl Association to protect and enhance our wetland and waterfowl resources.
In Georgia, the Ducks Unlimited M.A.R.S.H. Program (Matching Aid to Restore State's Habitats) has been a great success. The M.A.R.S.H. Program is a conservation program that creates, restores, or enhances wetland habitats. Under this program, Ducks Unlimited and the Georgia Department of Natural Resources, Wildlife Resources Division each pay for half of the costs associated with development of wetland projects. Between 1985 and 1999, Georgia completed 25 M.A.R.S.H. Projects encompassing 15,102 acres of wetland wildlife habitat. In 2000, four new projects are scheduled for completion. These areas provide habitat for migrating and wintering waterfowl, as well as aquatic invertebrates, numerous amphibians and reptiles, wading birds, shorebirds, certain species of neotropical migratory birds, and mammals such as the beaver, round-tailed muskrat, and otter.
In addition to these conservation groups and programs, there are national laws that affect wetlands and laws that encourage landowners to manage their property for wildlife. Section 404 of the Clean Water Act requires permits from the U. S. Army Corps of Engineers before any dredging or filling activities can take place in wetlands. Another important law that affects wetlands and waterfowl is the 1996 Food Securities Act, also known as the Farm Bill. Private landowners control 74% of the wetlands in the U.S., and this piece of legislation is designed to encourage landowners to protect those wetlands. Landowners who qualify can enroll in programs such as the Conservation Reserve Program (CRP), the Wetland Reserve Program (WRP), or the Wildlife Habitat Incentives Program (WHIP). These programs help offset the cost of creating or enhancing wildlife habitat on private property. If you are interested in the conservation programs offered under the Farm Bill, contact your local county office of the USDA Natural Resources Conservation Service (NRCS) or the Farm Services Agency (FSA).
Another important conservation effort is the North American Waterfowl Management Plan (NAWMP). This is an overall plan to conserve waterfowl resources across North America. The NAWMP contains population goals for all major waterfowl species, and lists various conservation methods to achieve those goals. Partnerships between private conservation groups and various state and federal agencies are the key ingredient to making the NAWMP successful. Conservation groups, agencies, and legislators are all working together to ensure a strong future for our waterfowl resources.
IMPORTANT WATERFOWL SPECIES IN GEORGIA
In his classic book, "Ducks, Geese, and Swans of North America," Frank C. Bellrose describes 55 different species of waterfowl. In Georgia, only a few of these species are seen in any great numbers. Most of the common species of ducks can be divided into two distinct groups, dabbling ducks and diving ducks. Georgia's most common members of each group are described below, including life history information from Bellrose's book. Learning to identify the different species of ducks can be accomplished through the use of field guides that can be purchased at most bookstores.
DABBLING OR PUDDLE DUCKS
These ducks are recognized by several common traits. They prefer shallow water and dabble or tip up to feed. Their legs are set near the middle of their body, and they are able to walk comfortably on land. When taking flight, they leap almost vertically from the water. They have a patch of bright colors, called a speculum, on each wing.
WOOD DUCK
The wood duck is the most common duck in Georgia. It makes up nearly 50% of all ducks harvested by Georgia hunters, and it is the only duck that breeds in significant numbers in our state.
Breeding Areas - Eastern half of the U.S., from Maine to Florida, and west to Texas.
Breeding Habitat - Forested wetlands, beaver ponds, river bottoms. Wood ducks nest in tree cavities or artificial nest boxes.
Average Clutch Size - 12
Incubation - 30 days
Average Nest Success - 40%
Adult Survival - 45-50%
Wintering Areas - Southeastern U.S.
Food Habits - The prime food item in the fall is acorns. Other important food items include smartweed, wild millet, duckweed, and panic grass.
The wood duck was abundant in the forested wetlands of North America during the pre-colonial period. But as the human population grew, man's activities began to have an enormous impact on the wildlife populations around them. Loss of bottomland hardwoods and unregulated market hunting caused wood duck populations to decline drastically, nearly to the point of extinction by the early 1900's.
Protection by laws such as the Migratory Bird Treaty Act of 1918 and the Migratory Bird Hunting Stamp Act of 1934 (the Duck Stamp Act) along with the development of the first artificial wood duck nest box in 1937 have helped wood duck populations to soar once again.
Today, the wood duck is the most common duck in Georgia, and it is the number one bird in the bag for Georgia's waterfowl hunters. In 1997, Georgia's hunters harvested over 52,000 wood ducks (43% of the total duck harvest). In contrast, in 1961 (the first year of available USFWS harvest data) only 4,100 wood ducks were harvested in Georgia (20% of the total duck harvest).
Currently, the Georgia Department of Natural Resources operates 90 Wildlife Management Areas across the state. On these areas, almost 2000 wood duck nest boxes are maintained annually. Other agencies (U.S. Forest Service, U.S. Fish and Wildlife Service, and U.S. Army Corps of Engineers) maintain over 500 wood duck nest boxes on their properties. Many private landowners also erect and maintain wood duck nest boxes.
The wood duck, like all other waterfowl species, relies heavily on man's conservation efforts for its continued survival. With the continuing loss of mature, bottomland hardwoods, the naturallyoccurring cavities that wood ducks use for nesting remain scarce. By providing artificial nesting cavities, conservationists can help enhance local wood duck populations.
MALLARD DUCK
The mallard duck is another common dabbling duck found in Georgia. The mallard makes up 13% of our duck harvest.
Breeding Areas - The northern one-third of the U.S, extending northwest across Canada to Alaska. Breeding mallards seen in Georgia are feral, i.e. escaped or released from captivity, there are no truly wild mallards breeding in Georgia.
Breeding Habitat - Prairie parklands, open grassy areas with isolated, small wetlands.
Average Clutch Size - 9 eggs
Incubation - 28 days
Average Nest Success - 35-40%
Adult Survival - 45-50%
Wintering Areas - Mississippi River delta between Cape Girardeau, Mo., and the Gulf of Mexico
Food Habits - Seeds of bulrushes, pondweeds, wild millet, sedges, smartweeds, acorns, and crops such as corn, sorghum, rice, and soybeans
OTHER IMPORTANT DABBLERS
Besides the wood duck and the mallard, there are several other species of dabbling ducks found in Georgia during the fall and winter. Green and blue-winged teal are some of the smallest members of the waterfowl family. Blue-winged teal are early migrants, and often pass through Georgia as early as September. Together, these species account for about 7% of Georgia's annual duck harvest. Other dabblers found in Georgia include American wigeon, northern shoveler, mottled duck, gadwall, and northern pintail. None of these species individually account for more than 3% of Georgia's duck harvest.
DIVING DUCKS
These ducks differ from dabbling ducks in several ways. They prefer deeper, more open water. They dive to feed, often to depths of several feet. Their legs are set farther back on their body, which allows them to swim better under water, but makes them appear awkward when trying to walk on land. When taking flight, they run across the surface of the water prior to becoming airborne, and their wing patches are usually white or gray.
RING-NECKED DUCK
The ring-necked duck is the most common diving duck in Georgia (Figure 5, inside front cover). It makes up 18% of the duck harvest in Georgia.
Breeding Areas - Closed boreal forest of Alberta, Saskatchewan, and Manitoba.
Breeding Habitat - Marshes at least partially surrounded by wooded vegetation.
Average Clutch Size - 9 eggs
Incubation - 26 days
Average Nest Success - 67%
Adult Survival - 45-50%
Wintering Areas - Eastern half of the U.S., from New Jersey southward
Food Habits - Water shield, pondweeds, sedges, smartweeds, coontail, duckweed, snails, clams, and fly larvae
CANVASBACK
The canvasback was known as the "King of the Ducks" during the market hunting days of the late 1800's and early 1900's around the Chesapeake Bay, where it was preferred because of its large size and excellent table fare. Today, the canvasback still carries a high reputation with waterfowl hunters (Figure 6, inside front cover). In Georgia, the canvasback makes up just under 5% of our annual duck harvest.
Breeding Areas - Prairie parklands of Saskatchewan, Alberta, and Manitoba.
Breeding Habitat - Small, shallow, intermittent ponds.
Average Clutch Size - 9 eggs
Incubation - 25 days
Average Nest Success - 45%
Adult Survival - 50-55%
Wintering Areas - In the Atlantic Flyway, primarily on the Chesapeake Bay
Food Habits - Wild celery, widgeongrass, eelgrass, pondweeds, clams, and mollusks.
LESSER SCAUP
In addition to the ring-necked duck and the canvasback, the lesser scaup is another important diving duck for Georgia hunters (Figure 7, inside back cover). Lesser scaup make up nearly 4% of Georgia's duck harvest.
Breeding Areas - Across Canada, from the Great Lakes to Alaska.
Breeding Habitat - River deltas and open boreal forest
Average Clutch Size - 9 eggs
Incubation - 25 days
Average Nest Success - 45%
Adult Survival - 45-50 %
Wintering Areas - In the Atlantic Flyway, mainly in Florida
Food Habits - Snails, clams, aquatic insects, smartweeds, bulrushes, pondweeds and widgeongrass
Other Important Divers And Sea Ducks
In addition to the ring-necked duck, canvasback, and lesser scaup, there are several other species of diving ducks that are found in Georgia during the winter. Redheads are seen on Lake Seminole during their migration to the Gulf of Mexico. Hooded mergansers can be found in the same forested wetlands as wood ducks. The small bufflehead occasionally is found on some of the larger reservoirs as they migrate through Georgia. In addition, ruddy ducks can be important species in some areas.
Another group of ducks is called the sea ducks, and this group includes species such as the eiders, scoters, oldsquaw, and harlequin. Very few seas ducks are harvested in Georgia, but they can periodically be seen in the waters of the Atlantic Ocean off the coast.
IMPORTANT GOOSE SPECIES IN GEORGIA
There are two species of geese found in Georgia. The most common is the resident Canada goose, and the other species is the migratory snow goose. Snow geese are relative newcomers to Georgia. As their population has greatly increased over the past several years, their wintering area has expanded to include Georgia.
CANADA GOOSE
The Canada goose has become a common resident of Georgia. Practically all of the Canada geese seen in Georgia are resident birds, they are not migratory. These birds spend all year in our state, even though they may use different habitats during the summer and the winter.
Breeding Area - Resident Canada geese breed across the state of Georgia.
Breeding Habitat - Ranges from isolated ponds and wetlands to major reservoirs.
Average Clutch Size - 5 eggs
Incubation - 26 days
Average Nest Success - 70%
Adult Survival - 80%
Wintering Areas - Various habitats across the state
Food Habits - Clovers, grasses, and cultivated grains.
Historically, migratory Canada geese passed through Georgia on their way to an important wintering area, St. Marks National Wildlife Refuge in Florida. Over time, the migratory population of Canada geese began to decline, and fewer and fewer geese passed through Georgia. Today, there are virtually no migratory Canada geese present in Georgia during the winter.
In 1975, the Georgia Department of Natural Resources began a program to re-establish Canada geese in Georgia. During the restocking period of the late 1970's and early 1980's, thousands of wild Canada geese were released on reservoirs and farm ponds across the state. Canada geese quickly adapted to the available habitats in Georgia, and our resident goose population began to grow and expand into new areas.
Currently, Georgia's Canada goose population is estimated at approximately 45,000 birds. Some of our resident geese have adapted so well to life in urban and suburban areas that they cause problems in certain situations. Geese often use habitats such as golf courses, beaches, lawns, housing developments around major impoundments, and man-made ponds in subdivisions and apartment complexes. Goose-human interactions occur often in these settings. In situations where geese are causing problems, the Georgia Department of Natural Resources, Wildlife Resources
Division, has trained personnel who can provide technical guidance and assistance to solve these problems.
SNOW GOOSE
There are two different species of snow geese, the lesser snow goose and the greater snow goose. The lesser snow goose is the species found in our state, and it is a relative newcomer to Georgia. The population of mid-continent lesser snow geese has increased greatly during the last several years, and more and more lesser snow geese are now wintering in Georgia. Lesser snow geese come in two distinct color phases, a white phase (called the snow goose), and a dark phase (called the blue goose). Though they may look different, they are both the same species, lesser snow goose.
Breeding Area - Hudson Bay in Canada.
Breeding Habitat - Grassy tundra areas near large bodies of water.
Average Clutch Size - 5 eggs
Incubation - 23 days
Average Nest Success - 85-90%
Adult Survival - 70-75%
Wintering Areas - Primarily agricultural areas of Arkansas, Louisiana, and Texas
Food Habits - Roots of bulrushes, cordgrass, cattails, and agricultural crops
WATERFOWL HABITATS IN GEORGIA
Georgia is blessed with a great diversity of wetland habitats. In his 1978 book, "The Natural Environments of Georgia," Charles H. Wharton divided Georgia's wetlands into 39 different types ranging from mountain springs to salt marsh and beach. A much simpler breakdown of wetland types is presented by the Georgia Nongame and Natural Heritage Section in their publication entitled "State of Georgia Landcover Statistics by County." This breakdown can be simplified to include 5 different wetland types: 1) major reservoirs, 2) farm ponds, 3) beaver ponds and forested wetland, 4) coastal marshes, and 5) managed impoundments.
RESERVOIRS
Reservoirs in the southern Atlantic Flyway serve as important resting areas for migrating waterfowl. Most reservoirs are too deep to produce enough food to hold ducks over the winter, but they do provide resting areas and refuges from nearby hunting pressure. There are many large reservoirs in Georgia that are owned and operated by the Georgia Power Company or the U.S. Army Corps of Engineers. Some of these reservoirs have well-developed shorelines and heavy boat traffic, and are of little value to migrating waterfowl. However, some of our reservoirs do provide benefits for waterfowl.
The large reservoir projects along the Georgia-South Carolina border including Hartwell, Russell, and Clark Hill provide stopover areas for ducks migrating to coastal areas of Georgia and South Carolina. Along the Chattahoochee River basin in southwestern Georgia, Lakes Walter F. George and Seminole provide resting and feeding areas for waterfowl migrating to the Gulf Coast of Florida. Submergent and emergent vegetation proliferate in the relatively shallow waters of Lake Seminole, providing an ample supply of food for the waterfowl that use the lake. Lake Seminole contains Georgia's largest inland concentration of wintering waterfowl, primarily ring-necked ducks, canvasbacks, and scaup.
FARM PONDS
Farm ponds are designed for fish, not for ducks. Most farm ponds are too deep for waterfowl use and are built with steep sides to reduce the growth of aquatic vegetation. Most good duck foods are considered to be weeds by the average fishermen.
Farm ponds may occasionally provide resting habitat for migrating ducks, but they do not provide enough food to hold ducks over the winter. If the pond is bordered by grass, Canada geese may be attracted to the pond and will feed on the nearby grasses. The landowner must decide whether to manage for ducks or for fish, because a good pond for fishing is usually not a good pond for ducks.
BEAVER PONDS AND FORESTED WETLANDS
Beaver ponds are found all over Georgia and contain various types of wetland habitats. Beaver pond habitat includes emergent herbaceous vegetation such as cattails, needle rush, or bulrush and a few interspersed woody plants such as willows, alder, or button bush. Forested wetlands include areas dominated by large woody vegetation, and includes habitats such as river swamps, cypress ponds, and tupelo gum ponds.
During the breeding season, these wetlands provide excellent nesting sites and brood-rearing habitat for resident wood ducks. During the fall and winter, these inland freshwater wetlands are used extensively by migrating and wintering wood ducks, mallards, and teal. Available foods include acorns from oak trees, seeds of naturally occurring vegetation, and numerous types of aquatic invertebrates. Beaver ponds and forested wetlands also provide roosting sites, loafing areas, and refuge from disturbance. Because of their importance to wood ducks, these types of interior freshwater wetlands are some of the most popular areas for Georgia's waterfowl hunters.
COASTAL MARSHES
The tidal marshes around Georgia's ''Golden Isles'' can be classified in one of two categories: brackish or salt. Brackish marsh includes low-salinity emergent wetlands dominated by black needlerush or giant cordgrass. These wetlands are transitional areas between freshwater marsh or forested wetland and salt marsh. The vast majority of Georgia's coastal wetlands are defined as salt marsh and include extensive areas dominated by smooth cordgrass.
Coastal wetlands, because of the influence of the tides, are extremely rich in nutrients and can provide important wintering areas for a variety of waterfowl species. Coastal bays and sounds are important areas for migrating scaup, mergansers, and scoters.
MANAGED IMPOUNDMENTS
Managed waterfowl impoundments can provide the best possible habitat for migrating and wintering waterfowl. The key to a successful waterfowl impoundment is the ability to control the water level. This includes being able to drain and reflood the impoundment at any time. A dependable water supply is a must. If you can control the water, then you can influence the vegetation in the impoundment. By manipulating factors such as water depth, timing of flooding, duration of flooding, and timing of drawdown, you can provide the proper conditions for growing a variety of food plants that are highly preferred by ducks. Normally, impoundments are flooded in October or early November and are drained in the late winter or early spring. If wood duck production is an important objective, the impoundment may remain flooded until June to provide sufficient brood-rearing habitat for the ducklings. The impoundment manager also can control other factors such as cover and hunting pressure.
Managed impoundments on the Savannah National Wildlife Refuge on the Georgia-South Carolina border are extremely important wintering areas for waterfowl migrating down the Savannah River system, and managed coastal impoundments along the Altamaha river just south of Darien provide migrating and wintering habitat for American green-winged teal, blue-winged teal, wood ducks, northern pintails, gadwall, northern shovelers, mallards, mottled ducks, black ducks, American wigeon, ring-necked ducks, and lesser scaup.
Waterfowl impoundments come in many forms, they may be flooded moist soil areas with native vegetation, flooded fields of agricultural crops, or flooded hardwoods (known as green tree reservoirs). Management techniques for waterfowl impoundments will be discussed on the following pages.
MANAGEMENT TECHNIQUES FOR WATERFOWL
Like all species of wildlife, waterfowl need the basic necessities for life: food, water, cover, and space. By manipulating the amount and type of each of these resources, waterfowl habitat can be greatly improved. The management techniques discussed below can be used to increase the amount of desirable foods, provide the correct amount and type of cover, control water depth and timing of flooding, and create the space and refuge needed by waterfowl.
NOTE: Always check with local offices of the U.S.D.A. Natural Resource Conservation Service and/or the U.S. Army Corps of Engineers before modifying any wetland area. There are strict federal laws concerning wetlands that must not be violated.
MANAGING FOOD RESOURCES
Providing food for waterfowl can be accomplished in one of two ways, through moist soil management to encourage the growth of desirable, native food plants or by cultivating agricultural crops such as corn or millets. In some cases, a combination of native foods and cultivated crops can be used to attract and hold waterfowl.
MOIST SOIL MANAGEMENT
Moist soil management is a management technique that stimulates the growth of beneficial native plants by controlling the water level in an impoundment or a beaver pond. If you can control the depth, duration, and timing of flooding, you can practice moist soil management. Water levels can be controlled with the use of a flashboard riser. Removing boards will allow water to drain from the impoundment, and replacing boards will keep water in the impoundment. A dependable source of water is absolutely necessary. Streamflow can be used to fill the impoundment, or a pump can be used to pull water from a nearby source, or gravity can be used to pull water from an upstream holding pond into the impoundment. Do not rely solely on rainfall and runoff to fill the pond, or the impoundment will remain empty in some years due to lack of rainfall.
Managed impoundments should be drained gradually (over a period of 2-4 weeks) around May or June, and the soil should be kept moist through the growing season. This will stimulate the germination and growth of selected wetland plants that are preferred by waterfowl, including wild millets, smartweeds, sedges, and other aquatic plants. By draining the impoundment gradually, a greater variety of wetland plants will germinate and grow, whereas a rapid drawdown will result in a very similar stand of vegetation across the impoundment. Once the seeds are mature in the fall, the impoundment can be mowed, disked, or burned before it is reflooded. This practice is legal as long as you are managing native vegetation. Mowing, disking, and burning reduce the amount of vegetative cover in the impoundment and provide open water areas for ducks to use. These techniques also help prevent perennial pest plants from becoming established, and they stimulate the preferred, early successional plant species such as wild millets and smartweeds. The impoundment should be reflooded gradually beginning in early October, and the impoundment should be full by early November, when many of the migrants begin to arrive. Ideally, water depths in managed impoundments should range from 2-4 inches up to 18 inches. These depths provide ideal foraging areas for wintering waterfowl. After waterfowl season, the water level in the impoundment can be reduced to attract migrating shorebirds, and then drained slowly in May or June, when the annual management process starts over.
In a beaver pond situation, food resources can be increased through the use of a Clemson beaver pond leveler (Adobe Acrobat Reader required). This device should be inserted into the beaver dam in early June to drain the beaver pond. Exposing the bottom or sides of the pond to air and sunlight will result in the germination of a tremendous variety of wetland plants that will attract a variety of waterfowl in the fall. In the fall, the manager must simply close the drain and allow the pond to refill. Beaver pond managers must realize that without a dependable water supply, there is a chance that the beaver pond will not be flooded prior to duck season.
Moist soil management is inexpensive because there is no seed or fertilizer to buy and no farm equipment is needed unless the manager chooses to manipulate the vegetation prior to flooding. There is normally a great diversity of plants that grow in moist soil areas, and because these plants have evolved in wet areas, their seeds are durable and won't rot after the impoundment is flooded. Because there are so many different species of plants, there is usually a very consistent seed crop every year. Native plants provide a balanced diet, including all essential nutrients. Impoundments that are managed for native vegetation usually have more aquatic invertebrates, more amphibians, more reptiles, and more mammals than impoundments that are managed in other ways.
PLANTING AGRICULTURAL CROPS
Impoundment managers also have the option of planting agricultural crops as a means of increasing the food supply for waterfowl. Just like moist soil management, the impoundment manager must have complete control of the water level. The manager must be able to drain the impoundment completely, keep the water off during the growing season, and reflood the impoundment from a dependable water source in the fall.
There are many different crops that can be planted for waterfowl. The management scheme is very similar for most agricultural crops. The impoundment is drained in March or April, and allowed to dry completely. The impoundment must be dry enough to support a farm tractor. Once the seedbed is prepared, the crop is planted at the proper seeding rate and fertilizer and lime are added according to soil test specifications. Planting dates will vary depending on the selected crop. Once the seed has matured, the impoundment is reflooded in early November in preparation for the arrival of migrating ducks.
Agricultural crops can also be used in beaver ponds if the water level can be controlled. A quick, late drawdown in July followed by hand sowing of Japanese millet on the exposed mudflats can provide a large amount of palatable seed for waterfowl. Once the seed is mature, allow the beaver pond to reflood as described in the section above.
Before choosing to plant agricultural crops for waterfowl, there are several factors to consider. Small grains do not provide a nutritionally complete diet for waterfowl, while native plants provide essential nutrients and a greater diversity of food. Planting has many additional costs, including seed, fertilizer, lime, equipment, and the risk of a crop failure in some years. However, some plantings are highly palatable and productive and may do an excellent job of attracting and holding waterfowl.
NOTE: There are strict baiting laws that must be followed when planting agricultural crops for waterfowl management. See Georgia's current migratory bird baiting regulation. If further assistance or clarification is needed, contact your local Georgia Department of Natural Resources, Wildlife Resources Division office for assistance.
GREEN TREE RESERVOIRS
A green tree reservoir is another type of impoundment that can be managed for waterfowl. A dike is used to hold water in an impoundment that is built around a stand of mature, mast producing trees, especially water oaks, willow oaks, southern cherrybark oaks, and others.
A water control structure such as a flashboard riser is used to hold water in the fall and winter, and the boards are removed to drain the area during the spring and summer. The impoundment should be flooded only after the leaves on the trees have changed color in the fall, which normally happens about late October or November. Once the leaves change color, the trees have gone dormant for the winter, and they will not be damaged by flooding. The impoundment should be flooded to a depth of no more than 18 inches. The primary food source in a green tree reservoir is acorns, and the waterfowl that benefit the most include mallards, wood ducks, and black ducks.
In the spring, drain the impoundment when the buds on the trees begin to swell, which normally happens in late February or early March. If the impoundment remains flooded too long in the spring, the trees could be killed. Flooding a green tree reservoir every year will slowly weaken the trees, and some eventually will die. Flooding the impoundment every other year is one way to extend the life of the trees. Another option is to flood the impoundment for three years in a row, and then let it remain dry for two years in a row. This rotation will allow use of the impoundment 3 out of every 5 years.
MANAGING AVAILABLE COVER
Cover can be loosely defined as a place to hide, but ducks need different types of cover at different times of the year. During the spring, hens need nesting cover. Once the ducklings hatch, they need brood-rearing cover that will protect them until they are able to fly, usually at about 7 weeks of age. Ducks also need loafing cover, which is simply a safe place to sit and relax.
NESTING COVER
Hens need a safe place to build their nest because a hen on an exposed nest is more prone to attract predators, which may destroy the eggs, kill the hen, or both. The only species of waterfowl that nests in significant numbers in Georgia is the wood duck. Wood duck hens normally nest in tree cavities that have been hollowed out by some other species, usually woodpeckers. In many areas, the mature hardwood trees that would normally provide nesting cavities for wood duck hens have been cut down, and there are not enough suitable natural cavities available.
In areas where natural cavities are lacking, nest boxes can be built and erected to create the necessary nesting cover for wood duck hens. These boxes not only provide additional cavities for the wood ducks, but they are also much safer than a natural cavity when a predator guard has been properly installed. Predator guards are necessary to prevent nest predators like raccoons and rat snakes from entering the box, killing the hen, and destroying the nest. Nest boxes also must be maintained annually to keep them productive. Unhatched eggs, old nesting material, and wasp nests have to be removed, and fresh shavings need to be added along with some sort of insect repellent. Wood duck nest boxes must be put up in or near available brood-rearing habitat in order to successfully increase local wood duck populations.
Too many wood duck boxes in one area may lead to a problem known as "dump nesting." In cases where the boxes are too close together, several hens may lay eggs in the same box, yet none of the hens incubate the eggs. Dump nests may contain as many as 25-30 eggs that never develop or hatch. To avoid the problem of "dump nesting," only put up about one box per acre of suitable habitat when beginning a nest box program. Check and maintain the boxes annually, and only add more boxes when the existing boxes are all being used.
BROOD-REARING HABITAT
To successfully raise a brood of young ducklings, the hen wood duck needs the proper type of cover to protect them. Good brood-rearing habitat contains a mixture of approximately 30% shrubs, 25% open water, 5% trees, and 40% emergent vegetation. The emergent vegetation and overhead shrub cover provide places for the ducklings to hide from predators. The emergent vegetation also provides places for the ducklings to hunt for animal foods including aquatic insects, spiders, and other invertebrates. These animal foods are part of a high protein diet that ducklings need for proper growth and development.
To be beneficial, brood-rearing habitat should be in close proximity to the nesting cover and/or nest boxes that are available to wood ducks. Brood-rearing areas should be shallow, and have a dependable water source so that the area will stay flooded until the ducklings are able to fly.
LOAFING COVER
Loafing cover is another requirement of wintering waterfowl. Loafing cover is simply a safe place to sit and rest. Muskrat mounds, beaver lodges, stumps, floating logs, and tussocks of vegetation are all examples of loafing areas. Some species prefer large areas of open water to sit and loaf. Ducks often feed heavily in the morning or afternoon hours, and then loaf and preen during the middle of the day. Ducks often seek isolated spots out of the water to preen and rest, and loafing areas provide these havens.
MANAGING DISTURBANCE
In addition to food, water, and cover, ducks also need space. Managers can provide all of the other necessities of life, but if ducks are constantly harassed by man's activities, i.e. if they don't have the space that they need, the ducks won't stay very long.
Reducing Disturbance and Providing Refuge Areas
Limiting access to the impoundment is the best way to limit disturbances. If the manager has the capability to "close the gates" to the wetland areas that are managed for waterfowl, that is the best way to provide a quiet environment for waterfowl. If ducks are consistently flushed, they will eventually move to another area. Other options include leaving a border of vegetation around the impoundment if it is near a road, house, or other source of disturbance. If the impoundment is hunted, do not hunt too often. The manager may have to learn by experience how often the impoundment can be hunted without driving ducks away. Many public impoundments in Georgia are only hunted once per week. Morning hunting is generally believed to be less disruptive and less likely to move ducks than evening hunting, or "roost shooting" (which is illegal after sunset). In addition to reducing disturbance to the ducks on the impoundment, providing a refuge also is very important. The refuge can take two forms: a space refuge or a time refuge. A space refuge is a physical portion of the area that is not hunted. A time refuge is a limit on the days or hours when hunting is allowed. Either of these techniques provide waterfowl with a safe place to feed and loaf when hunting season is open.
SUMMARY
By providing the essentials of life: food, cover, water, and space, land managers can enhance local wood duck populations and attract migratory waterfowl to their property. Hopefully this management guide has provided the information necessary to begin a waterfowl management program. If landowners or managers have additional questions about waterfowl management, the
Georgia Department of Natural Resources, Wildlife Resources Division, has trained personnel to answer their questions and assist with the development of a waterfowl management plan. Simply call the nearest Game Management Office to seek assistance.
REFERENCES
Arner, Dale H. and Gary R. Hepp. 1989. Beaver pond wetlands: a southern perspective. Pages 117128 in: Smith, L. M., R. L. Pederson, and R. M. Kaminski. Habitat management for migrating and wintering waterfowl in North America. Texas Tech University Press. 560 pp.
Bellrose, F. C. 1976. Ducks, geese, and swans of North America. Third Ed. Stackpole Books. Harrisburg, Pa. 540 pp.
Georgia Nongame and Natural Heritage Section. 1996. State of Georgia Landcover Statistics by County. Georgia Department of Natural Resources, Wildlife Resources Division, Georgia Natural Heritage Program. Project Report 26. 57 pp.
Huffstatler, H. and D. Stewart. 1993. Waterfowl habitat management handbook for the lower Mississippi River valley. Coop. Ext. Service, Miss. State Univ. Publication 1864. 19 pp.
Jackson, J. L. 1980. Bring ducks to your land: managing wetlands for waterfowl in the southeast. Coop. Ext. Service, Univ. of Georgia. 15pp.
Johnson, F. A. and F. Montalbano III. 1989. Southern reservoirs and lakes. Pages 93 - 116 in: Smith, L. M., R. L. Pederson, and R. M. Kaminski. Habitat management for migrating and wintering waterfowl in North America. Texas Tech University Press. 560 pp.
Neely, W. W. and V. E. Davison. 1966. Wild ducks on farmland in the south. U.S.D.A. Farmer's Bulletin 2218. 14 pp.
Wharton, Charles H. 1978. The Natural Environments of Georgia. Georgia Department of Natural Resources, Environmental Protection Division, Georgia Geologic Survey. Bulletin 114. 227 pp.
Williams, R. K., R. D. Perry, M. D. Prevost, and S. E. Adair, Ph.D. 1998. Management of south Atlantic coastal wetlands for waterfowl and other wildlife. Atlantic Coast Joint Venture of the North American Waterfowl Management Plan and Ducks Unlimited. 29 pp.
SELECTED NATIVE PLANTS TO ENCOURAGE FOR WILDLIFE
Freshwater Emergents - plants that extend above the surface of the water.
FRESHWATER PAD PLANTS - PLANTS THAT ONLY REACH THE WATER'S SURFACE.
FRESHWATER SUBMERGENTS - PLANTS THAT GROW COMPLETELY BELOW THE WATER'S SURFACE
BRACKISH WATER - PLANTS THAT GROW IN WATER WITH A RELATIVELY LOW SALT CONTENT.
BIBLIOGRAPHY OF SELECTED WETLAND PLANT IDENTIFICATION BOOKS:
Aulbach-Smith, C.A. and de Kozlowski, S. J. 1990. Aquatic and wetland plants of South Carolina. South carolina Aquatic Plant Management Council and South Carolina Water Resources Commission. 123 pp.
Lewis, G.W. and J. F. Miller. 1984. Identification and control of weeds in southern ponds. UGA Cooperative Extension Service. 26pp.
Tiner, R. W. 1993. Field guide to the coastal wetland plants of the southeastern United States. The University of Massachusetts Press. 328 pp.
Duncan, W. H. and M. B. Duncan. 1987. The Smithsonian guide to seaside plants of the Gulf and Atlantic coasts from Louisiana to Massachusetts, exclusive of peninsular Florida. Smithsonian Institution Press. 409
SPECIFICATIONS FOR WOOD DUCK BOX CONSTRUCTION
MATERIALS
Rough cut cypress boards 1" thick are preferred, but cedar, yellow pine, or exterior plywood are acceptable substitutes. DO NOT use treated lumber.
Weather resistant latch on the side flap that opens for maintenance
Zinc coated 1 ½" inch wood screws
½" wire mesh, 4 ½" wide, from bottom of box to front hole, on inside of box, to allow ducklings to climb up and escape
See figure
Sides (10" wide)
One side with pivoting flap
Flap beveled for opening 8 ½" above the bottom
Flap beveled at top
Pivot screws 16" above the bottom
Use countersunk wood screws
Bottom
Recessed at least 1/4" with five holes at least 3/8" diameter for drainage
Top (12" wide)
Overhang front by 1 ½"
Use countersunk wood screws
Bevel back cut to match back board
Front (12" wide)
Opening cut 3" high by 4" wide
Opening 4" from top of front board
Use countersunk wood screws
Bevel top cut to match top board
Back (12" wide)
Leave 2" above and below for mounting to post with lag bolts
Use countersunk wood screws
Predator Guard
Use 29 gauge aluminum flashing or galvanized metal, 36" wide
See figure for specifications on inverted cone design
Post
Pressure treated 4" by 4" wooden post, various lengths depending on water depth
GUIDELINES FOR MOUNTING WOOD DUCK NEST BOXES
1. Boxes should not be hidden. Boxes should be placed so that there is a 40'' flight line in front of the box that is free from obstructions such as tree limbs or bushes.
2. If using a wooden post, sharpen the post so that it can be driven down into the mud. Drill a hole for the lag bolts used to mount the box. Drive the post into the ground, slip the predator guard over the post, mount the box onto the post, add wood shavings to a depth of 4" in the bottom of the box, then nail the predator guard in place.
3. Position the box as nearly vertical as possible, with a very slight tilt forward. The tilt will enable ducklings to climb out more easily.
4. Boxes should be placed at the rate of 1 per acre in suitable brood-rearing habitat.
5. Boxes should be placed so that the bottom of the box is at least 4 feet above the high water mark.
6. Do not place more than one box per post, as this may increase the possibility of "dump nesting."
7. When attaching the box to the post, use 3" to 5" lag bolts instead of nails. Bolts make it easier to remove boxes in the future for replacement or repair as necessary.
8. No box should be mounted without a predator guard.
9. Wasps can be kept out of the boxes using a small piece of no-pest strip stapled or tacked inside the box.
10. Flat-type predator guards can be used, and should measure 40" by 40". These can be mounted very easily on the bottom of the box. | <urn:uuid:a0a0ad76-aaff-43ab-8d33-dffbee859a2d> | CC-MAIN-2023-40 | https://gastateparks.org/sites/default/files/wrd/pdf/management/Waterfowl_Management_in_Georgia.pdf | 2023-10-03T14:41:51+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00557.warc.gz | 285,327,363 | 10,473 | eng_Latn | eng_Latn | 0.967347 | eng_Latn | 0.996766 | [
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Illness of a Parent or Grandparent
Aparici Martin, I. Mom Goes to War. In this heartening and hopeful book, a mother facing cancer uses the form of a fairy tale to explain her illness to her beloved sons. In the allegory, the woman's body becomes the battleground where a war against the illness is waged: her red and white blood cells are portrayed as soldiers, and cancerous cells as attacking rebels.
j PAR PIC Aparici Martin
Butler, D. My Grandpa Had a Stroke. Ryan loves spending Saturdays with his Grandpa, riding in the truck, stopping at Morrie's Diner for breakfast, and fishing on Hall Lake. But when his grandfather has a stroke, everything suddenly changes. Now Ryan is confused and scared. He's worried about his grandfather. And he misses the special bond they shared. The story gently depicts how strokes can cause paralysis and what needs to be done to help the patient recover as fully as possible. j PAR PIC Butler
Jarman, J. Lovely Old Lion. Young Lenny loves his grandfather, King Lion, very much. But Lenny has noticed that his grandpa is beginning to change from his once proud, kind, and stately self to a tired, forgetful, and sometimes not-so-kind fellow. Lenny gains understanding with a little help from Hippo, who explains that as King Lion gets old, "bits of him are wearing out" and that his brain isn't working quite as well as it did and so he forgets things. In this gentle story about dementia, mentions of Grandpa's issues and behavior are straightforward yet general, leaving room for adults to provide additional information as needed. j PAR PIC Jarman
Kohlenberg, Sherry. Sammy's Mommy Has Cancer. This warm, sensitive, and straightforward story will help young children understand and accept the changes in their lives when a parent is diagnosed with a life-threatening illness. Parents will welcome this valuable aid in explaining the illness to their children. Sharing the book together, families will find encouragement in dealing with their sorrow, hopes, and small joys during a difficult time. Suggested activities for parents and children to do before, during, and after treatment are provided in the book's introduction. j PAR PIC Kohlenberg
1
Illness of a Parent or Grandparent
Ray, J. The Dollhouse Fairy. Rosy loves making special things for her dollhouse with her dad on Saturday mornings. When he suddenly goes into the hospital, Rosy worries about him, but she discovers a distraction inside the dollhouse. Suddenly, all is topsy-turvy, with furniture upended, and Thistle, a little fairy with a broken wing, has taken up residence. Rosy takes care of Thistle until she is well enough to fly. j PAR PIC Ray
Stevens, L. Not Today, Celeste!: A Dog's Tale about Her Human's Depression. Celeste is a happy dog who loves her human, Rupert. The young man provides her with everything she could want, from treats and cuddles to walks and plenty of playtime. Then one day, "something different" comes over Rupert, keeping him from enjoying his time with Celeste and even getting in the way of his ability to care for her. Rupert changes from full color to gray when he begins to feel depressed, and while his color has returned by the end, the text makes it clear that his depression hasn't gone away entirely. An extensive note written by a mental health specialist offers guidelines for sharing the book with young children and suggests ways to continue the conversation. j PAR PIC Stevens
Walsh, C. The Tide. A young girl loves her grandpa so much! When they spend the day at the beach, she holds his hand as they go for a walk, and they build sand castles together. But sometimes, it's difficult, because Grandpa has become forgetful. "Grandpa's memories are like the tide," Mommy explains. "Sometimes, they're near and full of life. Other times, they're distant and quiet." A story about families, laughter, and how we can help a loved one with dementia live well. j PAR PIC Winthrop (On order February 2020)
Winthrop, E. Promises. At the opening of this moving and ultimately hopeful story, Sarah's mother is ill. During her treatment she seems to get sicker and sicker. After a long time, her mother starts feeling better. But Sarah still has one more difficult discovery to make: Her mom can't promise that she'll never get sick again. She can make other promises, though, and those special promises are enough for now. j PAR PIC Winthrop
Complied by the Rochester Public Library Children's Room Updated February 2020
2 | <urn:uuid:0816dbef-d545-4277-921a-30a05819c59a> | CC-MAIN-2023-40 | https://www.rpl.lib.nh.us/_files/ugd/807c77_6c007850bf524e0faaa6a4cd9b78857a.pdf | 2023-10-03T14:37:36+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00555.warc.gz | 1,077,019,599 | 1,002 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.998952 | [
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WHAT DOES IT MEAN TO BE A DIGITAL CITIZEN?
Being a digital citizen is about working to ensure you are contributing to the health and well-being of your communities. How are you contributing to a positive culture online?
Four categories:
1. Empathy and Community
3. Sharing Information
2. Positive Technology Use
4. Ethics and Privacy
TIP SHEET #2: DIGITAL CITIZENSHIP: USING TECHNOLOGY FOR GOOD
What happens online can have a real impact. It's up to us whether the impact is positive or negative.
4. Don't assume everyone believes what the loudest voices say.
WHAT ARE SOME WAYS OF USING DIGITAL TECH FOR GOOD?
1. Connect with friends and family.
Check in on the people you care about, especially if they're having a hard time.
2. Use digital tools mindfully.
It's no fun when you're hanging out with someone and their nose is in their phone. Put away your devices when spending time IRL with others.
3. Be an engaged citizen in your online communities.
Read the news, learn about an issue that affects your community, get involved with causes you care about, and connect with your neighbours. We can use digital tech to make a difference in issues that affect our communities and the whole world.
When we're in online groups, it can be easy to believe that everyone thinks what the loudest voices are saying. This can make it seem like hate and harassment are normal, but the fact is that most people don't do things like that.
5. Make your voice heard.
If we make our own voices heard online, we can help show that most people don't want negative or hurtful talk in our communities. One person speaking out makes it easier for others to push back
Every voice matters and can make an impact. Use technology as a tool for good. | <urn:uuid:1478c6c9-6d01-4885-87df-63a1824fef99> | CC-MAIN-2023-40 | https://mediasmarts.ca/sites/default/files/2023-08/TipSheet_2_Digital_Citizenship_Using_technology_for_good.pdf | 2023-10-03T14:47:05+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00564.warc.gz | 412,599,446 | 389 | eng_Latn | eng_Latn | 0.998853 | eng_Latn | 0.998853 | [
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Instructions (shown before students start the test)
Answer the following questions. Circle only ONE response for each question, there is no penalty for guessing so do not leave any questions blank.
Introduction (shown after students start the test)
Welcome to Water Quality B! This exam will test your knowledge of marine and estuary ecology, coral reef macroflora and fauna, and water quality monitoring. The entire test will be multiple choice and True/False, worth 2 points each. Good luck!
1. (2.00 pts) Due to active mixing and nutrient input, estuaries are very _____________.
A) Warm
B) Large in size
C) Small in size
D) Biologically productive
2. (2.00 pts) All Banded Coral Shrimp (Stenopus hiispidus) are members of the same _____________________ .
A) Species
B) Community
C) Habitat
D) Coral Reef
3. (2.00 pts) What is an estuary?
A) A temporary pond of water created from high tides
B) The area in which the mouth of a river meets the sea
C) The deepest point in the ocean
D) A coral reef that is attached to or borders adjacent land
4. (2.00 pts) A ________________ is an example of a cnidarian.
A) Blue whale
B) Jellyfish
C) Long-spined black sea urchin
D) Banded coral shrimp
5. (2.00 pts) Looking at the image below, which is an example of a primary consumer?
A)
B)
C)
Krill
Squid
Seal
D)
Seagull
6. (2.00 pts)
Which of these is a threat to coral reefs?
A)
Chemical pollutants
B)
C)
Excess nutrients
Coral bleaching
D)
All of the above
7. (1.00 pts)
Identify the organism below
A)
B)
C)
Yellowfin Tuna
Parrot Fish
Butterfly Fish
D)
Fleshy Algae
8. (1.00 pts)
Which region is this organism found in?
A) Indo-Pacific only
B) Atlantic only
C) Around the Globe
9. (2.00 pts) Coral Reef bleaching positively impacts biological productivity by increasing biodiversity in the coral reef ecosystem.
10. (2.00 pts) Coral reefs are formed by the accumulation of
A) Carbon Dioxide
B) Calcium Chloride
C) Sodium Chloride
D) Calcium Carbonate
11. (2.00 pts) This is a measurement of how acidic or basic a solution is
A) pH
B) Phosphate level
C) Salinity
D) Turbidity
12. (2.00 pts) In relation to water monitoring and analysis, BOD stands for
A) Biochemical Oxygen Diversity
B) Biological Oxygen Demonstration
C) Biodiversity on Demand
D) Biochemical Oxygen Demand
13. (2.00 pts) How does evaporation impact the salinity of a solution?
A) It causes salinity to increase
B) It causes salinity to decrease
C) It causes salinity to stay the same
D) It causes salinity to decrease at first, then stay the same
14. (2.00 pts) Fecal coliform bacteria can enter the water from which pollutant?
A) Feces from humans
True False
B) Feces from animals
C) Acid Rain
D) Both A and B
15. (2.00 pts) This is the most common stormwater pollutant in rural areas. It can cause excessive algae growth and is used in many fertilizers.
A) Nitrates
B) pH
C) BOD
D) Aragonite saturation
Congratulations on completing the exam!
© 2021 - powered by Scilympiad (https://scilympiad.com) | Tournaments (/mi/Home/Subscribers)
Terms of Use (/ToS.html) | Privacy (/Privacy.html) | Cookies Policy (/CookiePolicy.html) | Support (/mi/Support) | Contact (/mi/Home/Contact)
1. (2.00 pts) Due to active mixing and nutrient input, estuaries are very _____________.
A) Warm
B) Large in size
C) Small in size
D) Biologically productive
2. (2.00 pts) All Banded Coral Shrimp (Stenopus hiispidus) are members of the same _____________________ .
A) Species
B) Community
C) Habitat
D) Coral Reef
3. (2.00 pts) What is an estuary?
A) A temporary pond of water created from high tides
B) The area in which the mouth of a river meets the sea
C) The deepest point in the ocean
D) A coral reef that is attached to or borders adjacent land
4. (2.00 pts) A ________________ is an example of a cnidarian.
A) Blue whale
B) Jellyfish
C) Long-spined black sea urchin
D) Banded coral shrimp
Welcome to Water Quality B! This exam will test your knowledge of marine and estuary ecology, coral reef macroflora and fauna, and water quality monitoring. The entire test will be multiple choice and True/False, worth 2 points each. Good luck!
5. (2.00 pts)
Looking at the image below, which is an example of a primary consumer?
A)
B)
C)
Krill
Squid
Seal
D)
Seagull
6. (2.00 pts)
Which of these is a threat to coral reefs?
A)
Chemical pollutants
B)
C)
Excess nutrients
Coral bleaching
D)
All of the above
7. (1.00 pts)
Identify the organism below
A)
B)
C)
Yellowfin Tuna
Parrot Fish
Butterfly Fish
D)
Fleshy Algae
8. (1.00 pts)
Which region is this organism found in?
A) Indo-Pacific only
B) Atlantic only
C) Around the Globe
9. (2.00 pts) Coral Reef bleaching positively impacts biological productivity by increasing biodiversity in the coral reef ecosystem.
10. (2.00 pts) Coral reefs are formed by the accumulation of
A) Carbon Dioxide
B) Calcium Chloride
C) Sodium Chloride
D) Calcium Carbonate
11. (2.00 pts) This is a measurement of how acidic or basic a solution is
A) pH
B) Phosphate level
C) Salinity
D) Turbidity
12. (2.00 pts) In relation to water monitoring and analysis, BOD stands for
A) Biochemical Oxygen Diversity
B) Biological Oxygen Demonstration
C) Biodiversity on Demand
D) Biochemical Oxygen Demand
13. (2.00 pts) How does evaporation impact the salinity of a solution?
A) It causes salinity to increase
B) It causes salinity to decrease
C) It causes salinity to stay the same
D) It causes salinity to decrease at first, then stay the same
14. (2.00 pts) Fecal coliform bacteria can enter the water from which pollutant?
A) Feces from humans
B) Feces from animals
True
False
C) Acid Rain
D) Both A and B
15. (2.00 pts) This is the most common stormwater pollutant in rural areas. It can cause excessive algae growth and is used in many fertilizers.
A) Nitrates
B) pH
C) BOD
D) Aragonite saturation
Congratulations on completing the exam!
© 2021 - powered by Scilympiad (https://scilympiad.com) | Tournaments (/mi/Home/Subscribers)
Terms of Use (/ToS.html) | Privacy (/Privacy.html) | Cookies Policy (/CookiePolicy.html) | Support (/mi/Support) | Contact (/mi/Home/Contact) | <urn:uuid:9a4657a9-bf30-4216-a208-2aa6337875c5> | CC-MAIN-2023-40 | https://macombso.org/images/Secondary/Events/BC%20Both/Water%20Quality/2021%20Online%20Test%20and%20Key%20B%20-%20Water%20Quality.pdf | 2023-10-03T15:21:16+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00561.warc.gz | 409,764,868 | 1,734 | eng_Latn | eng_Latn | 0.929194 | eng_Latn | 0.974678 | [
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Math Wars – SAT/ACT Topic 523 – Data Collection / Conclusions
Maximum Time: 7 Minutes
Directions: To start, you need to download the Math Wars application on your cell phone: Use the QR code or the url: https://mastermathmentor.com/mmm/mathwars.ashx?key=523
When ready, start the timer and then solve the problems below, entering your choice, A, B, C, D and pressing for each problem when you are sure of your answer. When complete, stop the timer. You will see problems you got correct in green and incorrect in red. You will receive a score based on how many problems you got right and your time. A perfect score is all problems correct using half the maximum time or less. You can text or email your friends with your results. Submit
1. (1 pt) A high school in Ambler, Pa is grades 9 – 12. The senior class has 250 students and of them, the 70 athletes were asked about renovating the gymnasium and 25 of them responded. Which of the following is the largest population to which the results of the survey can be applied.
A. The 25 who responded
B. The 70 athletes
C. The senior class
D. The high school
2. (3 pts) People tend to be either dog people or cat people. A survey is done to ask people "Is the easiness of having a cat worth the fact that they are not as affectionate as dogs." The survey is given outside a local ASPCA. What if anything, is wrong with this survey?
A. The location where the survey is given.
B. The wording of the question.
C. More people own dogs than cats
D. There is no problem.
3. (5 pts) In a typical month, the number of people boarding cruises at a busy cruise port is 75,000. The percent of passengers who come to the cruise port without correct documentation is 21% with an associated margin of error of 1.6%. If x is the number of people without correct documentation in a typical month, which of the following is most plausible?
4. (7 pts) A survey was taken from 20 people asking them their opinion about a movie. They answer 0 stars to 5 stars. The 20 responses are summarized by the histogram to the right. Arrange the calculations in order from highest to lowest.
5. (9 pts) A class of 25 students is set up with 5 rows and 5 columns. The teacher is interested in the average number of absences in the class. She takes a sample of 5 students, checks their attendance record, and projects the results to the entire class of students. The pictures below represent 3 different sampling techniques. Using the most appropriate choice, what is the projected class average for absences.
A. mean > median > mode B. median > mean > mode
C. mode > mean > median D. mode > median > mean
III.
A. 4.6
B. 5.6
C. 5.75
D. 6.6 | <urn:uuid:a1c3b455-151e-4968-8c6c-6b149b417f42> | CC-MAIN-2023-40 | https://mastermathmentor.com/mmm-archive/MathWars/Mathwars523.pdf | 2023-10-03T13:09:22+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00561.warc.gz | 417,692,712 | 668 | eng_Latn | eng_Latn | 0.997094 | eng_Latn | 0.998821 | [
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BASIC SENTENCE STRUCTURE
Sentences consist of two key elements: the subject and its verb. The subject is the main character of the sentence. It is a person, place, thing, or concept doing an action or being described. Every single sentence must have at least one subject. There are three main types of verbs: active verbs, passive verbs, and linking verbs.
The basic sentence structure is subject + verb. As long as you have those two items, you have a complete sentence.
BASIC SENTENCE STRUCTURE WITH DIFFERENT VERBS
1. Active Verbs - An active verb (AV) expresses the subject's (S) action and often acts upon an object (O), which is a person, place, thing or concept.
Example:
S
AV
O
Danielle wrote this paper.
2. Passive Verbs – In contrast, a passive verb (PV) acts upon the subject. Passive verbs are easily recognizable because they are paired with "to be" verbs (am, is, are, was, were, be, being, and been).
Example:
S
PV
The paper was written by Danielle.
3. Linking Verb – A linking verb (LV) connects the subject with either a predicate noun (PN) or predicate adjective (PA).
Predicate Noun – a noun (person, place, thing or concept) that gives further detail about the sentence's subject.
Predicate Adjective – describing word that gives further detail about the sentence's subject.
Examples:
S
LV
PN
Danielle is an expert writing tutor.
S
LV
PA
Danielle is
brilliant. | <urn:uuid:5d41ab76-68da-4cd9-af61-14c2085a8424> | CC-MAIN-2023-40 | https://cdn.regent.edu/wp-content/uploads/2021/10/Regent-Writing-Lab-Basic-Sentence-Structure.pdf | 2023-10-03T13:47:29+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00561.warc.gz | 185,471,953 | 335 | eng_Latn | eng_Latn | 0.991744 | eng_Latn | 0.991744 | [
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Les Nombres 10-100
Objective
Equipment
* For pupils to consolidate/ demonstrate their knowledge of French numbers in tens, from 10 – 100.
Preparation
* Pupils should have been previously introduced to the numbers 10-100 in French.
* This activity should take place in an open outdoor/indoor space.
* Split the class into teams (e.g. 5 pupils per group).
* Set up hoops, one per team, at one end of the playing area. Each hoop contains a set of the French number cards in tens (10-100), mixed up and face down.
* Outdoor/indoor space
* Hoops
* Sets of numbers cards in tens, written in French – 10,20,30,40,50,60,70,80,90,100 (one set per group).
Instructions
* Each team lines up at the end of the playing area, opposite their hoop.
* The teacher gives a signal and the first pupil in each team runs to collect a card from their hoop.
* When they get back to their team, the next child can run to collect a card.
* When the team have collected all their cards, they must arrange them on the floor in the correct order, 10 – 100.
* The winning team is the one who completes this first.
Other information
* This activity is suitable for KS1/2/3, depending on their starting point of learning the language.
* Numbers 10 – 100 in French:
10 dix
20 vingt
30 trente
40 quarante
50 cinquante
60 soixante
70 soixante-dix
80 quatre-vingts
90 quatre-vingt-dix
100 cent | <urn:uuid:1d735cc5-8954-4e54-9660-aef1c794ca52> | CC-MAIN-2023-40 | https://enricheducationuk.com/wp-content/uploads/2022/09/French-Numbers-10-100-AP-1.pdf | 2023-10-03T15:12:03+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00564.warc.gz | 247,898,402 | 362 | eng_Latn | eng_Latn | 0.99747 | eng_Latn | 0.99747 | [
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CONTEMPORARY NATIVE PEOPLES OF PENNSYVANIA
Information Compiled by the Baltimore Yearly Meeting Indian Affairs Committee (2017)
Number of American Indians and Alaska Natives in Pennsylvania (2010 Census)
Those identifying solely as Am Indian or Alaska Native (AI/AN)
26,843 (.2% of PA's population)
Those identifying as AI/NA and another race (mixed heritage)
54,249 (.4% of PA's population)
Total
81,092
Number of American Indians and Alaska Natives in United States
According to the 2010 Census, the number of individuals identifying as solely American Indian or Alaska Native (AI/AN) is 2,932,248, which is 0.9% of U.S. population. The number of individuals identifying themselves as having mixed heritage, i.e., identifying as AI/AN and another race, is 2,288,311, which is .07% of U.S. population. The combined total of American Indian and Alaska Native individuals identifying as solely and as multi-racial is 5,200,579, which is 1.7% of U.S. population.
Location of Individual American Indians and Alaska Natives in Pennsylvania (2010 Census)
A large number of the Native Americans living in Pennsylvania today immigrated during the federal government's 1950s initiative to move Native people from reservations to cities. Subsequently, the 2010 census shows the largest numbers are living in: Alleghany County (1,702), Berks County (1,285), Bucks County (1,232), Lancaster County (1,195), Lehigh County (1,279), Montgomery County (1,174), and the city of Philadelphia (6,996).
Number of Federally Recognized Tribes in Pennsylvania
There are no federally or state recognized tribes in Pennsylvania. Nationwide there are 567 federally recognized tribes as of 2014.
Members of Tribes Living in Pennsylvania (2010 Census)
In a 2009, an American Community Survey conducted by the U.S. Census Bureau, some of the non-historic tribes represented in Pennsylvania are Cherokee (1,679), Sioux (657), Navajo (319), and Chippewa (109).
Indian History in Pennsylvania - Carlisle Indian Industrial School
Carlisle Indian Industrial School in Carlisle, Pennsylvania was the first federally funded off-reservation Indian boarding school. It operated from 1879 through 1918 and was founded on the principle that Native Americans were a vanishing race and therefore Native American children must be taught Euro-American culture to survive and advance in society. Carlisle became the model for 26 Bureau of Indian Affairs boarding schools in 15 states and territories, and hundreds of private boarding schools sponsored by religious denominations. "
Boarding schools were extremely traumatic for numerous Native youth; many, including some of the children sent to Carlisle, did not survive and were buried there. Later, many of the Carlisle children's remains were exhumed and reburied to make room for new construction on the grounds. The U.S. Army has agreed to pay the costs of returning the remains of children to their tribes upon request. The Carlisle School is now a National Historic Landmark.
Its founder, Captain Richard Pratt, who believed in total assimilation, is famous for his pronouncement that: "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man."
Pennsylvania Legislation 2014
Pennsylvania Senate Resolution 220, a bipartisan resolution recognizing the month of November 2015 as "Native American Heritage Month" in Pennsylvania, was passed on October 20, 2015.
Pennsylvania House Resolution 776 honored Jacobus Franciscus Thorpe by designating May 21, 2016 as "Jim Thorpe Day" was passed on May 18, 2016. Thorpe was a Sac and Fox American Indian who attended Carlisle Indian Industrial School and attained distinction as a 1912 Olympic athlete and as a professional baseball, football, and basketball player.
Pennsylvania House Resolution 552 honoring and recognizing Pennsylvania's Native American peoples and communities and recognizing the first Saturday in October of every year as "Indigenous Peoples Day" in Pennsylvania was passed on October 21, 2015 by a vote of 198-0.
Organizations and Resources Information | <urn:uuid:c43a5c8d-4815-423f-a9e1-b4f581007306> | CC-MAIN-2021-43 | https://www.bym-rsf.org/file_download/d450dd17-b865-493c-b6e6-1690566f5151 | 2021-10-26T08:02:55+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00391.warc.gz | 837,709,833 | 927 | eng_Latn | eng_Latn | 0.993071 | eng_Latn | 0.992361 | [
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A PLANT-BASED DIET CAN HELP PREVENT HEART DISEASE
According to the Centers for Disease Control (CDC), heart disease is the leading cause of death, killing about 655,000 Americans each year. One in every 4 deaths in the US is due to heart disease.
HOW A PLANT-BASED DIET LOWERS RISK OF HEART DISEASE
Lowers total and LDL cholesterol
Reduces chronic inflammation
Helps weight management
Plant foods contain nutrients like antioxidants that fight free radicals and reduce disease risk.
WHAT TO EAT ON A PLANT-BASED DIET TO REDUCE HEART DISEASE RISK
Raw nuts & seeds
Whole & intact grains
Beans & lentils
Adopting a Plant-Based diet can help prevent and treat heart disease by reducing risk factors like high cholesterol, high blood pressure, chronic inflammation and obesity.
TALK TO A DIETITIAN ABOUT STARTING A PLANT-BASED DIET Visit www.eatright.org to find a dietitian near you | <urn:uuid:831730e0-3a7f-4a7b-8c9f-475946123eb7> | CC-MAIN-2021-43 | https://coosheadfood.coop/sites/default/files/20/chd_infographic.print.pdf | 2021-10-26T09:36:05+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00391.warc.gz | 282,111,371 | 216 | eng_Latn | eng_Latn | 0.978445 | eng_Latn | 0.978445 | [
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Basava Jayanti: Birth Anniversary of Guru Basaveshwara
drishtiias.com/printpdf/basava-jayanti-birth-anniversary-of-guru-basaveshwara
Why in News
The Prime Minister of India paid tribute to Jagadguru Basaveshwara on the occasion of Basava Jayanthi.
In November 2015, the Prime Minister of India inaugurated the statue of Basaveshwara along the bank of the river Thames at Lambeth in London.
Key Points
Birth
He was born in Karnataka in 1131 CE.
1/2
About:
He was an Indian 12 -century Philosopher, Statesman and a social reformer. th
He was Lingayat saint in the Shiva-focussed Bhakti movement, and Hindu Shaivite social reformer during the reign of the Kalyani Chalukya/Kalachuri dynasty.
The Lingayats are a Hindu sect with a wide following in southern India that worships Shiva as the only deity.
He is also known as Bhakti Bhandari (literally, the treasurer of devotion), or Basaveswara (Lord Basava).
Contribution:
Basavanna spread social awareness through his poetry known as Vachanaas.
Several important Lingayat works are credited to Basavanna, including Vachana such as the Shat-sthala-vachana, Kala-jnana-vachana, Mantra-gopya, Ghatna Chakra-vachana and Raja-yoga-vachana.
Basavanna, like Gautama Buddha, taught people how to live happily in a rational social order which later came to be known as the Sharana movement.
The Sharana movement attracted people from all castes, and like most strands of the Bhakti movement, produced a corpus of literature, the vachanas, that unveiled the spiritual universe of the Veerashaiva saints.
Basava fought against the inhuman practice of the caste system, which discriminated against people based on their birth.
The Anubhava Mantapa established by Basava laid down the foundation of social democracy.
Basava believed that man becomes great not by his birth but by his conduct in the society.
He taught the dignity of manual labour by insisting on work as worship.
Death:
He died in 1167 CE.
Bhakti movement
The movement probably began in the Tamil region around the 6 and 7 century AD and achieved a great deal of popularity through the poems of the Alvars (devotees of Vishnu) and Nayanars (devotees of Shiva), the Vaishnavite and Shaivite poets. th th
These saints looked upon religion not as a cold formal worship but as a loving bond based upon love between the worshipped and worshipper.
Originally began in South India in the 9 century with Shankaracharya spread over all parts of India and by the 16 century was a great spiritual force to reckon with, especially after the great wave made by Kabir, Nanak and Shri Chaitanya. th th
Source: PIB
2/2 | <urn:uuid:5b752897-587b-434b-b42b-24b10a4c2a14> | CC-MAIN-2021-43 | https://www.drishtiias.com/pdf/1621800473-basava-jayanti-birth-anniversary-of-guru-basaveshwara.pdf | 2021-10-26T08:19:47+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00392.warc.gz | 899,115,419 | 661 | eng_Latn | eng_Latn | 0.949491 | eng_Latn | 0.993932 | [
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Year 9 History
The Year 9 History curriculum has been designed to engage students by looking at the events of the 20 th century in more depth as well as beginning to learn the skills and knowledge necessary as part of the GCSE course. It builds on the work covered as part of the Key stage 3 curriculum and looks in specific detail at key areas.
The curriculum begins by focussing in the first half term at the causes and events of the First World War. The focus is slightly different to that in Year 8 as a wider view is considered by looking at the role of soldiers from the empire, Chinese workers, women and even the part played by Richmond School in the war. This gives students the context needed when looking at the next topic, that of the causes of the Second World War. The impact and consequences of the First World War has great resonance throughout the 20 th century and the initial unit enables students to deepen their understanding as well as begin to practise exam skills.
From November, students begin to study the GCSE exam unit Conflict and Tension 1918-1939. They look at the Paris peace treaties and the issues faced by the Big Three at the end of the war, the successes and failures of the League of Nations and the causes of the Second World War. As well as studying the key questions, such as why did the League fail and why did war break out in 1939, students practise exam-style questions, particularly interpreting sources.
In the last term, students look at events of the Second World War, particularly those not covered in detail by the Key Stage 3 curriculum, such as the Battle of Britain and the home front. They then go onto look at the beginnings of the Cold War and study some of the events, such as the division of Germany and the Vietnam war. Depending on time and student interest, the assassination of JFK and the Holocaust might also be studied. Students also have the opportunity to do some self-guided independent research on a topic which interests them. These have included why the Titanic sank, whether Peaky Blinders is historically accurate and why the Plains Indians were wiped out. The Year 9 exams take place at the end of the year and some lesson time as well as homework are dedicated to revising the Conflict and Tension material. The aim of the work this term is to widen the students' knowledge and understanding of the modern world and to give them the opportunity to learn and explore topics which they find particularly interesting.
Homework:
Homework is a vital aspect of the Year 9 curriculum, with students expected to complete regular tasks depending on the topics studied. When studying the Conflict and Tension exam unit, students will be given regular practice questions to complete and will need to revise for the end of topic assessments and the Year 9 exam in the Summer term.
When studying the non-examined elements of the curriculum, then students will be given homeworks such as a newspaper account of the assassination of Franz Ferdinand or a letter from the nurses during the battle of Passchendaele. There will be an opportunity to complete homeworks in a more creative manner with the designing or building of a First World War memorial. In the summer term, students will also spend time at home on their independent project. | <urn:uuid:05dae14e-887a-4760-a4de-2a4e3dba70a8> | CC-MAIN-2021-43 | https://www.richmondschool.net/wp-content/uploads/2020/02/Y9-History-Curriculum.pdf | 2021-10-26T07:31:56+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00389.warc.gz | 1,162,803,573 | 675 | eng_Latn | eng_Latn | 0.999275 | eng_Latn | 0.99925 | [
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English
This half-term, children will be exploring a fantasy text called
Freedom Bird by Jerdine Nolen.
Islamic Link to:
PHSE: human right, British value, Freedom of speech, Freedom to earn a living, Slaves were robbed off their identity, language, food, culture, families and friends.
UNICEF; Children's right
Islamic link: Muhammed SAW's last speech (no white man is greater than a black man and vice versa)
Black lives matter
John Cass school name - changed name as he was a slave trader
Children will be learning to write:
A short biography
A scene using dialogue to advance the action in a story Make inferences about a character using model verbs Research using ICT facilities to find answers related to the historical context of a narrative.
PE
In PE this half-term, children will be learning all about athletics. Islamic link: We are given our bodies from Allah to take care of them, they are an
DT
The topic this term is about a Shelters:
Create a shelter with materials such as: cardboard, wooden sticks…etc
Types of materials that are used for shelters and which are harmful for the environment and which aren't. Which materials are flame retardant and which are flammable.
Islamic link: It is our duty as muslims to build shelters for those who are in need of safety & aid. Also we need to ensure that they are sustainable and do not harm the environment and living things
Half Term Curriculum Overview
Science Year 5 & 6Summer2021
We will ensure that Islamic knowledge is incorporated into the curriculum insha'Allah.
Mathematics
Science
This half-term, children will be learning a range of
```
different topics in Maths. We will be able to: Algebra Converting measurements Dividing decimals by integers Percentages
```
Islamic Links
This half-term, children will making Islamic links to all the subjects they are taught and gain an insight of Islamic opinions, sayings and actions related to these topics:
For example; What does Islam say about healthy eating? Islam emphasises moderation - not too much and not too little in every aspect of life. The second half of verse 31 of Surah AlA'raf states, "Eat and drink, but be not excessive. The Prophet (SAW) said that two persons' food is enough for three, and three persons' food is enough for four Therefore we should eat less
PSHE
This half-term, children will be learning about making decisions:
In science we will be learning about Healthy Bodies.
Find out how scientific ideas about food and diet were tested in the past and how this has contributed to our knowledge of a balanced diet.
We will be able to:
To investigate the effects of tobacco, alcohol and other drugs.
Humanities
We will be looking at: Atlantic Slave Trade
```
To learn about the experiences of slaves during the Atlantic slave trade from historical sources. To understand what modern slavery is To understand Islamic viewpoint on slavery Islamic link: Islam abolished slavery 1400 years ago/ no racism in Islam- sura Hujurat. Bilal ibn Rabah was one of the most trusted and loyal HYPERLINK "https://en.wikipedia.org/wiki/Sahabah" \o "Sahabah" Sahabah of Muhammad PBUH. The first HYPERLINK "https://en wikipedia org/wiki/Mu%27azzin" \o "Mu'azzin" mu'azzin
```
Pillars of Islam, Iman & Ihsan
Homework
Understanding the purpose of life
Identify your intention behind actions
Islamic links: Islam teaches us to be aware of our actions, intentions and how we treat others. Our prophet SAAWS said ''The parable of the believers in their affection, mercy, and compassion for each other is that of a body. When any limb aches, the whole body reacts with sleeplessness and fever."
Children will receive homework on Fridays and they will need to make sure that they bring it back the following Wednesday. Children will also be given spelling on Friday following a test on Tuesday/Wednesday. All children should be reading at least 30 minutes every day. | <urn:uuid:cc1b8174-eeaa-4bf6-8b38-f7d1f2b56b52> | CC-MAIN-2021-43 | http://www.evergreenprimary.org.uk/wp-content/uploads/2021/05/Su-1-Primary-Y5-6-CO-Islamic-Links.pdf | 2021-10-26T09:02:53+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00390.warc.gz | 102,081,602 | 869 | eng_Latn | eng_Latn | 0.997395 | eng_Latn | 0.997395 | [
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Sharing his story with your students
Lesson: Grade 12 Recreation and Healthy Active Living - Leadership
Overview: Students will explore the Leadership concept, transformational leadership and the role of leadership in affecting change in society.
Curriculum Expectations: Overall Expectations met for PLF4M (also suitable for the following courses: PSK4U).
A1. Demonstrate an understanding of the concepts of leadership and of the attributes, skills, and styles needed to be an effective leader.
Specific Expectations: [
A1.1, A1.2]
Learning Goals:
* Explore the concept of leadership and compare leaders and the various styles they use
* Connect leadership and leadership styles to the environment and situations people are placed in
* Identify the attributes and skills required to support leaders
* Use information to help assess personal leadership attributes and skills
Materials Needed:
Chart paper, markers, access to technology Appendix A - Who is the Most Transformational Leader?
Minds On: Activity #1 - Small Group Discussion
1. Organize the class into small groups.
2. Post the following questions for discussion within each group:
* What is meant by the term "Leadership"?
* What does a leader do?
* Is a leader born or made?
* What are the personal attributes and skills that make someone an effective leader?
3. Using the chart paper provided, groups are asked to discuss and record their responses to the questions.
4. Groups will be asked to share their responses with the class.
Activity #2 - Small Group - Brainstorm
1. Groups are to flip over the chart paper and list as many "leaders" as possible from the areas of sport, politics, business, school/community, environmental groups that fit the criteria identified in Activity #1.
Action: Activity #3: Group Inquiry
1. Discuss the following statement: Who has made the greatest transformational impact on society through sport?
Notes to Teachers:
* Each group should select three leaders from their lists created in Activity #2 that they feel best represent the answer to the question above.
* All groups will be asked to use Terry Fox as their fourth leader as they work to complete the activity.
* Using the identified criteria, groups will be asked to research, discuss and determine their consensus on the options provided.
* Groups should use the chart paper, and markers provided to record their discussion points.
* Each group will have 20-30 minutes to complete their research and discussions.
* All groups will be asked to share their results and defend their position at the end of the time provided.
Consolidation: Activity #4 - Personal Reflection
Students are asked to respond to each of the following questions using the discussions and activities during the class:
1. Define the term "leadership" in your own words.
2. What are the common leadership skills that leaders seem to possess?
3. Which are the key skills that you need to develop and how they will make you a more effective leader for both your peers, your school community and the community where you live?
Notes to Teachers: the accompanying powerpoint "The True Power of Sport"and Appendix A can be used to support the set up and implementation of this activity.
Appendix A: Who is the Most Transformational Leader?
Considerations:
Criteria for Judgement:
Transformo – meter
Supporting Evidence | <urn:uuid:172b2b58-36e1-4709-94cb-36bca69c10ee> | CC-MAIN-2021-43 | https://terryfox.org/wp-content/uploads/2021/08/Grade-12-Recreation-and-Healthy-Active-Living-Leadership.pdf | 2021-10-26T08:04:22+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00395.warc.gz | 689,273,167 | 675 | eng_Latn | eng_Latn | 0.931175 | eng_Latn | 0.998137 | [
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FUTURE EXPLORATION GUIDE
10th Grade
Research & Personal Development
How to document life experiences into a resume and learn about available jobs.
Conversation Starters
LISTEN:
"When have you advocated for yourself or others?"
LISTEN: Reflecting on what the youth shared, together, identify some of the following components from their experience.
* Understanding the issue or concern.
* Finding the main points to support the potentially best solution(s).
* Considering the pros and cons of solution(s).
* Identifying who is in the best position to help with these issues.
* Being open to new ideas and solution(s) from others.
* Thinking about who you are talking to and describing the issues in ways that they can relate to.
LISTEN: "Do you have a current concern that could benefit from self-advocacy?"
SHARE: A time you advocated for yourself or someone else at school, work or in the community & how you navigated that process.
Check In & Ask The Youth
Personalized Learning Plan (PLP):
* What goals are you setting for the year?
* What do you do to remain on target with your goals?
* What groups or activities match your interests?
* What activities have you added to your PLP?
* How does your PLP motivate you?
* How does your PLP help you think or plan for your future?
Dual Enrollment:
* What do you know about Dual Enrollment?
* What are the advantages and potential challenges of participating in Dual Enrollment?
* Does Dual Enrollment fit your PLP?
Suggested Match Activities
COMPLETE:
COMPLETE:
EXPLORE:
Resume Activity; Learn what a resume is and how to create or update a resume.
Cover Letter Activity & Cover Letter Checklist; Review sample cover letters and learn about the elements that make a strong cover letter.
Research & Personal Development Activity: Career Focus;
Attend an in-person or virtual career-focused event or visit
a career center to learn about local jobs & careers.
Visit our Future Exploration Guide Resources Page for additional materials! | <urn:uuid:7e4e1a71-e2e2-4066-8491-0dd35f63cdea> | CC-MAIN-2021-43 | https://www.mentorvt.org/blog/wp-content/uploads/Future-Exploration-Guide-10th-Grade.pdf | 2021-10-26T08:09:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00393.warc.gz | 1,056,631,807 | 412 | eng_Latn | eng_Latn | 0.996614 | eng_Latn | 0.996614 | [
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Park School Parents' Curriculum Forecast Michaelmas Term 2021 Year 6
Across the school we have a cross-curricular approach to our teaching and learning to help develop the children's depth and breadth of knowledge as set out in the National Curriculum.
As a teaching staff we have chosen a common theme across all phases and cover all the learning objectives in a wide range of subjects through one cohesive phase topic for Years 5 & 6.
As well as the following curriculum we will also spend some time this term preparing the children for their external examinations in English, Mathematics and Reasoning, including working on examination techniques.
In English Year 6 will be studying texts linked to our 'Trash' topic and India theme including: persuasive texts, graphic novels, biographies and autobiographies and modern classic fiction. We will also look at instructional and explanation texts. Formal English exercises in comprehension, spelling and grammar will also play an important part, as will creative writing based on the literacy texts. In spelling we will continue to use the Headstart spelling scheme.
This term in Maths we will be working on some practice papers. We will also extend knowledge on place value, multiplication and division strategies, fractions, percentages, decimals and multiples. Shape and pace work includes angles, quadrants, area and perimeter.
This term in Science the children will be learning about evolution and inheritance as well as discussing where personality traits come from. They will be learning about living things and their habitats.
In History this term we will look at how Britain has influenced India through learning about the British Empire in India.
Geography compares India to the UK. Children name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers and understand how these features have changed over time. Children will also look at settlement, land use and economic activity in India. We will also study the impact of environmental issues faced by the country and here in the UK such as the increase in rubbish and learn about how it is managed.
In Art, Design and Technology we will paint watercolour landscapes and inspired by India. We will also make our own slippers using recycled fabric. We will also create works of art using recycled materials.
In RE we will have visits from 'The Bible Explorer' who will be taking us on a journey through the Old Testament. We will also be learning about the beliefs and practices of the religion of Islam.
PSHEE (Personal, Social, Health and Economic Education) includes the PSHE Association recommendations and the ethos of P.A.R.K.
In Music the children will be exploring ways to make different sounds from various types and textures of paper. They will be working in groups to create a 'Paper Groove', a performance of rhythms, patterns and sequences. The children will learn about musical structure, in particular Rondo form, through listening to some 'Bhangra' Music (a mix of music from the Punjab regions of India and Pakistan fused with Western styles). They will also listen to some Gamelan music from Bali and will learn how to play Gamelan cyclic patterns on the xylophones. Finally, the children will be preparing for the Junior School Christmas Production.
In Spanish the children will be learning basic everyday words and phrases using games and role play.
In Reasoning the children will receive individual and small group help to develop their own strategies, whilst improving logic skills, speed and accuracy in this area.
Throughout the year in ICT, Year 6 will be increasing their typing speed using touch typing exercises, using Microsoft Word and Publisher to produce documents and flyers and using Excel to produce accurate spreadsheets. Year 6 will also look at internet safety and effective ways to retrieve data from the internet whilst learning some basic programming using code.org.
Physical Education
In PE, the children will be learning Gymnastics, focusing on learning about counter-balance and counter-tension. They will demonstrate these components in pairs and groups to show changes in shape, level and body parts used in contact. They will work to construct, practice, evaluate and improve the composition and quality of their sequences. These will also be transferred safely from floor work to apparatus.
In Games, children will be learning sport specific techniques in the invasion games of Football, Hockey and Tag Rugby. They will further develop the principles of possession, support, numerical advantage, progression down the pitch, marking and working as a team to attack and defend. Tactics and strategies will also be applied into small sided games and conditioned game situations.
If you have any questions about this document or other matters, please see Mr Spraggs or Mrs Cattani. | <urn:uuid:80f8b8c4-cfa8-4b83-ad86-a2ad4d8ce753> | CC-MAIN-2021-43 | https://www.parkschool.co.uk/wp-content/uploads/2021/09/Year-6-M2021-Parents.pdf | 2021-10-26T09:51:20+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00398.warc.gz | 1,079,428,581 | 933 | eng_Latn | eng_Latn | 0.998713 | eng_Latn | 0.998739 | [
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Mears Ashby CE Primary School Homework Policy
'Working together to inspire and nurture'
Intent
Our intent in setting homework is that pupils will consolidate and apply learning in school to out of school contexts. With continued practise and over-learning of new information, they are more likely to develop schema and long-term understanding of concepts and facts. We acknowledge the important role that parents and carers play in reinforcing learning and providing additional enrichment experiences which enable our children to 'have life in all its fullness.' (John 10:10).
Implementation
We recognise that pupils of different ages have developing capacity to complete further learning outside of school. Our homework is progressive in terms of the volume and complexity expected through the different phases of school. The focus of learning at home has shifted to incorporate the use of technology to deliver engaging tasks and reduce teacher workload.
EYFS
In EYFS our focus in on the development of early reading as this is crucial to access other areas of the curriculum successfully. Our youngest pupils are expected to complete the following:
- One piece of 'topic' homework per term.
- Weekly sounds / words / decodable books to practise linked to their phonics learning, including tricky words. These will be changed as frequently as needed.
KS1
Hedgehogs' homework day is Monday; Spelling day is Friday.
- Spellings: sent home on a Friday in book bags. To be tested in school the following Friday.
- Maths: To complete one assigned Maths activity on Purple mash each week.
- Y1: Phonics- To complete one assigned Phonics activity on Purple Mash each week.
- Y2: Grammar- To complete one assigned Grammar activity on Purple Mash each week.
- Reading - books to be read three times with an adult (just a few pages each time) then completed for enjoyment before being changed:
- 1 st read – focus on decoding (working out what each words says)
- 2 nd read – focus on comprehension (understanding the meaning of the text)
- 3 rd read - focus on fluency (doing both at the same time)
- Theme project: One piece of topic homework will be sent home per term. To be completed by the end of each term.
Otters' homework day is Monday; Spelling tests are on Friday.
In Y3 we expect the following:
- One piece of 'topic' homework per term
- Practise of weekly spellings on Spelling Shed for a weekly test
- Reading 3 x per week at least at home
- Practise of times tables on TT Rockstars
- One maths or grammar task per week
In Y4 we expect the following:
- One piece of 'topic' homework per term
- Practise of weekly spellings on Spelling Shed for a weekly test
- Reading 3 x per week at home plus a reading comprehension task
- Practise of times tables on TT Rockstars
- One maths or grammar task set per week
Dolphins' homework day is Monday; Spelling tests are on Friday.
In Y5 we expect the following:
- One piece of 'topic' homework per term
- Practise of weekly spellings on Spelling Shed for a weekly test
- Reading 3 x per week at home plus a reading comprehension task
- Practise of times tables on TT Rockstars
- One maths task per week and one grammar task per week
In Y6 we expect the following:
- One piece of 'topic' homework per term
- Practise of weekly spellings on Spelling Shed for a weekly test
- Reading 3 x per week at home plus a reading comprehension task
- Practise of times tables on TT Rockstars
- One maths task and one grammar task per week
Written tasks will be self-marked in class and discussed verbally with the teacher if needed. Topic homework will be celebrated and displayed during parent drop-in sessions in each term.
Impact
Through their continued studies and practise at home, pupils will consolidate key skills and continue to make expected progress in their learning. The completion of 'topic' homework will provide opportunity for pupils to be expressive and imaginative, plus enable parents and family members to be involved in the learning journey should they wish. | <urn:uuid:29c3b3cb-b3fb-444a-a8ed-c74dc7bae218> | CC-MAIN-2021-43 | https://mearsashby.northants.sch.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=64&id=168&Itemid=1000000000000 | 2021-10-26T08:23:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00398.warc.gz | 494,770,725 | 863 | eng_Latn | eng_Latn | 0.998937 | eng_Latn | 0.999025 | [
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Moorfield Primary School
Inspiring Creative Learners for Exciting Futures
Young Carers Policy
Moorfield Primary School is committed to enabling young carers to access education and support. This policy aims to ensure young carers at this school are identified and offered appropriate support to access the education and other services to which they are entitled.
Definition
Young carers are children and young people who provide care to another family member. The level of care they provide would usually be undertaken by an adult and as a result of this they take on a level of responsibility that is inappropriate to their age and development. This is likely to have a significant impact on their childhood experiences.
The person they look after will have one or more of the following:-
*Physical disability
*Sensory disability
*Learning disability
*Mental health problem
*Chronic illness
*Substance misuse problem
Caring Tasks
A young carer will take on additional responsibilities to those appropriate to their age and development. A young carer might be providing the main care or share responsibilities with another family member. The caring tasks that a young carer has to deal with can range from:
- Nursing care – giving medication, injections, changing dressings, assisting with mobility etc.
- Emotional care – being compliant, monitoring the emotional state of the person cared for, listening, being a shoulder to cry on, supporting a parent through depression and trying to cheer them up. In cases where a young carer is supporting an adult with drug/alcohol misuse problem, they will often take a leading role in trying to keep that person safe.
- Personal intimate care – washing, dressing, feeding and helping with toilet requirements.
- Domestic care – doing a substantial amount of housework, cooking, shopping, cleaning, laundry etc.
- Financial care – running the household, bill paying, benefit collection etc.
- Child care – taking responsibility for younger siblings in addition to their other caring responsibilities.
- Communication & Interpreting communicating on behalf of the adult or family with agencies/services and interpreting for a language or sensory impairment.
Possible effect on education
Moorfield acknowledges that there are likely to be young carers among its pupils, and that being a young carer can have an adverse effect on a young person's access to education and attainment.
Because of their responsibilities at home, a young carer might:
- Have erratic or poor school attendance
- Decline in academic achievement
- Arrive late at school
- Not complete homework
- Lack motivation
- Not attend out of school activities or school trips
- Have back problems, aches and pains patterns of being generally unwell
- Show, anxiety, depression, anger, self harming behaviour
- Appear withdrawn, isolated from peers, have difficulties socialising
- Have poor concentration (due to worrying about the person who is cared for)
- Have parents who do not attend parents evening or lack of overall contact with school
- Have poor home/ school relationship
- Have false signs of maturity, assuming an adult role in social situations or have difficulty enjoying childhood activities
It also might be difficult to engage their parents (due to fears about child being taken into care, fears about their condition being misunderstood or their parenting skills being called into question). School may need to make alternative arrangements for communication about attainment.
Support Offered
Moorfield acknowledges that Young Carers may need extra support to ensure they have equal access to education and opportunities offered through the life of a school.
Through this policy, school is giving the message that young carer's education and school experience is important.
The designated school lead for young carers is John Collinson (Inclusion Lead) who will liaise with relevant colleagues, Signpost Young Carers and other relevant agencies with the consent of the Young Carer. All pupils will be made aware of the designated link.
Moorfield Primary School:-
- Will ensure that appropriate information is shared with school staff in order that there is an awareness of the young carer's situation.
- Will provide young carers with opportunities to speak to someone in private, and will not discuss their situation in front of their peers.
- Appreciates that young carers will not discuss their family situation unless they feel comfortable. The young person's caring role will be acknowledged and respected.
- Will treat young carers in a sensitive and child-centred way, upholding confidentiality.
- Will ensure young carers can access all available support services in school and other appropriate services/agencies.
- Will follow safeguarding procedures regarding any young carer at risk of significant harm due to inappropriate levels of caring.
- Will promote discussion and learning in all areas of the curriculum to facilitate fuller understanding, acceptance of and respect for, the issues surrounding illness, disability and caring.
Moorfield recognises that flexibility may be needed when responding to the needs of young carers. Available provision includes (but is not limited to):-
- Access to a telephone during breaks and lunchtime, to phone home
- Access to homework clubs (where these are available)
- Negotiable deadlines for homework/coursework (when needed)
- Lunchtime detentions rather than after school detentions (where possible)
- Arrangements for schoolwork to be sent home (where there is a genuine crisis). Any approved absence for a young carer will be time limited (DfES 2006)
- Access for parents with impaired mobility
- Advice to parents if there are difficulties in transporting a young carer to school
- Alternative communication options for parents who are sensory impaired or housebound
For further information in Stockport please contact
Young Carers on 0161 947 4690
Email: firstname.lastname@example.org,
Agreed by the Governing Body Spring 2020 | <urn:uuid:9aac9076-fe57-491e-ad97-81f39f75fe37> | CC-MAIN-2021-43 | https://files.schudio.com/moorfield-primary-school/files/documents/Young_Carers_Policy_and_guidance.pdf | 2021-10-26T09:48:30+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00396.warc.gz | 357,062,110 | 1,173 | eng_Latn | eng_Latn | 0.996794 | eng_Latn | 0.996939 | [
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Spain
Instituto Escuela Jacint Verdaguer
Students (age 3 to 16) can smoothly progress through all parts of their compulsory education in this integrated pre-primary, primary and secondary school. In this environment, the teacher, rather than providing answers, raises questions. Learning objectives emphasize student autonomy, responsibility and learning skills, in order to enable students to have an active role during inquiry-based learning, cooperative project work on authentic problems, and individual work. Music, drama, yoga, kinesiology and other activities are used to develop students' self-control, self-expression and social skills. In accordance with this methodological approach, there is a new organization of the curriculum as something open and arranged in three areas: instrumental areas, knowledge areas and expression areas (inner knowledge). The school created wide, open learning spaces to facilitate mobility and cooperation among students and teachers. The school makes use of extensive ICT resources, including a virtual learning environment, digital boards, student laptops, a robotics classroom, etc.
Main Focus of Innovation: CONTENT, RESOURCES, ORGANISATION
Other keywords: technology-rich, learning space
General Information
Name of the ILE: Instituto escuela Jacint Verdaguer
Location/Address: C/Gélida, s/n. Sant Sadurní d'Anoia. Barcelona. Catalonia. Spain
Website: http://www.jverdaguer.org/
ILE submitted by: Institute for Teacher Training and Educational Research and Innovation (IFIIE)
Rationale
Why do you suggest that it should be included in the project? How does it respond to 21 st century learning challenges?
In the last four years, our school has been granted some of the most important awards on education in Spain ─the Marta Mata Award for High Educational Quality by the Ministry of Education; the Catalunya Award; the award for the best design of digital material by the Ministry of Education; Cercle D'economia Award for teaching; and the Baldiri Reixac Award for Catalonian Schools.
However, for us, what is more important than this public recognition is the great ability of our team to do things differently in order to enhance students' motivation, and their cognitive and personal development. We always try for each student to become leaders of their own learning. It is not an easy path, it has never been; any new method requires effort and time that, most of the times, falls on the same people. The team feels as a part of a lighthouse-school, not because of being a reference school for others ─the school is visited three times a week, average; it provides training to other schools; and takes part in different publications, discussions, lectures and advice─ but because of the fact of being in our own, near the sea, at the mercy of the elements and in danger of disappearing unless we get other schools take part in this process of change.
The transformation from industrial to knowledge-based societies implies an educational perspective different to the one used up to now. From a society which needed answers, we must move to another which asks questions that enable our students to find the best possible answer.
Another important factor of this process is the change of the transmitter, from the teacher as the only source of information to diversified information accessible to anyone. This is the reason why we try to develop the student's abilities to solve real life problems and leave the mechanical part for the tools which give us the solutions. It involves managing knowledge using methodologies such as inquiry learning-based and creating learning environments where students can be more independent and share knowledge with their peers, whether from the same school or other schools.
The introduction of ICT has also played an important role in the process. In 2001, because of the project requirements, the school suggested integrating technologies to improve the learning process; in order to do so, we had to decide what kind of technologies were needed and what they would be used for. At that time, the most difficult aspect was to have them at disposal in such a short term and limited economic resources. But we made it thanks to the help of parents –who understood the change and took part in it–, public administrations, collaboration with universities, the participation in projects of innovative companies, and the awards granted.
For us, the symbiosis between society, technology and information constitutes a unit itself which belongs to the project at all times. We have always believed that a society evolves and improves when information is available to them and when this information is increased with better technologies which give access to more information and which, in turn, improve the society we live in. Therefore, it is compulsory to have access to the latest resources, used at any social, economic or private sphere. Schools could not avoid facing this new reality.
The main challenge of a society like ours is to prepare students for their intellectual and personal development. This school cannot just aim to transfer knowledge but to create learning environments where each learner can develop their abilities in both independent and cooperative ways. On this account, we must organise classes and schools in a completely different way to the traditional one. The school must be at the learners' side instead of in front of them, and its resources must provide students with autonomy, self-assessment and cooperation. All this must be reflected in the arrangement of the physical space, curriculum, resources and the teacher's role –closer to the learner and asking questions rather than giving answers.
Evidence
Is there any evidence or indications showing that this initiative achieves the outcomes that it is aiming at?
Since the year 2000, the school has two main objectives: mental arithmetic and reading comprehension. Two projects were planned: "efficient reading" and "mathematics à la carte"; everyone took part in them. Results were assessed every year. In 2002, results were far above the average for Catalonia –we used comparative data at that time. These results further improved in the following years.
A few years ago, the Department for Education in the Autonomous Community of Catalonia –Departament d'Educació de la Generalitat de Calalunya– started to assess the key competences in schools. It is due to these assessments that we have data clearly showing that our school results are very high above the regional average; in mathematics, results beat the scores from private, centros concertados 1 and of course, the kind of schools we belong to, public schools.
Nonetheless, statistics do not always show reality. We face some dilemmas: can we assess how competent a learner is in our school? How can we know whether a learner is going to be successful when the educational system still requests for content based tests? Although it is not our case, we could be working for a very competent based system and even so, the results may not be as expected. As we pointed to earlier, we believe that the system organisation itself should change. The university entrance examination should be transformed in a way that takes advantage of the learners' abilities rather than only asking for a specific mark. We should work for an objective instead of working to pass an exam.
Having to sit on the fence makes our task more difficult; even though we get positive results, it takes a big effort from teachers. In this respect, the challenge should be rewarded by the system itself, which normally tells what should be done but the assessment does not meet the objectives, thus creating great difficulties in practice.
Our school took part in the first programme for schools autonomy in the region, Catalonia. To succeed we had to design a SWOT analysis, set the objectives, strategies and improvement activities for the following four years. At the end of each school year, we had to report back about organisation and results; once they were presented, an assessment committee announced the conclusions. Each of the four years the school was marked as very satisfactory.
But there are other indicators that encourage us to continue on this path. The university has carried out an observation process for a whole school year and they considered the methodologies used in the teaching/learning process to be highly positive.
1 [TN] Private institution publicly funded on the grounds of an agreement with the competent education authority, which in turn makes these institutions comply with a series of requirements.
Learning Aims / Intended Learning Outcomes of the ILE
What are the core learning aims and which knowledge, skills or attitudes are to be acquired? (These may include outcomes related to learners' social, interpersonal, or meta-cognitive development)
The school project clearly defines the objectives we would like to achieve throughout the process. The goals are very general but the actions to achieve them are not.
These objectives are:
1. To develop the learner's autonomy and responsibility for their own learning process.
2. To increase the learner's participation, collaboration and cooperation in the social and learning process.
3. To enhance the learner's empathy, self-control and constructive criticism.
4. To prepare learners to live and coexist in the real world and find solutions to new problems.
5. To prepare learners for long life learning.
6. To develop the learner's scientific thought and reflection, and to offer them the challenge of creating new knowledge.
In order to achieve these objectives, we organized the curriculum –and what it implies– in three main areas:
The FIRST Area refers to the instrumental areas required to have a proper access to knowledge. This field is the only one where teachers still have the role of knowledge transmitter (to speed up reading, writing and arithmetic learning). However, not only is there a one way explanation from teachers to learners: at some points, learners become other learners' teachers –for instance, during "paired reading".
In this area, we work on mental arithmetic, efficient reading, self-dictation, literary creation, silent reading, the self-assessment of activities developed by the school to be used by learners to analyse their own learning process, and the problem-solving applied for the content of the subject (that is, problem-solving within a given environment).
The SECOND Area, and the most innovative one, relates to the acquisition of knowledge. It is in this field where we enhance autonomy and cooperation by means of two methods: the Digital Work Programme and the Project Work. Although both projects are based in inquiry learning, while the Digital Work Programme is individual the other one is cooperative. Also, a goal for both is that learners find solutions for problems brought up from real life.
Work Programmes are designed to develop autonomy, individual effort and the key competences; their structure is similar to the one of a webquest but wider and longer lasting.
Project Work enhances the exchange of information, idea-sharing, discussion and the public presentation of results. Methods used are very different, however, the one that has given us better results are puzzles. Any project topic is the result of an agreement between those topics suggested by the teachers and the ones suggested by learners.
The THIRD Area refers to feelings, emotions, self-control, and conflict resolution.
We believe that those students who have learnt about their capabilities as a human being and their body requirements are better able to meet the challenges of life. As a consequence, the work through Music, Drama, Yoga, Kinaesthetic or Physical Education cannot be forgotten as a way to help achieving the objectives.
In short, instrumental areas should be consolidated first to allow students to enhance their interest in acquiring knowledge and share them in a way that would lead them to a happier life.
In practise, knowledge develops itself through team work and didactic units on very different fields like:
- historical thinking from current proposals related to our past;
- geographical location using modern methods, strategic location of services, third world aid adapted to the environment, climate, etc., displacement, migration... All of them are today's topics that learners will deal with through comparative references from each of the studied units;
- Scientific research using through experimentation and previous hypothesis.
Experiments will be carried out in their own environment and the school's labs;
- The simulation of different situations to be solved. For instance, a close conflict or outstanding current news for which opposing groups of learners debate and reason out each proposal and argument;
- Visits, trips, exchanges, holiday camps, where students learn an adequate way of life and they have direct contact with reality.
- Reaching conclusions, improvements, interpreting graphs and results, taking real data from the civil service.
- etc.
Learners
Which group(s) of learners is it aiming at? Who is eligible to take part? How many learners are there? What are their ages?
The project is addressed to all students. We would not understand another way of consolidating education and everything it brings along without team work and common objectives.
At the Escola Jacint Verdaguer High School there are students from 3 to 16 years old. It covers all years of compulsory education for 754 students. Very early, since they are kids, we work as a team enhancing responsible autonomy so that, once they are older, they will have learnt to participate and collaborate effectively. Also, at a young age, they start making the most of the very different ICT resources provided by the school. When they are approximately 9 years old, this procedure will have helped them to develop the necessary abilities to work following the inquiry learning-based method we have suggested them.
Facilitators
Who are the teachers/facilitators? Who are the leaders? What are their professional backgrounds? What are their roles?
There is flaw in our national education system which causes an extra effort by steady teachers' teams. We mean that new teachers coming in every year are not aware of our school background or of how we work. The first thing that surprises them is that there are no textbooks and that there are lots of technological means that they have never used in other schools or not in a didactic way. And we are ought to manage this situation.
There is a permanent training issue we must face up to. In order to do so, the first thing we do is pairing off new arrives and expert teachers; second, there is training given by the steady teachers' team during the first term of each school year; and finally, there is the so called pedagogic meeting to create an environment ready for discussion over methodology in order to improve. Problems arise when, as it has happened in the last three years, unsteady staff is a constant feature and, so to speak, there is a permanent extra effort for the group of teachers that has to lead new arrives continuously. In spite of this, the steady teachers' team is full of motivation and courage. Although weariness is present at times, this team has overcome more difficult situations and we hope the new act favours stability and a structure of more suitable profiles for the specific needs of each school.
There are different levels of leadership in our school. The most important one is the steady teachers' team we have already mentioned. Another one, a commission called PAC (Proyecto de Autonomía del Centro that is, School Autonomy Project), responsible for gathering the teachers and school community concerns to plan whatever strategies are needed to keep improving; a third one would be the level coordinators who work together with the school management. And finally, the school management team and head teaching department as the ones responsible for managing requirements, evaluating the process and providing teachers with whatever resources are needed to help them to achieve goals, informing the school community and letting them take part in the school life.
An advantage we have over other schools is that teachers of Primary and Secondary education are located in the same school. This is a source of wealth that we constantly exploit. The right use of the formula methodology + speciality has brought us to fruition, made us stronger, and expanded our view over the common objectives to accomplish.
In the school, a commitment letter about the role of educators is available. It states that an educator is the one who accompanies, helps, guides and facilitates the learning process and personal development of every learner. Teachers who work here are not tools for providing information, but rather the opposite: they structure and plan in detail those learning environments where the building of knowledge will take place. This means that there is more work outside than inside the class, for in the latter learners are the ones who work. This is the reason why a virtual learning environment is available for students; it helps teachers to follow every learner's learning pace and to help those who need them most.
Organization of the ILE
How is learning organised? How do learners and facilitators interact? What kind of pedagogy do they follow? What curriculum is used?
As we stated before, curriculum is structured in three main Areas and each of them works subject to their objectives.
The first main section refers to what we call the 3Rs –writing, reading and arithmetic, this is the instrumental areas– and there are three significant domains:
- Big team work: the algorithms of written and arithmetic languages are transmitted by teachers and by interacting with the bigger group or reduced groups (flexible grouping);
- Strategies to help students with mental arithmetic and reading comprehension: In this domain we work systematically and in small groups. There is a graded series of mental arithmetic problems, and planned activities for efficient reading.
The former helps students to have a good command of mental estimation and approximation; the latter helps to read easily and to concentrate.
- Training what has been learnt: real situations to strengthen concepts. It makes possible for students to make sense of what has been learnt and to assess themselves. This is the reason why we have designed digital activities for self learning regarding the 3Rs. We received a national award for these activities.
In this section, to strengthen the third language (English), the subjects of Physical Education and Arts are taught in this language.
The second main section is knowledge. Students build learning up through two big goals: individual effort (autonomy) and cooperation with others. Everyone uses the inquiry-based methodology by asking questions and suggesting activities through a Moodle platform containing the necessary information sources and self-assessment activities for students to follow up their own learning process.
To work out autonomous learning, students use the so called Work Plan: through different units, interdisciplinary questions are asked for the students to find answers which help them solve the main question arisen. The approach to any suggested activity is based on competences instead of on contents, which are implicit in the didactic unit itself.
In the case of cooperative work, the starting point is similar but each team member is responsible for a specific part of the project; it is the team dynamic itself which pressures each member into fulfilling their potential and makes learners perform as tutors, helping their partners whenever a task is too difficult for them. Throughout the whole process, every group is asked to expound what they have learnt; usually, digital presentations are designed for them to support their speech. This cooperative method is put into practise from the fifth year of primary education: on the Moodle platform, learners find what kind of duties and goals are to be shared and achieved by the team; the team members organise themselves and assign their own duties.
In line with cooperative work, there are workshops for smaller groups (10-12 members) to carry out more difficult activities to be put into practise by bigger groups:
TV/radio; robotics; drama; photography; animation; and for older students, technology and research workshops, using labs or the assembly unit room to experiment, deduce, create or build.
Last but not least, the third main section refers to self-knowledge: the kind of knowledge that makes people feel and express their emotions, fully show themselves as individuals, learn about the body and its possibilities, and which helps them keep focused. In this section and from this point of view, music, body language, kinaesthetic and artistic expressions are taught.
The students' works where they express their feelings are used to decorate the school.
To promote learning and motivate students to express or learn on their own, a virtual environment is available where every student has at his/her disposal a personal notebook, a wiki space, letters to the editor, open didactic units, supporting material, a virtual lab, and monthly questions to solve problems and enigmas. The access is free, they only have to register.
All this can be found at http://www.jverdaguer.org/. If clicked in AULA, it is possible to appreciate how curricula are organised in line with the methodological structure suggested. Not all of them, but some courses have free access to be used as an example.
Learning Context
In which context does learning take place? What does the physical learning environment look like? Are community resources used to facilitate learning and how?
Firstly, the timetable in which learning takes place is designed to fulfil the project and achieve the main objectives. In this sense, its structure does not rely on the subject contents but on the methodologies used (contents are implicit).
The following table is an example of a timetable for the first grade of secondary education:
Secondly, the curricula organisation.
A curriculum is based on competences rather than on contents:
Thirdly, the methodological basis is structured in three main sections: 3Rs, learning work and interpersonal work. A study carried out by the National Training
Laboratories Institute (Bethel, Maine, USA) suit us to easily find out what should be highlighted the most:
This structure together with the timetable, provide an approximation of the time devoted to each in each school: 25% for instrumental areas; 25% for autonomous learning and individual effort (Work Plans); 40% for cooperative work + workshops (project work and peer tutoring); 10% for inner work.
Another important aspect is how work is structured. From an organisation where students always pay attention to whatever their teacher explains, says or suggests, to structure where learners play a lead role in their training, participate and the teacher does not have his/her eye on them.
Another outstanding feature is the learning tools. They are all obviously linked to what has already been mentioned during the whole process. We handle resources commonly used by the new generation, ICT, without pushing into the background other tools, equally effective, known as "sweet technology" –always encouraging learners.
These tools support us to help learners to transmit what they have learnt, to discover, to search, to selfassess, to develop new strategies through games, to build or just to have fun.
In regards to the curricula resources, teachers develop didactic units by multiple means: didactic materials designed by the school (http://jverdaguer.org/jsmedia/cdweb/); books from the school or from the town's library–whenever there is a specific topic for students to work over a period time, we ask librarians to lend us all books available on that subject; Internet –teachers spend a great deal of time surfing the net searching for the best available materials: videos, texts, animation, listening, etc. Everything is organised and uploaded to a Moodle platform (http://www.jverdaguer.org/aula/) that is introduced to children since the fifth grade of primary education.
The truth is that behind these activities there is a work not always recognised, made by very competent professionals who have devoted part of their lives to change things a little, no matter the scant support received from the current educational context.
It is also important to mention that learners have an agenda where, every day, they can find what they are asked to do; parents can see it and so, help them at home.
History of ILE
Who initiated it? For what reasons was it started and with what purpose? Have these changed since?
Institute Escola Jacint Verdaguer has an innovative background. It started in 1989 when the classrooms layout was changed to suit the method learning corners for autonomous learning, as well as the introduction of project work and flexible groups. However, at that time, changes were not made in the whole to the whole school as that team was a bit hesitant. In any case, that was the beginning and that team laid the foundation.
A new revolution took place in 1992 when another school management team decided to run a project build on those bases. It was not easy. At that time, there were tough arguments but, gradually, good sense found its way through. A part of the staff did not want to take part in the project and went away. The ones who did not leave the school worked very hard, day by day, and worked also with parents trying to explain them that a better education was possible. Back then, the social image of the school was not very good, on the contrary, it was considered the last option compared to the other three private schools in the city.
As time went by students learnt, they went happy to school, and teachers worked hard –there were still many debates about methodological issues. The first classroom equipped with six computers was introduced then; however, although we did not know yet what to use computers for, we used them to write, worked with LOGO and did modest robotic experiments such as making the school bell ring by software programming.
A Language Classroom was also created: students could work not only through a written channel but also, auditory and visual –it was a real success, and people from all over the world visited the school. At different school grades –primary education used to cover eight years of compulsory education, there were children up to 14 years old–, teachers started to do project work and, at the end of the school year, they would explain to the other teachers they way they had created, organized and worked it. This encouraged other teachers to carry out project work in that line.
Later on, more classrooms were equipped with computers and the computer room –its name remains from the very beginning– had more computers. We realized computers had to be in the current classrooms instead of confined to a specific one.
In 2000, a national project called REDES provided the school with a big amount of computers and made possible we could work easier and have available every needed resource. It meant a major boost and the current bases were set at that time; it made total sense to introduce ICT to the kind of education we wanted. The most crucial year for the school history was 2005. We suggested the school also offering secondary education and so, to cover all years of compulsory education. It was admitted. Change started little by little, grade by grade; and it let us carry on the same kind of work for children up to 14 years old.
The image of the school turned to be socially recognized and demand grew over offer. Some private schools had to close down and some others, to host those students who could not get admitted in our school.
Although it was in 1992 when we decided to make deep changes, it was not until 2005 we created what today is called Institute Escola Jacint Verdaguer. Although everything has changed since then, it made possible to consolidate our current ideas, the role of teachers, curricula and time organization, resources and structure of the working spaces. Without courage, the help from great men in education –we have based our ideas upon theirs–, and visits to different samples of education from the traditional ones–Italy, Russia, Denmark, England, Basque Country and Catalonia–, we might still doing as done everywhere else.
Funding of the ILE
How is it funded?
We always had limited resources and worked hard to obtain what we currently have.
Funding came from multiple lanes: parents, they have always believe in this project and actively collaborate in every initiative; the central administration, they believe in us; agreements with companies from the educational area interested in finding their way in the market, we help one another; agreements with university, there is always valuable information available; the School Autonomy Project helped us to cover needs; the awards received in the last four years. All these made possible the kind of school that Institute Escola Jacint Verdaguer is today.
Nowadays, the school facilities are:
- interactive digital boards in every classroom and workspace;
- laptops for each student from 5th grade of Primary Education to 4th grade of Secondary Education;
- six computers per classroom from 4th grade of Primary Education to 4 th grade of Secondary Education
- a robotics classroom
- three classrooms with more than twenty computers
- a music classroom equipped with pianos for every two children, all kind of instruments, and computers with music software;
- a television set equipped with chrome, cameras and sound;
- an equipped radio room;
- two labs: physics and chemistry;
- cameras, video cameras, scanners, printers, reprographics, measure sensors, zooming tools;
- four net servers: educational service; meteorology school; virtual desk for each student; school management;
- Wi-Fi connection;
- language classroom.
Learning Outcomes
What are the learning outcomes achieved by the ILE, including academic, social, interpersonal and meta-cognitive outcomes? How is learning assessed?
Although already mentioned in this document, we will just refer to the following indicators and results:
- Annual indicators for mental arithmetic: above 85%; the regional mean is 60%.
- Indicators for reading comprehension: above 83%; the regional mean is 30%.
- Indicators for the key competences in mathematics: 95% –last school results were lower although never below 80%; the regional mean is 74%.
- Indicators for the key competences in English language: 74%; the regional mean is 40%.
Nevertheless, as it was also mentioned earlier, what makes us completely proud is the targeted follow-up of our project by the Department for Education in the Autonomous Community of Catalonia; this department gave us the mark of VERY SATISFACTORY for the last four years. Together with the awards received and the fantastic school's social image –one of the most important features for us–, we could assert that, although improvement is always possible, everything is properly running.
Our students have a great ability to expound what they have learnt and although this could be mentioned as one of their strengths, there is a whole process of questioning, gathering information, developing concept nets, discussing, and structuring. We strongly believe our project get people ready to meet the new challenges of a society like ours, even if we will need more time to prove it.
Documentation describing or evaluating the ILE
Is there documentation on this learning environment? Is there a website? Films? Research reports or evaluations? Other forms of documentation? (please supply references or links)
The school's website is available for everyone who wants to learn a bit more about us. Information can be found on different media: written –Catalonian and Spanish– and audiovisual –there is a report related to this document's content.
Direct links are the following:
1. Home page: www.jverdaguer.org
2. Project summary: http://www.jverdaguer.org/el-centre/documents.html
3. The Marta Mata Award: http://www.jverdaguer.org/el-centre/documentsescola.html
4. Audiovisual report: http://xtecmedia.blip.tv/#1804203
5. The role of educators: http://www.jverdaguer.org/el-centre/documentsescola/37-documents-escola/75paper-del-mestre.html
6. School's organization presentation: http://www.slideshare.net/jesteveg/projecte-centre?from=ss_embed
Other information you consider to be relevant to describe the ILE
Although there have been lots of change, we think that our job is still on progress, we like to insist work is still in progress. We do have time but still need better organised resources for the project to be considered complete.
We also understand this IS NOT a static task; we will never get what we would like because we are always beginning. In spite of it, we do believe that the bases in which education are based must be firm; they should not rely on chance but in coherence; and we are convinced we have this last feature. | <urn:uuid:1aca5b56-e50b-49ee-97eb-b3bf0275b0c8> | CC-MAIN-2021-43 | https://www.oecd.org/education/ceri/49768624.pdf | 2021-10-26T09:03:40+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00396.warc.gz | 1,113,530,759 | 6,490 | eng_Latn | eng_Latn | 0.997958 | eng_Latn | 0.998996 | [
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George Washington Carver was an American Scientist known for creating methods to prevent damage from crops and soil
He went to an art school where he was the only black person there and after his teacher seen how invested he was with agriculture is when he decided to major in agriculture
He developed over 300 uses for the peanuts and 100 for the sweet potato.
After graduating in 1894 he took 2 years he developed the jesup wagon and encouraged farm owners to rotate their crops so they can conserve the nutrients in the soil and told them to grow peanuts instead
This is still useful in today's world because technology has evolved still using Washington's method of the jesup. We use tractors now instead. | <urn:uuid:9f37dd81-c1f3-44e8-a3df-570941ce318a> | CC-MAIN-2021-31 | https://opportunitycharter.org/uploads/7/5/0/5/75054037/bhm_project.pdf | 2021-07-28T14:49:42+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00066.warc.gz | 439,812,986 | 142 | eng_Latn | eng_Latn | 0.999591 | eng_Latn | 0.999591 | [
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Guelma Anthony McLean
(1818 - 1873)
Guelma Penn Anthony was Daniel and Lucy Read Anthony's oldest child. Daniel named their firstborn for the wife of the late seventeenth-century Quaker leader William Penn. Guelma Anthony was born in Adams, Massachusetts, a year after her parents were married, at a time when Daniel was earning the family's living by farming and by operating a small general store in the house he built.
Guelma attended Deborah Moulson's female seminary from 1836 to 1838. Before she married, she worked as a teacher. In September, 1839, she married Aaron M. McLean (1812-1896), the grandson of John McLean, Daniel Anthony's business partner. The entire Anthony family was extremely fond of Aaron, and he was, throughout his life regarded as one of the Anthonys, as if he been born their brother. Because Aaron was raised in the Presbyterian faith, the Quakers withdrew Guelma's membership "marrying out of meeting." This event saddened Daniel and all the Anthonys but did not deter Guelma from marrying Aaron.
Susan and Guelma were always very close and enjoyed spending time together. Guelma's marriage to Aaron, the young couple lived in Battenville, New York, for a number of years before permanently relocating to Rochester, New York, in the late 1850s or early 1860s. While Susan was teaching in Canajoharie, New York, she often spent her vacations visiting Guelma and her family in Battenville. Guelma and Aaron gave birth to four children. A son died in infancy and another son and daughter died following brief, unexpected illnesses upon reaching adulthood, Ann Eliza McLean in 1864 and Thomas King McLean in 1870. In the months of grief following Thomas's death, Guelma became ill and did not recover. Her illness, diagnosed as tuberculosis, steadily progressed, and she died in November 1873. Guelma and Aaron's daughter Margaret McLean (Baker) was their only child to survive to lead a healthy, full adult life.
Guelma dedicated herself to her family. Although there is no record that she participated in the women's rights movement or other social reforms, she was in complete sympathy with Susan's activism. In November, 1872, though very ill, she left her sickbed and walked with her sisters Susan, Hannah Anthony Mosher, and Mary Anthony to the voter registration site to register to vote. Four days later, she again walked to the polls to cast her ballot. At the conclusion of Susan's trial for voting, the United States v. Susan B. Anthony, Susan spent the rest of that summer and fall of 1873 at Guelma's bedside, taking complete charge of her nursing care. By all accounts, she was a superb nurse and was determined to make her beloved sister's final days as comfortable as possible. | <urn:uuid:456e2212-27d4-4bd1-956a-8be37a64d3f3> | CC-MAIN-2021-31 | https://fomh.org/wp-content/uploads/2021/05/GuelmaAnthonyMcLean.pdf | 2021-07-28T13:56:01+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00070.warc.gz | 262,543,143 | 618 | eng_Latn | eng_Latn | 0.998696 | eng_Latn | 0.998696 | [
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Summer Weather and Your Medicine
Safety Information
Some medicines make it hard for your body to cool off.
If you take this medicine, you are at higher risk for heat exhaustion or heat stroke.
Take steps to stay cool during hot and humid weather.
What medicines cause this problem?
A lot of medicines that help emotional and mental health make it hard for your body to cool off in hot weather. Some of these medicines are listed here. Other medicines may also cause this problem. Talk to your doctor about medicines you take.
* Abilify (aripiprazole)
* Latuda (lurasidone)
* Haldol (haloperidol
* Serentil (mesoridazine)
* Clozaril (clozapine)
* Fanapt (iloperidone)
*
Geodon (ziprasidone)
* Invega (paliperidone)
* Risperdal (risperidone)
* Saphris (asenapine)
* Seroquel (quetiapine)
* Zyprexa (olanzapine)
* Loxitane (loxapine)
* Mellaril (thioridazine)
* Navane (thiothixene)
* Prolixin (fluphenazine)
* Stelazine (trifluoperazine)
* Thorazine (chlorpromazine)
* Trilafon (perphenazine)
What can happen?
These medicines make it hard for your body to stay at the right temperature. When the weather is hot your body can get too warm. This can cause heat exhaustion and heat stroke. Heat stroke is serious and can cause death if it is not treated.
How can I stay safe?
Take steps to stay cool
* Use air conditioning in your house, or spend time in a building with air conditioning.
* Keep blinds or curtains closed when the sun is out. Open your windows at night when the air is cool.
* Drink water to stay hydrated.
* Wear light-colored , lightweight and loose clothes.
* Plan exercise and outdoor activities for cooler parts of the day (early morning or evening).
* Wear sunscreen. | <urn:uuid:e13f1ce5-4c90-46ab-8046-8f0fcfb9dae6> | CC-MAIN-2021-31 | https://www.bergenspromise.org/assets/images/blog/heat%20and%20medication%20BP.pdf | 2021-07-28T12:35:04+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00064.warc.gz | 664,416,688 | 447 | eng_Latn | eng_Latn | 0.991353 | eng_Latn | 0.991353 | [
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Biography of Don Currie
SPRINGBOK ANGLING CAPTAIN
Donald Richard Currie was born on the 25 June 1915 on the family farm in Scheepers Nek near Vryheid, Kwa-Zulu Natal. He was the second child of William and Jean Currie after their first son died of pneumonia, aged 3. He had a younger sister and brother. The family lost the farm and prized herd of Friesland cattle during the Rinderpest in 1921. His father bought another farm in the Melmoth area in 1922. Disaster struck again in 1923, when a cyclone brought 3 weeks of heavy rain, destroying their home and farm. By this time, Don was in school and attended Merchiston in Pietermaritzburg. His parents then moved to Winkelspruit on the upper Kwa-Zulu Natal South Coast where his father farmed sugar cane in the Warner Beach area.
In 1926 tragedy struck again when the family lost everything, as a fire raged from Illovo through to Rossburgh. The family then moved to Escombe in Kwa- Zulu Natal, where Don attended Escombe Primary School. He completed Standards 4 and 5 in one year and was granted a scholarship to attend Glenwood High School. In 1928 his father died from Meningitis, leaving the family destitute. When Don was in Std. 8, his mother suggested he leave school to find a job to help support the family and enable his sister and brother to complete their schooling. Although it was the time of the Great Depression, he managed to find odd jobs as a 14-year-old and through hard work and diligence, finally ended up as a clerk with the South African Railways.
When the Second World War broke out Don joined the Signallers in 1939 and after basic training, he joined the Artillery Anti-Tank Division and achieved the rank as Bombardier. He fought in Libya, North Africa where he was wounded and captured by the Germans, in 1942. He spent four years in a POW camp, first in Italy and later in Weinzberg, Germany.
In 1945 he was released and spent six months in England before being repatriated to South Africa. He began working at W. Dunn and Co. Ltd and soon controlled the sales and did the majority of the buying. This is where he met Doreen, his wife to be. They were married on 29 November 1946 and had three children, Malcolm, Ursula and Paul.
Don left Dunns and started an agency business, where he managed to build up enough capital to start a small clothing factory in 1952. He named his business Matchless Manufacturers. His range consisted of handkerchiefs, stoles and scarves as well as shrouds for an undertaker friend. He soon realised that the African trade offered great potential, so he made samples of boys' shirts, trousers and shorts in khaki fabric and travelled to Northern Zululand where he offered his merchandise to all the trading stores in the various towns. His products were very well received with orders from all the traders. The business expanded rapidly and clothing was sold throughout Southern Africa including what was then Basutoland (Lesotho), Bechuanaland (Botswana) and Swaziland. New divisions were added in upper and lower price ranges, to include men's and boys' trousers and shirts, school wear, ladies' dresses, workwear, and uniforms for the government and mines.
Don learnt to fish off the Durban South Pier after he joined the Hiawatha Angling Club when he was a young man. Every Sunday he and a couple friends left home at 6.00am, would walk from where he lived in Ayott Avenue, Glenwood, to the Indian Market and buy 3d worth of Ginger Shrimps to catch Karanteen. Then walk on to the Durban Post Office to catch a tram to the Point (also 3d), where he would get a ferry across Durban Bay to the Bluff for 6d. At the whale slip he would get chunks of whale meat - it was usually his job, as a youngster, to get enough for all those fishing for sharks on the South Pier. If there were no sharks to be caught, they would fish for edibles, which would be shared out amongst those who had not caught fish. In 1953 he joined the Benders Angling Club and was soon recognised as a leader when he was promoted to Club Captain and then President.
He was selected to represent Natal in his first Inter Provincial competition in 1958 which was held in Cape Town and fished in several other Inter Provincials both as Captain and later as Manager.
.
In 1972 he was named as the Captain of the first Springbok Rock and Surf Angling Team The competition was held in South West Africa (Namibia) where they fished against Germany. The Springboks won convincingly, and the German Anglers were severely sunburnt during their time in South West Africa.
Rock and Surf angling was not his only attribute, he proved to be a very versatile angler. He believed the lessons learnt as a youngster enabled him success all over the world, whether it be in the sea or fresh water. (Salmon in Scotland and Vancouver, Tarpon in Angola, Bluefin Tuna in Prince Edward Island, the biggest of which weighed in at 1060lbs, Marlin in Mauritius, Seychelles, Great Barrier Reef the heaviest being 871lbs and the Maldives for pelagic fish). He was also a member of the Natal Deep Sea Rod and Reel Club and in 1976 he was selected to fish in the South African Deep Sea Angling Championships off Durban.
He served on the Natal Coast Anglers' Union Committee for many years and in 1961 was awarded his Honours Badge for his services and dedication to the Union and angling in Natal. In 1972 he was elected as President of the Natal Coast Anglers' Union which he held for two years as per the Union constitution and was re-elected for a second two year term in 1976. In 1993 he was made an Hon. Life President of the Union. He held the position as patron of the Zululand Angling League.
Don was very conservation conscious and realised that the Shad stocks were dwindling, so in the 1970's together with the Natal Coast Anglers' Union Committee and the Oceanographic Research Institute (O.R.I.), he was instrumental in introducing the "Shad Ban" which at the time was very controversial. The legislation still stands today, and it is illegal to catch Shad in Kwa-Zulu Natal during the months of October and November. His conservation efforts were recognised by the Natal Parks Board, when he was made an Hon. Member of the Board, a position he held for many years.
Although Don had semi-retired to George and later Knysna he never forgot his angling roots and would regularly enquire after Benders' Angling Club, or assisted when visiting Natal teams were in his area.
Don was a loving and dedicated husband, father and grandfather and sadly passed away just short of his 93 rd birthday.
Acknowledgements:
Malcolm Currie Ursula Blamey Paul Currie
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4 – THE BURDEN FOR THE CITY (NEHEMIAH 1:1-3:32)
I. The Report from Jerusalem (Nehemiah 1:1-11)
A. The Report (Nehemiah 1:1-3)
- Nehemiah was in the city of Shushan in the 20 th year of Artaxerxes I.
- Nehemiah asks Hanani concerning the condition of the remnant and Jerusalem.
- Hanani reported that the remnant was in distress and in reproach because of the city's walls.
- The walls of Jerusalem were broken down and the gates of the city were burned.
B. Nehemiah's Prayer (Nehemiah 1:4-11)
- When Nehemiah heard the report, he sat down and wept as he mourned for many days.
- As he mourned for many days, he fasted and prayed before the God of Heaven.
- As Nehemiah began his prayer, he recognized God as one who keeps covenant and is merciful.
- He asked God to hear his prayer as he confessed the sins of Israel against the Lord.
- He confesses that they had not kept the commandments and ordinances that Moses was given.
- Nehemiah recalled the words of Moses concerning unfaithfulness and returning to the Lord.
- Nehemiah reminded the Lord concerning his promise to regather Israel to the land.
- He calls for the Lord to give attention to his people who have returned to the Land.
- He calls the Lord to hear the prayers of his servants who fear his name and let them prosper.
- Nehemiah identifies himself as the king's cupbearer.
Cultural Note: Cup Bearer (Butler)
A cupbearer was an official of considerable responsibility who attended ancient middle-eastern kings. The cupbearer was required to taste the foods and wines before serving them to the king. They served as a pledge the food or drink was not poisoned. A cupbearer enjoyed the esteem and confidence of their royal masters.
See: Genesis 40:1,2,5,9,13,20,21,23; 41:9; Nehemiah 1:11.
The Return To The Land: A Survey of Ezra, Nehemiah & Esther
II. Nehemiah's Request (Nehemiah 2:1-8)
A. Nehemiah's Appearance (Nehemiah 2:1-4)
- Four months later, Nehemiah was performing his duties by setting wine before the king.
- The king noticed that Nehemiah was sad and that it was sorrow of heart.
- When the king questioned Nehemiah about his sadness, Nehemiah became dreadfully afraid.
- When the king asked Nehemiah what his request was, he prayed to the God of Heaven.
B. The Request (Nehemiah 2:5-8)
- Nehemiah asked the king to be sent back to Judah to rebuild Jerusalem if he had found favor.
- The king wanted to know how long Nehemiah will be gone and when he will return.
- Nehemiah then requested letters from the King granting him passage and supplies for the task.
III. Preparations for Rebuilding the Walls (Nehemiah 2:9-3:22)
A. The Survey of the Walls (Nehemiah 2:9-20)
I. The Regional Governors (Nehemiah 2:9-10)
- Nehemiah, accompanied by Persian horsemen, presented the king's letters to the governors.
- Sanballat the Horonite and Tobiah the Ammonite were displeased by the plan to help the Jews.
Historical Note: Sanballat the Horonite
Sanballat was a man of Beth Horon. He was a very influential Samaritan who tried unsuccessfully to defeat Nehemiah's plans for rebuilding the walls of Jerusalem. He then plotted to assassinate Nehemiah by inviting him to a conference in Ono. His daughter had married into the family of the High Priest. He was the governor of Samaria.
See: Nehemiah 2:10,19; 4:1,7; 6:1,2,5,12,14; 13:28.
Historical Note: Tobiah the Ammonite
Tobiah was an Ammonite who tried to hinder Nehemiah in his efforts to rebuild Jerusalem with Sanballat the Horonite. Tobiah plotted with a Jewish priest named Eliashib to used storerooms as his private quarters in the Temple. Nehemiah threw him out of the Temple and purified the storerooms.
See: Nehemiah 2:10,19; 4:3,7; 6:1,12,14,17,19; 7:62; 13:4,7,8.
2. The Survey (Nehemiah 2:11-16)
The Return To The Land: A Survey of Ezra, Nehemiah & Esther
- Three days after his arrival in Jerusalem, he went at night to survey the walls of the city.
- Nehemiah told no one the plan that God had placed on his heart concerning the city.
- He surveyed the walls on horseback and then on foot at places the horse could not pass.
- The officials and priests did not know where Nehemiah went as he surveyed.
3. Nehemiah's Purpose Revealed (Nehemiah 2:17-18)
- Nehemiah met with the leaders and pointed out the distress that the city was enduring.
- He called them to rebuild the walls of Jerusalem, so that the reproach would be removed.
- He also told them about the favor of the Lord that was shown through the king.
- The leaders agreed to rise up and build as they set themselves to begin the work.
4. The Opposition (Nehemiah 2:19-20)
- Sanballat and the other enemies mocked the Jews and stated that they were rebelling.
- Nehemiah responded that the God of Heaven will help them and that they have no claim.
B. The Division of the Work (Nehemiah 3:1-22)
- The writer lists the various leaders and their families who repaired certain sections of the wall. | <urn:uuid:26b0bb4d-b7bc-49cd-b170-c12a96e1a619> | CC-MAIN-2021-31 | http://curwensvillechristian.org/sunday_school/027EzraNehemiahEsther/Lesson4.pdf | 2021-07-28T13:42:06+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00068.warc.gz | 11,325,888 | 1,281 | eng_Latn | eng_Latn | 0.982145 | eng_Latn | 0.990142 | [
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Clean-Building Rules Save Money While Preventing Smog and Reducing Greenhouse Gases
Did you know?
In July 2019, the City of Berkeley became the first city in the state to ban new gas connections in low-rise homes. Across California, other cities including Los Angeles are exploring how similar clean-building rules can make our communities cleaner, safer, and affordable.
Why?
Because using natural gas in our homes (for heat, hot water, ovens, and stoves) contributes to smog and climate change. Energy use in buildings accounts for about 25% of greenhouse gas emissions in California. Fortunately, our electricity is getting cleaner as we move toward solar and wind power; and these sources of energy are now cheaper than fossil fuels.
As the price of gas continues to rise (and it is rising), it is crucial that we develop an equitable transition strategy, so that all of our communities can benefit as we move toward a cleaner, safer, and more affordable future.
Decarbonized buildings, which run on clean electricity, are:
- Cleaner: Energy use in buildings accounts for about 25% of greenhouse gas emissions in California. We must move away from fossil fuels such as natural gas to make the necessary reductions for the state will meet its climate goals (and—oh yeah—help save the planet). Gas stoves also emit toxins such as nitrogen dioxide, a notoriously hazardous gas that induces asthma and other respiratory ailments.
- Safer: Induction cooktops have even better temperature control than gas stoves and are safer to use because only the pan gets hot, not the stove. At the same time, they eliminate the risk of gas leaks, explosions, and fires, all of which are of particular concern in earthquake-prone areas such as Los Angeles.
- More Affordable: A study commissioned by the California Energy Commission showed that building electrification will save the state billions of dollars compared to dirtier alternatives such as biogas (sometimes called renewable natural gas). A study commissioned by the Los Angeles Department of Water and Power has similarly shown that requiring new low-rise residential buildings to use highly efficient zero-emissions appliances will save new homeowners hundreds of dollars per year!
Choices we make now can cost us a lot of money down the road:
- every new building that uses gas appliances…
- every new off-street parking spot without a plan for adding an EV charger…
- every new power plant that uses fossil fuel…
–will waste us money later!
What can neighborhood councils do?
1. Ask developers and the City to plan for the future by requiring new buildings to be ready for all-electric appliances and all-electric cars
2. Support a strong, equitable building-electrification ordinance that offers financial incentives to help people in existing buildings transition to electric appliances
3. Help get the word out to your community about the coming changes
Want to learn more? Visit ncsa.la/advocacy.
https://www.sierraclub.org/articles/2019/06/study-transitioning-california-gas-could-lower-costs-and-prioritize-low-income https://www.ladwpnews.com/meeting-californias-climate-change-goals-through-building-electrification/ | <urn:uuid:11ce4757-840c-444e-9105-abc8a07dc9ea> | CC-MAIN-2021-31 | https://d3n8a8pro7vhmx.cloudfront.net/ncsa/pages/284/attachments/original/1569947896/building_decarbonization_flier_2019_09-26.pdf?1569947896 | 2021-07-28T13:39:50+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00060.warc.gz | 204,032,216 | 651 | eng_Latn | eng_Latn | 0.998229 | eng_Latn | 0.998229 | [
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Physical Development at York Road Nursery
Being physical is vital for healthy bone development and growth and, by their very nature, young children are extremely active. The Early Years Foundation Stage Curriculum emphasises the importance of supporting and enhancing the physical development of all children. It is our intention at York Road Nursery School to offer a wide and varied range of physical experiences in order to support children in developing both their fine motor and gross motor skills, differentiated to support the needs of each child. The children at nursery are encouraged to be active, independent learners whereby they are taught the importance of keeping healthy through physical exercise and discussions around the importance of having a healthy diet, and they are encouraged to be independent in managing their own hygiene and personal needs. There are links to physical development in every aspect of the EYFS and all of these aspects are implemented in the following ways.
Indoor Environment
The indoor environment offers many opportunities for children to develop their fine motor skills which in turn help to strengthen hand and finger muscles and helps to develop good hand/eye coordination. Our messy play area allows children to enjoy all our malleable materials on offer. 'Dough Disco' is a great activity where children squeeze, prod, pat, smack etc, their own little piece of playdough to music, helping to develop those little fingers in preparation for writing! Children need to be able to experiment with making marks from an early age. Our children are able to access 'mark-making' tools such as pencils, charcoals, chalk, paint using brushes, rollers and sponges, to create different effects. The children are given opportunities to be creative with junk modelling, using their skills to cut with scissors, and to problem solve by using materials such as tape, glue and string to join boxes together.
Outdoors Environment
Our beautiful, spacious, outdoor garden is fantastic in encouraging children to be active in a number of ways; children can run, jump, spin, roll, ride, climb, and balance. Our outdoor equipment includes climbing and balancing apparatus to support children's core strength; tricycles, scooters and pull-along trolleys to encourage coordination; a large selection of bats and balls, etc to support and encourage hand/eye coordination and a 'mud kitchen' where children can dig for worms or make big holes, and use their imagination in cooking a delicious mud pie, stew, soup or cake! Water is readily available for the children to practise their mixing, pouring and stirring skills. The 'mud kitchen' not only helps support children's physical skills but also supports their language and communication along with their personal and emotional development, encouraging socialisation with others, sharing, taking turns, etc, as together they make up their concoctions and stories.
At York Road Nursery, a number of lunchtime clubs such as a sewing club, dance, yoga, Pilates, football and sensory trails for those children who need a little extra support are available,
which again support children's physical skills. And we are extremely lucky to be able to provide a Forest School experience visiting a local woodland on a school site weekly. In the
woods, the children can take risks, climb, explore and use all their senses as they experience the awe and wonder of nature all around them.
Physical development at York Road Nursery supports children in developing a positive sense of themselves and others and gives them confidence in their own abilities. Not only do these well-resourced areas in the nursery, both indoor and outside, enable children to learn, develop and challenge children both physically and emotionally, they also promote an "I can do it!" attitude, supported by caring, motivated, and highly skilled early years practitioners.
Debbie McAllister, Physical Development Lead
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Creative writing in ELT: Organically grown stories
Clarence Ray Bussinger Tokiwa University
Many EFL/ESL students do not experience the benefits of practicing creative writing in English, which include expanding knowledge of literature, and using classroom language skills, learning new language structures and vocabulary. Students are motivated to learn English by engaging in creative writing exercises in English language teaching classes. Despite not having the luxury of a creative writing course, it is possible to include such a component in various ESL classes. Following a short discussion of the nature of creative writing and an overview of the relevant research, this article outlines one method of having students produce stories that grow in scaffolded stages, from concept, to words, to lines, then to story. Students report the process to be interesting and non-threatening, and report gains of confidence through sharing their stories.
多くのEFL/ESLの学生は英語による物語作りの便益を経験していない。その便益と は、文学の知識が広がること、言語スキルを活用すること、新たな言語の構造や語彙を学 習することである。本論文では、概念から始まり、言葉、数行、物語へと段階的に発展する 物語を学生がつくる方法の一つについての概要を示す。学生はこのプロセスを興味深く、 無理のないものであると思い、物語りを共有する楽しみをもつことになる。
Keywords: creative writing, ESL, EFL, literature, process, scaffolding, stories
Introduction
In his article, "Creative Writing for Students and Teachers" Maley (2012) asks a question many of us have been asking for years, "Why is it that most institutional systems of education develop such narrow and unadventurous teaching procedures?" (para.1). It is rare to find creative writing (CW) in ELT, even in small doses. He goes on to state that a lack of imaginative language teaching often leads students to "develop a lifelong aversion to the language" (para. 1). Like Maley, more and more ELT educators are calling for an increased use of CW in ELT. Having students write stories in English gives them more insight into the art of fiction, gives them an opportunity to use the language skills they possess, and encourages them to explore vocabulary and grammar that they might not consider otherwise. As Smith (2013) points out in his experience of teaching
CW in ELT, "I have found that the vocabulary use in fiction writing appears to be more varied and of higher quality than academic writing produced by the same students," (p.15).
In addition, students writing stories to be shared tend to use natural language forms and to develop a more natural, albeit EFL, voice. Having students produce writing that has come from their feelings and ideas gives them self-confidence, allowing them to mature as writers and English speakers: "Self esteem along with confidence in the language, grows as students are encouraged to break out of the text-book style of learning by repetition" (Rowlands, 2012, para. 6). Students are very happy to take a break from textbooks and formal writing, and explore personal reflection and creative endeavor. Thus the benefits of creative writing are many, including vocabulary building (Ying, 2008), and engaging in language
play to "express uniquely personal meanings" (Maley, 2009, para. 3).
In her review of Writing Poems and Writing Stories (Maley & Mukundan, 2011), Lima (2013) outlines the recent trend to include CW in ELT (see also Frank & Rinvolucri, 2007; Wright and Hill, 2008). Indeed, creative writing is taking a more prominent position in ELT, with schools offering full semester EFL/ESL courses in creative writing.1 CW is also shown to transfer learned skills to academic writing, increasing writers' competence and confidence. In an ESL CW program at a large midwestern university in the U.S., "all of the students felt that their academic writing had improved" (Ostrow and Chang, 2012, p.48).
Different from the academic prose English language students usually write in their university classes, creative writing more overtly attempts to aesthetically engage both the reader, as well as the writer. Although some educators may be resistant to including creative writing in language classes, there has been a "revival" of CW (Maley, 2012, p.561), with many educators understanding that "creativity is a fundamental aspect of education and should be promoted accordingly" (Stillar, 2013, citing Engle, 1999, p. 165). While many educators demonstrate the value of CW in ELT (Franz, 2005, p.17; Keplinger, 2001), more and more educators (Apple, 2004; Holthouse and Marlowe, 2013; Sano, 2004) simply choose to presuppose the value of CW in ELT, eschewing the process of initially defending the use of CW, and directly address techniques.
Creative writing is often thought of as hairwrenching exercises, undertaken by driven solitary writers; however, in a relaxed, non-threatening atmosphere, English language learners can smoothly produce poems, stories and dialogues. The words creative writing may connote stories and poems, however dialogues, journals, web texts, and so forth could also be included. Having very limited time for creative writing in my class, I employed a step-by-step method for creative writing which could be finished in short periods of time in class, with some writing, and reading of original texts, done as homework.
Although this exercise was conducted in a small sophomore seminar (Japanese 'zemi') majoring in English and American studies, it could readily be applied to larger classes and all grades levels, with learners at most levels of language competence. These seminar students were of varied ability from basic to pre-intermediate level. Having students of very different skill levels is a common situation at smaller colleges and universities, and is often viewed as a problem. However, in this CW exercise, I found the differing levels posed no problems. Ross (2007) came to the same conclusion: "while students come to class with various levels of language proficiency, creative writing offers an avenue for all students to improve their English writing skills" (p.14). The seminar focuses on literature and culture in Anglophone countries. It is fortunately scheduled in a CALL lab, and meets once a week, across a 15-week semester. In our department, there are no classes in creative writing or drama. Classes are overwhelmingly focused primarily on academic studies, and students rarely if ever have opportunities to explore the world in creative ways. However, it is usually possible, with some effort, to shoehorn such classes into the curriculum, or at least a unit or two, as in this case.
Overview of the writing process
This genre-approach exercise was completed over a four-week period, using between 10-20 minutes of each class, with homework assigned for each class. The initial instructions for each step were very general, and simple in form, and students were simply asked to write. Overall, the focus was on content rather than form. For the initial steps in this process, there was little correction or revision, a strategy also followed by the Hong Kong teachers (Burton 2010, p. 502) and by Zemach (2008). Each step was designed to allow students the freedom to explore, and to find their own voice, an important aspect of CW for the EFL writer (Stewart, 2010. p.270). The discrete steps involved were as follows:
a. hold a conversation on personal topics;
b. choose one meaningful word;
c. write lines from this word;
d. write a story from the lines;
e. expand the story using sensory details;
f. expand further using dialogue.
As part of this writing exercise, the class examined poetry, myth, story and drama from our class textbook, Voices in Literature (McCloskey and Stack, 1993). The process began with conversation in English, which led to simple words written down. Each word produced more words. These words became free verse, which then became a (very) short story. The story was then fleshed out, adding sensory details and dialogue. At each stage of the process, students read their writing aloud in a group.
The process begins with rather casual conversation in English, students talking about what they experienced during the week, in order to elicit events, places, and people that they care about. The next step is to have them choose a word that describes something important to them. This could be something like their workplace, a hobby, an important personal article, and so forth. Students wrote down their interests—fashion, coffee, driving, apple pie, Rock City (a workplace). Having students simply write or type (some students were using MS Word) a single word allows them to overcome an often difficult hurdle—"perhaps the biggest challenge any writer has to overcome: the blank page" (Lima, 2013, p. 148). Once students have begun the process of CW, they can continue the process through a series of scaffolding techniques.
Expanding From letters, to words and lines
In each stage of the process, the instructor provided examples of how the students could proceed. At the first stage, the discussion in English, they discovered the instructor liked bluegrass music. The instructor then wrote the primary word bluegrass vertically on the paper, and added words associated with bluegrass:
B bass
L
laugh
U
upbeat
E
energetic
G gritty
R
raucous
A alive
S
simple
S solid
This technique of writing words, then lines from a topic word has been a common technique at least since this writer was in graduate school in the 1970's, later rather dubiously christened "acrostic poem writing," and is still current, described by Holmes and Moulton (2001) and utilized by teacher X as a "a form students could easily handle" (Burton, 2010, p. 500). Using the term "line" instead of "sentence," releases the students from any preconceived or pretaught forms, and allows them to freely write in word groups and phrases, avoiding (at least for the moment) the problem of form (see also Duppenthaler, 2006. p.19). Writing lines that contain these words relevant to the topic is the next step in the process. During each class in the process, students were reading poems and songs from the textbook, for example. "Here Comes the Sun," by George Harrison (p. 17), "There Are No People Song," Navajo Chant (p. 43). They were not asked to model their lines after anything they read, but were only exposed to a poetic ambience in the classroom.
Having the teacher write together with students is instructive and important (Maley, 2012), therefore I wrote example lines from bluegrass, shown on the center computer displays:
The sound of bluegrass guitar or banjo, mandolin, bass or fiddle
Leaves me laughing, or deep in thought The upbeat melodies cut through smoke and noise
Each player is in full energetic mode The notes are pure, yet gritty, like the earth The night turns raucous, people are moving I feel I'm becoming more alive, more awake The melodies are simple, yet deep Bluegrass, with that solid foundation, soars so high
While this may or may not be considered 'poetry', it is evocative and meaningful for the writer, and students see clearly how it may be possible to write
lines from their words. Although these lines formed sentences, students were instructed to simply write, in phrases or sentences.
With their associative words, students immediately constructed lines, with most students writing directly on the computer. They wrote quickly and easily, as if they already had conceived the lines, even as they were asked to write. This took approximately ten to fifteen minutes, depending on the length of the primary word of each student. One student, having spoken about her interest in fashion, wrote on that topic:
Fashion
I like fashion.
Armani is a famous men's brand.
I have never taken a snap.
I often wear high heels because it makes my legs slimmer.
Fashion shows my individuality.
Ortega design is popular in winter.
When I was a junior high school student, I wanted to be a nail artist.
Marcus (2011) and others use similar techniques of writing lines from pre-selected words, seemingly chosen at random; however, I find the exercise works especially well when the words are not just plucked out of the air, but have a deeper meaning for the students, having arisen from their personal interest.
Mapping a story
With these lines in hand, students were given a homework assignment to map out a story from their writing on the associative words. In a previous class, students had mapped out a completed story "The Earth on Turtle's Back," retold by Michael J. Caduto and Joseph Bruchac (p. 49), from an exercise in our textbook, (McCloskey and Stack, p. 55). The textbook exercise was to identify major elements of a story—characters, setting, initial event, reaction, goal-setting, attempt to reach goal. In this writing exercise, on the other hand, they were asked to map out a story prior to writing it, rather like making an outline. One student had recently received her driver's license, and mapped her story on buying a new car and beginning to drive:
Characters: self, father, grandmother, father Setting: driving school, a used-car shop Initial event: attending a driving school Reaction: received a driver's license Goal setting: to drive from hometown to a town 50 kilometers away
Attempt to reach goal: grandmother bought her car, in cash
Outcomes: I drive the 50-kilometer trip
Resolution: I'm living a happy driving life now.
Her story written later from this map was nonfiction, and she proudly read it to a group she was assigned to.
Writing a story
From this map/outline, students wrote their stories. Here is a resultant story from a student of lower-intermediate English ability, apparently an apple pie aficionado:
Apple Pie
Long, long ago in a certain place, there was a small village. The villagers lived in poverty. One day, a boy named Jack was walking around in the woods near the village. He searched for food. His family was hungry and was waiting for him to come back. There were just the trees and the leaves. He got tired because he was walking around all day. He leaned against the soft grass. After a while, he fell asleep from exhaustion.
He heard a loud cry. He stood up and saw the birds pecking at an apple with their beaks. He takes a good look at the looks of it.
"Help me!" the apple was crying.
Jack ran up to the apple's tree. He pelted the birds with lumpy stones and brandished a long branch. The birds flew away.
"Thank you" the apple said. "I want to return a favor."
"I'm hungry." Jack said.
Then the apple fell into his hands. It was
damaged.
"Eat me!" The apple said.
"Is that a good idea? But my family is also hungry." Jack said.
"How about making an apple pie?" The apple said.
"Sounds good! What shall I do?" Jack said.
"Look!" The apple said.
Jack suddenly noticed that there was a small house behind the apple tree. He opened a door. A bright light escaped from its interior.
Jack awoke from a dream. He smelled apple pie and looked round. There was fresh-baked an apple pie. He took it home and ate with his family. It was great apple pie!
The final step in the CW process was to flesh out their stories with sensory details and dialogue, as assigned homework. In the class, students had read, discussed, and written about O Henry's "Gift of the Magi," in Draper (2006), and Alfred Uhry's, Driving Miss Daisy, in McCloskey and Stack (1993, p.87). In the exercises, the students were instructed on the importance of sensory detail and the form of dialogue. Aside from a general tendency to clump their sensory details together and to put all the dialogue in one place, students handily completed the assignments. In the final class in this CW process, students read their stories aloud, and subsequently reported that they enjoyed this CW exercise. As Wood (2011) points out, using narratives from the personal ethos of the student is an effective way "to create an engaging, productive classroom experience" (p.239). In Lima's review , she emphasizes that encountering CW in non-threatening way in language classes provides "a much more enjoyable, personalized, and productive learning experience" (p.147). Using this type of process as a bridge between the student and the literature made the textbook more understandable, and made the words flow easily throughout the entire writing process. Integrating the reading of literature, connecting it to the student on a personal level, then having students write pieces influenced by the literary forms they have read has been described as a "staged model of the creative process" (Burton, 2010, p. 500). Through these pieces, students explored poetry, myth, sensory detail, story, character and dialogue. At the same time, they enjoyed writing poetry, prose and drama. As Maley (2012) points out, the benefits to CW in ELT are numerous, and CW could be a valuable component within any ELT program.
Selected internet sources for creative writing exercises
Creative writing for EFL/ESL: many websites have exercises for creative writing, usually targeted at younger students. However, many of these exercises also work very well with adult students. Here is a short list of selected web sources.
<bogglesworldesl.com/creativewriting.htm> <eslpartyland.com/creative-writing-esl-student> <examiner.com/article/the-stories-of-our-livesesl-writing-tips-for-the-new-year>
<busyteacher.org/classroom_activities-writing/
esl-creative-writing-prompts-worksheets/>
<eslsite.com/resources/pages/Resources_and_
Teaching_Ideas/Writing/index.html> <eslcafe.com/idea/index.cgi?Writing> <squidoo.com/eslstorywriting>
Endnote
1. CW at Monticello Trails Middle School, Kansas, meets every other day for an entire semester. (<www.usd232.org/education/components/ scrapbook/default.php?sectiondetailid=35321&>)
Acknowledgments
I would like to kindly thank my reviewer and also Professor Motomasa Murayama for providing the Japanese translation of the abstract.
References
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Draper, C. (2002). Great American Stories , Book 1: An ESL/EFL Reader. White Plains, NY: Pearson ELT.
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Author's Bio
Clay Bussinger, teaching English since 1982, holds a MA in Teaching Writing from Cal State Humboldt. He is interested in literature, writing, and task-based teaching.
Wright, A. & Hill, D. (2008). Writing Stories. Innsbruck: Helbling Languages.
Ying, F. (2008). "The Vocabulary-Building Power of Story Creation," Essential Teacher, 5(3), September, 31-33.
Zemach, D. (2008). Using process writing to
The Language Teacher, nurture successful writers.
32
(7), 40-42.
Recent papers in ELT, Linguistics, Phonetics and Creative Writing. Papers. People. Exploring cross-language transfer of metaphorical skills with bilingual Spanish/Catalan EFL learners: A case study. This case study aims to describe the development and findings of a research project designed to explore whether the phenomenon of cross-language transfer, regularly conceptualized in terms of the Linguistic Interdependence and Linguistic more. Besides the above areas of ELT some papers deal with professional proficiency and effective communication skills which are essential tools for success in job interviews. Contents. Preface List of Contributors. 1. Teaching ESL through CALL S. Zahira Banu. 2. Teaching English in Rural Areas Using Flash Cards B. Zulaiha. Short Story Writing: Tall Tales Creativity is necessary for excellence in all writing formats. Once homeschooling high schoolers graduate, they will need to be able to communicate in ways that interest employers, Sunday school classes, ministries, or any other place God puts them. Those who are heading for college will be competing for good grades Our story. The best thing about writing ELT materials for primary is the opportunity we get to write stories. While discussing our experiences as authors and our contributions to common projects, we discovered a shared passion for story writing. Further discussions revealed that while we shared some approaches to story writing, there were lots of things that we did differently and we could learn a lot from each other. ‘Too ELT’ relates more to story language, especially dialogue, which doesn’t feel natural to a native speaker, as well as perhaps tired themes which have become too commonplace in primary ELT courses in general. One editor mentioned that too many exclamation marks were unwelcome! Creativity in ELT. This is a summary of a recent webinar presented by Antonia Clare. She shared so many good ideas that I need to record them here for future use in my classroom and in my training sessions for other teachers. In a creative classroom, students are active participants and are fully engaged in the learning process. The aim is to shift the responsibility from the teacher back to the learner. giving students the first lines of proverbs and getting them to invent the endings. Then they can think of stories in their own lives that prove or disprove the proverb. 'My Life in Film' - encourage learners to write their life story as a movie trailer using prompts (in the beginning....., then...., later., a big decision., now., etc.). Ways to use your emotions. There are six basic emotions | <urn:uuid:13ad3895-adc4-400f-87e7-47813e8b0a36> | CC-MAIN-2021-31 | https://tmuk.pw/26183950.pdf | 2021-07-28T13:53:54+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00073.warc.gz | 573,684,635 | 5,809 | eng_Latn | eng_Latn | 0.887422 | eng_Latn | 0.997146 | [
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Language Myths of an Interpreted Education
By Betsy Winston
Myth No. 1: Interpretations are adequate and appropriate models for the acquisition of any language
A basic tenet of language acquisition is that children must have interactive access to direct language in daily use in order to acquire it. Interpreting in the K-12 classroom is not an interactive process. Neither the interpreter nor the deaf student has the freedom to play, practice, and independently impact the teacher's language during an interpretation. It is most often the teacher in K12 who initiates and controls the interactions, while using an intermediary to fill in the language. Instead of gradually acquiring language and interaction skills as most language users do, from prolonged interaction with native users, deaf children are placed in front of moving hands without the benefit of interaction. They are expected, by staring at these moving hands, to somehow decipher the meaning and internalise the structure and communication requirements of a language from watching an interpretation. I offer the following example to paint some slight sense of the absurdity of this expectation.
Imagine yourself, an accomplished adult, in this scenario: you are sent to Japan to learn an essential knowledge and skill set so that you can return to your place of employment and teach them to your colleagues. Unless you are successful you will lose your employment and lifestyle, and possibly your self-respect. When you arrive, your classes are being taught in spoken Japanese. The interpreter you have been provided appears to be doing an admirable job interpreting-unfortunately it is into Japanese Sign Language, a language you do not know. Further, you are required to take written tests, and present essays in Japanese, using their script rather than a writing system you know. Imagine, if you will, your frustration at being encouraged to write Japanese script by imagining what the character must look like. Imagine that the instructions are coming to you in either spoken or Japanese Sign Language, neither of which you understand.
After describing this scenario, I pose this question to parents, educators, administrators and interpreters: what would you do, as a competent adult, who is already knowledgeable and confident in one language, and in your own field of expertise, if you found yourself in this situation?
I get many responses-file a complaint with the organisers, get up and walk out, explain why you won't be able to succeed in either the content or the
language requirements. Never has anyone said that she would stay, suffer through the frustrations, the daily inability to understand, the daily failures on tests, assignments, and interactions, and return home knowing that their job, their lifestyle, their expectations were going to be drastically affected, if not lost.
Yet, this is what many deaf students must tolerate in interpreted settings on a daily basis. Without adequate language skills in either sign language or English, they are expected to master both, at the same time, while also learning content, and all, often, through a less than adequate interpreter. There are several differences between the deaf student and ourselves in the imagined scenario—we already have mastered at least one language, our native one; deaf children often haven't. (Monikowski, 2004; Stack, 2004; Schick, 2003).
We have already mastered some part of the content knowledge in our field; deaf children are often lacking in world and daily knowledge due to the limited language input they receive in hearing families. To also expect them to acquire new content while expecting them to learn signing and English is unreasonable
We have already developed a sense of self and self-esteem. We have experienced success in some parts of our world, and in some parts of school. Imagine the self-esteem you would have if every question directed at you was incomprehensible; if every time you tried to respond, the others in the class patiently waited to move on to someone who understood what was happening. (Ramsey, 1997, 2000, 2004).
I doubt that any of us would tolerate this situation for long, yet we continue to impose it on deaf students in interpreted educations. We must acknowledge that interpreting serves those who already have language, but is not an appropriate or effective approach for acquiring it. An interpreter is no more a "model" for language acquisition than the Japanese interpreter would have been for us in the scenario above. Deaf students must already have language before being placed in interpreted educations; interpreting does not provide this opportunity.
Myth No. 2: Transliterations, intended to reflect some form of English message reduplication, are adequate models for the acquisition of English
Transliteration is the term used most often in the US to describe signing that reflects some features of English. Despite studies showing that these systems do not adequately and completely represent spoken English ( Schick, 2003; Stack, 2004, Wilbur, 2003) these systems are still required in
school systems to teach English. The instructions for these systems include directions to include aspects of American Sign Language to make the systems more visual. They also instruct users, and especially interpreters, to delete parts of English in order to keep up with spoken English. If we accept that these systems must include ASL, and that interpreters must condense and delete, then we cannot believe that they represent a model from which children can acquire English.
Transliterations do serve a purpose for many. As stated above, a person already fluent in English signing may benefit from and request a transliteration. Likewise, those who are already fluent in English, especially written English, are able to get a sense of English flavour by watching transliterations. Although pieces are missing, they are pieces that the fluent English watcher can fill in easily based on pre-existing knowledge. If the watcher does not have that pre-existing knowledge of English, like many deaf children placed in interpreted educations, they have nothing to fill in and have no way of knowing that they are missing parts and pieces.
In addition to the problems of learning English through transliterations, interpreted classrooms present complex expectations of English learning for hearing students. (Winston, 1990, 1994, 2004). In a very real sense, this is institutional audism as described by Turner (2002, and this conference)
Most mainstreamed courses are taught using spoken English, with support from written English, with the assumption that hearing students will learn not only the content of the lessons, but simultaneously learn the appropriate English terminology, phrasing, and "educated" style for speaking and writing about each subject in English. Hearing students are provided with double support for this—first they hear the spoken English, modelled for them by teachers who say things like, "That is called the electron. Put this down in your notes because you will see it on the test." Hearing students learn early that this type of comment means they should be able to write this answer. In hearing the formal, academic English model spoken, often repeatedly, they learn to recognise the words, and frequently, they are able to figure out the English spelling of those words. When the spelling is especially important, or when a teacher believes that spelling may be problematic, she will often provide some kind of visual support as well.
This might occur by writing the word on the board, or by providing a list of key vocabulary. In these examples, the hearing students have both the style and the form of the academic English reinforced throughout a lesson. This results in strong reinforcement of the monolingual skills of English speakers and writers. The combination of the auditory input and the visual input further reinforce the monolingual focus on English, by taking advantage of two primary modes, hearing and sight.
Deaf students placed into such an environment in order to receive an interpreted or transliterated version of it are doubly disadvantaged. First, of course, the spoken English is simply not available to them. Each time a teacher emphasises the sound of a word by encouraging them to "Sound it out," the deaf student is provided with a visual stimulus that has little relation to the sound. A hearing student, upon sounding out a word like "electron" is actually matching a series of sounds to a series of symbols, the letters of the alphabet. They have spent years of their lives matching these until they become automatic. Primary reading books have huge letters that children see while they listen to reading aloud, repeatedly, by parents, teachers, grandparents, babysitters, aunts and uncles. These readings provide them with the sound and help them accomplish the sound/symbol match. By the time they are in school, this process is so ingrained that most can hardly think of the sound /p/ without seeing the letter "p". And few hearing people can look at a written letter like "d" and not hear the sound, even if only in their own heads.
This is not the case for deaf children. First and foremost, they are deaf. Although not a profound observation, it means that they do not hear the sound that their various care-givers produce. Some may have residual hearing that helps, and some may become talented speechreaders, recognising visual cues about how each letter is articulated. But they do not hear it. And each time that a caregiver relies on this approach, the deaf child is deprived of this basic reinforcement for the English language.
In addition, it is the custom for hearing people to speak the sound while simultaneously pointing to the letter in the book, or the word that starts with the sound/letter match. For example, while both the hearing care-giver and the hearing child look at the book, the care-giver speaks from behind or next to the child. The child sees the letter while hearing the pronunciation. "D"look at all the things that start with the letter "d"! What is that a picture of? A Doll! A Dog! A Door! Daddy! Do you know other words that start with "d"? The essential matching of sound and letter is continued as the child becomes involved in thinking of other things she knows. This seems to be an effective approach for many hearing children.
For deaf children, it is impossible. This simple, long engrained practice of reading a story, of becoming literate in English, is inaccessible. In addition to not being able to hear the sounds, if they are looking at the book, they can't even see the mouth and throat movements that might help them recognise it visually.
One solution to some of this is to have the deaf child facing the speaker. But then the simultaneous nature of the activity must be lost. First the child needs
to see the speech movements, then look at the book to see the word being pointed too. Of course, often the speaker, often unaware of the problem, has moved to pointing at another picture. The result is that the deaf child may see the movements of the word "doll" and look at the page to see a picture of a dog. Can the child use peripheral vision? Perhaps as they become accustomed to having to perform two sequential tasks (looking first at the mouth, then at the book) during the same amount of time that any hearing child has to do them simultaneously. Can the reader slow down, waiting for the child to look at first the speech and then the written word and picture? They can. But too often they don't. Hearing caregivers are not often cognisant of the true need to separate these processes into sequential events.
And, of course, there is the usually suggested solution to adding signing to the speech so that the deaf child can see the letters on the reader's hand, then look at the book. Again, does the reader truly separate the 2 events? And, more to the point, does the reader have the signing skills to add signing to their speech? Rarely! Often, only a single family member has the signing skills needed to comfortably and consistently add these signs. The parent who is struggling to think of the handshape for the letter "d" for example (Is that a d or an f???-where is my dictionary!!!!) is not able to consistently and naturally provide this input to the deaf child. Add to that the need to know THE SIGN for all those words—DOG, DOLL, DOOR, DAD (hmm, but that is the sign for FATHER—how can it be the same as DAD—those are two different English words!!! And then there is DOLLY??? DOGGY??? )
And the fun, the excitement of reading is gone. What child will continue to attend to an activity where the adult is constantly struggling? And what adult will continue it? And how many other care-givers in the deaf child's life have given up the struggle long ago? The myriad opportunities that hearing children encounter effortlessly everyday are lost to most deaf children.
We can learn valuable lessons from watching Deaf parents and teachers as they provide this same exposure to their children. First, they recognize that that they must provide the time for sequential presentations-first showing the sign representing each letter or word, if they are using English like-signing, or showing a sign with a similar meaning. Then, always cognizant of the deaf child's need to visually process, they direct the sightline to the picture or the written symbol. They nurture the visual needs of the deaf child, and do not forget, as we hearing people so often do, that sequential presentations are necessary. Not only will they sit in front of the child so that the child can see the hand from that perspective, they also sit behind the child, reaching their hands in front of the child. This provides a different perspective on the handshape, and can greatly reduce the time needed for the child to shift their gaze from the hand to the page. In fact, the child can see both the hand and
the page at the same time if they are close enough together. It is possible for deaf children to have the visual reinforcement between the hands and the page, if care-givers are skilled at performing those activities.
Deaf students who enter an educational system based on the assumption that they have been exposed to literacy in a hearing world enter an interpreted education with a deficit. They have not experienced the exposure to sound/symbol relationships, and for the great majority, they have not experienced natural, consistent and sufficient exposure to sight/symbol relationships, and they have often not developed the level of language skill in any language that their peers in the interpreted environment have achieved.
As teachers encourage students to sound out the words they need to spell, they raise insurmountable barriers to deaf children. While hearing children continue to practice what they have been learning all along, deaf children are not only further blocked from the sound input, but they are also denied adequate input through visual means.
Myth No. 3: Educational interpreters/transliterators can be expected to produce adequate language in any form;
We have, in the imagined scenario presented earlier, hopefully been assigned a competent interpreter. But study after study has clearly demonstrated that excellence in interpreting is not the norm, nor even the usual, in educational interpreting (Jones, 2004; Jones, Clark & Soltz, 1997; LaBue, 1995, 1998; Yarger, 2001). Although schools and states have begun to require standards for interpreting skills in education, the standard is woefully low. A typical standard requires, at best, a 3.5 on something like the Educational Interpreting Performance Assessment (EIPA) in one areaelementary, middle school or high, combined with a single sign signing styleASL, English or PSE.
If we consider the rubrics describing the performance level of someone achieving a slightly higher score of 4.0, we see that educational interpreters "…at this level would be able to convey much of the classroom content, but may have difficulty with complex topics or rapid turn-taking. (Schick & Williams, 1998)
If we consider the rubrics describing a slightly lower performance score of 3.0, we see that an educational interpreter "…at this level would be able to communicate very basic classroom content, but may incorrectly interpret complex information resulting in a message that is not always clear. An interpreter at this level needs continued supervision, and should be required to participate in continuing education in interpreting." (Schick & Williams, 1998).
An interpreter scoring 3.5 would fall somewhere in between. Even given the descriptors for 4.0, is "much of the classroom content" enough? Would it be enough if your child's education were at stake? If your education were at stake? What does "much" look like? About 80%?
I have added a simulation exercise at the end of this paper illustrate the effect of what "much" or 80% might look like.
To add insult to injury, it should be remembered as well that most states allow a grace period of as much as five years for an interpreter to achieve this minimal level of accomplishment, allowing them to work when they are unable to meet the minimal requirements. And once an interpreter achieves a required score in a single grade level in a single signing style (elementary school PSE, for example) they are not required to demonstrate achievement at a high school level using ASL, even though they may be assigned to high school with an native ASL signer.
Even with these increased standards becoming more widespread, the chances that a deaf student will have an interpretation that provides even 80% of the information are very low, and it begs the question of whether that "much" is close to being enough.
Myth No. 4: Deaf students who rely primarily on visual input have the language foundations to access and process the language of interpreters/transliterators.
In more than two decades of working in, observing, and analyzing educational interpreting, I have seen little research about this topic. Two recent volumes (Marschark, Peterson, and Winston, 2004; Winston 2004) deal with interpreted education, and the need for such research is clearly evident. There is research about language learning in general, Jamieson (2003) and Singleton and Supalla (2003) provide detailed reviews of various language testing approaches in use. Maller (2003) and Marschark (2003) provide a review of the approaches to cognitive testing and research about deaf people. None of the research reported, however, reflect attention to the language and cognitive needs for using interpretation in education. Schick (2004) provides a discussion of the cognitive and social aspects of deaf children in mainstream classrooms. However, there is nothing to guide administrators, teachers, parents and interpreters about what level of linguistic and cognitive competence a student must have in order to effectively access interpreted educations. There is no consensus about an age or level where interpreting might best begin, and no standards for guidance. Students are mainstreamed from pre-kindergarten. Can they
cognitively separate the "interpretation" from the "source", the teacher from the interpreter?
More familiar to me and my research is the placement of deaf students into interpreted educations without any sense of their language abilities. Or rather, the sense is often that they have few language abilities, either in signing or in English.
This takes us full circle to the first and second myths, that deaf children can and will acquire language, and English, from watching an interpretation. Since they can't, at what level of language can they begin to take advantage of and understand interpreting, a process that adds to the cognitive load of understanding a message? My first experience with this was my second year as an educational interpreter, when I was interpreting for a fluent ASL signer in an academic class. In the middle of the academic year, a new student arrived at the school, and was placed in the same class. This student was a self-described oral failure. Raised to speech-read and speak, he had been doing poorly in school. The decision was made to place him in an interpreted setting so that he could learn sign language while continuing his education. Going back to the argument about Myth #1, he neither learned ASL from watching my hands for hours every day, nor did he suddenly improve his grades by sitting in an interpreted classroom. Further, since the school had decided that he was learning sign language by sitting in front of an interpretation, they offered no other opportunities for him to actually acquire signing through direct interaction. I have heard this story repeated ad infinitum and ad nauseum over the past two decades. Although decisionmakers have no proof, no evidence that a deaf student has the adequate linguistic, cognitive or academic skills to benefit from an interpreted education, they place students in these settings assuming it will work for language acquisition. Given that it can't (Myths #1 & 2), given that standards for interpreting are so low (Myth #3), the assumption that deaf students are simply able to benefit from an interpreted education is completely unfounded. Another myth, not addressed in this paper, is that interpreters can somehow serve both an ASL signer and an English user at the same time. I have also seen no research on this topic, but as an interpreter I have never found it possible to sign ASL with one hand and English with the other. An additional factor yet to be considered is the interpretability of hearing classrooms. Discussions about this topic are few, and although research addresses at least some of these problems (La Bue, 1995, 1998; Marschark et al, 2005; Winston 2004), there are very few settings in which these factors are considered while placing students in various classes. The expectation that interpreters bridge this 400 foot chasm with a twenty foot rope seems to me to be ludicrous. Hopefully the calls for research that are emerging will lead to more information.
CONCLUSION
One final difference exists between ourselves and deaf children in interpreted education—we, in walking out of the setting, in filing a complaint, in choosing to act, are aware of our options and of the consequences, and most importantly, we have a choice. Deaf students, placed in interpreted educations, are too often placed there without choice-at least not their choice (Kurz/Langer, 2004). Someone thinks that sitting in front of hands flapping in the air will magically result in not only the acquisition of any language, but will actually result in the acquisition of a sound-based language like English.
Someone thinks that the indirect interpretations produced through the filter of even the best interpreter somehow equal the direct communication that occurs between a teacher and students who all speak the same language. Someone thinks that hands flapping in the air is a guarantee that those flappings have any meaning to anyone.
Each time a deaf child is placed in an interpreted environment for the purpose of education, those responsible need to de-bunk the myths that are rampant in mainstreaming and determine, without blinders, if the deaf student has the skills in two languages-English and sign language, if the student has adequate background knowledge to succeed in the content, if the student is able to handle the dual demands of a monolingual sound-based environment that is not intended to facilitate bilingual education, and if the usual simultaneous nature of most classrooms can be transformed to a sequential series of learning events to meet the learning needs of deaf students.
And, last, but certainly not least, if all else seems to be in place, those responsible for placing a deaf student in this educational environment must assure that the interpreter is competent to provide adequate access through interpreting, not at levels that leave out tremendous amounts of content and do not adequately represent either signing or English, but at levels that present the content clearly. Those who place deaf students in educational environments must ensure that no deaf student is left sitting though hours of hand flapping because of misconceptions about language acquisition, interpreter competence and the true accessibility of interpreted educations. They must make sure that institutional audism is addressed, not excused.
References
Jamieson, J.R. (2003). Formal and informal approaches to the language assessment of deaf children. In Marschark, M., & Spencer, P.E. (Eds.),
Oxford Handbook of deaf studies, language, and education (pp. 275288). New York: Oxford University Press.
Jones, B.E. (2004). Competencies of K-12 Educational Interpreters: What We Need versus What We Have. In Winston, E.A. (Ed.), Interpreted education: How it can succeed. Washington, D.C. Gallaudet University Press.
Jones, B. E., Clark, G. M., & Soltz, D. F. (1997). Characteristics and practices of sign language interpreters in inclusive education programs. Exceptional Children, 63 (2), 257-268.
La Bue, M.A. (1995). Language and learning in a deaf education classroom: Practice and paradox. In C. Lucas (Ed.), Sociolinguistics in Deaf Communities, (pp. 164-220). Washington, DC: Gallaudet University Press.
La Bue, M.A. (1998). Interpreted Education: A study of deaf students' access to the content and form of literacy instruction in a mainstreamed high school English class. Unpublished doctoral dissertation, University of Harvard, Cambridge, Mass.
Maller, S.J. (2003). Intellectual assessment of deaf people: A critical review of core concepts and issues. In Marschark, M., & Spencer, P.E. (Eds.), Oxford Handbook of deaf studies, language, and education (pp. 451463). New York: Oxford University Press.
Marschark, M. (2003) Cognitive functioning in deaf adults and children. In Marschark, M., & Spencer, P.E. (Eds.), Oxford Handbook of deaf studies, language, and education (pp. 464-477). New York: Oxford University Press.
Marschark, M., Sapere, P., Convertino, C., & Seewagen, S. (2005). Educational interpreting: Access and outcomes. In M. Marschark, Peterson, R., & Winston, E. (Eds.) Sign language interpreting and interpreter education: Directions for research and practice (Perspectives on Deafness). New York: Oxford University Press.
Marschark, M. & Spencer, P.E. (2003). Oxford handbook of deaf studies, language, and education. New York: Oxford University Press.
Monikowski, C. (2004). Language myths in interpreted education: First language, second language, what language? In E. A. Winston (Ed.), Interpreted education: How it can succeed. Washington: Gallaudet University Press.
Ramsey, C.L. (1997). Deaf children in public schools: Placement, context, and consequences. Washington, DC: Gallaudet University Press.
Ramsey, C.L. (2000, August). The true confessions of an ex-educational interpreter. Paper presented at the meeting of the National Educational Interpreting Conference, Kansas City, MO.
Ramsey, C.L. (2004). Theoretical tools for educational interpreters. In Winston, E.A. (Ed.), Interpreted education: How it can succeed. Washington, D.C. Gallaudet University Press.
Schick, B. (2003). The development of American Sign Language and manually coded English systems. In Marschark, M., & Spencer, P.E. (Eds.), Oxford Handbook of deaf studies, language, and education (pp. 219-231). New York: Oxford University Press.
Schick, B. (2004). Language and Cognition: A view of educational interpreting from a child development perspective. In Winston, E.A. (Ed.), Interpreted education: How it can succeed. Washington, D.C. Gallaudet University Press.
Schick, B. & Williams, K. (1998). Profile of skills at each rating level if the EIPA. http://stripe.colorado.edu/%7Eschick/EIPA/profile.html (2/1/2004).
Schick, B., Williams, K. & Bolster, L. (1999). Skill levels of educational interpreters working in public schools. Journal of Deaf Studies and Deaf Education, 4 (2), 144-155.
Singleton, J.L. & Supalla, S.J. (2003). Assessing children's proficiency in natural signed languages. In Marschark, M., & Spencer, P.E. (Eds.), Oxford Handbook of deaf studies, language, and education (pp. 289302). New York: Oxford University Press.
Stack, K. (2004). Language accessibility in a transliterated education: English signing systems. In Winston, E.A. (Ed.), Interpreted education: How it can succeed. Washington, D.C. Gallaudet University Press.
Turner, G. H. (2002). Issues and implications of the Deafness Research and Development Project'. Paper presented at the Deafness Research and Development Seminar, University of Central Lancashire, September 2002.
Wilbur, R.B. (2003). Modality and the structure of language: Signed languages versus signed systems. In Marschark, M., & Spencer, P.E.
(Eds.), Oxford Handbook of deaf studies, language, and education (pp. 219-231). New York: Oxford University Press.
Winston, E.A. (1990). Mainstream interpreting: An analysis of the task. In L. Swabey (Ed.), Proceedings of the Eighth National Convention, Conference of Interpreter Trainers 1990. CIT Publication.
Winston, E.A. (1994). An interpreted education: Inclusion or exclusion. In R.C. Johnson, O.P.Cohen (Eds.), Implications and complications for deaf students of the full inclusion movement. Gallaudet Research Institute Occasional Paper 94-2. Washington, DC: Gallaudet University.
Winston, E.A. (2004) Interpreted Education, Classrooms and teachers. In Winston, E.A. (Ed.) Interpreted education: How it can succeed. Washington, D.C. Gallaudet University Press.
Yarger, C. C. 2001. Educational interpreting: Understanding the rural experience. American Annals of the Deaf, 146 (1), 16-30.
Appendix I: Language Samples-80%
What follows is (#1) an excerpt from one acceptable interpretation of a presentation, and some renditions of what "much of the content" might look like in an interpretation (#2,3,4) of that presentation. If you had to listen to these examples spoken to you, which would you consider to be "much" of the content and which would you be able or wiling to tolerate if your education, your future, depended on it?
1. Original Presentation: 2 interpretations
I'd like to show you one more, the last one, and it's my favorite of his works.
I'd like to explain more about this work.
First, you see a music stand with the music book open, and on the page there are no notes;
it's blank.
All of the musical notes have fallen off to the floor.
2. All the "words", none of the prosody, pacing, and pausing of the original.
I'dliketoshowyouonemorethelastoneandit'smyfavoriteofhisworksi'dliketoexplainmore aboutthisworkfirstyouseeamusicstandwiththemusicbookopenandonthepagethereare nonotesit's blankallofthemusicalnoteshavefallenofftothefloorandthenbelowyou seeapicturewithabrightblueskyandahumanformbelow itabodythatlookslikedeath
3. If we assume that "Much" = 80%--of what? 80% of the sounds/letters
I'd like to ow you one re, the las ne,
and it's favorit f his work.
d like to elain more out this wk.
First, yo ee a music and with t music boo pen,
and on e page the are no not;
it's blank.
l of the mucal notes ve fallen f to the flr.
4. Much = 80%--of words (two out of ten are missing)
I'd like to show you one more, the , and it's my favorite of his works.
I'd explain more about this work.
First, you see stand with the music book open, and on there are no notes;
it's blank.
All of notes have fallen off to the floor.
5. Much = just the subjects are missing
like to show you one more, the last one, and s my favorite of his works.
like to explain more about this work.
First, see a music stand with the music book open, and on the page are no notes;
's blank.
All of the have fallen off to the floor.
Although none of these provides the full sens of what is missing when "much" is interpreted, I offer them to provide some sense of the loss. For those who do not know sign or another language and have not experienced interpretations, these are intended to give a sense of what many deaf children must deal with minute by minute in the classroom.
In fact, even these examples are misleading, since in each case there is a pattern or logic behind the missing parts. In real interpretations, there may be no particular pattern, things are simply missing. One example of this is the tendency of many interpreters to delete repetition. I am told that some think that the time a teacher uses to just repeat an answer two or three times is seen as a time for the interpreter to rest or catch up. Although the teacher has a reason for repetition: reinforcing the importance of an answer, making sure that students hear it clearly, and the teacher understands that repetition is important, interpreters deliberately delete them for the deaf student. Instead of having clear discourse markers that map the main topics, the sub-topics, the asides and the jokes, the deaf student who does may get "much" of the message but few of the repetitions is being cheated of important and vital information. | <urn:uuid:7e069bf8-fb8c-4df6-a2d1-5630358ccbe3> | CC-MAIN-2021-31 | https://tiemcenter.org/resources/wp-content/uploads/sites/2/2020/12/Myths-of-Interpreted-Ed-Mole-online-2004.pdf | 2021-07-28T13:32:26+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00080.warc.gz | 577,416,313 | 7,068 | eng_Latn | eng_Latn | 0.923412 | eng_Latn | 0.998152 | [
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Black History Guide
OUR STORY
The Niagara Historical Museum is committed to telling the stories of all the peoples who have contributed to the history of Niagara-on-the-Lake. Our galleries have integrated the Black history components into the main text, inclusive, not exclusive of other events.
If you wish to focus on the components of the galleries that have Black history elements, this guide will point out these aspects and expand on them.
This guide works exclusively for the permanent gallery located at the beginning of your tour. The galleries in Memorial Hall change on a regular basis and may or may not have a Black history component at any given time.
The symbols used on the following pages correspond to the symbols on the text panels to assist your tour.
Memorial
Hall
THE LOYALISTS
In 1784 more than 4,000 Blacks lived in British colonies north of the United States. At least 1,800 were slaves. During the American Revolution, Loyalist forces set up a slave trade, and many Blacks were captured and sent to Montreal as war booty to be sold. At the same time, the British and Americans offered freedom to slaves who signed up for military duty. Some Blacks fought with British units such as Butler's Rangers.
At the close of the Revolutionary War. They needed to find a new home and some chose to come to Niagara. The roster of Black Butler's Rangers includes Jack Baker, George Martin, Peter Martin, Richard Pierpoint, James Robertson (Robinson?) and Prince Robertson.
Niagara's second census (1783) identifies 10 Blacks living in Niagara. Most were brought here by their masters who had lost their homes in the United States following the war. We know that Richard Pierpoint lived in Niagara for several years as a freeman following the Revolution, but he was never granted land in Niagara.
For more information see the text panels titled: "The Loyalists" & "John Butler"
w w w. n h s m . c a
THE CAPITAL YEARS 1792-1796
As stated earlier, slaves were common in Niagara following the American Revolution. Many Niagara land owners held and those who represented the new colony of Upper Canada held slaves.
However, the first Lt. Gov. of Upper Canada, John Graves Simcoe was concerned with the abolition of slavery. His wishes went unanswered by the Legislative Assembly until the plight of Chloe Cooley brought the issue to the forefront. On March 14, 1793 Ms. Cooley, an enslaved Black woman in Niagara Township, was bound, thrown in a boat and sold across the river to a new owner in the United States. Her screams and violent resistance were witnessed by a neighbour, William Grisley, who informed Peter Martin, himself a free Black and former Butler's Ranger. They brought the incident to the attention of Lt. Gov. Simcoe who reached a compromise with the House of Assembly and in 1793 an Act was passed to limit slavery in Upper Canada.
For more information see the text panels titled: "The Simcoes" & "A Mortal Wound to Slavery"
BATTLEFIELD NIAGARA: THE WAR OF 1812-14
When the call went out to locals to raise arms against the invading Americans, local Blacks responded. The Coloured Corps fought with distinction at on the Niagara frontier including the Battle of Queenston Heights and the Battle of Fort George. Niagara Blacks in the unit included; James Waters, Humphrey Waters, John Delay, John Jackson, Robert Jupiter, Richard Pierpoint, John Saunders and George Martin.
For more information see the text panel titled: "African Canadian Defenders of Canada"
REBUILDING NIAGARA
Following the War of 1812-15, the town was rebuilt. The southern lots furthest from the river were largely undeveloped, although Black Loyalists, the Waters brothers, held land in this section. This area attracted new Black arrivals from the US and it soon became known as the "coloured village". The new arrivals changed the character of the town. They attended local churches and schools. Many Blacks worked in town, with the two most common occupations being "labourer" or "teamster", but some were carpenters, barbers, blacksmiths or other common occupations. One Black settler, John Waters was elected to council several times.
The Underground Railroad predominately involved Niagara Falls and St. Catharines. However, there are records of many crossings from Lewiston, New York to the village of Queenston. In 1854 Mary Ann Shadd, the editor of the black newspaper, "The Provincial Freeman", wrote the following about Niagara. "The coloured citizens are prosperous. Nearly every family possessing a homestead. There is no prejudice."
At its peak the Black population of Niagara comprised 5% of the community. The decline of Niagara to surrounding communities slowly meant the end of a large Black community. Many moved to towns that had service industry jobs or returned to the United States following the Civil War.
For more information see the text panels titled: "The Moseby Affair", "Niagara as Refuge" & "William Riley"
"SLAVERY AND FREEDOM IN NIAGARA"
For more details on Black History purchase a copy of this excellent publication from our gift shop.
NIAGARA-ON-THE-LAKE BLACK HISTORY SITES
OTHER PLACES IN NIAGARA TO VISIT
Parliament Oak School Negro Burial Ground - Mississagua Street William and Susannah Steward Homestead - Butler Street Vrooman's Point - Niagara Parkway Queenston Heights
Salem Chapel - St. Catharines St. Catharines Museum Bertie Hall - Fort Erie Noval Johnson Library & BME Church- Niagara Falls | <urn:uuid:29e0df68-d683-471b-b061-f1d64ad91f18> | CC-MAIN-2021-31 | https://www.notlmuseum.ca/shared/media/editor/file/2020%20black%20history%20guide.pdf | 2021-07-28T12:39:52+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00071.warc.gz | 958,382,540 | 1,190 | eng_Latn | eng_Latn | 0.997024 | eng_Latn | 0.996913 | [
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Workbook prepared by
MY COVID-19 JOURNAL
MY NAME IS
I AM YEARS OLD
In 2020 we are living though unique times due to COVID-19. The NOTL Museum needs YOUR help to document history because we are living through a future history class! Crazy right?!
This is a workbook that will help you to document your COVID-19 experiences so that future historians and museums can learn about how our community was affected by COVID-19.
What is COVID-19?
In the news and all around us, there is a lot of talk about this new virus and people getting sick, what have you learned about this virus? Tell us by making a comic strip!
Rules, Rules and more rules!
What is your least favourite rule? Do you have a favourite rule? If yes, what is it?
We a lot of new rules because of the virus. What are some new rules and why do we have them?
Besides the rules in place what are 3 other things we can do to prevent the spread of the virus?
You can have some fun with this and tell us in a poem or make your own rap song!
Write and illustrate a book!
You are the star of your own book, so tell us what you are doing while staying home!
Things you might want to include in your story:
What are you doing to keep busy?
Do you have any siblings at home? What is it like to be at home with them all the time?
What do you like most about physical distancing?
What do you like least about physical distancing?
What are you doing to keep active?
What are you doing to pass the time?
Bonus Activity
Tell us about your parents!
How have your parents been affected by the virus? Interview them to find out!
Brainstorm your questions here!
Questions you might want to ask:
What are you doing to keep busy?
What has been the biggest challenge?
What do you like most/least about physical distancing?
What are you doing to keep active?
How are you communicating with friends and extended family like grandparents, aunts, uncles and cousins?
Communication
Write a letter to your future or past self about this pandemic. What would you tell yourself? What would you want to know?
Start a Scrapbook
Take photographs of you at home or of your neighbourhood and tell us about them!
Clip newspaper articles and add them to your scrapbook!
Tell us about School!
Tell us what it is like to "go to school" while at home?
What is the best thing about going to school and learning at home?
What is the worst or hardest thing about learning at home?
What do you miss most about going to school?
What is something new that your teachers are doing to help you learn at home?
How are your parents helping with your school work?
Become pen pals with someone in your class, at your school or even a relative!
Write the list of events down here and what you did to celebrate (e.g. St. Patrick's Day, Easter, Birthdays, Anniversaries)!
Events!
Everyone has had to make sacrifices. What is the biggest thing you have had to give up?
What do you miss the most? What is the first thing that you want to do when all the rules go away?
What 3 things are you most excited for when this is all over?
Say Thank
you!
Create some artwork to thank all of our front line workers or those who are going out of their way to help members of their community! This could be a sign, a picture, thank you card, anything you want!
Lending a Helping Hand
What do you want to say to all the workers who are helping those who are sick or those in need right now?
There are a lot of people helping their community during the pandemic. What are you and your family doing to help? What you do wish you could to do help?
Kindness Project
If you need some inspiration check out "Some Good News" YouTube channel: https://www.youtube.com/channel/UCOe_y6KKvS3PdIfb9q9pGug
There have been a number of feel good stories in the news these days. Start your own kindness project or do something to lift spirits in the community!
Brainstorm your kindness project here!
Are there any local acts of kindness that you have heard about? Tell us about them!
What do you want future historians to know about how the virus affected your daily life?
Our Future
What would you tell your former self about this virus? What would you tell your future self about this virus? | <urn:uuid:702fc5cb-b56c-4f22-9472-c96818843a99> | CC-MAIN-2021-31 | https://www.notlmuseum.ca/shared/media/editor/file/IntermediateBooklet.pdf | 2021-07-28T13:27:05+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00092.warc.gz | 965,063,993 | 933 | eng_Latn | eng_Latn | 0.997223 | eng_Latn | 0.998511 | [
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Partnership Language and Vocabulary
How we use language is key in the shift to Partnership Systems. Domination-based words and phrases have been built in to our everyday use of the English language, and influence the way we perceive the world. For example, the figure of speech "I will whip that into shape" originated within the current Domination System and uses violent and abusive language that references torture, whether of women, men, slaves, or horses. A Partnershipbased metonym for this phrase might be "I will concentrate on this project" or "I will finish this project soon".
Together we can become more aware of our use of Domination-based language and begin to consciously choose more caring, non-violent, and race/gender equitable language. Words and phrases in the areas of politics, economics, organizational development, business, and gender/family relations are particularly applicable.
The examples below are a sampling of the many phrases that can evolve from a context of Domination to Partnership in our everyday use of language. Do you have other examples of Domination to Partnership language to share? Let us know: contact CPS with your ideas. https://centerforpartnership.org/connect/
Learn More:
Glossary for Cultural Transformation: The Language of Partnership and Domination By Stefano Mercanti, University of Udine, Italy https://pubs.lib.umn.edu/index.php/ijps/article/view/89/83
The Language of Partnership
, by Riane Eisler https://www.dropbox.com/s/9pauwt4umpitomy/The-Language-ofPartnership-FINALFINAL-4.24.19.pdf?dl=0 | <urn:uuid:690d99f6-a529-4a5f-8d1a-b064305be4ed> | CC-MAIN-2021-31 | https://centerforpartnership.org/wp-content/uploads/2021/06/Partnership-Language-and-Vocabulary.pdf | 2021-07-28T14:48:50+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00087.warc.gz | 187,869,402 | 334 | eng_Latn | eng_Latn | 0.993236 | eng_Latn | 0.993236 | [
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Feature – Storytelling
Storytelling Mini-Lesson
Nile Stanley
Focus: Writing and telling the jump tale
The jump tale is a scary story in which the teller uses the dramatic pause followed by a sudden loud outburst to scare the audience and get them to jump out of their seats. Jump tales usually involve a ghost seeking revenge. In the classroom teachers can capitalize on children's love of scary stories. Jump tales provide opportunities for storytelling with dramatic expression, analyzing story pattern, and writing with voice.
Mark Twain's Golden Arm is the classic jump tale with a story pattern that children love to copy and retell using their own ghost stories. Children may enjoy these stories around the campfire, on the playground or at slumber parties. In the classroom, children should learn to tell the jump tale using multiple techniques, such as solo telling, interactive group telling, or scripted and performed as a reader's theatre. Children may also engage in digital storytelling and/or a multimedia approach, with added art, music, and sound effects. Some children may enjoy making an audio CD or video on the web or DVD.
In these multifaceted ways, storytelling supports the growth of important academic literacy skills (Gordh, 2006):
* Listening and speaking
* Reading and writing
* Observing, sequencing, and predicting
* Retelling and narrating
* Building comprehension
* Understanding vocabulary
* Exploring theme, character, narrative structure and culture
* Building motivation and engagement
* Building creativity
Storytelling's additional benefits are that it is culturally responsive and promotes language and literacy within families. Research has shown that successful family literacy programs use
storytelling (Palmer, Leiste, James, & Ellis, 2005). When children and their families work together telling, reading and writing stories not only do they learn about their culture and heritage, but they perform school type literacy activities at home. Research by Sanacore (2004) indicated that storytelling provides opportunities for more interaction and physical movement than traditional instructional techniques of reading aloud or skill drills, thus accommodating the social and learning styles of many African American children (especially boys). Storytelling literacy instruction is more natural and engaging because it builds upon the prominent oral tradition often found in families of native American, Hispanic, African and Caribbean cultures (Honeyghan, 2000; Patterson, 2002; Grace, Smith, & Hinchman 2004). In these ways, storytelling provides a bridge between community and home.
Use the Experience, Reflect, and Apply (ERA) Model using Storytelling to Teach Literacy
The lesson is designed for the fifth-eighth grade; however, teachers may adapt it for any grade using age appropriate stories.
Experience the Story
Pudge Smoot's Golden Arm
by Nile Stanley
The family had great hopes for their son, Clarence Douglas Farnsworth Smoot, the third. Unfortunately no one could remember a name that long so everybody called the boy, Pudge Smoot. The name fit just fine because he was chubby. Now Pudge was very popular among his classmates because he could throw and hit a baseball better than anybody.
```
"That Pudge Smoot's got a golden arm,"all the kids would say. "I don' know." (Say in an exaggerated tone of stupidity and apology.)
```
Despite being slow witted he was always picked first to play baseball in gym class and his team always won.
In class Pudge was a class clown even though he didn't try to be.
```
"What's the capital of Florida?" the teacher asked. "I don't know." said Pudge. The kids would chuckle "What's 2 + 2?" in disbelief the teacher would ask. "I don't know!" said Pudge. The kids would howl.
```
Years later when Pudge Smoot led his high school baseball team to the state championship people always summed him up by saying, "He ain't too bright but who cares? Pudge Smoot's got a golden arm."
Pudge lived on a farm and because he had grown so big he could do a lot of chores to help out his widowed Mom. One day Pudge was helping his Mom bale hay. He would rake and pickup fresh cut alfalfa and put it in the baling machine. (Repeat picking up and placing the hay into the machine).
"Be careful Pudge not to get pinched by the baling machine," Mom warned.
```
"I don't know." said Pudge. Suddenly Pudge's whole arm got caught and mangled in the machine.
```
At the hospital Old Doc Smithers said that his arm could not be saved and had to be amputated.
Without an arm Pudge couldn't play baseball very well. (Pull your arm up your sleeve in hide it in your shirt. Make flailing motions with your armless sleeve.) The kids stopped playing with him. Pudge grew even heavier as years went by (Clasp hands and extend your arms beyond your belly.) He could not get into college so he worked on the farm. Pudge grew very sad as he missed the cheering crowds. His mother felt sorry for him.
One day Pudge heard his Mom screaming. "We have won the Florida lottery!" she screamed.
```
"I don't know?"said Pudge. "You idiot, WE HAVE WON THE LOTTERY We are rich!" "I don't know." said Pudge. "Never mind you ..." She caught herself and felt ashamed for calling Pudge a bad name.
```
She came back from town with a long wooden box. Inside was a beautiful golden arm – all solid gold from the shoulder down. A real golden arm that Pudge could wear. (Bring your arm back into your shirt sleeve and show it off.) Now he would be happy and popular again.
People noticed right away and said, "Pudge Smoot's got a golden arm."
```
"I don't know," was all he could say.
```
"I'm gonna get me that golden arm," said a bad boy Eddy Johnson who recently had flunked out of college and worked at the Whataburger. Also he had a lifetime of bitter memories from always striking out when Pudge was on the plate.
One night as Pudge slept and snored. Eddy snuck to his window. He climbed in and knocked the sleeping Pudge over the head with a baseball bat lying next to his bed. Eddy took the
prize golden arm and hid it under his bed. Like Pudge he slept with an open window. Then he was roused out of a deep sleep by the wind.
" Whoo… Whoo… (Whisper with a whistle). W-h-o's -- g-o-t -- m-y --g-o-l-d-e-n arm?"
Eddy waked in a start and looked around and listened but heard nothing. "Just some gas from that corn dog I had" he thought and rolled over and went back to sleep.
"Whoo… Whoo.. (Louder with a whistle) W-h-o's -- g-o-t -- m-y --g-o-l-d-e-n arm?" It came again, a singsong of wailing and wheezing.
Eddy sat up in bed in a cold sweat.
Closer it came. (Pause). It was right out his window. "W-h-o's -- g-o-t -- m-y --g-o-l-d-e-n arm?"
He heard the window sill CRUNCH. (pause) He felt a bony hand upon his shoulder. W-ho's -- g-o-t -- m-y --g-o-l-d-e-n arm?" (Say it sadly and accusingly. Stare intently off at someone in the audience. Give a long pause and let it build into a hush. Then jump suddenly at the person and yell.)
"DO YOU HAVE IT?"
Reflect on the Story
1. Have your class do a teacher guided group retelling of a jump tale. One student begins, "Once upon a time. . ." The next student adds, "an then…"
2. Outline a chart of the story with the 5 W's: Who, what, when, where, and why.
3. Compare and contrast using a Venn Diagram an original jump tale (e.g. Mark Twain's Golden Arm with Nile Stanley's Pudge Smoot's Golden Arm.
Apply using a Literacy Connection
1. Turn the story into script and perform as story theatre. Assign the various speaking parts (e.g. narrator, Pudge Smoot, kids, teacher and the ghost). Make a DVD of the performance.
2. Write and tell your own version of a jump tale. Keep the basic plot pattern the same but use your own experience to cast the story in a new place and time. Draw upon the people you know to create new characters.
3. Interview and record family member's recollections of ghost stories. Transcribe the text of a story into a one page skeleton outline to facilitate retelling. Learn the" bare bones" of a story that gives the basic sequence of characters and events.
4. After building excitement for telling and writing jump tales, offer books that further explore the ghost story genre, Here are a few examples.
McKissack, Patricia C., & Brian Pinkney (Illustrator). The Dark-Thirty: Southern Tales of the Supernatural. Alfred A. Knoff, 1992.
San Souci, Robert D., Katerine Coville, & Jacqueline Rogers (Illustrators). More Short & Shivery: Thirty Terrifying Tales. Dell Yearling, 1994.
Schwartz, Alvin, & Stephen Gammell (Illustrator). Scary Stories: More Tales to Chill Your Bones. Harper Collins, 1991.
Teachers may find jump tales to tell or read aloud, such as the tales below, which are readily available on the web and in books.
* Golden Arm by Mark Twain
* Teeny Tiny Woman
* Who's got my liver?
References
Gordh, B. (2006). Stories in action: Interactive tales and learning activities to promote early literacy. Westport, CN: Libraries Unlimited.
Grace, C.M., Smith, K., & Hinchman, K. (2004, July). Exploring the African American oral tradition: Instructional implications for literacy learning. Language Arts, 81,481-491.
Honeyghan, G. (2000, May). Rhythm of the Caribbean: Connecting oral history and literacy. Language Arts, 77, 406-414.
Patterson, A. (2002). Telling tales: Storytelling in the family. Canadian Journal of Education, 27 (1), 145-148.
Palmer, B. C., Leiste, S. M., James, K.D., & Ellis, S.M. (2000, Nov/Dec). The role of storytelling in effective family literacy programs. Reading Horizons, 41, 93-105.
Sanacore, J. (2004, May). Genuine caring and literacy learning for African American children. The Reading Teacher, 57, 744-844.
Nile Stanley teaches arts based literacy at the University of North Florida. Visit his website at http://www.unf.edu/~nstanley/home.htm
Multimedia Storytelling for Digital Communicators in a Multiplatform World. Seth Gitner. 4.4 out of 5 stars 33. This shopping feature will continue to load items when the Enter key is pressed. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Back. Visual storytelling is simply the way most brands will decide to go in 2016 & beyond, as they try to tell their story to their customers. Why? Pinterest, Instagram, Snapchat, Vine… Show the benefits of your product, don’t tell people about them. If you can feature someone using your product and service, and having an easier life for it, that will do wonders for your marketing. 2. Context Is Everything. Now, if we’re going to use just a few words, we will need to use some shortcuts to better communicate with our audience. Why Do We Tell Stories? What Makes a Good Story? The Storytelling Process. Storytelling Resources. What is storytelling? Telling a story is like painting a picture with words. While everyone can tell a story, certain people fine-tune their storytelling skills and become a storyteller on behalf of their organization, brand, or business. You might’ve heard of these folks â€" we typically refer to them as marketers, content writers, or PR professionals. Every member of an organization can tell a story. | <urn:uuid:c90c0a61-6a09-40a6-97aa-a4c98335552e> | CC-MAIN-2021-31 | https://tmuk.pw/c_dun.pdf | 2021-07-28T14:01:06+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00092.warc.gz | 575,313,594 | 2,680 | eng_Latn | eng_Latn | 0.985557 | eng_Latn | 0.99838 | [
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Lowick and Holy Island First Schools Accessibility Plan 2019 - 2022
Date adopted: June 2019
Introduction:
The purpose of this plan is to show how Lowick and Holy Island First Schools intend over time to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors.
Legal Background
This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.
The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act.
According to the Equality Act 2010 a person has a disability if:
(a) He or she has a physical or mental impairment, and
(b) The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.
You can read more about substantial and long term effects here.
The Accessibility Plan is structured to complement and support the school's Equality Objectives, and these are also published on the school website.
Objectives
The Accessibility Plan contains relevant and timely actions to:-
* Increase access to the curriculum for pupils with a physical disability and/or sensory impairments, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as any other pupils; (If a school fails to do this they are in breach of their duties under the Equality Act 2010); this covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe;
* Improve and maintain access to the physical environment of the school, adding specialist facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
* Improve the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.
Contextual Information
Each school has a building which is accessible, and has accessible facilities, including ramps and adaptations.
Current Disabilities (2019)
The schools supportchildren with a wide range of disabilities, which include:
* moderate and specific learning difficulties,
* communication difficulties,
* physical developmental disorders,
* Sight loss
* Behaviour, anxiety, emotional and social difficulties.
Appropriate training has been provided for staff and all First Aid certificates are kept up to date.
It is a requirement that the school's accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. What follows is a table of action plans showing how the school will address the priorities identified in the plan.
The priorities for the Accessibility Plan for our school were identified by:
* Head Teacher
* SENDCo
* Schools' Equalities Coordinator from Northumberland County Council
We welcome and will consider any suggestions and practical improvements that are suggested to us by disabled service users and their families.
The refreshed action plans that follow show how the school will address the priorities identified and resource any changes that need to be implemented.
Increasing access to the curriculum for disabled pupils
Improving teaching and learning lies at the heart of the school's work. Through selfreview and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children.
Improving access to the physical environment of the school
Our site is extensive both inside and out. We place a great deal of value upon outdoor learning. It remains a priority to continue to improve the physical environment of the school to increase the opportunities disabled users and visitors may take advantage of the facilities we have, both indoors and outdoors. We have a wide range of equipment and resources available for day to day use. We work closely with the sensory support service and made the necessary adaptations for any children with disabilities who we attend school. We keep resource provision under constant review. The school's improvement planning process is the vehicle for considering such needs on an annual basis.
Improving the delivery of written information to disabled pupils
This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. Examples might include textbooks and information about school events. The information should take account of pupils' disabilities and pupils' and parents' preferred formats and be made available within a reasonable timeframe. The school will continuously develop awareness of agencies and sources of materials to be able to make information more accessible as required.
Appendix 1:
Making printed information accessible.
Resources and guidance:
Accessible Communication Formats (Government guidance)
Producing accessible materials for print or online (Abilitynet)
Creating clear print and large print documents (UK Association for Accessible Formats)
The Sensory Trust information sheet on clear and large print
Am I making myself clear? (Mencap's guidelines for accessible writing)
Dyslexia Style Guide (British Dyslexia Association)
Custom eyes Schools and individuals can join the scheme which can make (at RRP) large print tailor made books which include:
* picture books
* fiction
* non-fiction
* Oxford Reading Tree
* GCSE and A Level English texts and textbooks
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JobsBuilding in the Community – Civil Services
This module gives students examples of how they can have a job building the community.
Magazine with activities
Reginald, Wesley, Derek, and Jamie are all employed in Civil Services in the Elsey and West Arnhem Regions. Civil Services help keep the community running smoothly.
Students will learn:
* the type of work involved in Civil Services
* following workplace routines such as reading and using a map and schedule
* how to find information in an operators manual
* using time management and calculation skills to estimate job timing and plan a work schedule.
Curriculum Links
PreVET reinforces and authentically contextualises curriculum learning. For detailed mapping, see m4b-curriculum-mapping.xlsx
Australian Curriculum Prior Learning
* English: Receptive mode – Students compare and analyse information in different texts, explaining literal and implied meaning.
* Mathematics: Students solve simple problems involving the four operations using a range of strategies. They solve problems involving time duration.
T-9 Net Diagnostic Continua
* Reading: Breaking the written code, Making meaning, Analysing, Using text.
* Numeracy: Operating & Calculating, Locations & Maps, Shapes & Measurement, Time, Understanding Numbers & How They Work.
Australian Core Skills Framework
* Reading, Oral Communication Levels 2-3
* Numeracy Levels 2-3
A1 Keeping the Community
Clean
A2 Using
Operator's
Lesson – Pre-start checks
Overview of 4B Civil Services – Activities
See m4b-transcript-answers.pdf for Activity Answers, m4b-quiz-answers.pdf for Quiz Answers.
Questions
1, 2, 3, 4
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Sarah Kirby Hallowell Willis
Born January 16, 1818 Birthplace Probably Long Island, New York Died 1914 Grave Site Mt. Hope Cemetery, Rochester, New York Contribution Signer of the Declaration of Sentiments and life-long supporter of the suffrage movement.
Sarah Kirby, one of the eight children of Jacob and Mary R. Seaman Kirby, was born on January 16, 1818. Her parents were Quakers (Society of Friends) who lived on Long Island, New York.
In 1836, at the age of eighteen, she moved to Rochester, New York to live with her sister and brother-in-law, Amy Kirby Post and Isaac Post. They lived at 36 Sophia Street (now North Plymouth Avenue). In 1838, Sarah Kirby married Jeffries Hallowell, and the couple moved to Aurora (Cayuga County), New York. A year later, they moved back to Rochester. In 1844, Mr. Hallowell died.
Like her sister, Amy Post and Post's niece, Mary Hallowell, Hallowell became active in anti-slavery work in the early 1840s. She joined the newly-formed Western New York Anti-Slavery Society in 1842, and worked on its many AntiSlavery Fairs -- fundraising efforts held over the years to support the anti-slavery movement.
The Genesee Yearly Meeting of the Society of Friends, to which Hallowell belonged, was against slavery, but its ministers and elders disapproved of the activities of many anti-slavery advocates. Hallowell -- again like her sister and her niece -- eventually left the Society of Friends (Quakers), although somewhat later, in 1849. (The Posts and Mary Hallowell had left in the mid-1840s.) She was one of the many former Quakers who often gathered at the Anthony home on Sundays to discuss reform activities, including anti-slavery.
Hallowell became involved in the Spiritualist movement in the late 1840s. She was an early supporter of Kate and Margaret Fox (the " Fox Sisters"). The Fox Sisters postulated that certain "rappings" which they had heard at their house in Hydesville, New York were messages from the dead. They acted as mediums to "decipher" the messages, and attracted widespread attention and many followers.
Hallowell was also an active supporter of the Mechanics Institute (later the
Rochester Institute of Technology). However, she is best known for her efforts on behalf of women's rights. She was both an activist in the nineteenth century women's movement and a financial supporter of the cause.
Hallowell attended the first Women's Rights Convention held in Seneca Falls, New York, in July 1848 and was a signatory to the Declaration of Sentiments. When an adjourned meeting of the Convention was called in Rochester a few weeks later, on August 2, 1848, Hallowell was elected as one of its secretaries, along with Elizabeth McClintock and Catherine A.F. Stebbins. Unfortunately, none of them could speak loud enough to be heard in the hall, and Sarah Anthony Burtis, a former schoolteacher, had to step up and assume the role of acting secretary.
Hallowell maintained her women's rights activities after her second marriage, to Edmund P. Willis, in 1853. In the late 1860s, she joined the National Woman's Suffrage Association (NWSA), formed by Susan B. Anthony and Elizabeth Cady Stanton. In 1872, when Susan B. Anthony voted in the presidential election, Hallowell Willis also attempted to register to vote, but was unsuccessful in her efforts. The following year, when the Women's Taxpayers Association (WTA) was organized, Hallowell Willis was one of its officers.
In 1878, when NWSA held its meeting in Rochester to celebrate the thirtieth anniversary of the first Women's Rights Convention, Hallowell Willis was one of the delegates representing Monroe County. And, in 1885, Hallowell Willis became one of the initial members of the Women's Political Club of Rochester (later renamed the Political Equality Club). During the 1905 meeting of the New York State Women's Suffrage Association, held in Rochester, Hallowell Willis was introduced by Susan B. Anthony as one of those who had attended the 1848 Convention. And in 1907, as one of the "old and beloved suffrage workers," she received a telegram of appreciation from the National American Woman Suffrage Association (NAWSA) Convention.
Hallowell Willis was also known as a dependable friend when financial help was needed by the women's movement. Ida Husted Harper, biographer of Susan B. Anthony, wrote that "for nearly fifty years," whenever "financial difficulties threatened," Anthony "had never appealed in vain" to her. For Anthony's seventieth birthday in 1890, Hallowell Willis gave a gift of two hundred dollars. She gave $720 to the Second New York Campaign of 1893-94, a campaign during which New York activists worked day and night to get women's suffrage enacted into law. When, on September 5, 1900, Anthony found herself $8,000 short of funds in the campaign to open the University of Rochester to women,
Hallowell Willis readily donated $2,000 to the cause. When a Memorial Association was formed shortly after Susan B. Anthony's death in 1906, in order to collect funds to erect a building in her name on the University of Rochester campus, she gave the largest single gift -- $5,250. And in 1910, when funds were needed by the workers in the State of Washington in their attempts to enact a suffrage amendment, she again came through with a donation.
In addition to being a women's rights activist and supporter, Hallowell Willis was also a close personal friend of Susan B. Anthony. She was one of only twelve friends who celebrated New Year's Day with the Anthonys in 1895. On the occasion of Anthony's eighty-first birthday in 1901, when public celebration of the event was "forbidden," Hallowell Willis was one of the few women invited to dinner at the Anthony house. And, Hallowell Willis was one of twelve women invited to a celebration of the one-hundred-and-eleventh birthday of Anthony's mother, on December 2, 1904.
Hallowell Willis did not live to see the triumph of the cause of women's suffrage. She died in 1914, at the age of ninety-six.
From: http://www.winningthevote.org/F-SHWillis.html
Bibliography of Suggested Books & Articles
Harper, Ida Husted, The Life and Work of Susan B. Anthony, vols. II & III., Indianapolis and Kansas City, The Bowen-Merrill company, 1898-1908. Hewitt, Nancy A., Women's Activism and Social Change, Rochester, New York, 1822-1872, Ithaca: Cornell University Press, 1984. History of Woman Suffrage, vols. I, II, III, IV, V, VI, reprint published by Source Book Press, 1970. , v. VII, no. 2 (April
McKelvey, Blake, "Susan B. Anthony," Rochester History 1945).
McKelvey, Blake, "Woman's Rights in Rochester: A Century of Progress," Rochester History, v. X, nos. 2 & 3 (July 1948).
Bibliography of Suggested Web Sites
D.93 Isaac Post and Amy Post Family Papers, "Introduction" and "Biographical Sketch," created by Rare Books, Rush Rhees Library, University of Rochester, at http://www.lib.rochester.edu/rbk/postfam.stm. Current as of 1/21/00. Report of the Woman's Rights Convention...1848, transcription, at http://www.rochester.edu/SBA/convention.html. Current as of 2/8/00. Upstate New York and The Women's Rights Movement, created by Rare Books, Rush Rhees Library, University of Rochester, at http://www.lib.rochester.edu/rbk/ women/women.htm. Current as of 2/15/00. | <urn:uuid:758fc092-30a4-4cb0-9e86-6ca39c2bb625> | CC-MAIN-2021-31 | https://fomh.org/wp-content/uploads/2021/05/Sarah-Kirby-Hallowell-Wil.pdf | 2021-07-28T14:09:37+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00087.warc.gz | 280,017,014 | 1,754 | eng_Latn | eng_Latn | 0.985747 | eng_Latn | 0.99589 | [
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NATIVE PLANT NOTES 2021
Our definition of "native" is: the plant was growing in Central or Eastern North America prior to European contact. This definition has important ecological significance. The information provided here comes from various sources including Growing and Propagating Wildflowers by William Cullina, Flora of Maine by Arthur Haines and Thomas Vining, Bringing Nature Home and Nature's Best Hope by Douglas Tallamy, organizations including Native Plant Trust and Wild Seed Project, and thirty-five years of personal experience.
In a time of profound ecological disturbance, it could not be more important to fill our landscapes with native plants.
Agastache foeniculum (Anise Hyssop) 2-3'/purple spike/August-September sun to part sun; moist to dry
There are so many good things about this prairie plant. It makes a delicious tea with fresh or dried leaves and flowers. The flowers themselves are really pretty and very attractive to bees and butterflies. The heart-shapes leaves, when young, have a beautiful purple hue. Easy to grow, seeds in, nice companion to Rudbeckia fulgida. Don't confuse this with the European medicinal, hyssop, which is Hyssopus officinalis. Anise hyssop is not "hyssop." (confusion is everywhere)
Ageratina altissima (White Snakeroot) 2-4'/white umbel/late summer-fall MAINE
sun to light shade; moist to dry
Super easy to grow (like violets), fall composite, disk flowers only (no rays like a daisy has). If you like to let things just become a part of your place, seeding in and finding their way around, this is a good choice. This plant can grow in lots of different conditions. I've seen it in the wild in dry, open woods, but on our land in Clifton (where we used to live) it settled in along our shady, damp driveway.
Allium schoenoprasm (Chives) 10-16"/purple/spring MAINE
sun; moist to dry
When I saw this "ordinary, ho-hum" plant growing in the cracks of rocks along the St. John River, I just about fell over with delight. Here it was in its original home. It hadn't jumped from gardens to river; it had been moved from river to gardens. Chives is a circumboreal wildflower and I'm so glad to have seen it in its homeland, which, in this case, was an ice-scoured river edge.
Amsonia illustris (Ozark Bluestar) 3'/blue/June
sun to light shade; moist Similar to Amsonia tabernaemontana. Shinier leaves.
Amsonia tabernaemontana (Texas or Common Bluestar) 3'/blue/June
sun to light shade; moist to dry
This plant is unbelievably rugged, robust, and gorgeous. At the south end of the Belfast Coop street-side garden it has held its own for many years, putting up its perfectly rounded form of many small blue flowers in June, even after it got run over repeatedly one winter.
Anemone canadensis (Meadow Anemone) 2'/white/spring MAINE
sun or shade; moist to dry
This is a beautiful spring wildflower, but do not put it where you do not want it to spread. With enough sun, it blooms profusely and does a perfect job filling in a place, say, between a garage and a mowed area. In the wild it mingles with other plants, but in gardens it just takes off. In the co-op garden it does a good job filling in around taller, robust individual plants like Amsonia.
Aquilegia canadensis (Native Columbine) 2'/yellow and red/late May to early July MAINE
sun to light shade; well-drained
Unlike the European columbines, this one likes sun and can take it hot and dry like up on Mount Agamenticus. It can also thrive in quite a bit of shade like at the Damariscotta shell middens in the woods along the stream. It grows well in ordinary garden conditions and is its lovely, columbine self, but this is the striking red and yellow one.
Aronia melanocarpa (Black Chokeberry) 3-6'/white flowers/black fruits/blooms in spring MAINE
sun; moist to dry
This shrub belongs to the blueberry barren native plant community. We have come to love it since we moved to Liberty where we live in the middle of an unimproved blueberry field. It's an early bloomer for bees; the flowers have a gorgeous touch of pink; the fall foliage colors are splendid. In commercial blueberry fields it is a bother – rakers try to avoid the hard, unpalatable fruits- but in our non-commercial field we and the bees just get to love it.
Aruncus dioicus (Goatsbeard) 3-6'/creamy white/spring-summer part sun to shade; moist
You might as well think of this as a shrub because in spite of it being non-woody and dying back to its crown and roots each year, it becomes big and shrubby by June, putting out lots of creamy, yellowish-white plumes that feed zillions of pollinators. Seeds in readily and can take very moist shade although it doesn't require it. In the Belfast Co-op garden it blooms at the same time as Amsonia in full sun and they look great near each other.
Asclepias incarnata (Swamp Milkweed) 2-4'/rose pink/summer MAINE
sun, part shade; moist to wet
Many people are choosing this milkweed now because it is beautiful, it hosts the monarch caterpillar (like all Asclepias), and it doesn't spread. However, if you only grow one or two of them, and a monarch butterfly lays a few eggs on them, they may get devoured by the hungry caterpillars. Personally, I would grow common milkweed somewhere on my land where it can spread, put a few swamp milkweeds in a more tended garden for their special beauty, and, if I were lucky enough to get caterpillars on them, I could move them to the nearby patch of common milkweed (which is also beautiful, btw).
Asclepias syriaca (Common Milkweed) 2-4'/pink and green/early summer-fall MAINE
sun, part sun; moist to dry
Some people roll their eyes (or worse) at us for selling this plant because it is so common in the wild and it spreads. But many urban and suburban gardeners are thrilled that we make it available because their ecologically denuded landscapes need it in order for monarch butterflies to complete their life cycle. It is not difficult to supply the butterflies with nectar, but you have to grow milkweed in order for the caterpillars to have something to eat. Like many caterpillars, monarchs are specialists, and their specialty is milkweed. Monarch caterpillars' relationship to milkweed has become the symbol of the importance of growing a wide variety of native plants in your home garden in order to meet the needs of native insects who in turn support so much other wildlife.
Asclepias tuberosa (Butterfly Weed) 2'/orange/late summer-fall
sun; well-drained
Like the other milkweeds, Butterfly Weed is very late to emerge. This deep orange milkweed blooms the same time as Salvia azurea (Blue Sage) and the combo is eye-popping. It's fun to grow as many milkweeds as possible just to appreciate the various expressions of milkweed's complex architecture. This one is native to New England but not to Maine. The slender, darkhued pods of this plant are striking. These one-year-old plants will be small in June and bloom large in September.
Baptisia alba (White Wild Indigo) 3'/white/June sun, part sun; moist to dry
My guess is that this plant is just the white form of Baptisia australis, not its own species.
Baptisia australis (False Indigo) 3-4'/indigo blue/June
sun, part sun; moist to dry
Stately, easy to grow, extremely hardy. After a couple of years, a single plant turns into a many-stemmed, overall vase-shaped show of lupine-like blossoms.
Caltha palustris (Marsh Marigold) 1'/buttery yellow/early spring-summer MAINE
sun to part sun; moist to wet
This early bloomer brings abundant cheer growing in wet places along streams or in ravines, throwing its bright yellow out to all passersby. It is one of spring's harbingers and if you have a wet area, go for it. Excellent pollinator plant, especially for a certain small fly whose name I do not know. It just finds Caltha every year and settles in. These one-year-olds, from seed, are relatively small.
Campanula rotundifolia (Harebell) 8-14"/blue violet/summer MAINE
sun to light shade; moist to dry
This lovely small bellflower appears delicate but is amazingly rugged, thriving in very exposed places like Schoodic Point in Acadia National Park. In nature it loves rocks and sun and wind. In a more fertile garden it has a lusher look with a denser cluster of blossoms. In either case, it is just the sweetest thing imaginable.
Campanulastrum americanum (Tall or American Bellflower) 4-6'/blue/summer
sun to light shade; moist to dry biennial; delphinium-like
Campanulastrum seeds in and delights wherever it ends up blooming. There is no prettier wildflower.
Capnoides sempervirens MAINE
(Rock-harlequin or Pink Corydalis) 1-3'/pink yellow/June-July
sun to part sun; average to dry
This pastel, dainty-looking wildflower that grows on granite boulders in the woods of Maine takes on a different personality in the garden. Still biennial, still loose and light, but with more nutrients it fills out (and in) and manages to make a real statement. Related to and with similar flower type and foliage as native bleeding heart, but looser, less tidy, and pastel all the way. It belongs on or next to rocks.
Cassia hebecarpa (Northern Wild Senna) 3-5'/yellow/August-September
sun; moist to dry
I have seen this growing lushly along I-495 in Massachusetts. Amazing! It can take it hot and dry once it's established but its look is fresh and full with pea family foliage and yellow flowers accented with brown anthers. Very slow to emerge, this is a "sleep, creep, leap" perennial that ends up shrub-like.
Ceanothus americanus (New Jersey Tea) 2-3' shrub/white/summer MAINE
sun to part sun; well-drained and acidic
We started these shrubs from seed last year so they will be small and priced the same as all of our other plants. This is an inexpensive way to get a great native shrub. New Jersey Tea is barely native to Maine, more common south of Maine. It blooms in summer and hosts hordes of pollinators. We'll have more to say about this shrub as we get to know it better. Landscapers rave about it.
Chamaenerion angustifolium (Fireweed) 2-4'/pink/summer MAINE
sun, part sun; moist
On Route 3 between Liberty and Belfast there is a big patch of this spilling away from the side of an old barn and I'm always struck by the beauty of the scene and so relieved that I'm not looking at purple loosestrife! (similar color and overall shape from a distance) Fireweed finds disturbed areas where it can take off, spreading both rhizomally and by seed. Better for a wilder part of your place.
Coreopsis tripteris (Tall Coreopsis) 3-8'/light to medium yellow/late summer into fall sun, part sun; moist to wet
If you have a wet, sunny area, plant this with other tall, or tallish, companions. If you don't want lots of seedlings, remember to deadhead it.
Dicentra eximia (Wild Bleeding Heart) 12-18"/pink/continuous bloomer from mid-spring on sun to shade; moist
You will appreciate the repeating freshness of this plant as it puts out flushes of new growth, foliage and flowers, all summer long. This is one of our eastern North American woodland, ant-dispersed plants, like bloodroot, trillium, and Celandine poppy. Ants haul away the seeds in order to feed on the attached fatty structures called elaiosomes (that look like little larvae yum). The seeds themselves get dumped on the midden piles. One of the million marvels...
Doellingeria umbellata (Flat-topped White Aster) 3-4'/white/Sept-Oct MAINE
sun, part sun; moist
Our affection for this plant grows and grows. It is common roadside, so if you manage wild fields, you don't need this. But if you are looking to re-wild a place, put this way up on your list. Its beauty lasts a long time in the fall because the lovely white composite flowers with yellow centers give way to surprisingly white seed heads that last a long time and brighten up a place that has otherwise become November brown. The gorgeous fall foliage of chokeberry (Aronia) surrounds a big pool of this white aster in our field and the combination in October and into November is a nature highlight.
Echinacea pallida (Pale Purple Coneflower) 2-3'/pale purple/summer sun-part shade; drought tolerant; friend of butterflies; seeds in
An independent coneflower. While breeders try to create neon coneflowers that look like strange daisies, Echinacea pallida proudly goes its natural way. It distinguishes itself with thin, pale petals that droop almost straight down. The stalk is stiff and hairy; the leaves are narrow. But in our experience, the roots are most radical. They are long and dive deep. It seems like it's time to start deliberately incorporating drought-tolerant perennials in our gardens, like this, and Cassia hebecarpa, and others.
Echinacea paradoxa (Yellow Coneflower) 3'/yellow/summer
sun; well-drained
I probably won't ever see this in the wild - it grows in a few pockets in the Ozarks – but one customer at the FEDCO tree sale a couple of years ago enjoyed telling me about seeing it there. This is a yellow Echinacea with thin, wavy petals. It prefers a leaner soil than the more common Echinacea purpurea.
Echinacea purpurea (Purple Coneflower) 3-4'/dark, rosy pink/summer
sun; moist
We grow and sell wild strain purple coneflower. The weird-looking so-called Echinaceas that are showing up in nurseries and gardens, with names like 'Cheyenne Spirit', 'Green Twister', 'Tiki Torch', and 'Pow Wow Wild Berry' are highly bred cultivars or hybrids that offend our senses. Our Rebel Hill Farm offering is the true wildflower, a classic garden perennial and wellknown medicinal, gifted to us from the prairie.
Echinacea purpurea 'White Swan' 15-24"/white/summer
sun; moist
Once in a while, in the wild, a purple coneflower is white. This is that. And this is one of my favorite cut flowers because you can pick it very young and watch it unfold in your bouquet, each day presenting a fresh, new look. Bees and butterflies, and later, goldfinches, love Echinacea – the sturdy center is so easy to land on.
Echinacea tennesseensis (Tennessee Coneflower) 12-24"/bright pink/summer sun; well-drained
This species is endangered in the wild. In the garden it stands out because of its vibrant pink color and thinner, erect petals. Stunning in a bouquet, but of course it's easier for us to pick these gorgeous flowers because our production gardens afford us the bounty.
Eupatorium perfoliatum (Boneset) 2-4'/white/late summer-fall MAINE
sun to part sun; moist to wet
We most often see this on lake edges and such, but I've also seen it on the edge of a gravel pit in almost pure sand. (There's a lot we don't know.) As a gardener, think of boneset as one of the sunny, wet meadow plants; if you live on a lake, boneset is your friend. The sturdy foliage is part of its beauty.
Eutrochium dubium (Three-nerved Joe-Pye Weed) 3-4'/mauve/August MAINE
sun to part sun; moist to wet Less common in Maine than Spotted Joe-Pye and as a garden plant, maybe a little shorter.
Eutrochium maculatum (Spotted Joe-Pye Weed) 3-5'/mauve/August MAINE
sun to part sun; moist to wet
Be on the lookout for this beautiful wildflower as you drive by wet places in late summer. It always seems to be in patches that are big enough to catch your eye. In your garden this does fine in moist soil. It doesn't need to be wet.
Eutrochium purpureum (Sweet Joe-Pye Weed) 3-8'/a different mauve/August
sun to part sun; moist
Taller and a different color than Spotted Joe-Pye but not in a way I can describe as I sit here in February.
Eurybia macrophylla (Big-leaved Aster) 6-30"/light violet/fall MAINE
part sun to shade; moist
Big-leaved Aster is more about leaves than flowers. It's a great groundcover around oaks or pines or apple trees, forming a nice, dense mat of big, heart-shaped leaves. There's even a nice patch of it in the middle of our field in full sun. It flowers if it gets enough sun, but to us its strongpoint is how well it covers the ground in shady places. Very much at home in Maine (as opposed to some "Maine native" plants that are barely here.)
Filipendula rubra (Queen of the Prairie) 6-8'/pink/July sun to part sun; moist to wet
Spreads rhizomally, looking for sunshine. Big, showy flower heads, the individual flowers maturing from the bottom up, so there are tight buds up top and pink poof below. If only I could see this in a tallgrass prairie where it belongs...
Fragaria virginiana (Wild Strawberry) 6"/white/spring MAINE
sun; moist to dry
An early blooming member of our "unimproved" blueberry field. Important to bees. Sweet to have around. :)
Helenium autumnale (Sneezeweed, except that is isn't) 4'/yellow/late summer to fall MAINE
sun; moist to wet
This is a lovely member of the fall composites and I was thrilled and surprised to see it growing in the intertidal zone of the Penobscot River in Bangor during the American Folk Festival.
Helianthus maximilliani (Maximilliani or Prairie Sunflower) 5-8'/yellow/fall sun to part sun; moist to dry
A native sunflower for your tall, fall garden.
Helianthus mollis (Downy Sunflower) 5'/yellow/August-Sept
sun; dry
Slowly patch-forming, more compact and sturdy, drought-tolerant; very downy foliage, relatively short. Another star of the Belfast Coop garden, this plant is so different than the other perennial sunflowers.
Helianthus tuberosa (Jerusalem Artichoke) 7'/yellow/fall MAINE
sun; moist
A valuable source of food (the tuber) in addition to its friendly, sunflower self. Put it where you want it to spread, because it will. Personally, as long as I have access to land, I wouldn't live without Jerusalem artichokes and nettles as perennial food sources.
Heliopsis helianthoides (Early Sunflower) 3-5'/golden yellow/summer
```
sun to part sun; moist to dry Extremely easy to grow, sturdy, clump-forming, showy; seeds in.
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Iris cristata (Dwarf Crested Iris) 4-8"/blue with yellow/June part sun to shade; moist
An excellent woodland or shady side of the house groundcover with plenty of iris blossoms.
Iris setosa (Beachhead Iris) 8-12"/violet blue/June MAINE
sun to part sun; moist More compact than Iris versicolor.
Iris versicolor (Blue Flag Iris) 1-2'/blue violet/June MAINE
sun to light shade; moist to wet
This is more common in Maine, often seen in ditches and along the edge of open, wet areas.
Liatris aspera (Rough Blazing Star) 3-4'/pink/summer sun to part sun; moist to dry
A button blazing star, meaning the flowers are clumped in distinct buttons along the stem. Just before the flowers open, the tightly-packed deep rose-colored buds surrounded by greenish-maroon bracts are exquisite, especially when you look at them with a hand lens.
sun; moist to dry
It is worth an August trip to the Kennebunk Plains nature preserve (a five-minute drive from the highway) to see this globally rare plant in its glory. The vignette of northern blazing star, little bluestem grass blowing in the wind, and occasional clusters of bright yellow goldenrod, is stunning. This, like L. aspera, is a button blazing star.
Liatris spicata (Marsh Blazing Star) 3-6'/pink-purple/summer sun to part sun; moist to wet
We only grow the wild strain Marsh Blazing Star which is taller, more open, and way more interesting than the compact industry cultivars. We have had winters in which voles ate every one of the tuberous Liatris roots. It's their favorite. Spring will tell...
Lobelia cardinalis (Cardinal Flower) 18-24'/the reddest red/August MAINE
sun to part sun; moist to wet
Hummingbird favorite. This knock-your-socks-off Maine wildflower is in its own league. What a special plant it must be to river paddlers.
Lobelia syphilitica (Great Blue Lobelia) 1-3'/a range of blues/July-Sept MAINE
sun to shade; moist to wet
If you're not a super formal gardener (ie., excessive weeder), this plant becomes part of your place like violets. Easy to grow, it seeds in, is a good nectar plant, and is especially pretty in September interspersed with goldenrod, a dance that happens all by itself. I wouldn't have a yard without it.
Lonicera canadensis (American Fly Honeysuckle) 3-4' shrub/light yellow/May MAINE
part shade; moist
I keep an eye out for the bright red fruit of our native honeysuckle in early July so I can collect seed. This lovely native woodland shrub leafs out well before most other wild plants so it's easy to spot in late April or early May as I drive around delivering plants. If I were a better recordkeeper, I'd jot down the locations so I could go back in a couple of months and look for fruit. As it is, I just hope to luck out and notice the fruit in the sea of green that is the woods in July. Not the best business strategy, but there you have it. This is one of my very favorite plants, partly because it is the native one that continues to do its ecologically balanced thing while the invasive honeysuckles run rampant, but mostly because it's incredibly early, freshest-of-fresh smooth green leaves are a harbinger of spring. Native honeysuckle's new leaves give me the same feeling I expect to have when I contra dance for the first time after Covid.
Monarda bradburiana (Bradbury's Bee Balm) 1-2'/light pink/June
sun to part sun; moist
Blooms earlier than the other bee balms and is way less likely to get powdery mildew. Colorful fall foliage. We are very fond of "brad."
Monarda didyma 'Panorama Mix' (Bee Balm) 4'/lavender or magenta or pink/summer
sun to light shade; moist
This old-fashioned cultivar of the classic bee balm is a mix of colors. You take what you get. It won't be red. This bee balm spreads and seeds in and buzzes with bees.
Monarda didyma 'Panorama Red' (Bee Balm) 4'/red/summer
sun to light shade; moist
We haven't been able to find a seed source for wild strain Monarda didyma, so this cultivar is our offering of red bee balm. Grow it for hummingbirds and beauty. This one also spreads and seeds in.
Monarda fistulosa (Sweet Leaf or Wild Bergamot) 3-4'/lavender/summer sun to light shade; moist
Fritillary butterflies seem to feed on this bee balm species in particular. This robust bee balm forms a patch over time and is a lovely presence in any garden.
Monarda punctata (Horsemint, Dotted Mint) 2-3'/pale yellow, pink, green/late summer sun, part sun; moist to dry, well-drained
You have to look at this plant close up to see that it is the same genus as the bee balms. The flowers are clearly bee balmish but the showiness of this plant is more in the colorful pink and green leafy bracts that subtend the pale yellow, dotted flowers. It's fun to grow different Monardas, and this one is really neat, but it is short-lived and we have not seen it seed in, so consider it an adventure rather than an acquisition.
Myrica pensylvanica (Northern Bayberry) 2-6' shrub/greenish/late spring-summer MAINE
sun to light shade; moist to dry, acidic
Another shrub started from local seed last year, so they will be small (and relatively cheap). We take great satisfaction in growing native shrubs from local seed. Pockets filled with bayberry seed is a familiar feeling and fragrance! I can't walk by a bayberry shrub without rubbing my hands on the leaves to pick up that wonderful smell. This shrub is dioecious ("two houses"), meaning an individual plant bears either pollen-producing flowers or female flowers
(not a botanical term). If you want fruit production, which you do, you have to plant enough of them to give yourself a good chance of getting both sexes. This is such a nice Maine shrub that grows in lots of different kinds of places. It holds its green in the fall and so when it grows with something like huckleberry, for example, which turns a beautiful red, the "vignette" is stunning. A hike up Gorham Mountain in Acadia National Park one October stands out in my mind...
Oenothera fruticosa (Sundrops) 1-2'/bright yellow/summer sun to part shade; moist to dry Sundrops spread to make a big show of summer yellow. Easy to grow.
Parthenocissus quinquefolia (Virginia Creeper) trailing, climbing woody plant MAINE
Those of us who garden in semi-wild environments are forever cutting this plant back or ripping it out. But for those of us in ecologically parched urban or suburban landscapes, this is a fabulous plant to bring on board. The dark fruits are gorgeous against the spectacular fall foliage and this plant is a valuable larval host for native insects. Easy to grow, native to Maine, beautiful fall color, and ecologically important.
Penstemon digitalis (Foxglove Beardtongue) 24-30"/white/early summer MAINE
sun to light shade; moist
This is not one of my favorites but what do I know! I'm not a hummingbird or a bee! It's a white, foxglove-esque flower; it's easy to grow, seeds in readily, has nice, dark green foliage, and maybe I just haven't spent enough time around it. This is a garden regular, or "wellpracticed" as Pete puts it. I'll probably rave about it next year.
Penstemon hirsutus (Northeastern Beardtongue) 8-14"/white and purple/early summer MAINE
sun, part sun; moist to dry
A baby hummingbird found a Penstemon hirsutus flowering stalk that had gotten bent over and had flowers lying on the clear ground of the garden aisle. I watched the tiny bird feed effortlessly on the nectar, and that secured my affection for this plant. (Mental filters already in place – Penstemon hirsutus is native and doesn't otherwise cause ecological problems.) This penstemon is shorter and more colorful than P. digitalis.
Phlox divaricata (Wild Blue Phlox) 12-16"/purplish blue/spring
part sun or shade; moist
Plant this in nice, rich soil in dappled shade, along with some celandine poppies, and enjoy the late May splendor. A little bit of Appalachian woodland in your yard. Ecologically speaking, we can borrow plants from south or west of Maine and still be operating within the web of life of Eastern North America. Plants from other continents are a different story. Wild blue phlox, which I first met in the rich woods of southern Michigan, is a fantastic garden plant, forming a patch of very pleasing foliage and then offering up a soothing presence of springtime purpleblue phlox blossoms.
Phlox stolonifera (Creeping Phlox) 6-8"/choose any of four colors/spring part sun or shade; moist
We have never seen this in the wild but we know it well as a garden plant. We vegetatively propagate Blue Ridge, Pink Ridge, Bruce's White, and Fran's Purple, all named cultivars (as opposed to wild strain which has more genetic diversity). The flower stalks are emergent, rising six inches or so above the ground-hugging, broad-leaved foliage, so the effect is different from Phlox divaricata. Fast-spreading but not aggressive. Really nice mat-forming, colorful, lush groundcover in some shade.
The following are cultivars of the native Phlox subulata, or creeping phlox, often seen in cemeteries (especially the pink one). The blue one is the most lush and spreads the fastest. These are groundcovers and like to spill over rocks.
Phlox subulata 'Arctic Deep Pink' 4-6"/soft pink/spring
Phlox subulata 'Blue' 4-8"/light blue-lavender/spring
Phlox subulata 'White' 4-6"/white/spring
Phlox subulata 'Red' 4-6"/bright pink/spring
Physostegia virginiana (Obedient Plant) 3'/pale pink/Sept-Oct MAINE
sun to part sun; moderately dry to wet
Spreads rhizomally so much so that some people call it "Disobedient Plant." We do not think of it as a nuisance at all but it does spread, so keep that in mind. The tubular flowers and the pale pink color are both welcome contrasts to other fall bloomers.
Polemonium reptans (Jacob's Ladder) 1-2'/light blue/spring
part sun to light shade; moist
The common name is for the foliage, fittingly. The delicate, pale blue flowers bubble out of the low mound of beautiful foliage in a way that feels like an extra touch, free of charge.
All three of these native-to-Maine Pycnanthemums (Mountain Mints – not culinary) are highly recommended for pollinators. They're white, bloom late summer into fall, and teem with insect life. And they smell terrific, from April to October.
Pynanthemum muticum
(Blunt Mountain Mint) 3-4'/white to slightly violet/August MAINE
sun to part shade; moist
This species with its broad leaves needs more consistently moist conditions than the other two.
Pycnanthemum tenuifolium (Slender Mountain Mint) 12-18"/white/late summer-fall MAINE
sun to part sun; moist to dry
Thin leaves enable this plant to tolerate times of drier soil.
Pycnanthemum virginianum (Common Mountain Mint) 2-4'/white/late summer-fall MAINE
sun to part sun; moist
Leaves not as thin as Slender Mountain Mint, and this one is much taller.
Ratibida pinnata (Gray-headed Coneflower) 4'/light yellow with green to brown center/late summer sun; moist to dry
One of our favorite composites. It is an open, airy plant with pleasing light yellow, longpetaled blossoms. I hope to see it in a remnant patch of prairie some day.
Rosa virginiana (Virginia Rose) 2-4'/pink/summer MAINE
sun; moist to dry
In the Belfast Co-op garden we've replaced the non-native Rosa rugosa with this native rose. It sprawls in a wild way and we cut it back a little bit so passersby don't trip over it. It is behaving just as we hoped it would, forming a mini thicket in an urban place with lovely pink roses and red rose hips, creating an oasis of shelter and food for insects and birds, as well as beauty and fragrance for human beings. All this without the ecological drawbacks of nonnative species.
Rubus odoratus (Purple Flowering Raspberry) 3-5'/deep rose-purple/summer MAINE
sun or shade; moist to dry
A fantastic native shrub-like plant that is underused in home landscapes. It thrives in lots of different conditions forming a thicket over time that goldfinches and other birds love to fly in and out of. Bees love the showy flowers. This is a biennial shrub like red raspberry but it has no thorns and its fruit, while edible, is not as abundant or sweet. I've seen it thriving on the north side of old farmhouses as well as on south-facing urban banks.
Rudbeckia fulgida (Perennial Black-eyed Susan) 3'/ yellow/summer into fall sun; moist
This is wild strain, not a cultivar, and in our opinion is much prettier than the nursery cultivar that is too short and compact, too golden, and has completely lost its wildflower essence. This true Rudbeckia fulgida (as if the Latin name alone connotes its ancient nature) is a beautiful, airy but bushy wildflower that once housed a ground nest of hermit thrushes on our land in Clifton!
Rudbeckia laciniata (Wild Goldenglow) 4-7'/light yellow with green disk/summer MAINE
sun to part shade; moist
Old-fashioned farmhouse perennial that spreads, is tall, and establishes itself as a friendly fixture in your yard.
Salvia azurea (Blue Sage) 2-3'/blue/late summer-fall sun; moist to somewhat dry
Gorgeous. Excellent nectar plant. In our garden it blooms the same time as Asclepias tuberosa and together they create color extravagance. Orange and blue don't go together in any other universe, as far as I know, but there is something about these two plants...
Sanguinaria canadensis (Bloodroot) 5-8"/white/early spring-summer MAINE
part sun, shade; moist
Nothing is more welcomed than this white flower bud poking up through the still rolled up leaf, suddenly unfolding and waving with all its might, "Hi! It's Spring!" Bloodroot is so perfect at this job that the brevity of its blooming time is completely forgivable. And besides, unlike some other spring ephemerals, the round, lobed leaves of bloodroot fan themselves out to form an awesome groundcover that lasts all summer long. Around July 1, find a seed pod down amongst the leaves, pick it, and open it up to see the shiny chestnut-colored seeds with their elaiosome ant food attachments. Let the seeds drop to the ground and see how long it takes ants to start hauling them off.
Schizachyrium scoparium (Little Bluestem) 2-3'/greenish purple then bronze in fall MAINE
full sun; well-drained
Little Bluestem, a grass, is native to Maine and widespread. It is a distinctive member of our non-commercial blueberry field, emerging later than other grasses and eventually becoming quite striking with bronze stems contrasting feathery bunches of little white hairs situated up and down the plant. We collected seed from our field and offer this lovely native grass for the first time.
Silphium laciniatum (Compass Plant) 3-8'/yellow/later summer sun; moist to dry
Compass Plant is like Cup Plant (see below) but with narrower, cut and lobed leaves that create a very different presence. Both Silphiums have bunches of short-stemmed, 4" sunflowers amongst the upper leaves. They are a great addition to a sunny, tall fall garden.
Silphium perfoliatum (Cup Plant) 5-8'/yellow/summer sun; moist to dry
The broad leaves of this composite wrap around the stem (thus, perfoliatum) in such a way that they form little cups that hold rainwater. Sometimes birds take advantage of that. Visually, the big leaves make their own statement amidst all the other composites.
Smilacina racemosa (False Solomon's Seal) 1-3'/creamy white/spring MAINE
part sun to shade; moist
This forms some beautiful forest edge patches that arch away from the woods and catch my eye as I drive by. I really appreciate this Maine woodland plant for its overall form, its flower, and its beautiful fruit.
About goldenrods – If you live in rural Maine, you don't need to buy goldenrod plants. But if you live in a Scarborough housing development, you do. And before your neighbors tell you you're ruining the neighborhood, tell them this: Goldenrods are the most important nonwoody plants for Maine's wildlife; they are insect pollinated (as opposed to wind-carried) and do not cause hay fever; they have great medicinal value; they are beautiful; and they have put the finishing touch on many Rebel Hill Farm bouquets that just "needed a little something." Here are seven different species that are not aggressive spreaders. (I'm not going to try to describe the different yellows, but they are different.)
Solidago bicolor (Silverrod) 1-3'/creamy white/Sept-Oct MAINE
sun to light shade; moist to dry
People are starting to catch onto this one as a great garden plant. Upright, creamy white, branching in a very vertical way. Just beautiful in the fall field when the blueberry and chokeberry leaves have turned red.
Solidago flexicaulis (Zigzag Goldenrod) 1-3'/yellow/fall MAINE
sun or shade; moist to dry
This is a woodland goldenrod, happy amongst deciduous trees in rich soil. The stem zigzags, thus the name. Big leaves are sharply toothed. It's fun to run into this in the woods, like behind the Ellsworth Library along the Union River.
Solidago juncea (Early Goldenrod) 3'/yellow/July MAINE
sun; moist to dry
The beginning of the goldenrod parade.
Solidago nemoralis (Gray Goldenrod) 1-2'/yellow/August into fall MAINE
sun; well-drained
Gently arching individuals grace our blueberry field.
Solidago puberula (Downy Goldenrod) 18-30"/yellow/September MAINE
sun; well-drained
Also, in our blueberry field, these are showier and upright.
Solidago sempervirens (Seaside Goldenrod) 1-3'/yellow/fall MAINE
sun to part sun; sandy, well-drained
Thick succulent-like leaves enable this to grow among rocks on the coast. Very showy.
Solidago ulmifolia (Elm-leaved Goldenrod) 3'/yellow/August-Sept MAINE
sun, part sun; moist to dry
A much fuller plant in both leaves and flowers than Early, Gray, or Downy, but less graceful.
Spiraea alba (Meadowsweet) 2-4'/white with a touch of pink/mid-summer MAINE
sun to part sun; moist to dry
This small shrub is all over the countryside in Maine. I wouldn't live without it in my yard because it blooms in mid-summer when the bees really need it. Besides that, it's really pretty at the bud and the flower stage and the overwintering dried up brown flower/fruit heads are aesthetic companions right into the following spring.
Stylophorum diphyllum (Celandine Poppy) 12-18"/papery yellow/May-June
part sun to shade; moist
Celandine poppy is one of our favorites. If you live in a semi-wooded area this woodland plant can get moved around by ants, like bloodroot, and just start showing up here and there exuding pure delight with its showy yellow flowers. An individual plant can become quite substantial, putting out fresh blossoms over many weeks. In Clifton, one seeded in up against an old shed, took up residence, and knocked our socks off year after year. (This native plant gets confused with a Eurasian weed that is called "celandine.")
Swida sericea (Red Osier Dogwood) 3-8' shrub/white flowers, red twigs/spring MAINE
sun to light shade; moist to wet
Pete propagated this from cuttings. The stunning red twigs you see roadside in Maine is this shrub. Red osier dogwood spreads by stolons (like rhizomes but above ground) and it is the fresh growth that is knock-out red, so if you want the whole thing to stay red, cut it to the ground in late winter. Put this in a wilder part of your yard that is wet and sunny.
Symphyotrichum cordifolium (Heart-leaved Aster) 2'/blue sprays/fall MAINE
sun to shade; moist to dry
Heart-leaved aster grows in lots of different places. As common as it is in rural Maine, if you live in a more developed area, we highly recommend bringing this into your yard, it is so valuable to insects and other wildlife. It's a backbone perennial, pretty, easy as heck to grow, and can do sun or shade.
Symphyotrichum laeve (Smooth Blue Aster) 1-3'/blue violet/fall MAINE
sun to part sun; moist to dry
In our opinion, this is the prettiest aster for both its larger flower and the visually soothing quality of its bluish green silky-smooth foliage.
Symphyotrichum novae-angliae (New England Aster) 3-8'/purple, occasionally pink/fall MAINE
sun to part sun; moist to dry
Stately, the last aster to bloom, the last hurrah for bumblebees.
Verbena hastata (Blue Vervain) 2-5'/blue violet/late summer into fall MAINE
sun to part sun; moist to wet
One of the wet meadow beauties. I like seeing this in roadside ditches. Seeds in readily. A native to Maine favorite.
Verbena stricta (Hoary Vervain) 2-3'/a different blue violet/late summer into fall sun; moist to dry
Drought tolerant. Bigger blossoms than V. hastata but less elegant in its form. An excellent choice, though, if you want a Verbena that can handle drought, and Verbenas are really good pollinator plants.
Vernonia fasiculata (Smooth Ironweed) 3-5'/reddish purple/August into fall sun; moist to wet
Not as tall and has a tighter flower head than the Vernonia below.
Vernonia noveboracensis (New York Ironweed) 5-9'/reddish purple/August into fall sun; moist to wet
Tall and stately; surprisingly sturdy; open, airy flower head; unusual flower color in the plant world. This is one of our favorite fall composites. It's happy with other tall friends.
Viola sororia 'Mix' (Dooryard Violet) 4-6'/white, red, or purple/May MAINE
sun to shade; moist
Why live without them? To me, violets seem especially tapped in to the human spirit. Put them in some moist place on your land and they will find their way. Some fritillary butterflies rely exclusively on violet leaves for their caterpillars' food, so violets are essential in a butterfly garden. Once you have an abundance of them you can put flowers and leaves in your spring salad or on a May birthday cake.
Zizia aurea (Golden Alexanders) 1-3'/bright yellow/June MAINE
sun to light shade; moist to wet
This is the only native plant we grow that is in the carrot family, making it important to black swallowtail butterflies for larval food. It has a divided leaf and a loose, open flower head of yellow umbels (Queen Anne's Lace is an umbel, also). I saw a big patch of this once in a ditch with tall meadow rue and sensitive fern. I got out of my car and took in the lovely vignette of native plants. | <urn:uuid:3d201090-acd0-4ae7-8645-03d9447f8939> | CC-MAIN-2021-31 | https://rebelhillfarm.files.wordpress.com/2021/02/rebel-hill-farm-2021-native-plants-notes-2.10.2021.pdf | 2021-07-28T14:22:20+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00081.warc.gz | 484,671,958 | 10,274 | eng_Latn | eng_Latn | 0.9956 | eng_Latn | 0.996496 | [
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Glossary
Agri-environment schemes
A government-funded mechanism aimed to support farmers and land managers in adopting techniques or management measures that are beneficial to the environment.
Ancient semi-natural woodlands:
Areas of woodland that have been continuously wooded since 1600 in England and Wales, and since 1750 in Scotland.
BASC
The British Association for Shooting and Conservation: www.basc.org.uk
Beetle bank
A raised earth bank constructed across the middle of large arable fields, sown with a mix of tussocky, perennial grasses, and disconnected from the existing field edges. This habitat provides ideal nesting cover for grey partridges, as well as overwintering sites for predatory, beneficial insects.
Beneficial insects
Beneficial insects are: pollinators, decomposers, chick-food insects and butterflies, as well as predatory insects that are the natural enemies of pest species, eating pests such as greenfly within crops and can therefore be beneficial to the farmer in controlling these.
Biodiversity Action Plan
A government program to identify and protect threatened species and habitats. The UK biodiversity action plan was published in 1994, as the UK's response to the Convention on Biological Diversity held in Rio de Janero in 1992, and which the UK signed up to. Species and habitat lists were published in 1995 and 1999, and reports are published every three to five years looking at how the BAP is contributing to the UK's progress towards reducing biodiversity loss.
The Knowledge
Biodiversity assessment
The GWCT advisory service offers the shoot biodiversity assessment. They will thoroughly survey the shoot and the management methods in place, examine the game and wildlife and how it is managed, and give a confidential report with an action plan for future improvement for the shoot, and the biodiversity.
Brooding
A parent bird uses their wings or body to protect the chicks and keep them warm early in life when their own temperature regulation is not yet developed and they are most vulnerable to the cold and wet.
BTO
British Trust for Ornithology: www.bto.org
Conservation Headland
A strip around the perimeter of an arable field that is treated with no or few herbicides and insecticides, and are often drilled more widely than the main cropped area to increase the space between rows and allow chicks to move through it more easily. Conservation headlands are designed to provide insect-rich brood cover for the early weeks of life, when gamebird chicks need insect foods. They contain more arable weeds and wildflowers than the rest of the crop, provide chick food insects for game birds, and many benefits for other species.
Corvids
The crow family of birds, that includes the carrion crow, hooded crow, raven, magpie, jackdaw, rook and jay.
Covey
A group of partridge (or grouse) – usually a family group, but sometimes with additional lone adults, which stay together through the summer and winter, breaking up in January or February into pairs, whereupon there is some dispersal.
Exclosure
An area which is fenced off to protect from certain species, for example predators, by keeping them out.
Exclosure cages
A cage to keep out certain animals, usually predators, thus protecting the inhabitant.
Fauna
The animal life in a particular region or area at a certain time.
Flora
The plant life in a particular region or area at a certain time.
Flush
To drive the birds out of their cover.
Fodder crops
Crops that are planted to provide food for livestock.
Game cover crops
Crops that are planted to provide gamebirds with food and shelter. These are not harvested as a crop, but provide habitat for the gamebirds and other wildlife.
Hoppers
Feed containers usually steel or plastic barrels, usually filled with wheat, designed to allow easy access for gamebirds.
Hungry Gap
The period in late winter and early spring when food is very scarce for birds. During this time, supplementary food can be particularly important.
Improved grassland
Areas of grassland that have been improved for livestock, by grazing, mowing, sowing with desirable grass species, drainage or treatment with fertilizers or herbicides. Agricultural improvement usually results in decreased diversity of the grassland plants and dominance by a few quick-growing grasses.
Indicator species
A particular species that reflects the overall health of a wider group or species or an environment as a whole.
The Knowledge
Invasive (non-native) species
A species that is not native to a particular ecosystem, and causes harm. They tend to reproduce quickly, and spread rapidly.
Invertebrate community
The range and mix of invertebrates found in a particular area.
Invertebrates
Invertebrates are animals that do not have a backbone. This includes a very wide variety of creatures, for example: insects, spiders, molluscs (snails, slugs, many sea creatures), crustaceans (crabs, lobsters etc), worms, jellyfish and many more.
IUCN
The International Union for Conservation of Nature and Natural Resources is the global authority on the status of the natural world and the measures needed to safeguard it.
Jinking
An unpredictable flight from side-to-side when flushed exhibited by certain birds such as woodcock.
Lead-in strips
Sections of cover crop planted to provide a channel of cover, and so avoid gamebirds using hedges as corridors to get to and from their release pens.
Marking birds
Watching where a shot bird lands to ensure it is found and retrieved as quickly as possible.
NE
Natural England. The government's adviser for the natural environment in England, helping to protect England's nature and landscapes for people to enjoy and for the services they provide.
NGC
National Gamebag Census, see chapter 10.
NGO
National Gamekeepers' Organisation: www.nationalgamekeepers.org.uk
PCS
Partridge Count Scheme, see chapter 10.
Pesticides
Treatments to remove plant or animal pests – the term pesticides includes both herbicides, which kill groups of weeds, and insecticides, which kill groups of insects.
Picker-up
A person with a trained gundog retriever which locates and picks up game when it has been shot.
Poult
Young gamebirds. Pheasant poults are generally bought at 6-8 weeks old, and red-legged partridges at 11-13 weeks.
Raptors
Birds of prey. Raptors hunt and feed on rodents and other animals and include eagles, vultures, buzzards, kites, harriers, owls and others.
Release pen
Pheasants: A large, open-topped pen sited in woodland where pheasant poults are placed while they adapt to their environment. Partridge: Smaller, closed-topped pens, usually sited on open farmland, to hold partridges.
Residual grass
Grass that is left from the year before or dead grass that can provide good nesting cover for grey partridges.
Roding
The breeding display flight of woodcock, which is performed by the males between April and June. They fly over woodland at treetop height with rapid wingbeats, whilst making a unique low, croaking call.
Roosting
A place where birds settle to sleep. Though it is widely perceived that birds roost in trees, as with pheasants, some birds roost on the ground, as with partridges, or on water, as with mallard.
Scrape
Scrapes are shallow depressions filled with water that are dug in fields to benefit wading birds and wildfowl.
Shelter belt
A line of trees or shrubs planted to protect an area, especially woodland, from wind and weather.
SSSI
Site of Special Scientific Interest, an area designated to protect a particular species or habitat.
Supplementary feed
Additional feed, usually grain, provided by the gamekeeper to supplement the food that gamebirds can forage for in the countryside.
Topping up
The practice of releasing additional birds throughout the season to replace those already shot.
Understorey
Plant life growing beneath the woodland canopy.
Unimproved habitat
Areas that have not been ploughed, sown, treated with pesticides, or had fertilizer spread.
Voluntary restraint
Shoots or Guns not shooting something that is a legal quarry species through their own choice, rather than being prevented from doing so by legislation.
Waders
A group of birds most of whom spend parts of their life wading in
the shallow waters of the sea, estuaries and lakes. They are referred to as "shorebirds" in America.
Wild bird mix
Seed mixes that include a range of species known to be attractive to, or provide good food resources for, wild birds. When sown as cover crops these can provide many benefits to farmland birds as well as gamebirds. | <urn:uuid:178a8e02-c2a1-4333-a2b9-f36df4b4a856> | CC-MAIN-2021-43 | https://www.gwctknowledge.com/wp-content/uploads/2018/07/glossary.pdf | 2021-10-19T22:20:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00417.warc.gz | 958,174,337 | 1,834 | eng_Latn | eng_Latn | 0.997807 | eng_Latn | 0.997891 | [
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Wichita County 7 th & 8 th Grade School Supply List
____________________________________________________________________________
English (Mrs. Reed) (1) Plastic folder with pocket, 1 Composition notebook, 1 small bottle of Elmer's glue, scissors, highlighters (several colors), colored pencils or markers, expo markers & (1) box of Kleenex. (NO loose paper)
7 th & 8 th Math (Mrs. West) Basic Calculator (Ex: Texas Instrument 108 or Texas Instruments TI-30X IIS), 1 Box of Kleenex, Pencils (No Pens)
7 th Science (Mrs. Anthony(1) 1-Subject spiral notebook, with pockets; 1 small package of loose leaf paper; (1) box Kleenex; colored pencils (several colors); markers (several colors); writing utensils; glue stick.
8 th Science (Mrs. Anthony), (1) 1-Subject spiral notebook, with pockets, (NO loose leaf paper) highlighters, graph paper, white-out for corrections, (1) box Kleenex, colored pencils or markers, writing utensils, glue stick.
7 th Grade Social Science (Mr. Brown) Pocket folder, loose leaf paper, colored pencils, pens (blue or black), pencils, (1) box of Kleenex
8 th Grade Social Science (Mr. Weilert) Loose leaf paper, pencil, 3-ring binder for notes. (1) box Kleenex.
P.E. (Mr. Weilert) Shorts, T-shirt & gym shoes (All clothes must meet dress code, NO sleeveless shirts allowed) (Every student is required to dress out for P.E)
7 th Grade Grammar (Mrs. West) They should have paper and pencils - NO pens. (1) box of Kleenex
Art (Mr. Norton) Sketchbook 9"X12" (drawing paper not tracing paper), Basket (approx. 10"X7" no larger), Mechanical pencil (ex. Eversharp), Pen or Pencils, eraser, index card box (to hold 3"x5" index cards), Index cards (3"x5"), Index card tab dividers (3"x5") & (1) box of Kleenex
7 th Grade Computers (Mrs. Porter) pencil with eraser
JH Choir (Mrs. Koehn) 2 pencils with erasers and box of Kleenex.
JH Band (Mrs. Lofstrom) 1 Box of Kleenex and 4 Pencils with Erasers
Seminar- (1) box of Kleenex (every student has seminar)
**All classes may receive additional school supply list on the first day of school.**
The district will NOT provide a planner this year. It is recommended to purchase your own personal one.
2021 -2022
Wichita County High School Supply List
* Every Student – 1 Box of Kleenex for Their Seminar
* Chemistry/Physical Science: Scientific calculator
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Kepler's laws of planetary motion
In astronomy, Kepler's laws of planetary motion are three scientific laws describing the motion of planets around the Sun.
1. The orbit of a planet is an ellipse with the Sun at one of the two foci.
2. A line segment joining a planet and the Sun sweeps out equal areas during equal intervals of time. [1]
3. The square of the orbital period of a planet is directly proportional to the cube of the semi-major axis of its orbit.
Most planetary orbits are nearly circular, and careful observation and calculation are required in order to establish that they are not perfectly circular. Calculations of the orbit of Mars [2] indicated an elliptical orbit. From this, Johannes Kepler inferred that other bodies in the Solar System, including those farther away from the Sun, also have elliptical orbits.
Kepler's work (published between 1609 and 1619) improved the heliocentric theory of Nicolaus Copernicus, explaining how the planets' speeds varied, and using elliptical orbits rather than circular orbits with epicycles. [3]
Isaac Newton showed in 1687 that relationships like Kepler's would apply in the Solar System to a good approximation, as a consequence of his own laws of motion and law of universal gravitation.
Contents
Comparison to Copernicus
Nomenclature
History
Formulary
First law of Kepler Second law of Kepler Third law of Kepler
Planetary acceleration
Acceleration vector Inverse square law Newton's law of gravitation
Position as a function of time
Mean anomaly, M Eccentric anomaly, E True anomaly, θ Distance, r
See also
Notes
References
Bibliography
External links
1. The orbits are ellipses, with focal points F 1 and F 2 for the first planet and F 1 and F 3 for the second planet. The Sun is placed in focal point F 1 .
2. The two shaded sectors A 1 and A 2 have the same surface area and the time for planet 1 to cover segment A 1 is equal to the time to cover segment A 2 .
3. The total orbit times for planet 1
and planet 2 have a ratio.
Comparison to Copernicus
Kepler's laws improved the model of Copernicus. If the eccentricities of the planetary orbits are taken as zero, then Kepler basically agreed with Copernicus:
1. The planetary orbit is a circle
2. The Sun is at the center of the orbit
3. The speed of the planet in the orbit is constant
The eccentricities of the orbits of those planets known to Copernicus and Kepler are small, so the foregoing rules give fair approximations of planetary motion, but Kepler's laws fit the observations better than does the model proposed by Copernicus.
Kepler's corrections are not at all obvious:
1. The planetary orbit is not a circle, but an ellipse.
2. The Sun is not at the center but at a focal point of the elliptical orbit.
3. Neither the linear speed nor the angular speed of the planet in the orbit is constant, but the area speed (closely linked historically with the concept of angular momentum) is constant.
The eccentricity of the orbit of the Earth makes the time from the March equinox to the September equinox, around 186 days, unequal to the time from the September equinox to the March equinox, around 179 days. A diameter would cut the orbit into equal parts, but the plane through the Sun parallel to the equator of the Earth cuts the orbit into two parts with areas in a 186 to 179 ratio, so the eccentricity of the orbit of the Earth is approximately which is close to the correct value (0.016710219) (see Earth's orbit).
The calculation is correct when perihelion, the date the Earth is closest to the Sun, falls on a solstice. The current perihelion, near January 3, is fairly close to the solstice of December 21 or 22.
Nomenclature
It took nearly two centuries for the current formulation of Kepler's work to take on its settled form. Voltaire's Eléments de la philosophie de Newton (Elements of Newton's Philosophy) of 1738 was the first publication to use the terminology of "laws". [4][5] The Biographical Encyclopedia of Astronomers in its article on Kepler (p. 620) states that the terminology of scientific laws for these discoveries was current at least from the time of Joseph de Lalande. [6] It was the exposition of Robert Small, in An account of the astronomical discoveries of Kepler (1814) that made up the set of three laws, by adding in the third. [7] Small also claimed, against the history, that these were empirical laws, based on inductive reasoning. [5][8]
Further, the current usage of "Kepler's Second Law" is something of a misnomer. Kepler had two versions, related in a qualitative sense: the "distance law" and the "area law". The "area law" is what became the Second Law in the set of three; but Kepler did himself not privilege it in that way. [9]
History
Johannes Kepler published his first two laws about planetary motion in 1609, having found them by analyzing the astronomical observations of Tycho Brahe. [10][3][11] Kepler's third law was published in 1619. [12][3] Kepler had believed in the Copernican model of the solar system, which called for circular orbits, but he could not reconcile Brahe's highly precise observations with a circular fit to Mars' orbit – Mars coincidentally having the highest eccentricity of all planets except Mercury. [13] His first law reflected this discovery.
Kepler in 1621 and Godefroy Wendelin in 1643 noted that Kepler's third law applies to the four brightest moons of Jupiter. [Nb 1] The second law, in the "area law" form, was contested by Nicolaus Mercator in a book from 1664, but by 1670 his Philosophical Transactions were in its favour. As the century proceeded it became more widely accepted. [14] The reception in Germany changed noticeably between 1688, the year in which Newton's Principia was published and was taken to be basically Copernican, and 1690, by which time work of Gottfried Leibniz on Kepler had been published. [15]
Newton was credited with understanding that the second law is not special to the inverse square law of gravitation, being a consequence just of the radial nature of that law; while the other laws do depend on the inverse square form of the attraction. Carl Runge and Wilhelm Lenz much later identified a symmetry principle in the phase space of planetary motion (the orthogonal group O(4) acting) which accounts for the first and third laws in the case of Newtonian gravitation, as conservation of angular momentum does via rotational symmetry for the second law. [16]
Formulary
The mathematical model of the kinematics of a planet subject to the laws allows a lar ge range of further calculations.
First law of Kepler
The orbit of every planet is an ellipse with the Sun at one of the two foci.
Mathematically, an ellipse can be represented by the formula:
where is the semi-latus rectum, ε is the eccentricity of the ellipse, r is the distance from the Sun to the planet, and θ is the angle to the planet's current position from its closest approach, as seen from the Sun. So ( r, θ) are polar coordinates.
For an ellipse 0 < ε < 1 ; in the limiting case ε = 0, the orbit is a circle with the Sun at the centre (i.e. where there is zero eccentricity).
At θ = 0°, perihelion, the distance is minimum
At θ = 90° and at θ = 270° the distance is equal to .
At θ = 180°, aphelion, the distance is maximum (by definition, aphelion is – invariably – perihelion plus 180°)
The semi-major axis a is the arithmetic mean between r min and r max :
The semi-minor axis b is the geometric mean between r min and r max :
The semi-latus rectum p is the harmonic mean between r min and r max :
The eccentricity ε is the coefficient of variation between r min and r max :
The area of the ellipse is
The special case of a circle is ε = 0, resulting in r = p = r min = r max = a = b and A = πr 2 .
Second law of Kepler
A line joining a planet and the Sun sweeps out equal areas during equal intervals of time. [1]
The orbital radius and angular velocity of the planet in the elliptical orbit will vary. This is shown in the animation: the planet travels faster when closer to the Sun, then slower when farther from the Sun. Kepler's second law states that the blue sector has constant area.
In a small time the planet sweeps out a small triangle having base line and height and area and so the constant areal velocity is
The area enclosed by the elliptical orbit is So the period satisfies and the mean motion of the planet around the Sun
satisfies
Third law of Kepler
The same (blue) area is swept out in a fixed time period. The green arrow is velocity. The purple arrow directed towards the Sun is the acceleration. The other two purple arrows are acceleration components parallel and perpendicular to the velocity.
This captures the relationship between the distance of planets from the Sun, and their orbital periods.
Kepler enunciated in 1619 [12] this third law in a laborious attempt to determine what he viewed as the "music of the spheres" according to precise laws, and express it in terms of musical notation. [17] So it was known as the harmonic law . [18]
Using Newton's Law of gravitation (published 1687), this relation can be found in the case of a circular orbit by setting the centripetal force equal to the gravitational force:
Then, expressing the angular velocity in terms of the orbital period and then rearranging, we find Kepler's Third Law:
A more detailed derivation can be done with general elliptical orbits, instead of circles, as well as orbiting the center of mass, instead of just the large mass. This results in replacing a circular radius, , with the elliptical semi-major axis, , as well as replacing the large mass with . However, with planet masses being so much smaller than the Sun, this correction is often ignored. The full corresponding formula is:
where is the mass of the Sun, is the mass of the planet, and is the gravitational constant, is the orbital period and is the elliptical semi-major axis.
The following table shows the data used by Kepler to empirically derive his law:
Data used by Kepler (1618)
Upon finding this pattern Kepler wrote: [19]
"I first believed I was dreaming… But it is absolutely certain and exact that the ratio which exists between the period times of any two planets is precisely the ratio of the 3/2th power of the mean distance." translated from Harmonies of the World by Kepler (1619)
Log-log plot of the semi-major axis (in Astronomical Units) versus the orbital period (in terrestrial years) for the eight planets of the Solar System.
Modern data (Wolfram Alpha Knowledgebase 2018)
Planetary acceleration
Isaac Newton computed in his Philosophiæ Naturalis Principia Mathematica the acceleration of a planet moving according to Kepler's first and second law.
1. The direction of the acceleration is towards the Sun.
2. The magnitude of the acceleration is inversely proportional to the square of the planet's distance from the Sun (the inverse square law ).
This implies that the Sun may be the physical cause of the acceleration of planets. However, Newton states in his Principia that he considers forces from a mathematical point of view, not a physical, thereby taking an instrumentalist view. [20] Moreover, he does not assign a cause to gravity. [21]
Newton defined the force acting on a planet to be the product of its mass and the acceleration (see Newton's laws of motion). So:
1. Every planet is attracted towards the Sun.
2. The force acting on a planet is directly proportional to the mass of the planet and is inversely proportional to the square of its distance from the Sun.
The Sun plays an unsymmetrical part, which is unjustified. So he assumed, in Newton's law of universal gravitation:
1. All bodies in the Solar System attract one another.
2. The force between two bodies is in direct proportion to the product of their masses and in inverse proportion to the square of the distance between them.
As the planets have small masses compared to that of the Sun, the orbits conform approximately to Kepler's laws. Newton's model improves upon Kepler's model, and fits actual observations more accurately (see two-body problem).
Below comes the detailed calculation of the acceleration of a planet moving according to Kepler's first and second laws.
Acceleration vector
From the heliocentric point of view consider the vector to the planet where is the distance to the planet and is a unit vector pointing towards the planet.
where is the unit vector whose direction is 90 degrees counterclockwise of , and is the polar angle, and where a dot on top of the variable signifies differentiation with respect to time.
Differentiate the position vector twice to obtain the velocity vector and the acceleration vector:
So where the radial acceleration is
and the transversal acceleration is
Inverse square law
Kepler's second law says that is constant.
The transversal acceleration is zero:
So the acceleration of a planet obeying Kepler's second law is directed towards the Sun.
The radial acceleration is
Kepler's first law states that the orbit is described by the equation:
Differentiating with respect to time or
Differentiating once more
The radial acceleration satisfies
Substituting the equation of the ellipse gives
The relation gives the simple final result
This means that the acceleration vector of any planet obeying Kepler's first and second law satisfies the inverse square law where
is a constant, and is the unit vector pointing from the Sun towards the planet, and is the distance between the planet and the Sun.
According to Kepler's third law, has the same value for all the planets. So the inverse square law for planetary accelerations applies throughout the entire Solar System.
The inverse square law is a differential equation. The solutions to this differential equation include the Keplerian motions, as shown, but they also include motions where the orbit is a hyperbola or parabola or a straight line. See Kepler orbit.
Newton's law of gravitation
By Newton's second law, the gravitational force that acts on the planet is:
where is the mass of the planet and has the same value for all planets in the Solar System. According to Newton's Third Law, the Sun is attracted to the planet by a force of the same magnitude. Since the force is proportional to the mass of the planet, under the symmetric consideration, it should also be proportional to the mass of the Sun, . So where is the gravitational constant.
The acceleration of solar system body number i is, according to Newton's laws:
where is the mass of body j, is the distance between body i and body j, is the unit vector from body i towards body j, and the vector summation is over all bodies in the Solar System, besides i itself.
In the special case where there are only two bodies in the Solar System, Earth and Sun, the acceleration becomes which is the acceleration of the Kepler motion. So this Earth moves around the Sun according to Kepler's laws.
If the two bodies in the Solar System are Moon and Earth the acceleration of the Moon becomes
So in this approximation, the Moon moves around the Earth according to Kepler's laws.
In the three-body case the accelerations are
These accelerations are not those of Kepler orbits, and the three-body problem is complicated. But Keplerian approximation is the basis for perturbation calculations. See Lunar theory.
Position as a function of time
Kepler used his two first laws to compute the position of a planet as a function of time. His method involves the solution of a transcendental equation called Kepler's equation.
The procedure for calculating the heliocentric polar coordinates (r,θ) of a planet as a function of the time t since perihelion, is the following four steps:
1. Compute the mean anomalyM = nt where n is the mean motion.
radians where P is the period.
2. Compute the eccentric anomalyE by solving Kepler's equation:
3. Compute the true anomalyθ by the equation:
4. Compute the heliocentric distance
The Cartesian velocity vector can be trivially calculated as . [22]
The important special case of circular orbit, ε = 0, gives θ = E = M. Because the uniform circular motion was considered to be normal, a deviation from this motion was considered an anomaly.
The proof of this procedure is shown below.
Mean anomaly, M
The Keplerian problem assumes an elliptical orbit and the four points:
s the Sun (at one focus of ellipse);
z
the perihelion c the center of the ellipse
p
the planet distance between center and perihelion, the semimajor axis,
the eccentricity,
the semiminor axis, the distance between Sun and planet.
the direction to the planet as seen from the Sun, the true anomaly.
The problem is to compute the polar coordinates (r,θ) of the planet from the time since perihelion , t.
It is solved in steps. Kepler considered the circle with the major axis as a diameter , and the projection of the planet to the auxiliary circle the point on the circle such that the sector areas |zcy| and |zsx| are equal, the mean anomaly.
The sector areas are related by
The circular sector area
The area swept since perihelion, and
is by Kepler's second law proportional to time since perihelion. So the mean anomaly , M, is proportional to time since perihelion, t.
where n is the mean motion.
Eccentric anomaly, E
When the mean anomaly M is computed, the goal is to compute the true anomaly θ. The function θ = f(M) is, however, not elementary. [23] Kepler's solution is to use
, x as seen from the centre, the eccentric anomaly
as an intermediate variable, and first compute E as a function of M by solving Kepler's equation below, and then compute the true anomaly θ from the eccentric anomaly E. Here are the details.
Division by a 2 /2 gives Kepler's equation
This equation gives M as a function of E. Determining E for a given M is the inverse problem. Iterative numerical algorithms are commonly used.
Having computed the eccentric anomaly E, the next step is to calculate the true anomaly θ.
But note: Cartesian position coordinates reference the center of ellipse are ( a cos E, b sin E)
Reference the Sun (with coordinates ( c,0) = (ae,0) ), r = (a cos E – ae, b sin E)
True anomaly would be arctan( r y/r x), magnitude of r would be √r · r.
True anomaly, θ
Note from the figure that so that
Dividing by and inserting from Kepler's first law to get
The result is a usable relationship between the eccentric anomaly E and the true anomaly θ.
A computationally more convenient form follows by substituting into the trigonometric identity:
Get
Multiplying by 1 + ε gives the result
This is the third step in the connection between time and position in the orbit.
Distance, r
The fourth step is to compute the heliocentric distance r from the true anomaly θ by Kepler's first law:
Using the relation above between θ and E the final equation for the distance r is:
See also
Circular motion
Free-fall time
Gravity
Kepler orbit
Kepler problem
Kepler's equation
Laplace–Runge–Lenz vector
Specific relative angular momentum, relatively easy derivation of Kepler's laws starting with conservation of angular momentum
Notes
1. Godefroy Wendelin wrote a letter to Giovanni Battista Riccioli about the relationship between the distances of the Jovian moons from Jupiter and the periods of their orbits, showing that the periods and distances conformed to Kepler's third law. See: Joanne Baptista Riccioli, Almagestum novum … (Bologna (Bononia), (Italy): Victor Benati, 1651), volume 1, page 492 Scholia III. (https://books.google.com/books?id=_mJDAAAAcAAJ&pg=PA492) In the margin beside the relevant paragraph is printed: Vendelini ingeniosa speculatio circa motus & intervalla satellitum Jovis. (Wendelin's clever speculation about the movement and distances of Jupiter's satellites.) In 1621, Johannes Kepler had noted that Jupiter's moons obey (approximately) his third law in his Epitome
References
1. Bryant, Jeff; Pavlyk, Oleksandr. "Kepler's Second Law (http://demonstrations.wolfram.com/KeplersSecondLaw/) ", Wolfram Demonstrations Project . Retrieved December 27, 2009.
2. Broad, William J. (1990-01-23). "After 400 Years, a Challenge to Kepler:He Fabricated His Data, Scholar Says" (http s://www.nytimes.com/1990/01/23/science/after-400-years-a-challenge-to-kepler-he-fabricated-his-data-scholar-says. html?pagewanted=1) . The New York Times.
3. Holton, Gerald James; Brush, Stephen G. (2001). Physics, the Human Adventure: From Copernicus to Einstein and Beyond (https://books.google.com/?id=czaGZzR0XOUC&pg=PA40) (3rd paperback ed.). Piscataway, NJ: Rutgers University Press. pp. 40–41. ISBN 978-0-8135-2908-0 . Retrieved December 27, 2009.
4. Voltaire, Eléments de la philosophie de Newton [Elements of Newton's Philosophy] (London, England: 1738). See, for example:
From p. 162: (https://books.google.com/books?id=t3UiO3NFQigC&pg=PA162) "Par une des grandes loix de Kepler, toute Planete décrit des aires égales en temp égaux : par une autre loi non-moins sûre, chaque Planete fait sa révolution autour du Soleil en telle sort, que si, sa moyenne distance au Soleil est 10. prenez le cube de ce nombre, ce qui sera 1000., & le tems de la révolution de cette Planete autour du Soleil sera proportionné à la racine quarrée de ce nombre 1000." (By one of the great laws of Kepler, each planet describes equal areas in equal times ; by another law no less certain, each planet makes its revolution around the sun in such a way that if its mean distance from the sun is 10, take the cube of that number, which will be 1000, and the time of the revolution of that planet around the sun will be proportional to the square root of that number 1000.)
From p. 205: (https://books.google.com/books?id=t3UiO3NFQigC&pg=PA205) "Il est donc prouvé par la loi de Kepler & par celle de Neuton, que chaque Planete gravite vers le Soleil, ... " (It is thus proved by the law of Kepler and by that of Newton, that each planet revolves around the sun … )
5. Wilson, Curtis (May 1994). "Kepler's Laws, So-Called" (https://had.aas.org/sites/had.aas.org/files/HADN31.pdf) (PDF). HAD News (31): 1–2. Retrieved December 27, 2016.
6. De la Lande, Astronomie , vol. 1 (Paris, France: Desaint & Saillant, 1764). See, for example:
From page 390: (https://books.google.com/books?hl=en&id=Sg8OAAAAQAAJ&pg=P A390) " … mais suivant la fameuse loi de Kepler, qui sera expliquée dans le Livre suivant (892), le rapport des temps périodiques est toujours plus grand que celui des distances, une planete cinq fois plus éloignée du soleil, emploie à faire sa révolution douze fois plus de temps ou environ; … " ( … but according to the famous law of Kepler, which will be explained in the following book [i.e., chapter] (paragraph 892), the ratio of the periods is always greater than that of the distances [so that, for example,] a planet five times farther from the sun, requires about twelve times or so more time to make its revolution [around the sun]; … )
From page 429: (https://books.google.com/books?hl=en&id=Sg8OAAAAQAAJ&pg=P A429) "Les Quarrés des Temps périodiques sont comme les Cubes des Distances. 892. La plus fameuse loi du mouvement des planetes découverte par Kepler, est celle du repport qu'il y a entre les grandeurs de leurs orbites, & le temps qu'elles emploient à les parcourir; … " (The squares of the periods are as the cubes of the distances. 892. The most famous law of the movement of the planets discovered by Kepler is that of the relation between the sizes of their orbits and the times that the [planets] require to traverse them; … )
From page 430: (https://books.google.com/books?hl=en&id=Sg8OAAAAQAAJ&pg=P A430) "Les Aires sont proportionnelles au Temps. 895. Cette loi générale du mouvement des planetes devenue si importante dans l'Astronomie, sçavior, que les aires sont proportionnelles au temps, est encore une des découvertes de Kepler; … " (Areas are proportional to times. 895. This general law of the movement of the planets [which has] become so important in astronomy, namely, that areas are proportional to times, is one of Kepler's discoveries; … )
From page 435: (https://books.google.com/books?hl=en&id=Sg8OAAAAQAAJ&pg=P A435) "On a appellé cette loi des aires proportionnelles aux temps, Loi de Kepler, aussi bien que celle de l'article 892, du nome de ce célebre Inventeur; … " (One called this law of areas proportional to times (the law of Kepler) as well as that of paragraph 892, by the name of that celebrated inventor; … )
7. Robert Small, An account of the astronomical discoveries of Kepler (London, England: J Mawman, 1804), pp. 298– 299. (https://books.google.com/books?id=As8NAQAAIAAJ&pg=PA298)
8. Robert Small, An account of the astronomical discoveries of Kepler (https://books.google.com/books?id=As8NAQAA IAAJ&pg=PP7) (London, England: J. Mawman, 1804).
9. Bruce Stephenson (1994). Kepler's Physical Astronomy (https://books.google.com/books?id=pxCYAeOqJg8C&pg=P A170). Princeton University Press. p. 170. ISBN 978-0-691-03652-6 .
10. In his
Astronomia nova
, Kepler presented only a proof that Mars' orbit is elliptical. Evidence that the other known
planets' orbits are elliptical was presented only in 1621. See: Johannes Kepler, Astronomia nova … (1609), p. 285. (https://archive.org/stream/Astronomianovaa00Kepl#pag e/284/mode/2up) After having rejected circular and oval orbits, Kepler concluded that Mars' orbit must be elliptical. From the top of page 285: "Ergo ellipsis est Planetæ iter; … " (Thus, an ellipse is the planet's [i.e., Mars'] path; … ) Later on the same page: " … ut sequenti capite patescet: ubi simul etiam demonstrabitur, nullam Planetæ relinqui figuram Orbitæ, præterquam perfecte ellipticam; … " ( … as will be revealed in the next chapter: where it will also then be proved that any figure of the planet's orbit must be relinquished, except a perfect ellipse; … ) And then: "Caput LIX. Demonstratio, quod orbita Martis, … , fiat perfecta ellipsis: … " (Chapter 59. Proof that Mars' orbit, … , is a perfect ellipse: … ) The geometric proof that Mars' orbit is an ellipse appears as Protheorema XI on pages 289– 290.
Kepler stated that every planet travels in elliptical orbits having the Sun at one focus in: Johannes Kepler, Epitome Astronomiae Copernicanae [Summary of Copernican Astronomy] (Linz ("Lentiis ad Danubium"), (Austria): Johann Planck, 1622), book 5, part 1, III. De Figura Orbitæ (III. On the figure [i.e., shape] of orbits), pages 658–665. (https:// books.google.com/books?id=wa2SE_6ZL7YC&pg=PA658) From p. 658: "Ellipsin fieri orbitam planetæ … " (Of an ellipse is made a planet's orbit … ). From p. 659: " … Sole (Foco altero huius ellipsis) … " ( … the Sun (the other focus of this ellipse) … ).
11. In his Astronomia nova ... (1609), Kepler did not present his second law in its modern form. He did that only in his Epitome of 1621. Furthermore, in 1609, he presented his second law in two different forms, which scholars call the "distance law" and the "area law".
His "distance law" is presented in: "Caput XXXII. Virtutem quam Planetam movet in circulum attenuari cum discessu a fonte." (Chapter 32. The force that moves a planet circularly weakens with distance from the source.) See: Johannes Kepler, Astronomia nova … (1609), pp. 165–167. (https://archive.org/stream/Astronomianovaa00 Kepl#page/164/mode/2up)On page 167 (https://archive.org/stream/Astronomianovaa00Kepl#page/166/mode/2u p), Kepler states: " … , quanto longior est αδ quam αε, tanto diutius moratur Planeta in certo aliquo arcui excentrici apud δ, quam in æquali arcu excentrici apud ε." ( … , as αδ is longer than αε, so much longer will a planet remain on a certain arc of the eccentric near δ than on an equal arc of the eccentric near ε.) That is, the farther a planet is from the Sun (at the point α), the slower it moves along its orbit, so a radius from the Sun to a planet passes through equal areas in equal times. However, as Kepler presented it, his argument is accurate only for circles, not ellipses.
His "area law" is presented in: "Caput LIX. Demonstratio, quod orbita Martis, … , fiat perfecta ellipsis: … " (Chapter 59. Proof that Mars' orbit, … , is a perfect ellipse: … ), Protheorema XIV and XV , pp. 291–295. (https://a rchive.org/stream/Astronomianovaa00Kepl#page/284/mode/2up) On the top p. 294, it reads: "Arcum ellipseos, cujus moras metitur area AKN, debere terminari in LK, ut sit AM." (The arc of the ellipse, of which the duration is delimited [i.e., measured] by the area AKM, should be terminated in LK, so that it [i.e., the arc] is AM.) In other words, the time that Mars requires to move along an arc AM of its elliptical orbit is measured by the area of the segment AMN of the ellipse (where N is the position of the Sun), which in turn is proportional to the section AKN of the circle that encircles the ellipse and that is tangent to it. Therefore, the area that is swept out by a radius from the Sun to Mars as Mars moves along an arc of its elliptical orbit is proportional to the time that Mars requires to move along that arc. Thus, a radius from the Sun to Mars sweeps out equal areas in equal times.
In 1621, Kepler restated his second law for any planet: Johannes Kepler, Epitome Astronomiae Copernicanae [Summary of Copernican Astronomy] (Linz ("Lentiis ad Danubium"), (Austria): Johann Planck, 1622), book 5, page 668 (https://books.google.com/books?id=wa2SE_6ZL7YC&pg=PA668). From page 668: "Dictum quidem est in superioribus, divisa orbita in particulas minutissimas æquales: accrescete iis moras planetæ per eas, in proportione intervallorum inter eas & Solem." (It has been said above that, if the orbit of the planet is divided into the smallest equal parts, the times of the planet in them increase in the ratio of the distances between them and the sun.) That is, a planet's speed along its orbit is inversely proportional to its distance from the Sun. (The remainder of the paragraph makes clear that Kepler was referring to what is now called angular velocity .)
12. Johannes Kepler, Harmonices Mundi [The Harmony of the World] (Linz, (Austria): Johann Planck, 1619), book 5, "Sed
chapter 3, p. 189. (https://books.google.com/books?id=ZLlCAAAAcAAJ&pg=PA189) From the bottom of p. 189: res est certissima exactissimaque quod proportio qua est inter binorum quorumcunque Planetarum tempora periodica, sit præcise sesquialtera proportionis mediarum distantiarum, … " (But it is absolutely certain and exact that the proportion between the periodic times of any two planets is precisely the sesquialternate proportion [i.e., the ratio of 3:2] of their mean distances, … ")
An English translation of Kepler's Harmonices Mundi is available as: Johannes Kepler with E.J. Aiton, A.M. Duncan, and J.V. Field, trans., The Harmony of the World (Philadelphia, Pennsylvania: American Philosophical Society, 1997); see especially p. 411 (https://books.google.com/books?id=rEkLAAAAIAAJ&pg=PA411).
13. National Earth Science Teachers Association (9 October 2008). "Data Table for Planets and Dwarf Planets" (https://w ww.windows2universe.org/?page=/our_solar_system/planets_table.html) . Windows to the Universe . Retrieved 2 August 2018.
14. Wilbur Applebaum (2000). Encyclopedia of the Scientific Revolution: From Copernicus to Newton (https://books.goo gle.com/books?id=k43Q9RHuGXgC&pg=PT603) . Routledge. p. 603. Bibcode:2000esrc.book.....A (http://adsabs.har vard.edu/abs/2000esrc.book.....A) . ISBN 978-1-135-58255-5 .
15. Roy Porter (1992). The Scientific Revolution in National Context (https://books.google.com/books?id=l61fl6Z1sxQC& pg=PA102). Cambridge University Press. p. 102. ISBN 978-0-521-39699-8 .
16. Victor Guillemin; Shlomo Sternberg (2006). Variations on a Theme by Kepler (https://books.google.com/books?id=3 NXFth0gDQgC&pg=PR5) . American Mathematical Soc. p. 5. ISBN 978-0-8218-4184-6 .
17. Burtt, Edwin . The Metaphysical Foundations of Modern Physical Science . p. 52.
18. Gerald James Holton, Stephen G. Brush (2001). Physics, the Human Adventure (https://books.google.com/?id=czaG ZzR0XOUC&pg=PA45). Rutgers University Press. p. 45. ISBN 978-0-8135-2908-0 .
19. Caspar, Max (1993). Kepler. New York: Dover.
20. I. Newton, Principia, p. 408 in the translation of I.B. Cohen and A. Whitman
21. I. Newton, Principia, p. 943 in the translation of I.B. Cohen and A. Whitman
22. Schwarz, René. "Memorandum № 1: Keplerian Orbit Elements → Cartesian State Vectors" (https://downloads.rene-s chwarz.com/download/M001-Keplerian_Orbit_Elements_to_Cartesian_State_V ectors.pdf) (PDF). Retrieved 4 May 2018.
23. Müller, M (1995). "Equation of Time – Problem in Astronomy" (http://info.ifpan.edu.pl/firststep/aw-works/fsII/mul/muell er.html). Acta Physica Polonica A. Retrieved 23 February 2013.
Bibliography
Kepler's life is summarized on pages 523–627 and Book Five of his magnum opus , Harmonice Mundi (harmonies of the world), is reprinted on pages 635–732 of On the Shoulders of Giants : The Great Works of Physics and Astronomy (works by Copernicus, Kepler, Galileo, Newton, and Einstein). Stephen Hawking, ed. 2002 ISBN 0-76241348-4
A derivation of Kepler's third law of planetary motion is a standard topic in engineering mechanics classes. See, for example, pages 161–164 of Meriam, J.L. (1971) [1966]. Dynamics, 2nd ed . New York: John Wiley. ISBN 978-0-47159601-1..
Murray and Dermott, Solar System Dynamics, Cambridge University Press 1999, ISBN 0-521-57597-4
V.I. Arnold, Mathematical Methods of Classical Mechanics, Chapter 2. Springer 1989, ISBN 0-387-96890-3
External links
B.Surendranath Reddy; animation of Kepler's laws: applet
"Derivation of Kepler's Laws" (from Newton's laws) at Physics Stack Exchange .
Crowell, Benjamin, Light and Matter, an online book that gives a proof of the first law without the use of calculus (see section 15.7)
David McNamara and Gianfranco Vidali, Kepler's Second Law – Java Interactive Tutorial, https://web.archive.org/web/20060910225253/http://www.phy.syr.edu/courses/java/mc_html/kepler.html, an interactive Java applet that aids in the understanding of Kepler's Second Law .
Audio – Cain/Gay (2010) Astronomy Cast Johannes Kepler and His Laws of Planetary Motion
University of Tennessee's Dept. Physics & Astronomy: Astronomy 161 page on Johannes Kepler: The Laws of Planetary Motion [1]
Equant compared to Kepler: interactive model [2]
Kepler's Third Law:interactive model [3]
Solar System Simulator (Interactive Applet)
Kepler and His Laws, educational web pages by David P. Stern
Retrieved from "https://en.wikipedia.org/w/index.php?title=Kepler%27s_laws_of_planetary_motion&oldid=896460226 "
This page was last edited on 10 May 2019, at 16:37 (UTC).
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. | <urn:uuid:68f905e6-a604-4ac2-945f-71ac1a06cbc2> | CC-MAIN-2021-43 | https://content-calpoly-edu.s3.amazonaws.com/evolution/1/images/5earth-and-geobiosphere/2Moon/2MoonWiki/Kepler%27s_laws_of_planetary_motion%20-%20wiki.pdf | 2021-10-19T20:40:25+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00419.warc.gz | 289,006,378 | 8,706 | eng_Latn | eng_Latn | 0.943744 | eng_Latn | 0.987005 | [
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Course Title – Orchestra
Implement start year – 2015-2016
Revision Committee Members, email, extension – Karen Schmidt, firstname.lastname@example.org, ext. 2281; Doug Barber, email@example.com , ext. 6636
Unit # 1 – Instrument Foundations
Transfer Goal –
Students will be able to independently use their learning to tune, maintain and play their instruments with proper technique.
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
1.3.12.B.1
Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance.
1.4.12.B.1
Evaluate how an artist's technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.
21
st
Century Themes
( www.21stcenturyskills.org )
___ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
21 st Century Skills
Learning and Innovation Skills:
_x__Creativity and Innovation
_x__Critical Thinking and Problem Solving
_x__Communication and Collaboration
Information, Media and Technology Skills:
___Information Literacy
___Media Literacy
___ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
Enduring Understandings:
Students will understand that . . .
EU 1
proper posture, fingering technique and how the instrument is held affect the accuracy and musicality of individual and group performances.
EU 2
a proper bow hold and specific bowing techniques are needed to perform music of all genres and historical periods.
EU 3
shifting to advanced hand positions extends the range of the instrument and increases the facility of playing fast passages.
EU 4
the use of vibrato enhances the tone and quality of musical expression during performances.
EU 5
proper tuning and care of the instrument is crucial for successful performance.
_x__Flexibility and Adaptability
_x__Initiative and Self-Direction
___Social and Cross-Cultural Skills
_x__Productivity and Accountability
_x__Leadership and Responsibility
Essential Questions:
EU 1
- How does correct posture and holding the instrument properly change the sound and appearance of the orchestra?
- How does holding the instrument correctly impact fingering technique?
EU 2
- How do bowing techniques define a musical period?
- How does the bow hold and the bow arm work together to create different bowing techniques?
EU 3
- How do you decide when to change the position of the left hand to play a musical passage?
EU 4
- How does the use of vibrato change the sound of the orchestra?
- How do you decide which type of vibrato should be used?
EU 5
- How do you decide if it is better to use the fine tuners or the pegs to tune the instrument?
- How does putting rosin on the bow affect the sound of the instrument?
- How do changes in environmental conditions affect the instrument?
Knowledge:
Students will know . . .
EU 1
- the correct posture and position of the instrument, and the proper use of the left hand when fingering the notes.
EU 2
- the proper bow hold and various bowing techniques, including detache, legato, staccato, spicatto, ricochet, slurs and hooked bows.
EU 3
- the correct hand technique and location for shifting from first position to advanced positions, including second and third positions.
EU 4
- the proper movement of the arm, wrist, hand and fingers when playing vibrato.
EU 5
- the correct operation of the fine tuners and the pegs when tuning the instrument and the fundamentals of care for the instrument and bow.
Skills:
Students will be able to . . .
EU 1
- sit up straight when playing and hold the instrument at the correct angle to the floor.
- play each note with fingers in an arched postion with the tip of the finger pressing the string onto the fingerboard.
EU 2
- use the correct bow techniques when playing music from various musical periods.
EU 3
- shift to higher positions, when appropriate, to improve the tone and facility of musical passages.
EU 4
- play vibrato on longer notes to enhance the tone of individual and group performances.
EU 5
- independently tune their instruments at each rehearsal and performance.
- tighten, loosen and rosin the bow every time they play, and use a rosin cloth to clean the instrument.
Stage 2 – Assessment Evidence
Recommended Performance Tasks:
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
- Individual playing tests on scales and orchestral music.
- Visual observations during warm-ups, exercises and rehearsals.
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer.
- Students will watch a tutorial that teaches instrument maintenance and tuning and practice the techniques on their instruments. (A, M)
- Students will watch a demonstration and model correct posture, left hand position and bow hold. (A)
- Students will rehearse 2-octave scales and arpeggios that require shifting to advanced postions (A)
- Students will use various bowing styles while playing scales from the scale book. (A)
- Students will listen to a musical example and identify the bowing technique based on the overall sound. (M)
- Students will watch each other play scales that require shifting into advanced positions and evaluate shift execution and intonation. (M)
- Students will divide into small groups and each group will choose a chamber piece to perform in a recital. Bowing techniques will be chosen based on the historical musical era of the composer. (T) | <urn:uuid:99fda0f6-3df3-4919-b6aa-8d3c903ad329> | CC-MAIN-2021-31 | https://www.lrhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=8357&dataid=11612&FileName=Orchestra%20Unit%201%20Instrument%20Foundations.pdf | 2021-07-28T13:20:04+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00094.warc.gz | 913,895,346 | 1,336 | eng_Latn | eng_Latn | 0.96633 | eng_Latn | 0.991933 | [
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Japan sends first cargo spacecraft to ISS
11 September 2009
Japan's H-2B rocket carrying an unmanned HTV transportation vehicle launches from the Tanegashima Space Center on Tanegashima island, Kagoshima prefecture, Japan's southern island of Kyushu, September 11. Japan launched its first unmanned cargo spacecraft to the International Space Station, aiming for a share of space transport after the retirement of the US space shuttle fleet next year.
Japan on Friday launched its first unmanned cargo spacecraft to the International Space Station, aiming for a share of space transport after the retirement of the US space shuttle fleet next year.
The Japan Aerospace Exploration Agency (JAXA) launched the HTV transportation vehicle atop an H-2B rocket, which is also on its first flight, as scheduled just after 2:00 am (1700 GMT Thursday), agency images showed.
The vehicle separated from the rocket, as planned, about 15 minutes later.
"We want to build on this success and continue the programme," JAXA president Keiji Tachikawa told a news conference.
The agency plans to launch one such cargo spacecraft every year until 2015.
The rocket blasted off from the Tanegashima
Space Centre on a southern Japanese island, with the HTV carrying 4.5 tonnes of supplies including food and daily necessities for the six ISS crew, as well as materials for experiments, such as seeds for growing plants in space.
Later this month, astronauts will for the first time operate a Canadian robotic arm at the ISS to grab the HTV and dock it as the vehicle approaches the station.
The 10-metre (33-foot) long cylindrical vehicle, which cost 20 billion yen (217 million dollars), will deliver the supplies, load waste materials and return to Earth, burning up as it reenters the atmosphere.
Japan has spent 68 billion yen developing the vehicle, which could be modified in future to carry humans.
Japan currently has no spacecraft that can send people into space.
But, like China and India, it has been stepping up its space operations and in June ended the world's most extensive mission to the moon in decades, using an unmanned lunar orbiter. It hopes to send an astronaut there by 2020.
Japan faced an embarrassing failure in November 2003, when it had to destroy a rocket carrying a spy satellite 10 minutes after lift-off because one of the rocket boosters failed to separate from the fuselage.
Mitsubishi Heavy Industries, which helped develop the H-2B programme, hailed Friday's successful launch.
"Until now, we have not been able to meet wishes of our clients to launch large satellites," said Hideaki Omiya, Mitsubishi Heavy president. "But H-2B allows us to meet most of the requests."
The HTV can carry up to six tonnes of supplies to
1 / 2
Powered by TCPDF (www.tcpdf.org)
the ISS, compared with 7.5 tonnes for the Automated Transfer Vehicle developed by the European Space Agency, and 2.5 tonnes for Russia's Progress spacecraft, the Japanese agency said.
(c) 2009 AFP
APA citation: Japan sends first cargo spacecraft to ISS (2009, September 11) retrieved 19 October 2021 from https://phys.org/news/2009-09-japan-cargo-spacecraft-iss_1.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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About parents with epilepsy
Few other joys equal those of parenthood, and epilepsy should not be viewed as a restriction on becoming a parent. There are no legal barriers between epilepsy and parenthood, except for those associated with custody suits.
Parenthood is not for every person or couple, however. Becoming a parent is a major commitment of time and resources. The responsibility of caring for a child is difficult to understand before the child is born. A baby is completely dependent on its parents or caregivers for food, clothing, diaper changing, and protection. Caring for a child can be as frustrating as it is joyful.
Caring for infants and children
Persons with well-controlled epilepsy have no restrictions on child care, but those with episodes of impaired consciousness or control of movement must take special precautions when caring for a baby or a young child. The precautions will depend on the child's age, its nature, and other circumstances.
If at all possible, a parent with uncontrolled seizures should not bathe the baby alone.
The baby should be placed in a safely designed baby bath and transferred to and from the bath relatively close to the floor.
If the baby bath is placed inside a larger tub, the drain should be open.
The room where the bath is given should be carpeted if possible.
The parent should always heed an aura, or warning, of a seizure while bathing the baby.
A parent with uncontrolled seizures should be extremely careful when carrying the baby. That is not to say that persons with epilepsy should not carry a baby, but care must be exercised. Some get enough warning of a seizure that they have time to place the baby in a safe place.
Others have no warning, and must be especially careful when caring for a baby.
Breast-feeding and diaper changing by women who are at risk of having a seizure are best done on the floor or on a low, soft surface where the baby would be safe from falling.
The baby or young child of a parent who has epilepsy is better off sleeping in its own crib or bed. There is a chance the child could be injured if the parent had a seizure, especially a tonic-clonic seizure, while sleeping.
If a parent's seizures are not fully controlled, the disorder should be discussed with older children. Children understand more than adults give them credit for, and they may be aware of the seizures and frightened by them. Explaining to the children what a seizure is, why the parent takes medication, and why the children should not worry is comforting to them.
As the children get older, they should be told more about epilepsy and what to do if first aid is needed.
Missed medications, sleep deprivation, and stress can aggravate seizures. A mother with epilepsy who chooses to breastfeed, for example, might want to use a formula supplement so that she can sleep while her husband or another person feeds the baby during the night.
If a breastfeeding woman takes two antiepileptic drugs, or takes barbiturates or ethosuximide, the baby should be watched closely for signs of adverse reactions to the
drugs. The baby of a woman who breast-feeds and then stops taking a barbiturate should be observed for signs of drug withdrawal such as increased irritability, insomnia, or sweating. If these signs are observed, the pediatrician should be contacted.
Frequently asked questions
What is epilepsy?
If the doctor says you have epilepsy and recommends treatment, that probably means that you have had more than one seizure and you are likely to have others if something isn't done to stop them. (Some people call them fits, spells, or convulsions.) Your seizures happened because of little bursts of uncontrolled electricity in your brain. This electricity made your body feel different, or made it do things that you couldn't control. If just a part of your body, like an arm or a leg, was moving on its own, that means that the electric signal only reached part of your brain. If the signal went through all of your brain, you probably shook all over or you may have been unconscious for a short time—a few seconds or perhaps several minutes or so.
Why do I have epilepsy?
Most of the time, it's hard to be sure why people get epilepsy. Sometimes it starts after a serious head injury or illness that affects the brain. Some kinds tend to run in families, so you might have inherited a tendency to get it. Usually we just don't know.
Can other people catch epilepsy from me?
Epilepsy is something that only happens inside your brain and nobody else can catch it. There are no epilepsy germs. If someone else in your family has it, it might be because genes are involved in the kind of epilepsy you have, but neither of you caught it from the other person. If you have children later, the chances are good that they will not have epilepsy.
Can I die from epilepsy?
Death during a seizure is fortunately rare for a person who is healthy in other ways. You should be a bit more careful about doing things that could be extra dangerous if you had a seizure. Accidents like drowning or falling from high places during a seizure are more likely to hurt you than the seizure itself.
Your friends and family can help to protect you during seizures by doing things like moving dangerous objects out of your way and turning you onto one side so you won't breathe in vomit or other fluids. They can get more tips from the First Aid section of this site.
So what do I do now?
About two-thirds of people who have epilepsy won't have any more seizures as long as they take the right kind of medicine. Just one or two pills a day might be all you need to stop the seizures from happening. Or you might need to take more pills or more than one kind of pill, and even so you still may have some seizures. If your medicine doesn't stop all your seizures, at least it will probably help you not to have so many, or to have smaller ones.
The thing that's really important for you to remember is that you have to take your pills just as often as your doctor says you should. No days off! Picture the medicine putting the seizures to sleep inside your brain. The seizures are still there, so if you don't take your medicine, they can wake up. Even if you don't have any seizures for a long time, there's a good chance that you'll have seizures again if you stop taking your medicine. So don't change how much medicine you take unless the doctor says it's OK.
Will it ever go away?
Ask your doctor. For many kids with epilepsy, the seizures do go away when they get older. Other kids keep having seizures all their life. It depends on what kind of epilepsy you have. Sometimes even the doctor can't be sure. If it looks as if you might have a kind of epilepsy that goes away when you get older, the doctor may want to try cutting back on your medicine when you haven't had any seizures for a long time, to see whether they come back or not. Don't try this on your own!
Should I tell my friends about my epilepsy?
It depends on when you have seizures and how you feel about telling your friends. If you might have a seizure while you're with them, things will go better if they know what to expect and what to do. You can help them to understand that even though you have epilepsy, you're still a regular person and epilepsy is just a little part of who you are. (So don't talk about it all the time.) Maybe some of the other kids have asthma, diabetes, or some other disorder like that. Epilepsy is not much different.
Even if your seizure medicine stops all your seizures, you might find that it feels good to share information about your epilepsy with your close friends. It could be hard to keep your epilepsy a secret. Also, if your friends know about your epilepsy, they can help you avoid the unhealthy things that might cause a seizure, like forgetting your pills, drinking a lot of alcohol, or staying up all night. But whether you tell them is really up to you.
If I go on a date, do I have to tell the other person that I have epilepsy?
This is a lot like the question about whether to tell your friends. You don't have to tell everybody about your epilepsy right away if there's very little chance that you'll have a seizure. You'll want to wait for the right time. But it's usually not a good idea to wait too long, especially if you do have seizures now and then. Be honest—and tell your date about your epilepsy in person, not on the phone or by email.
Many kids with epilepsy worry that their boyfriend or girlfriend will want to break up with them because of their epilepsy. That could happen, but if you have a positive attitude when you explain it to the other person, they may be less likely to be frightened off. Remember that everybody is rejected sometimes. Usually there are lots of reasons, and not even the person dumping you may understand them all. Plenty of people will value your other qualities and accept your epilepsy as just a small part of who you are.
Can I get a driver's license if I have epilepsy?
Each state has its own laws and regulations concerning epilepsy and driving. These laws spell out the details of whether or not you can legally drive. Most states require you to be free of seizures that would interfere with driving for a certain period of time. The length of this period varies from state to state. (The Epilepsy Foundation website contains a list of the rules in each state.) In some states you will need a report from your doctor saying that it's safe for you to drive. Even if your doctor approves, however, the agency in your state that issues driver's licenses makes the final decision.
You can help yourself to get a driver's license and keep it by always taking your seizure medicines on time and by being completely honest with your doctor so that he or she knows if you are still having seizures or side effects from your medicine. The most frequent reason why people have a seizure after they've been seizure-free for a while is that they forget to take their medicine. Don't let this happen to you!
A lot of my friends drink alcohol. Will I have a seizure if I drink?
Alcohol can cause seizures under certain conditions. Having just one or two drinks now and then probably will not make you have more seizures. Of course if the police find alcohol in your blood they can take away your driver's license or charge you with underage drinking. If you are around people who are drinking a lot, it may be hard to stop at just one or two. It's better to avoid alcohol altogether. If your friends know about your epilepsy, they should understand. Good friends will want to help you. You can have lots of fun without drinking.
How about drugs?
There hasn't been enough research about the effects of most other kinds of drugs to be able to say whether they will directly cause seizures in people with epilepsy. We do know that cocaine can cause seizures and even death in people who have never had seizures before. It's also a good bet that if you're using any kind of illegal drugs, you'll probably forget your seizure medicine or not sleep enough. We do know that both of these things will cause more seizures. So be smart. Stay away from drugs.
At least smoking won't make my seizures worse—right?
For most people, that's right. The nicotine in cigarettes won't make you have more seizures. It might affect the amount of seizure medicine in your blood, so you would have to take more. And even if you overlook all the other health problems from smoking, here's one you may not have thought about: If you have any kind of seizure (even absence) while you're smoking, you could easily drop your cigarette and start a fire that would badly injure you and perhaps other people too. Is it worth it?
I have a job after school. Do I have to tell my boss about my epilepsy? Can my boss fire me if I have a seizure at work?
You are not required by law to tell your employer that you have epilepsy unless your job description includes activities that are dangerous or illegal for you (such as climbing ladders or driving). But if there's any chance that you could have a seizure at work—especially if that would be a danger to you or somebody else—then you should tell. For instance, it would be unsafe for you to have a seizure while operating a deep fat fryer or while working as a lifeguard.
As long as your seizures do not threaten other people's safety and you are able to perform the basic duties of the job, your boss probably cannot fire you because of a seizure. You may even be protected by laws that require your employer to make "reasonable accommodations" that will help you to work more safely. These could be things like carpeting a concrete floor or redistributing job duties so that another worker does something that might be dangerous for you to do. These laws are complicated, however. If you think you are being treated unfairly, look in the Links section for agencies that can help with careers and employment.
My parents think that most of the sports things my friends do are too dangerous for me. Are they?
Ever since you first crawled toward the stairs, your parents have worried about protecting you from injury. Chances are that your epilepsy has made them even more protective. It can be hard for them to let you make decisions about your own activities now that you're older. They know that most kids underestimate the chances of getting hurt when they do something dangerous -- and there are real dangers in activities like bike-riding, skateboarding, swimming, and so on. If you want your parents to allow you to do these things, you'll need to show them that you will do them in the least risky way possible. That means wearing the right kind of protective equipment, not going out in traffic, and never doing water sports without a responsible adult watching closely. If you have a warning (an aura) before your seizures, take advantage of it and get into a safe place.
Sports like soccer, basketball, and even football are OK for most kids with epilepsy, except perhaps those with very frequent seizures. The bathroom is a more dangerous place than the soccer field! The advantages of being on a team generally outweigh the slight chance of injury. But activities where you could have a bad fall during a seizure, like horseback riding, high diving, or some kinds of gymnastics, are safe only if your seizures are very well controlled or very mild.
Your doctor might be able to help you persuade your parents to let you participate in more sports, but some doctors are pretty conservative. Suggest that your parents get information on sports from the Epilepsy Foundation, other reputable websites (see Links), or from parents of other kids with epilepsy who have played the sport before.
Somebody told me that I could have a seizure from playing video games. Is that true?
It's not very likely. About 3% of people with epilepsy will have a seizure if they are exposed to flashing or flickering lights. If you have this kind of epilepsy, video games may cause you to have a seizure. So can flashing lights at dances or some movies. But if you have not had any seizures in these situations, then video games are probably OK for you. Seizures caused by flashing lights occur at the time of the stimulation. A seizure occurring minutes or hours after playing a video game can not be attributed to the video game itself. Just be careful not to get too stressed, lose sleep, or breath too quickly or deeply when you're playing. Those things can also increase the chance of a seizure.
My seizure medicine seems to be making me so sleepy that I can't pay attention in class or finish my homework. What should I do?
First, tell your doctor that you're having a problem with sleepiness. A change in the kind of medicine you take, the amount you take, or even the time of day when you take the pills might improve the situation. Also make sure that you're getting enough sleep. Doctors have found that teenagers need more sleep than adults but very few get enough. This can be a real problem if you have to leave for school very early in the morning. If adjusting your medication and going to bed earlier don't make you feel more alert, this may be a good reason to tell your teachers about your epilepsy and explain to them that sleepiness is a common side effect of your medication. They may be able to make some adjustments that will help you succeed. Your doctor also may refer you to a sleep specialist. | <urn:uuid:ca691043-ba35-4431-9d59-89e4b923c2a2> | CC-MAIN-2021-43 | https://epilepsy.org.ug/About-parents-with-epilepsy-1.pdf | 2021-10-19T22:06:56+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00422.warc.gz | 342,744,928 | 3,429 | eng_Latn | eng_Latn | 0.999121 | eng_Latn | 0.999382 | [
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Copyright : webdisk.lapulapucity.gov.ph
Menstrual Cycle Graphing Lab Answer Key
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Menstrual Cycle Graphing Lab Answer
Menstrual cycle lab and graphs. Ch 36 . Menstrual cycle (ovulation) The Menstrual Cycle. About every 28 days, some blood and other products of the disintegration of the inner lining of the uterus (the . endometrium) are discharged from the uterus, a process called . menstruation. During this time a new
Menstrual cycle lab and graphs - Seymour Middle School
The purpose of this laboratory experience is: to examine the events of the human menstrual cycle with regard to hormone levels, ovarian function, and uterine structure; to graph the changing levels of FSH, LH, estrogen, and progesterone during the 28-day cycle.
Menstrual Cycle Graphing – Lab #12
Procedure: Part One (Graphing): 1. Graph the data. a. Plot all four points in different colors and include a key identifying each plot. b. Using any extra information at your disposal, draw a fifth line indicating the thickness of the endometrial lining during the menstrual cycle (feel free to put your units for this plot on the Y-
Name: Per
QUESTIONS AND ANSWERS' 'menstrual cycle graphing – lab 12 watertowncsd org april 17th, 2018 - answer the following questions in the spaces provided on what day does fsh reach its' maximum concentration menstrual cycle graphing – lab 12''BIOLOGY LAB STAGES OF THE HUMAN MENSTRUAL CYCLE ANSWERS
Biology Menstrual Cycle Lab Answers
A successful procedure is defined as one that Menstrual Cycle Graphing Lab Answer Key Hormones Disease Parkinson's significantly reduces or eliminates uterine fioid menopause. Hot flashes that happen at night are called night sweats.
Menstrual Cycle Graphing Lab Answer Key Hormones Disease ...
In the attached files below, you can find: 1. A answer key to score and correct your menstrual cycle practice questions 2. An electronic copy of our next problem set. A paper copy will be given out in class Monday, and it will be due Friday. Reproduction Problem Set Menstrual cycle key
Key For Menstrual Cycle Practice Questions – IB Bio HL ...
On this page you can read or download answer key for stages of the human menstrual cycle in PDF format. If you don't see any interesting for you, use our search form on bottom ↓ . LAB . STAGES OF THE HUMAN MENSTRUAL CYCLE. Name _____ Regents Biology 3 of 15 Adapted by Kim B. Foglia www.ExploreBiology.com ©2008 TABLE 1. HORMONES OF THE HUMAN ...
Answer Key For Stages Of The Human Menstrual Cycle ...
Evidence-based information on menopause from hundreds of trustworthy sources Tibolone 2.5 mg tablets (tibolone) – UK/H/ 6457/001/DC;. A Case of why menstrual cycle changes every month scanty Abdominal Pain in Menopause Upon examination her pulse was wiry and the area of sensitivity on her abdomen appeared to be along the Spleen.Menstrual Cycle Graphing Lab #12 Answers Las Vegas Half Musical ...
Menstrual Cycle Graphing Lab #12 Answers Las Vegas Half ...
Start studying Menstrual cycle lab. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Menstrual cycle lab Flashcards | Quizlet
Graphing the Menstrual Cycle In this part of the lab you will create a graph of relative hormone levels; This will help you determine which hormone is most important during each part of the menstrual cycle. The menstrual cycle is a cyclic series of changes in the uterine lining that correspond with changes in the ovary.
Biology 13A Lab #14: Reproductive System
LAB Period Date STAGES OF THE HUMAN MENSTRUAL CYCLE When a human female is born, her ovaries already contain all the immature eggs that will later mature and produce functional eggs during her lifetime. Eggs usually begin to mature between the ages of 12 and 14, when a release of hormones triggers and a young woman reaches sexual maturity.
Scarsdale Public Schools / Overview
This lab was created by Mr.Buckley from Edward Knox High School. Credit is given for this original activity to Mr. Buckley. Problem: How do the levels of reproductive hormones influence the human menstrual cycle? Materials: Graph Paper, pencils, and the data table below. The relative hormone levels vary greatly during the menstrual cycle.
Menstrual Cycle Graphing - studylib.net
Look at the "Data" portion of this lab, which shows the events of the menstrual cycle. Construct Graph A" using the data table and the data for the relative levels of FSH and LH released from the pituitary gland. After completing Graph A, construct "Graph B" using the data from the data table for the
Hendrick Hudson School District / Homepage
: Part One (Graphing) Plot the data points and then draw a line graphs in "connect-the-dot" fashion. Do two different graphs. Plot estrogen and progesterone on one of the graphs. Plot FSH and LH on the other graph. ** Make certain you key each graph, label the axes, and title your graphs.
Name: __________________________________ Date Completed
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Menstrual Cycle Graphing Lab Answers - modapktown.com
Make sure to notice that each graph has 2 different y-axes, one for each of the hormones listed. In Graph A, FSH is graphed using the left y-axis, and LH is graphed using the right y-axis. In Graph B, estrogen is graphed using the left y-axis, and progesterone is graphed using the right y-axis. 4.
***THIS LAB PACKET IS DUE Jan 19, 2016*** Turn in to your ... Menstrual Cycle After a lecture on the endocrine system and human reproduction, students study the details of the menstrual cycle by graphing the hormonal changes over the month and then tracking the changes on a calendar comparing what happens when there is no fertilization vs. when there is egg fertilization.
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Journal of Education and Human Development March 2021, Vol. 10, No. 1, pp. 24-34 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v10n1a3 URL: https://doi.org/10.15640/jehd.v10n1a3
Developing STEM toolkits for young children to improve spatial skills
Xinyun Hu 1
Abstract
This study aimed to develop STEM toolkits to improve spatial learning in the early years. The Pedagogical Play-framework was adopted as a conceptual framework to guide teachers in designing STEM toolkits to support children‟s spatial skills. Design-based research was applied to investigate inservice teachers‟ pedagogical practice. The results of the first stage showed that teachers‟ lack of confidence and pedagogical approaches to spatial learning were barriers to design effective toolkits. In the second stage, a professional development programme guided teachers to design STEM toolkits for young children‟s learning based on the teachers‟ pedagogical needs and children‟s learning interests. Navigation, map reading and map creation were the three types of spatial learning activities to improve children‟s spatial skills. Three pedagogical play types were adopted as pedagogical toolkits by the inservice teachers in designing spatial learning: 1) purposefully-framed play, 2) modelled play and 3) openended play. This study also investigated how to integrate digital technologies in STEM activities, including using digital maps, digital cameras, tablets and apps.
Keywords: STEM education, spatial skills, early childhood education, pedagogical-play types, digital technologies
1 Introduction
Internationally, Science, Technology, Engineering and Mathematics (STEM) education is regarded as critical to effectively prepare citizens for the twenty-first century (Early Childhood STEM Working Group, 2017; McClure et al., 2017). STEM-related learning can spur young children‟s interests through scientific inquiry (Kennedy & Odell, 2014). It also provides young children with opportunities to develop critical thinking, executive functioning and problem-solving skills (Simoncini & Lasen, 2018; Tippett & Milford, 2017). Research indicates that children are being increasingly exposed to STEM education during early childhood consistent with international trends in STEM education. The learning disciplines within STEM are not new concepts in early childhood education; however there is need for more emphasis on interdisciplinary connections (McClure et al., 2017) and greater provision of high quality learning experiences (Early Childhood STEM Working Group, 2017).
1.1 Spatial skills
Spatial skills are tools that have been recognized as essential abilities in daily tasks, assisting people to "visualize and navigate" the world (Uttal, Meadow, et al., 2013; Zimmermann, Foster, Golinkoff, & Hirsh-pasek, 2019). The ability to competently manipulate information about objects in space is increasingly important to everyday functioning and has been linked to success in a number of academic domains (Kell, Lubinski, Benbow, & Steiger, 2013; Lowrie, Logan, & Ramful, 2017; Wai, Lubinski, & Benbow, 2009). Similarly, spatial reasoning ability has been shown to predict the likelihood of success in science, technology, engineering, and math (STEM) fields beyond school (Lowrie et al., 2017; Uttal & Cohen, 2012; Uttal, Miller, & Newcombe, 2013). The link between mathematics and spatial reasoning in both children and adults has been repeatedly demonstrated (Cheng & Mix, 2014; Uttal et al., 2013; Wai et al., 2009). Researchers have found that children who perform better on spatial tasks consistently outperform their peers on mathematics assessments (Mix et al., 2016; Uttal et al., 2013). While there is a lack of consensus regarding the specific reasons for this relationship, it is generally believed that success in mathematics relates to the development of mental models, and the use of visualization and mental manipulation strategies to solve mathematics problems, including problems not inherently spatial in nature (Lowrie, 2012; Mix et al., 2016; Uttal, Miller, et al., 2013).
1 Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR firstname.lastname@example.org
Spatial learning experiences are vital for children to understand the world and spatial concepts can be prepared in young children‟s daily explorations. Newcombe and Shipley (2015), and Uttal et al. (2013) identified two aspects of spatial skills in a typological framework. The first aspect is "intrinsic and extrinsic", and the second is "static and dynamic". In the following Table 1, based on Newcombe and Shipley (2015), Okamoto, Kotsopoulos, Mcgarvey, and Hallowell (2015), Rule (2016), and Uttal et al. (2013), four categories of spatial skills are given a clear description and supported examples from which are in line with spatial relative researches in ECE STEM learning context. A comprehensive review related to spatial thinking about maps were targeted in STEM learning, which highlights the important areas of geography, earth and environmental sciences for improving spatial skills.
Table 1. Examples of Spatial Skills relate to STEM in ECE learning context
As recommended by Mohan and Mohan (2013), the spatial concepts can be developed by four aspects, 1) identity and location, 2) magnitude, 3) relative distance and direction and 4) symbols, and the curriculum recommendation notice tactile, hands-on, active mapping activities for improving children‟s spatial thinking skills in family, schools and neighbourhoods. Digital maps as a powerful resource to include panoramic views for children to identify locations, and apply the zoom function to observe objects. Both teacher and children can practically apply magnitude functions to enlarge the imagery and symbols on the map through 2D version and 3D street view version.
1.2 Adopting the pedagogical play-framework to design STEM toolkits
Children are often considered as natural explorer, as they are curious to discover the world around them. However, curiosity is not by itself sufficient to ensure a high-quality STEM learning experience; children require adult guidance to fully explore and establish an understanding of scientific concepts (Early Childhood STEM Working Group, 2017). The Pedagogical Play-framework is a useful guide for EC teachers in developing a pedagogical approach to design STEM activities that include open-ended play, modelled play and purposefullyframed play (Edwards, 2013; Edwards, Cutter-Mackenzie, Moore, & Boyd, 2017). These three play types can be applied equally in the learning process. Open-ended play involves teachers providing children with STEM materials related to particular concepts and letting the children experience and explore with minimal teacher engagement. Modelled play involves teachers showing children how to use the materials to illustrate STEM concepts before allowing the children to use the materials themselves. Purposefully framed play involves teachers providing children with opportunities to use STEM-related materials and to participate in the modelled play, in addition to co-developing understandings of a concept. Teachers and children shift roles during exploration.
For example, children ask „why‟ and „how‟ questions during open-ended play activities, which may lead teachers to demonstrate how to use the materials in modelled play. In the purposeful-framed play, teachers help children search for and understand scientific concepts. These three types of play can guide children to learn, play, create and think about STEM subjects.
Developmentally appropriate STEM toolkits therefore require sufficient learning resources and appropriate pedagogical approach to allow children to explore and practice. They are characterised by immediacy, flexible participation, openness and adaptability (Conole & Fill, 2005; Conole & Oliver, 2002). Currently, the majority of STEM resources have not been specifically designed for young children‟s learning in school settings. STEM toolkits in this project include pedagogic toolkits and STEM learning resources, which expect to promote as practical resources for educators to become more engaged with new and challenging areas of teaching, particularly in the area of digital pedagogies (Burden & Kearney, 2018; Oliver & Conole, 2000).
The Early Childhood STEM Working Group (2017) broadly defines technology as any human-made used to solve problems or satisfy wishes STEM educators are urged to consider the ways and roles of integrating digital technologies into pedagogy, and assist children to move from technology users to technology creators. Many types of digital technologies have been introduced into early childhood education settings, including digital toys, digital cameras, video cameras, projectors, laptops, the Internet, CD players, portable interactive whiteboards, mobile phones, touch-sensitive tablets and digital toys (Hu & Yelland, 2019). Digital technology can provide meaningful support for spatial learning, and can also create a visual learning environment for children to understand abstract spatial concepts. Lowrie and colleagues (2018) demonstrated that digital games can create new learning spaces for spatial learning. They found that the digital game environment can provide learners with a dynamic way to learn and embed spatial knowledge. Kimmons, Graham, and West (2020) developed the new technology integration model named PICRAT, which is a student-focused, pedagogy-driven model. The model illustrates the children‟s relationship to technology in an educational scenario and the impact of the technology on a teacher‟s previous practice. PICRAT modal is constructed as children aspects (PIC) and educators‟ aspects (RAT) respectively. PIC is represented as Passive, Interactive, and Creative, which focuses on how children use technology. RAT is represented as Replacement, Amplification, and Transformation, which focuses on how teachers use of technology.
Research questions
1. What are the learning resources for spatial learning in STEM toolkits?
2. How should STEM toolkits be applied in the early years to support spatial learning?
3. What pedagogical approaches to spatial learning are effective?
2 Research design
Design-based research (DBR) was conducted to investigate how in-service teachers create and use STEM toolkits aimed at increasing spatial reasoning. Both qualitative and quantitative data were collected to understand the pedagogical approaches and how children learned during the process. Anderson and Shattuck (2012) defined DBR as „a methodology designed by and for educators that seek to increase the impact, transfer, and translation of education research into improving practice‟ (p. 16). Grounded in both theory and the real-world context (Wang & Hannafin, 2005), DBR requires interactive collaboration between researchers and practitioners to identify needs and effective pedagogical approaches from teachers in preparing STEM activities. Design models provide prescriptive guidance about what a design should be to increase the likelihood that a desired STEM learning outcome will be achieved.
2.1 Participants
30 in-service teachers in their third year ofa top-up Bachelor‟s of Early Childhood Education programme were invited to join this project. All of them had qualified Kindergarten Teacher Qualification before enrolling this programme as they completed the associate degree related to early childhood education. The professional development provided a 3-credit elective course titled The Young in a Technology World, which is related to the STEM learning context in the early years. As one part of the course, 12 hours of learning activities were designed to guide teachers in learning how to design and apply the STEM toolkits in the classroom.
Ethics approval to conduct this research was approved by the Education University of Hong Kong‟s Human Research Ethics Committee. Participants were invited to join this project and the research team explained the project information. The consent forms were collected at the beginning of the course from all participants.
2.2 Data collection and analysis
Data were collected from multiple sources, including classroom observation records, activity plans teachers‟ reflections and children‟s learning portfolios. The first stage involved teachers‟ pedagogical design and children‟s learning portfolios. In the second stage, teachers revised their design based on the research findings in the first stage and explored the way of adopting toolkits.
Participants were required to submit activity design packages two weeks after completing the course. The activity design packages include activity plans, reflective reports, all of which were submitted through the online learning platform. These together with analyses of the teachers‟ pedagogical design will be used to understand how STEM Toolkit was applied. In this study, three types of data analysis will be conducted to explore multiple data resources based on content analysis (Krippendorff, 2018).
Total 30 activity design packages were collected in this project. A coding scheme was designed to analyse the learning, including STEM resources, teacher‟s role, children‟s role, learning contents and pedagogical approaches. The children‟s learning portfolios were collected to record as the document to analyze the learning process. These included classroom observation audiovisual records, photographs taken by the children, and children‟s work samples. NVivo 12 was used to analyse the teachers‟ interviews and pedagogical designs, such as activity plans and the children‟s learning portfolios.
3Research findings
3.1 What are the learning resources for spatial learning in STEM toolkits?
Learning resources were introduced in the course, and in-service teachers selected and applied in their schools. The project team collected 30 activity plans and analyse what kind of resources were included in their STEM toolkits after taking the course. The following table 2 shows the components of STEM toolkits and provides the fundamental functions of these selected toolkits.
Table 2 The components of STEM toolkits
3.2 How should STEM toolkits be applied in the early years to support spatial learning?
According to the collected data, teachers created sets of STEM toolkits to provide spatial learning for young children, and they particularly used digital technologies to prepare multiple playful activities. A web mapping tool was developed in this STEM toolkit to guide teachers to connect pedagogical approaches with spatial skills. The following figure 1 introduces the way of using the web mapping tool to as a pedagogical tool to guide in-service teachers to design activities. Three major categories of spatial learning activities were identified in the activities: 1) navigation, 2) map reading and 3) map creation. In the navigation category, children found locations and use inquiry tools to explore places on Google Earth. Children navigated the digital map using inquiry functions, including the relative location, such as relative spatial vocabularies "left, right, up and down". In the map reading category, teachers facilitated children in exploring the features and conditions of a place. Children could identify places on maps by using panoramic views. They applied the 360-degree street view to identify their school neighbourhoods. In the map creation category, the teachers printed the maps and integrated multiple resources to create 3D maps for the children based on their previous experience, such as combining pictures from a field trip.
In addition, children were guided to add real objects to the maps to make them 3D, such as animal toys, modelling clay and blocks. Children actively engaged in the process of making maps and creating relative symbols. The hands-on activities helped children to understand the basic concepts of distance and direction, such as they can begin to identify their neighbourhoods by using a digital map and explore the relative landmarks by using aerial photograph through 3D imagery.
3.3 What are the effective pedagogical approaches to spatial learning?
In this project, the teachers used technology to amplify and transform traditional spatial learning in preschool settings. The children were not passive learners receiving an instruction to drill and practice, but active participants in interactive and creative learning scenarios. Children constructed STEM-related skills in real-life learning tasks by creating a map based on the virtual tour.
In-service teachers develop different pedagogy approaches to guide children in exploration. The following Figure 2 provides the categories of spatial learning and play types, which shows examples of pedagogical approaches in STEM learning activities.
1.Opened-ended play: Navigation Children used Pegman to navigate Hong Kong
2. Purposefully framed-play: Map reading Teacher taught basic map symbols through 3D version to help children understand the bridge
4. Modelled play and purposefully framed-play: Creating a community map Children collaboratively made a community map after the field trip. Teacher guided children to learn how to make map symbols.
Table 3 Spatial Learning Activities with Play Types
3.4 Opened-ended play: Navigation you need to specify that you are giving one particular example.
A teacher provided the children with an iPad with Google Earth during the free-choice time in a learning centre called exploration corner. Children used a street view panorama to explore various places across the planet. In this play type, children could decide where to navigate and how to use Google Earth. Teachers took the roles of observers and facilitators during the learning process and provided technical support. The following dialogue was collected in the teacher‟s classroom observation record.
Child 2: You need to type „Hong Kong‟.
Child 1: I want to go to Hong Kong today.
Child 1: No need, I can find it. You see it is on the left part of the ocean (pointing to the Pacific Ocean).
Child 1: I found Hong Kong Island, and you see it is a very big island. My home is not there. It is too far from my home.
Child 2: Oh yeah, zoom out, let‟s fly.
Child 2: Let me try. I want to find my school on the side, let me zoom it (Class1-Record 1-15)
The children then asked how to type their school name. The teacher wrote the words on paper, and one of the children put them into Google Earth to find the park on Hong Kong Island. Later, they applied the function of flying animation in Google Earth to visit their school and explored the street view of the school community. The flying animation provided children the feeling of virtual tour to navigate to a specific place by clicking a placemark. Children talked about what they observed on the images by using the Street View function, and they can use the zoom in and zoom out function to observe the features of the locations.
3.5 Modelled play: Creating Map this could potentially be both modelled and purposeful.
A teacher used Google Maps to create project-based learning where children were guided to highlight key locations on the map. The teacher assisted the children in typing the school‟s name and in finding locations in the local community, such as the market, the park, the hospital and the police station, which they may have had experience within their daily lives. During this activity, children learned multiple ways to connect locations and how to measure the distance between two places. For example, the distances could be represented as time by different modes of transport, such as walking, public transport and private car. The children were guided to observe the directions on the map and to personalise their own places.
The children were then guided to make their own maps and to create 3D objects based on their observations. The teacher printed out the map, highlighting the school building, and customised the view based on the street view and a real field trip. The teacher provided clay and other resources for a painting to enable the children to depict their walking routines on the map and to create other buildings and trees around the school. Before the field trip, the teacher printed out an enlarged map with a street view of the area around the school. During the activity, the teacher guided the children to observe the real street and the surroundings and then to compare them to the digital map. The children were thus motivated to engage in the exploration and to ask questions using spatial vocabulary in both the real field trip and the map reading process. Teacher: Can you tell me what you have seen?
Child: I can see the building over there.
Teacher: Where is it?
Child: There! In the front of the bus station (pointing out the building).
Teacher: Can you tell me where it is on the map? (providing the street map)
Child: It is here, and you see it is on the right side of our school. There is a big building. I want to take a picture first.
Teacher: Okay, can you help to mark this building on the map and take a picture? (Class3-Record4-9)
3.6 Purposefully-framed play: Map reading
The teacher opened Google Earth and Google Map on the iPad and helped children enter the place to be found. When the target place was displayed, the child zoomed in and out on the map to observe and find other nearby locations. During the virtual tour, the teacher guided children to learn map symbols through 2D and 3D satellite map. Children asked the meaning of basic symbols before the field trip, which might help them build up the concepts of map. It was attractive for providing the school‟s community map since children had practical experience to visit those places, such as roads around the school, the river, and the wooded areas near to their school.
The map reading helped the learners to understand the information provided by digital maps. Especially the terrain and location in the 3D map helped the young children to explore and express their observations, and to determine destinations through operating the programme. As the following example, children learned to apply symbols on maps and spatial vocabularies in a small group activity.
Teacher: What can you see on the Google map?
Child: Buildings and roads.
Teacher: Good, there is a crossroad. Can you tell me the name of the road?
Child: It is Po Heung road, and I‟ve known that there is a bridge beside the road.
Teacher: How do you know that?
Child: I can see a small river graph. Let me show you.
Child used zoom in function to explore the map and find the symbol of the bridge.
Teacher: Yes, that is a symbol of the bridge. Let‟s click the satellite map, you can see the real bridge on the map. (Class4-Record 6-21)
The teacher taught the children to apply the digital map to teach children the basic map symbols. Children showed interests to identify the symbols, such as road, building, gas station, fire station, or post office. Some children had limited geographic knowledge about the places and the relevant symbols, but they had real-life experience in approaching these places, leading to new learning scenarios and spatial vocabularies. The role of Google Map worked as a mediator to connect children‟s interests and the specific knowledge. The teacher guided children to design their own map symbols through hands-on activities.
3.7 The following table gives an overview of the types of learning involved
4 Discussion
The use of STEM toolkits in the classroom helps fulfil the Kindergarten Education Curriculum Guide in Hong Kong (Curriculum Development Council, 2017) in the learning areas of Mathematics, Nature and Living, which encourages schools to guide children in exploring their own living environment. Thus, the STEM toolkits could work as mediators to connect spatial learning in the STEM learning context.
Schools may encourage children to explore the physical world with multiple senses in order to discover the fascinating things and phenomena in nature and explore the way they relate to our everyday life. (Curriculum Development Council, 2017, p. 41)
When using digital maps, children were curious and eager to explore the world, and they learned how to acquire knowledge by using relative technologies, such as searching, zooming in to find their schools and landmarks. Lobben (2007) found that self-location was the most influential predictor of navigational map reading. In our study, young children could apply pegman to locate themselves. This child-directed navigation experience provided flexible spatial learning opportunities for children to develop self-location awareness. Both teachers and children had positive experiences with the digital map, as it was highly connected to their daily experiences. The manipulation of Google Maps provided evidence of how digital technologies could be integrated to enhance children‟s navigation. Teachers could use digital maps to amplify the virtual learning resources, showing children satellite and 360-degree street views. Students‟ spatial skills were improved through the navigation process because it scaffolded productive spatial vocabulary during learning, and children interacted with the digital maps to find locations and identify objects. The teachers felt comfortable explaining the locations, places, directions and movement of the digital maps as the information was clearly listed in digital maps.
The children showed interests in playing with Google Earth and Google Maps, especially during openended play in the learning centre. Their curiosity led them to discover various locations, in an experience that was different from the traditional paper-and-pencil spatial learning instruments. Children had the authority to decide the learning contents and direct the way of map reading.
Teachers‟ pedagogy approaches changed from delivering knowledge to scaffold children in the map reading process. The learning was dynamic and interactive since children asked questions based on their virtual exploration. These activities extended spatial learning from drills and practice with mazes and graphs in kindergarten as mentioned by Okamoto and her team members (Okamoto et al., 2015). The children‟s active engagement indicated that the STEM toolkits helped them think and create maps, which prepared children to observe 2D pictures and transform to 3D objects during the making process. The results thus show that children‟s spatial learning can be connected to real-life STEM learning activities with some interactive and creative experience.
STEM toolkits can help children understand those spatial concepts and vocabularies. For the children, our planet was an abstract concept, but the playful spatial learning enabled them to connect it to their everyday walking experience in their own communities. The children obtained practical spatial skills by navigating since it becomes a regular play activity for them to manipulate the tools to discover the world. Digital maps provided sufficient information for both learners and teachers to improve their spatial learning opportunities (Collins, 2018), which increased their motivation to explore during the daily playful activities.
These navigational and mapping activities also prompt science learning. The children ask questions such as about the shape of the planet and why there are differences between city life and natural environments. STEM toolkits include some everyday technologies related to children‟s and teachers‟ lives. According to the Curriculum Guide, it is important for children to gain a preliminary understanding of modern technology and the influence it has on them through everyday life experiences. Using appropriate technologies can support children in searching, applying and finding new ways to use spatial information. Integrating digital technologies in learning provides interactive and creative learning opportunities for young children.
The STEM Working Group paper provides general recommendations for selecting appropriate STEM resources; however, more specific guidance is required to support teachers and school leaders in establishing context-specific STEM classroom resources. Not all such resources need to be digital and high-tech; sometimes, the most effective resources are those that young children can touch and manipulate to obtain real-life experience. Individual school-level conditions may vary based on a school‟s vision, developmental plan or historical background. Without high-quality guidance, limited spatial classroom resources can be a sizable barrier for practitioners; moreover, searching for resources is a time-consuming process, and teachers often face a lack of support to find and adopt relevant appropriate resources. This study provides a practical example to integrate pedagogical tools and STEM-related resources in professional development, which integrate digital and non-digital resources to create dynamic spatial learning activities.
While our data provides evidence that the use of STEM toolkits can provide young children with the innovative spatial learning experience, the numbers of participants are limited, as only one class of in-service teachers and children in their classrooms have participated in this study. In the future, more combinations of spatial learning types can be identified with a larger group of participants.
5. Conclusion
STEM toolkits developed by teachers in this study explored innovative spatial learning in STEM learning activities, which may lead to the further design of interactive play activities for young learners in the classroom and beyond the school settings. Digital technologies should be adopted with the consideration of teachers‟ experience and should be appropriate for young learners‟ learning needs. Combinations of pedagogical play types can be helpful for teachers in reconstructing their pedagogical approaches and multiple roles, connecting children‟s authority and interest in open-ended play, and offering effective scaffolding in modelled and pedagogical-framed play.
6. Conflict of Interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
5 Author Contributions
The first author contributed to literature review, research design, data collection, analysis and writing. The
6
second author reframed the structure, contributed the research findings and the conclusion.
This project was supported by a Teaching Development Grant (T0219), the Education University of Hong Kong.
Funding
7 Acknowledgments
This is a short text to acknowledge Prof. Susan Edwards‟s inspiration and discussion on pedagogical playframework, Ms. Liang Yutong, Cecilia and Ms. Hai Yahan, Heidi helped to search the references.
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Wang, F., & Hannafin, M. J. (2005). Design-Based Research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5–23. doi.org/10.1007/BF02504682 | <urn:uuid:2dc74c5c-413d-4200-8e3c-12861da979fd> | CC-MAIN-2021-43 | http://jehdnet.com/journals/jehd/Vol_10_No_1_March_2021/3.pdf | 2021-10-19T20:49:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00421.warc.gz | 36,093,431 | 8,424 | eng_Latn | eng_Latn | 0.942182 | eng_Latn | 0.992859 | [
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The James Irwin Charter Schools are "Cursive First" schools. Why?
The articles that are linked give unequivocal support for teaching cursive first, even in our high tech day and age. The articles describe how cursive:
- Stimulates the brain in important ways for cognitive development
- Combines sensatory development, movement skills, and thinking development
- Activates areas of the brain more effectively than both printing and keyboarding
- Activates "massive regions of the brain involved in thinking, language, and working memory."
- Causes students to produce better organized content of their writing.
Here are some specific FAQs that parents may have that focus on specific concerns. The linked articles will also give parents a wealth of information about the benefits of our Cursive First approach.
Isn't cursive more difficult than print? Give young children a crayon or piece of chalk, and they will draw loops and curves in continuous movements. This is the natural movement of the hand. Angles, "ball and stick" letters seem easier, but are much more prone to reversals, splitting in the middle of words, giving spacial challenges that lead to bad habits, frustration, illegibility and more.
If cursive is taught in a careful progression of skills, respecting the muscular development of our youngest students, and - of course - with tons of encouragement, they will learn cursive and feel proud of their accomplishment. By the end of kindergarten they will have learned all their small and capital letters. Cursive instruction is then continued every year in elementary school so that the good habits can be maintained.
What about students with dyslexia? I'm glad you asked! Cursive actually supports this student in the best way. The printed "b" and "d", "p" and "q" are easily reversed, never in cursive. Think of the printed "h" and "n" and how easily they are confused. We see that the constant left-to-right direction required in cursive gives needed support in left-to-right reading of words. Dr. Klemm (cited in his first linked article) says, "…because cursive letters are more distinct than printed letters, children may learn to read more easily, especially dyslexics."
What about students with motor-muscular challenges – should THEY be taught cursive, too? We have found teaching cursive is best for the students who have come to JICES with this kind of challenge. In meetings with parents involving students with special education concerns, occupational therapists from the district have assured parents that cursive "is THE best approach" for a student with physical challenges.
Another (private) physical therapist contacted us several years ago, describing how she had been extremely concerned for a young client of hers who was recently enrolled at JICES. She said she was surprised to see how quickly and easily he learned cursive and that she had changed her professional opinion about students with physical disabilities learning cursive first: she now supports it.
Parents can also go to the site, Cursive is Cool, where Sheila Lowe provides a wealth of information, http://www.cursiveiscool.com/ which includes a video of a student without hands, doing cursive. In the 13-minute video on the site, the presenter cites research that supports the use of cursive to reduce ADD/ADHD. Here is a snapshot of one of her slides.
With all the use of computers, is it REALLY that important to learn handwriting? Yes, it is. Writing by hand engages the brain in much deeper processing of reasoning and using the information. Every article by the experts supports this. Also, just because adults often word process their writing does not mean that word processing is beneficial to young students who are just learning all their literacy skills. Please see the following articles:
- "Biological and Psychology Benefits of Learning Cursive" by Dr. William R. Klemm, i in Psychology Today in his "Memory Medic" blog, posted 8/05/2013. https://www.psychologytoday.com/blog/memory-medic/201308/biological-andpsychology-benefits-learning-cursive
- "What's Lost as Handwriting Fades," Maria Konnicova, New York Times article, 6.2.2014. http://mobile.nytimes.com/2014/06/03/science/whats-lost-as-handwritingfades.html?referrer=&_r=0
- "What Learning Cursive Does for Your Brain: Cursive writing makes kids smarter," by Dr. William R. Klemm, in Psychology Today in his "Memory Medic" blog, posted 3/14/2013, https://www.psychologytoday.com/blog/memory-medic/201303/why-writinghand-could-make-you-smarter
- "Ten Reasons People Still Need Cursive", posted in The Federalist by Jennifer Doverspike, February 25, 2015. http://thefederalist.com/2015/02/25/ten-reasons-people-stillneed-cursive/
- "How Should We Teach Our Children to Write? Cursive First, Print Later!" by Dr. Samuel Blumenfeld, September 1994, http://samuelblumenfeld.com/cursive.htm
- "The Benefits of Cursive Writing," Dr. Samuel Blumenfeld, 2005, http://www.homeschool.com/Articles/the-benefits-of-cursive-writing.php | <urn:uuid:2b89ecb0-bd5f-4fc0-b900-1b89cff69bbf> | CC-MAIN-2021-43 | https://campussuite-storage.s3.amazonaws.com/prod/1559057/f4d50e4e-622f-11eb-914d-0ac8628029d1/2239627/521a84c0-8595-11eb-8b62-0a073cb36007/file/jics-site-cursive-1-2016-00000002.pdf | 2021-10-19T21:43:49+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00420.warc.gz | 254,509,617 | 1,111 | eng_Latn | eng_Latn | 0.993788 | eng_Latn | 0.997962 | [
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Published on Books for Keeps - the children's book magazine online (http://pop.booksforkeeps.co.uk)
Home > The Taj Mahal; The Houses of Parliament
The Taj Mahal; The Houses of Parliament
Books Reviewed:
The Taj Mahal [1]
Books Reviewed:
The Houses of Parliament [2]
Issue:
108 [3]
Reviewer:
Clive Barnes [4]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
3
Here are two additions to 'Great Buildings', a handsome series for secondary students which already boasts books on the Colosseum and the Great Pyramid, among others. The books are written by enthusiasts for their subjects and offer sidelights on the institutions and culture of particular times through a history of outstanding buildings. The continuous texts are lucid and the visual sources are integrated well. They are beautifully presented, especially in their choice of colour photographs, marred only by the occasional illustrations, which, particularly in the case of the Taj Mahal, can only appear inadequate beside the other visual sources used, whatever the skills of the illustrator.
The Taj Mahal is the more successful of the two titles, partly because its focus is clearer. It is impossible to write the history of British democracy in the space of a book this size, but it is a temptation that The Houses of Parliament cannot entirely resist. Also, Moorcroft, in The Taj Mahal, is able, particularly through quotations, to bring out the human dimensions of the building. It was built, after all, by Shah Jahan, a ruthless, cultured warrior Emperor, and grief stricken widower, out of love for his dead wife, Mumtaz Mahal. And it is a ravishing mausoleum. Both books have a good bibliography and an adequate index and glossary.
Running Order:
22
Source URL (retrieved on Oct '21): http://pop.booksforkeeps.co.uk/issue/108/childrens-books/reviews/the-taj-mahalthe-houses-of-parliament
Links:
[1] http://pop.booksforkeeps.co.uk/childrens-books/the-taj-mahal
[2] http://pop.booksforkeeps.co.uk/childrens-books/the-houses-of-parliament
[3] http://pop.booksforkeeps.co.uk/issue/108
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COVID-19 in Schools Guide for Caregivers, Parents and Families
This guide is a resource for caregivers, parents, and families as students return to inperson learning for the 2021-22 school year. This guide is general, and your school or school district may have other resources to share with you. If your student is exposed to COVID-19 in school or tests positive for COVID-19, this guide outlines the next steps you can take to keep you and your community safe. This guide includes:
- Recommended public health guidance
- Resources you can access to help prevent the spread of COVID-19
Please keep this guide in an accessible place for your future reference. We suggest that you read through the entire guide and then decide on the best course of action for you and your student.
_________________________________________________________
When should students stay home from school?
- If they are sick, even if they do not have COVID-19 or symptoms of COVID-19
- If they are showing symptoms of COVID-19
- If they test positive for COVID-19, even if they show no symptoms
- If they have been in close contact with someone who has COVID-19 and the school and local public health department recommends quarantine
- If a member of your household tests positive for COVID-19
What does "close contact" mean?
Close contact refers to when a person has come within about 6 feet of anyone who has COVID-19 for 15 minutes or more, cumulatively, within a 24-hour period.
What does it mean to be fully vaccinated?
Being fully vaccinated means it has been more than 14 days since a person received the second dose of a 2-dose vaccine, or more than 14 days since they received one dose of a single-dose vaccine. If it has been less than 14 days, they are not considered fully vaccinated. If a fully vaccinated person is exposed to COVID-19, public health guidance recommends watching for symptoms for 14 days after being exposed, and if symptoms develop, isolating at home and getting tested. Currently, vaccines are available to those age 12 years and above.
How do I know if my student was in close contact with someone at school who has COVID-19, or if my student has tested positive for COVID-19 in school?
The school will notify you if your student comes in close contact with someone who has COVID-19, or if your student has tested positive. The school will not share the identity of the individual who has COVID-19.
If your student:
- Is exposed to COVID-19 in school, and the school and local public health department has recommended quarantine, your student will be asked to stay at home. If your student is asked to quarantine, you may get a call from your local health department. If your child is 15 years or older, they may ask to talk to your child directly.
- Receives a positive test for COVID-19 in school, they will be asked to isolate at home.
If either of these situations occur, you can anticipate working with your school or district to arrange distance learning. The Philomath school that your student attends will send you a letter detailing quarantine dates and how to access distance learning.
For more information about school guidance and protocols, visit Oregon Department of Education's website: Oregon Department of Education - Ready Schools, Safe Learners (RSSL) 2021-22
Guidance
What does it mean to be exposed to COVID-19 at school?
Exposure means that a student has close contact for longer than 15 cumulative minutes in 24 hours with someone who has COVID-19. If a student is diagnosed with COVID-19, the school will work with local public health officials to determine who was exposed and the need for quarantine.
An exception from quarantine is permitted if students are at least three feet apart in the classroom and they are wearing a face covering. In this situation, students who are in close contact with another student with COVID-19 don't need to quarantine unless they have symptoms. This doesn't apply to students who were exposed to infected teachers, staff, or adults in a classroom, even if everyone was masked.
What do isolation and quarantine mean?
Isolation and quarantine are actions that help stop the spread of COVID-19 and keep people safe.
Isolation means that someone who has tested positive for COVID-19 stays home and stays away from other people in their home as much as possible. If your student, or anyone else in your home, tests positive for COVID-19, we ask that they follow isolation guidelines, including any specific instructions from the local public health department.
Generally, isolation will involve:
- Staying at home for 10 days after symptoms appeared, AND remaining home until they have been fever-free for 24 hours without using fever-reducing medications, and other symptoms have improved. During this time, individuals isolating will need to stay away from other people in the home as much as possible. They may stay alone in a bedroom or in another part of the home and use their own bathroom, as much as possible. It also helps to reduce the spread by staying out of areas of the house where people gather, such as the living room or kitchen.
- Having one person to care for the individual with COVID-19, if possible. This caretaker should keep 6 feet of distance from other people in the house as much as possible, wear a face covering, and wash their hands often.
- Having other members of the same household stay home for 14 days, as they are considered close contacts. This is called quarantine.
Quarantine means keeping someone who might have been exposed to COVID-19 away from others outside their home. A person can spread COVID-19 before they have symptoms. Quarantine reduces the risk of accidentally spreading the virus to other people. If members of the same household have not directly been in close contact with someone who has COVID-19, and they are not showing symptoms, they do not need to quarantine.
If your student, or anyone else in your home, has come into close contact with someone who has COVID-19, we ask that they follow quarantine guidelines, including any specific instructions from the local public health department. Generally, quarantine will involve:
- Staying home for the 14 days following a close contact with someone who has COVID-19, monitoring health and watching for symptoms.
- Staying away from others, especially those with high risk of getting very sick from COVID-19. This means not participating in any activities outside the home.
- Having one person to care for the individual in quarantine, if possible. The caregiver should keep their distance from other people in the house as much as possible and use a face covering, stay 6 feet apart as much as possible, and wash their hands often.
People who are vaccinated and have come into close contact with someone who has COVID-19 do not need to quarantine if they meet the following criteria:
- They are fully vaccinated, meaning they have received both doses of a two-dose vaccine, or one dose of a single-dose vaccine, AND it has been more than 14 days since completing the vaccine series.
- They have not shown symptoms since being exposed to COVID-19.
Public health guidance recommends that fully vaccinated people still watch for symptoms of COVID-19 for 14 days after being exposed, and if symptoms develop, isolating at home and getting tested.
It may be difficult to isolate or quarantine in the manner described here, so we encourage all households to follow this guidance as best they can. If you need support to follow these guidelines, please call 2-1-1 or visit 211info.org
What are the symptoms of COVID-19?
People with COVID-19 can have a wide range of symptoms, ranging from mild to severe. Symptoms may appear 2-14 days after being exposed to the virus.
However, it is still possible for someone with no symptoms to be able to spread the virus. Students displaying "primary" COVID-19 symptoms will be required to stay home from school.
The "non-primary" COVID-19 symptoms may occur with other illnesses, in addition to COVID-19. Note: Nasal congestion and headache or more common with the Delta variant of Covid-19 than with previous variants.
If a student shows any one of the primary symptoms at school, the school will send them home. Headaches and nasal congestion will be evaluated case-by-case. Per previous norovirus guidelines, students with vomiting or diarrhea should not be at school until symptom-free for 24-48 hours.
Primary symptoms of COVID-19:
Non-primary symptoms of COVID-19:
- Cough
- Fever of 100.4 degrees Fahrenheit or higher
- Chills
- Difficulty breathing
- Shortness of breath
- Fatigue
- Headache
- Muscle or body aches
- Sore throat
- Nasal congestion or runny nose
- New loss of taste or smell
- Nausea or vomiting
- Diarrhea
If you are looking for information about getting tested for COVID-19, visit the Oregon Health Authority's COVID-19 testing website:
COVID-19 Testing In Oregon (govstatus.egov.com/or-oha-covid-19-testing)
If a student has been in close contact with someone who has COVID-19 and is going to quarantine, how long should they do so?
We ask they quarantine at home for 14 days after they were last exposed. In some cases, the local public health department may provide other recommendations for quarantine. A quarantine period happens as follows:
- Day 0: Date of exposure, and quarantine period begins
- Day 1: First day of quarantine period
- Days 2-14: Continue quarantine
- Day 15 or later: Return to school
If individuals develop symptoms of COVID-19 during quarantine, we ask that they begin isolating within the home for 10 days, starting from the day they first showed symptoms.
If you are looking for information about getting tested for COVID-19, visit: COVID-19 Testing In Oregon (govstatus.egov.com/or-oha-covid-19-testing)
If a student tests positive for COVID-19 and is going to isolate, how long should they do so?
If they have symptoms of COVID-19, we ask they isolate at home for 10 days after symptoms started AND they have been fever-free for 24 hours (without the use of feverreducing medication), with other symptoms improving. If they do not have symptoms, we ask they isolate at home for 10 days, starting after the date of their positive test. A negative test is not needed to return to school. An isolation period happens as follows:
- Day 0: Symptoms start, and isolation period begins
-
- Day 1: First day of isolation period
Days 2-10: Continue isolation
- Day 11 or later: Return to school if they have been fever-free for 24 hours (without the use of fever-reducing medication) and other symptoms have improved.
My student has been fully vaccinated, do they still need to quarantine?
If your student has been exposed to someone with COVID-19 and is fully vaccinated, they do not need to quarantine. We ask that they still watch for symptoms of COVID-19 for 14 days after their exposure, and if they develop symptoms, we ask they isolate and seek testing.
Should I also stay home if my student is going to quarantine?
If you, or other household members, were not exposed to the person with COVID-19, quarantine is not needed if your student remains healthy. If anyone in your household gets sick during the quarantine period, we ask that other household members follow regular quarantine guidance, starting from the day the person who is sick first showed symptoms.
If you are looking for information about getting tested for COVID-19, visit the Oregon Health Authority's COVID-19 testing website:
COVID-19 Testing In Oregon (govstatus.egov.com/or-oha-covid-19-testing)
What if my student tests positive for COVID-19 but does not show symptoms?
Since it is possible for someone without symptoms to still spread the virus, we ask that they isolate at home and stay away from others in the home for 10 days. Everyone else who lives in the house is considered a close contact.
We ask that other members of the house quarantine at home for at least 14 days, following regular quarantine guidance. It is possible for them to develop COVID-19 during these 14 days and staying home stops them from spreading the virus in school and other places without knowing it.
What if someone in our household has COVID-19, but my student is not sick?
We ask that your student stay home for 14 days (quarantine) in case they get sick with COVID-19. Public health guidance recommends other members of the household also quarantine for 14 days to avoid possibly spreading the virus to others outside the home. The ill person will need to isolate. Note: Benton County requires students to stay home 14 days after last close contact with a person who has Covid-19. In some households, where it may be difficult to avoid contact with a positive family member, quarantine may last longer than 14 days.
If your student is fully vaccinated or has been Covid-19 positive in the previous 90 days, they do not need to quarantine.
If my student came into close contact with someone who has COVID-19 but receives a negative test, can they go back to school?
If the test result is negative, we ask that your student still stay home for the full 14-day
quarantine period. It is possible they could still get sick, and if your student has COVID-19 but is not showing symptoms, staying home will greatly reduce the risk of spreading it to other people.
If your student is fully vaccinated and has received a negative test after coming into close contact with someone who has COVID-19, they do not need to stay at home. If your student is showing primary COVID-19 symptoms but has tested negative, we ask they continue to stay home until they have been fever-free for 24 hours and other symptoms have improved.
What is an example of how quarantine and isolation might go?
- Day 0: You are notified that your student is exposed to someone who has COVID19.
- Day 1: Your student begins the quarantine period, staying home for 14 days and not leaving the house.
- Days 2 through 4: Your student is quarantining at home and remains healthy.
- Day 5: Your student gets symptoms of COVID-19.
- Day 6: Since your student has symptoms, they now switch to isolation and stay away from other people in the house for 10 days from today.
- Day 14: Your student is feeling better but continues to isolate at home, staying away from others in the house.
- Day 15: The 10-day isolation continues until the end of day 15.
- Day 16 or later: Your student no longer needs to isolate at home and can return to school.
How can I talk with children about staying home from school and about COVID-19?
Children are naturally curious. The closing of schools affects children directly. As a result, they will likely have many questions about what the virus is, why schools are closed and why they have limited access to friends and family.
When speaking with children it is important to do the following:
- Reassure children that you are doing everything that you can to keep them safe.
- Do your best to stay calm and remain reassuring. Children will respond to what you say and how you say it.
- Make sure that children know that they can come to you when they have questions. Make time to speak with them, and have that time be as uninterrupted as possible.
- Be honest with them. When accurate information isn't available, children often think of the worst-case scenario. Don't ignore their concerns, but explain that some people have COVID-19. Let them know that schools are closed to slow the spread of the virus across the state, not necessarily because there are cases in their school.
- Avoid language that may lead to blame or stigma. Remind them that the virus can make anyone sick regardless of their race or age.
- Pay attention to what children hear on the television or radio and what they see online. Make sure to vary what they are seeing and hearing and encourage them to practice a digitally healthy lifestyle. Too much information focused on COVID-19 can cause children to experience anxiety or panic.
- Teach children everyday actions to stop the spread of germs, like how to wash their hands and appropriate physical distancing behavior.
- Provide information that is honest, accurate and age appropriate. Make sure that you have conversations about things other than COVID-19.
- Keep yourself and your family safe by staying home when you're sick, covering your coughs and sneezes with a tissue, washing your hands often with soap and water and cleaning frequently touched surfaces and objects. Let children know that they play a very important role in preventing the spread of COVID-19.
For more information on how to talk with your children, visit:
Oregon Department of Education – How to Talk with Children About the Coronavirus
Document accessibility: For individuals with disabilities or individuals who speak a language other than English, OHA can provide information in alternate formats such as translations, large print, or braille. Contact the Health Information Center at 1-971-6732411, 711 TTY or firstname.lastname@example.org. | <urn:uuid:fae7ede8-6d5f-49df-ad56-2445fc48c5d2> | CC-MAIN-2021-43 | https://www.philomathsd.net/uploaded/DISTRICT/Parent_Information/Philomath_COVID-19_Guidance_Document.pdf | 2021-10-19T21:03:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00422.warc.gz | 1,124,335,230 | 3,587 | eng_Latn | eng_Latn | 0.98765 | eng_Latn | 0.999055 | [
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World Box
Bahrain
Bahrain (officially called Kingdom of Bahrain) is an island country in the Persian Gulf. Saudi Arabia is to the west and is connected to Bahrain by the King Fahd Causeway, and Qatar is to the south across the Persian Gulf. The Qatar-Bahrain Friendship Bridge, not yet built, will link Bahrain to Qatar as the longest fixed bridge in the world. Qatar and Bahrain's flag is the same design but not the same colors because Qatar is white and maroon and Bahrain is white and red.
Bahrain is a flat and dry archipelago, with a low desert plain rising gently to a low central hill, in the Arabian Gulf, east of Saudi Arabia. The highest point is the 122 metre Jabal ad Dukhan ("Mountain of Smoke").
Bahrain has a total area of 620 km², which is a few square kilometres larger than the Isle of Man. As an archipelago of 33 islands, Bahrain does not share a land border with any other country, but it does have a 161 km coast line and claims a further 12 nm of territorial sea and a 24 nm contiguous zone. Bahrain
enjoys mild winters and has very hot, humid summers. Bahrain's natural resources include large amounts of oil natural gas as well as fish. Only 1% of the country includes land where crops can be grown. 92% of Bahrain is desert, and droughts and dust storms are the main natural dangers.
Environmental problems in Bahrain include desertification, which is causing the land where crops can be grown to decrease, and damage to coast lines, coral reefs, and sea vegetation caused by oil spills from large tankers and oil refineries.
The official religion of Bahrain is Islam; most of the people are Shi'a and Sunni Muslims, but there are also small Jewish and Christian minorities. Most Bahrainis are Arabs, although some tribes came from Persia. Today, many of the people in Bahrain are guest workers who come from Iran, South Asia and Southeast Asia.
Groups from BSO which operate in Bahrain are
1 st Bahrain (St. Christophers)
3 rd Bahrain (British Club)
Watch this short film clip about Bahrain https://www.youtube.com/watch?v=D39WT2k86-I&t=70s
#NorfolkScouts#SkillsForLife
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RANGE OF TEXTS
AND 2RT1)
CHILDREN SHOULD BE
ASSESSED
APPROPRIATE
AND NON-FICTION, FROM
A VARIETY OF ORIGINS AND
TRADITIONS, COVERING
OVER-TIME, A WIDE RANGE
OF TEXT TYPES, FORMS
AND PURPOSES
ASSESSING READING YEARS 1-6
( CHILDREN SHOULD BE ASSESSED USING AGE APPROPRIATE FICTION AND NON-FICTION, FROM A VARIETY OF ORIGINS AND TRADITIONS, COVERING OVER-TIME, A WIDE RANGE OF TEXT TYPES, FORMS AND PURPOSES)
Strand
Y1
Y2
Y3
Y4
Y5
Y6
Orange
Gold
Lime
Brown
Dark Blue
Black wide range of fiction, poetry, plays,
non-fiction and reference books or
Read books that are structured in understanding through intonation,
their understanding of texts within this range.
themes, causes and points of view of texts within this range
themselves, building on their own and others' ideas and challenging
read to their peers, giving reasons
(
WORD READING
PHONIC KNOWLEDGE
KNOWLEDGE OF GPCS
BLENDING
EXCEPTION WORDS
BEGINNINGS/ENDINGS/
ROOTS
SYLLABLES
OMISSION
ACCURACY
FLUENCY
Apply growing knowledge of root
(etymology and morphology) as listed in English Appendix 1, both to
read aloud and to understand the meaning of new words they meet.
Read age appropriate books aloud
understanding understanding
understanding understanding
(
CHILDREN SHOULD BE ASSESSED USING AGE APPROPRIATE FICTION AND NON-FICTION, FROM A VARIETY OF ORIGINS AND TRADITIONS, COVERING OVER-TIME, A WIDE RANGE OF TEXT TYPES, FORMS AND PURPOSES)
Content Domain
Y1
Y2
Y3
Y4
Y5
Y6
1A DRAW ON KNOWLEDGE
OF VOCABULARY TO
UNDERSTAND TEXTS
2A GIVE/EXPLAIN THE
MEANING OF WORDS IN
CONTEXT
1B IDENTIFY/EXPLAIN KEY-
ASPECTS OF FICTION AND
NON-FICTION TEXTS, SUCH
AS CHARACTERS, EVENTS
AND INFORMATION
2B RETRIEVE AND RECORD
INFORMATION/IDENTIFY
KEY DETAILS FROM
FICTION AND NON-FICTION
1C IDENTIFY AND EXPLAIN
THE SEQUENCE OF EVENTS
IN TEXTS
2C SUMMARISE IDEAS
FROM MORE THAN ONE
PARAGRAPH
* Check that the book makes sense, discuss their understanding and explore the meaning of words in context.
Build a bank of useful terms and
Understand aspects of narrative how chapters are linked together
Summarise the main ideas drawn from more than one paragraph,
(
1D MAKE INFERENCES
FROM THE TEXT
FROM THE TEXT
FAR
STATED AND IMPLIED
INFORMATION/
RELATED AND
CONTRIBUTES TO
that they listen to and those that they read for themselves.
discuss characters feelings, behaviour, relationship and make
discuss characters feelings, behaviour, relationship and make
support the main ideas support the main ideas
*
*
*
Explain and discuss their
Discuss events in stories judgements
judgements
Explain and discuss their understanding of what they have
understanding of what they have
Distinguish between statements of
Draw inferences such as inferring characters' feelings, thoughts and
motives from their actions, and justifying inferences with evidence
justifications for their views
Predict what might happen from
Appraise a text quickly, deciding on its value/usefulness/quality
(
2G IDENTIFY/EXPLAIN
HOW MEANING IS
ENHANCED THROUGH
CHOICE OF WORDS AND
PHRASES
2H MAKE COMPARISONS
WITHIN THE TEXT
Identify how language contributes
Explore how writers use language for comic and dramatic effects
Recognise rhetorical devices used to argue, persuade, mislead and
language, footnotes, instructions
Discuss and evaluate how authors use language, including figurative
language, considering the impact
Make comparisons within and
Identify and discuss themes | <urn:uuid:eb6e2484-3bc6-4e7a-94dd-717a6ccd3329> | CC-MAIN-2021-43 | https://www.eastwoodvillageprimary.org/wp-content/uploads/2020/07/Reading-objectives.pdf | 2021-10-19T21:45:43+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00425.warc.gz | 902,347,678 | 903 | eng_Latn | eng_Latn | 0.910873 | eng_Latn | 0.94286 | [
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Upper Respiratory Infections (Colds) & Acute Bronchitis
What are Colds?
Colds are viral, not bacterial infections of the upper respiratory tract.
Symptoms can include:
* a scratchy, sore throat
* nasal discharge, which is watery at first, then thick
* sneezing
* tiredness
* an overall sick feeling
* low grade fever <100°F
Colds are highly contagious. They are spread through touching contaminated surfaces, coughing and sneezing.
Some people are more prone to colds than others. A child in preschool may "catch" as many as four to eight colds per year. Generally, there is an increased frequency of colds during fall and winter months because of closer, indoor contact with other people.
What Causes Colds?
Over 200 different viruses can cause a cold. Some of the common viruses include: rhinovirus, respiratory syncytial virus (RSV), corona virus, para-influenza and influenza.
What is the Course of a Cold?
A cold usually runs its course without complications in seven to 10 days. If you have cold symptoms lasting longer than two weeks, report this to your health care provider. Also, report symptoms if nasal discharge is yellow or green after 10 days or has an odor. This may mean you have a sinus infection, and could require antibiotics.
How are Colds Treated?
Because there is no cure for the common cold, treatment is aimed at relieving symptoms.
* Get plenty of rest and drink plenty of fluids.
* Saline (salt water) nose drops or sprays may be helpful in relieving nasal congestion, especially for infants. Saline nasal washes may be helpful for children and adults.
* "Over-the-counter" decongestant sprays can relieve symptoms for a short time, but should not be used for more than three days. Longer use can lead to rebound congestion with more symptoms of congestion.
* Oral (tablet or syrup) decongestants may also relieve nasal symptoms.
* Antihistamines in tablet or syrup form may be of some benefit in reducing mucus production.
* Aspirin is not recommended for children under 18 and for people with asthma. Ask your health care provider about taking acetaminophen (Tylenol®) for relieving pain and fever.
* Antibiotics and vitamin C are not helpful in relieving symptoms of the common cold.
How can Colds be Prevented?
Frequent good hand-washing and use of disposable tissues may help decrease the spread of cold germs. In fact, good hand-washing may be the single most effective way to reduce the spread of infections! Experimental vaccines have not proven successful.
Acute Bronchitis
What is Acute Bronchitis?
Acute bronchitis is swelling and inflammation in the airways of the lungs. It is often caused by an infection. Rarely, acute bronchitis can be caused by exposure to chemicals or toxic gases. Symptoms can include:
* cough with sputum production
* fever
* chest discomfort
* extreme tiredness
What Causes Acute Bronchitis?
Unlike colds, viruses and bacteria can cause acute bronchitis. In children, viruses are the most common infectious cause of bronchitis. It is important to note that severe cases of bronchitis may progress to pneumonia.
How is Acute Bronchitis Treated?
A health care provider can determine if acute bronchitis is due to a virus or bacteria.
* An antibiotic is prescribed if you have a bacterial bronchitis. If you have a viral bronchitis, however, an antibiotic may not be prescribed. This is because an antibiotic is not effective against a viral infection and unnecessary use of antibiotics can lead to "drug-resistant" bacteria. Your health care provider may prescribe an antibiotic if you have developed a secondary bacterial infection on top of the pre-existing viral infection. It is important that the antibiotic is the correct one to kill the specific bacteria of your infection.
* Additional medications may be prescribed to improve your breathing. Inhaled quick-relief (bronchodilator) medications are given if you have symptoms of wheezing or shortness of breath. Corticosteroid medications may be used to decrease swelling and inflammation in your airways.
* Avoiding tobacco smoke and other irritants, good nutrition with plenty of fluids, rest and medication are all important in your treatment plan.
What is the Course of Acute Bronchitis?
How long the acute bronchitis lasts is determined by your general state of health, your lung health, the virus or bacteria involved, ongoing exposure to tobacco smoke and how soon you get treatment.
Sometimes viral bronchitis can cause asthma-like symptoms. This is more common in people with a history of asthma or allergy. Asthma-like symptoms include a dry, hacking cough that lasts four to eight weeks or longer after the initial infection is over. The cough may develop with exposure to cold, dry air, smoke or dust. Inhaled quick-relief (bronchodilator) and corticosteroid medications may be prescribed for persistent or severe cases. Your health care provider can discuss your treatment plan and anticipated recovery time.
Acute bronchitis is different from chronic bronchitis, which develops from long-term irritation of the airways and is most often associated with smoking. Even people who inhale second-hand smoke are at risk for developing chronic bronchitis.
Can Acute Bronchitis be Prevented?
Just like a cold, frequent good hand-washing and the use of disposable tissues can decrease the number of acute bronchitis infections. Avoiding tobacco smoke and other irritants is also important. Ask your health care provider about the yearly flu (influenza) vaccine.
Visit our website for more information about support groups, clinical trials and lifestyle information.
PTE.061 © Copyright 1989, 2014
NOTE: This information is provided to you as an educational service of the Mount Sinai – National Jewish Health Respiratory Institute. It is not meant to be a substitute for consulting with your own physician. | <urn:uuid:281e1433-4d5b-42c7-a0cd-f5940239ff4c> | CC-MAIN-2019-35 | https://www.nationaljewish.org/education-training/patient-education/print-multimedia/materials-printer?nodeId=244421f8-e327-437e-9afe-8d798506be16&PartnerId=MS | 2019-08-25T10:23:13Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00080.warc.gz | 916,349,607 | 1,249 | eng_Latn | eng_Latn | 0.998617 | eng_Latn | 0.998595 | [
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Osteoporosis and Fall Prevention Tips
Falls are a leading cause of fracture in people with osteoporosis, because the disease weakens bones, making them less sturdy and more susceptible to breaking. Consequently, even a minor fall can cause harm, most commonly to the hip, wrist or spine, though all bones can be fractured. The elderly are also at risk for falls.
There are many factors that can lead to an increased chance of falling and, in the case of persons with osteoporosis, potentially serious damage. Illnesses and medicines that affect your circulation, sensation, balance or mobility can contribute to falls. If you have any of these symptoms, ask your health care provider
if there is a relationship between your symptoms and the medicines you take. Never change or skip medicines without first talking with your health care provider.
Hearing and vision changes also can contribute to falls. Sounds help to orient you and alert you to danger. Changes in depth perception or peripheral (side) vision can decrease how you judge the steepness of stairs or curbs and affect how you avoid objects in your path. Have regular eye exams, and wear necessary prescription glasses or contact lenses.
As you get older, your reaction time also slows, and regaining your balance following a sudden movement may be difficult. This can result in a fall. An active lifestyle maintains muscle tone and flexibility, improves body control, and slows bone loss. Regular weight-bearing and strengthening exercises can build and tone muscles in all age groups. Ask your health care provider what types of activities are best for you.
Indoor Safety Tips
* Keep floors free from clutter.
* Make sure all areas are well lit, especially near stairs. Light switches should be located at doorways.
* Keep floor surfaces smooth, but not slippery. When outside of home be aware of highly polished or wet floor surfaces that may be slippery and dangerous.
* Wear supportive, low-heeled shoes, even at home. Avoid walking around in socks, stockings or slippers because they can be slippery.
* When entering rooms, be aware of steps.
* Make sure that all carpets or area rugs have skidproof backing or are tacked to the floor,
especially on stairs.
* Use a rubber bath mat in the shower or tub.
* Be sure that all stairwells are well lit and have handrails preferably on both sides.
* Install grab bars on bathroom walls beside tubs, showers and toilets.
* Reorganize work areas and storage to minimize the need for stooping or excessive reaching. If you must use a step stool, use a sturdy one with a handrail and wide steps.
* Keep a flashlight with fresh batteries beside your bed.
* Arrange with a family member or friend for daily contact.
* If you live alone, you may wish to contract with a monitoring company that will respond to your call 24 hours/day.
* If you need a walker, cane or assistive device for increased stability, always use it.
Outdoor Safety Tips
* Wear shoes or boots with rubber soles for added traction.
* In bad weather, use a walker or cane for added stability.
* In winter, carry a small bag of course salt or kitty litter in your pocket or car. You can then sprinkle the salt or kitty litter on sidewalks or streets that are slippery.
By following these safety tips you can have a life that is as safe, active and independent as possible. Visit our website for more information about support groups, clinical trials and lifestyle information.
PTE.040 © Copyright 2002, 2019
NOTE: This information is provided to you as an educational service of National Jewish Health. It is not meant to be a substitute for consulting with your own physician.
National Jewish Health is the leading respiratory hospital in the nation. Founded 119 years ago as a nonprofit hospital, National Jewish Health today is the only facility in the world dedicated exclusively to groundbreaking medical research and treatment of patients with respiratory, cardiac, immune and related disorders. Patients and families come to National Jewish Health from around the world to receive cutting-edge, comprehensive, coordinated care. To learn more, visit njhealth.org. | <urn:uuid:0740fd4c-b08f-4f69-a921-175f7894e455> | CC-MAIN-2019-35 | https://www.nationaljewish.org/education-training/patient-education/print-multimedia/materials-printer?nodeId=1efc946c-86ee-4c34-a028-a2f9cf5f38f2 | 2019-08-25T09:00:42Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00086.warc.gz | 914,223,681 | 835 | eng_Latn | eng_Latn | 0.998842 | eng_Latn | 0.998825 | [
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YOUR TEAM IS GOING TO RESEARCH
Animal welfare in education
and speak for and against the subject being taught in schools
This brief has been produced as part of the RSPCA's Animal Welfare: The Great Debate and is a starting point for the research you will need to do into the subject in order to ensure a successful debate. The points for or against a subject may not be RSPCA policy and represent some of the wider thinking around the subject.
l Most schools – but not all – must follow the National Curriculum which sets out what students should learn while they are at school. The Curriculum is devolved and produced by the government of each country of the UK.
l Some people and organisations think that animal welfare should be taught in schools.
l Other people think that animal welfare should be taught at home and schools should be prioritising subjects such as maths and science.
FOR
AGAINST
Here are some points in favour of animal welfare being taught in schools – what other points can you find?
l Animal welfare can easily be taught across different subjects as part of a lesson plan.
l Learning about animal welfare can help students learn about empathy towards other people.
l It enables people to make more informed choices when shopping for food and other animal products.
Information you may want to find out
l Is animal cruelty increasing or decreasing?
l What other subjects do students have to learn in school – where could animal welfare fit?
l How many people are aware of the Animal Welfare Act and where can they find information to help them look after their animals?
Potential sources of information
l
RSPCA website: www.rspca.org.uk
l Political Animal website: www.politicalanimal.org.uk
l RSPCA facts and figures: http://media.rspca.org.uk/media/facts
l Learning England: www.gov.uk/browse/education
Here are some reasons why animal welfare should not be taught in schools – can you find any more?
l Animals are covered by the law – people should follow this to ensure they look after their animals correctly.
l Schools are for important subjects that have to be taught – animal welfare is for parents at home.
l Teachers are there to teach not impose their own ethics and personal beliefs on students. | <urn:uuid:1b1336de-121e-4b05-9046-9f4b351f70f3> | CC-MAIN-2019-35 | https://education.rspca.org.uk/documents/1494931/0/Great_Debate_Animal_Welfare_in_Education_England.pdf/2a6a2ecd-3d08-2a7c-81c5-77e92a534c1a?t=1561628702863 | 2019-08-25T09:43:13Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00107.warc.gz | 436,556,138 | 453 | eng_Latn | eng_Latn | 0.999317 | eng_Latn | 0.999317 | [
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APPROACHES TO LEARNING
How can I be an effective learner?
INTERACTION
I can exchange thoughts, messages and information effectively through interaction.
LANGUAGE
I can read, write and use languages to communicate information effectively.
COLLABORATION
I can work effectively with others.
INFORMATION LITERACY
I can find, interpret, judge and create information.
MEDIA LITERACY
I can interact with media to use and create ideas and information.
ATL Skill clusters from MYP:FPIP (2014) @sjtylr [Icons by Freepik on Flaticon]
SELF-MANAGEMENT
THINKING
AFFECTIVE SKILLS
I can manage my own state of mind, concentrate and be focused. I can learn from mistakes and problems.
ORGANIZATION SKILLS
I can manage my time and tasks effectively. I use technology well.
REFLECTION
I can (re)consider the process of learning. I can choose and use effective ATL skills.
CRITICAL THINKING
I can analyse and evaluate issues and ideas.
CREATIVE THINKING
I can generate new ideas and perspectives.
TRANSFER
I can use knowledge and skills in new contexts. | <urn:uuid:e084943f-6158-419e-aafd-d2df0e91980d> | CC-MAIN-2019-35 | https://docs.google.com/presentation/d/1HCJfk0z4tQuXwSI2cUKsVunSzSPS9iVJXTedVqUzdHw/export/pdf | 2019-08-25T09:10:13Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00104.warc.gz | 433,494,122 | 240 | eng_Latn | eng_Latn | 0.989558 | eng_Latn | 0.989558 | [
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I taught my roommates about thermal phenomena while I was cooking dinner. I told them to touch the wooden handle of our pot, and then to touch the metal of pot itself while it was still cool. Then I asked them which felt cooler them. Of course, they said the metal felt cooler. I explained to them what I learned in class about how each object conducts heat differently. I asked them, once everything was heated up, to touch the wooden handle of the pot, which they did. Then, I asked them to touch the metal, and they wouldn't. They already knew that the metal would be very hot, so they had the knowledge that metal was a good conductor of heat. This meant that the metal would get very hot, very quickly. They were amazed by the fact that metal was in fact the same temperature as the wooden handle while they were both cool, but metal conducted heat from our body and felt cooler though it really wasn't. It was interesting to explain this to them, because they had never thought about such every day phenomena before, and now they know why metal always feels so cool. | <urn:uuid:7ed6ff6c-c6bc-47e4-87d9-a7ea119ac1a9> | CC-MAIN-2019-35 | http://physics.oregonstate.edu/coursewikis/ph111/lib/exe/fetch.php?media=days:exploringthermalphenomenawithfriendsandfamily.pdf | 2019-08-25T08:56:23Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00105.warc.gz | 155,285,129 | 225 | eng_Latn | eng_Latn | 0.99972 | eng_Latn | 0.99972 | [
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Implementation Strategies
Seaside Middle School, Monterey Peninsula Unified School District
Seaside, CA
Grade(s): 6 − 9
Scenario: Computer Lab, Computers in Classroom, Home Access
Purpose: RtI, At−Risk Students, Supplement
ALEKS Portion of Curriculum: 25%
Time Spent in ALEKS: 2.5 hours per week, 12 hours per term
ALEKS Course: RtI 8
Lori Obrien, Teacher
My favorite component of ALEKS has been that students get immediate feedback and are able to work on skills aligned to their needs. Their frustration level goes down and their motivation goes up. Teaching a wide range of grade−level abilities is now possible. I also have documentation for Response to Intervention (RtI), and students can continue to work when they are serving in school suspension. I have seen a 3−5 grade levels of progress, on average, when ALEKS is used daily. Students feel empowered and relieved to be more proficient in the skills that have eluded them for two, maybe three years, which have made regular math class unbearable.
Scenario
How many days per week is class time dedicated to ALEKS?
4−5 days per week.
What is the average length of a class period when ALEKS is used? 30 minutes.
Implementation
How do you implement ALEKS?
For lab use; each student has their own laptop.
Do you cover ALEKS concepts in a particular order?
No.
How do you structure your class period with ALEKS?
We are on a block schedule. ALEKS is part of the block I use for skill review.
How did you modify your regular teaching approach as a result of ALEKS?
I devote chunks of time to ALEKS.
How often are students required or encouraged to work on ALEKS at home?
Daily.
How do you cultivate parental involvement and support for ALEKS?
With parent/teacher meetings and Back−to−School Night demos using students.
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
Sometimes.
How do you incorporate ALEKS into your grading system?
Participation is based upon a rubric and progress is worth 15 percent.
1/2
Do you require students to make regular amounts of progress in ALEKS?
Yes, measured by time and becoming proficient on a strand or concept.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
I have seen a 3−5 grade levels of progress, on average, when ALEKS is used daily. Students feel empowered and relieved to be more proficient in the skills that have eluded them for two, maybe three years, which have made regular math class unbearable. | <urn:uuid:eede2402-9485-4a52-9d60-8d9cf71c614b> | CC-MAIN-2019-35 | https://www.aleks.com/k12/implementations/popup_pdf?_form_=true&parse_list=m*158&parse_request=true&cmscache=parse_list:parse_request | 2019-08-25T09:41:55Z | crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00130.warc.gz | 702,490,292 | 590 | eng_Latn | eng_Latn | 0.997863 | eng_Latn | 0.997672 | [
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ECON 1203 Notes
What is Statistics
Descriptive statistics deals with methods of organising, summarising and presenting data in order to extract information
Inferential statistics are methods used to draw conclusions or inferences about characteristics of populations based on sample data
Key Statistical Concepts
A population is the group of all items of interest to a statistics practitioner - it is generally large and does not have to refer to a group of people
A parameter is a numerical description of a population - it basically represents the information we need
A sample is a set of data drawn from the studied population
A statistic is a numerical description of a sample
A statistical inference is the process of making an estimate, prediction or decision about a population based on sample data
As these are not always correct, there are two measures of reliability:
Confidence level: proportion of times that an estimating procedure will be correct
Significance level: how frequently the conclusion will be wrong
Consider a study of shoe sizes of men in Australia
Population: Shoe sizes of all men in Australia
Sample: Shoes sizes of all the men in the class
Parameter: Average shoe size of all Australian men
Statistic: Average shoe size of all men in the class
Types of Data and Information
A variable is a characteristic of a population or sample. They may be:
Qualitative: cannot be expressed numerically
Quantitative: can be expressed numerically
Discrete: cannot take on all values within its range
Continuous: can take any value in their range
For example: Scores and time are quantitative. Gender and nationality are qualitative. Scores, age, shoe sizes are discrete. Height, time, mass are continuous.
We observe values or observations of a variable
A data set contains the observed values of a variable
Interval data: real numbers such as heights & weights; these are quantitative
There are three types of data:
Nominal data: categories such as marital status and gender; these are qualitative
Ordinal data: order of values has meaning such as [poor, fair, good, very good, excellent]
The type of data will determine the appropriate means of analysis. Calculations are permitted on interval data but it would not make sense to perform calculations on the codes which represent nominal data - instead, we can only count and record the frequencies of occurrences in each category
Describing a Set of Nominal Data
We are only able to count the frequency/relative frequency of nominal data.
A frequency distribution presents the categories and their counts in a table
A relative frequency distribution lists the categories and the proportion with which each occurs
Two graphical techniques can be used to represent the data:
Bar chart: used to display frequencies
Pie chart: used to display relative frequencies
Describing a Set of Ordinal Data
There are no specific graphical techniques for ordinal data. Instead, we treat the data as being nominal and use the associated techniques. However, we must arrange the bars or wedges in a bar or pie chart in ascending or descending order
Describing/Graphing the Relationship between Two Nominal Variables
Graphical and tabular techniques used to summarise singles sets of data are univariate
Techniques used to depict the relationship between two variables are bivariate
A cross-classification table is used to describe the relationship between two nominal variables
If two variables are unrelated, the patterns in both bar charts should be the
We can use multiple bar charts to graph the data between two variables.
same
If there is a relationship between the two variables, the bar charts will be different
Graphical Techniques to Describe a Set of Interval Data
Histogram
The most important graphical method for interval data is the histogram. This is created by drawing rectangles whose bases are the intervals and whose heights are the frequencies
A series of intervals is called a class (or bin). For example: 0-15, 15-30, ....
The number of class intervals depends on the number of observations in the data set
These classes need to be mutually exclusive and exhaustive - there should be no uncertainty about which interval to assign to any observation
Sturges's formula: Number of class intervals = 1 + 3.3log(n)
The class interval widths are determined by finding the difference between the largest and smallest observation and dividing this by the number of classes
Shapes of Histograms
Symmetry: left half is a mirror image of the right half
Non symmetrical/Skewness: Histogram with a long tail to the right (positively skewed) or long tail to the left (negatively skewed)
A mode is the observation with the greatest frequency, and the modal class is the class with the largest number of observations
Unimodal histograms have one single peak
Multimodal histograms have multiple peaks
Stem and leaf display
The downfall of histograms is that information may be lost when classifying observations. Thus we can use stem and leaf displays
It is basically a histogram on its side, where the length of each line represents the frequency in the class interval defined by the stems. However, we can see the actual observations
Ogive
Information in frequency distributions can be converted into a relative frequency distribution table and then displayed on an ogive
We can also establish the cumulative relative frequency
Describing Time-Series Data
Time series data refers to measurements at different points in time (Births per day)
Cross sectional data refers to measurements at a single point in time (Sydney house prices by suburb)
Line chart
Time-series data are often graphed on a line chart which is a plot of the variable over time
X axis: time periods
Y axis: value of the variable | <urn:uuid:96a1280e-fc36-4323-ab46-5f527d362dbf> | CC-MAIN-2019-18 | https://s3.studentvip.com.au/notes/6130-sample.pdf?v=1455504250 | 2019-04-26T12:29:53Z | crawl-data/CC-MAIN-2019-18/segments/1555578770163.94/warc/CC-MAIN-20190426113513-20190426135513-00536.warc.gz | 533,202,717 | 1,179 | eng_Latn | eng_Latn | 0.994564 | eng_Latn | 0.996473 | [
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Make these fun and interesting grainy snacks for children.
Snack ideas: grainy goodies Early childhood services
Grains like wheat, oats and rice are an important source of long lasting energy and fibre, giving children the fuel they need to learn and play during the day.
Try these tasty ideas for fun and interesting grain-based snacks.
Grainy goodies to cook
English muffins, crumpets and pikelets
Top with baked beans, fresh tomato and cheese or serve with berries, bananas and yoghurt for a sweet treat.
Savoury muffins
Try sweet potato and cheddar, ham and zucchini, cheesy tuna and corn.
Sweet muffins and scones
Try a variety of fruit or veggie combinations like carrot, prune and bran, oat and apple, strawberry and pear, raspberry and blueberry.
Pita chips
Cut pita into triangles, sprinkle with grated cheese and bake until crispy. Serve with veggies and dips, or sprinkle with baked beans and cheese to make pita nachos.
Fruity bakes
Experiment with banana sultana bread, carrot slice, carrot and walnut loaf (if allowed), apricot banana bread, oat fruit slice and apple and sunflower loaf (if allowed).
Little pizza people
Spread small pita breads, crumpets or muffin halves with tomato paste and make a face using grated cheese and toppings like chopped ham, mushroom, tomato and pineapple. Bake or grill until hot and bubbly.
Tasty toasties
Try different variations like baked beans, tuna, cheese or egg in toasted sandwiches.
Simple sushi
Roll steamed rice and vegetables in nori seaweed sheets, slice and serve.
Oodles of noodles
Mix noodles with lean shaved ham and veggies like corn, carrots and peas. For a fun snack or a picnic, serve in individual noodle boxes.
Snack ideas: grainy goodies
Fresh grainy goodies
Pinwheel sandwiches
Top bread with hummus and salad, roll tightly, wrap in cling wrap and refrigerate. Cut into slices and serve.
Veggie roll-ups
Spread mountain bread with hummus or avocado and top with lettuce, carrots, cucumber and tomatoes. Roll up firmly, cut into portions and serve.
Double decker sandwiches
Use three slices of bread to make a layered sandwich and fill with toppings of your choice (e.g. avocado, lettuce, egg, ham, cheese, tomato).
Corn thins / rice crackers / crackers / wholemeal crisp bread
Spread with cheese, peanut butter (if allowed), or serve on a veggie platter with cheese, dips and veggies.
Bananas in pyjamas
Spread a slice of wholemeal or wholegrain bread with margarine and wrap around a whole peeled banana.
Wholemeal/wholegrain breakfast cereals
Serve with milk, berries or bananas, or spread dry breakfast biscuits with cream cheese and banana slices.
Herb and garlic bread
Make herb and garlic pesto by combining fresh herbs such as basil and parsley with garlic, pepper and extra virgin olive oil and blitz in a food processor. Spread the mixture onto sliced wholemeal bread, damper or pita bread and oven bake for 5-8 minutes.
Remember
- Choose wholemeal or wholegrain varieties where possible.
- Choose low salt varieties where possible (for example, baked beans, tuna).
- Be creative and offer different breads throughout the menu. Try wholemeal or wholegrain, rye, sourdough, mini dinner rolls, rolls and bagels, focaccia or Turkish bread, white high fibre, pita, flatbread or mountain bread, tortillas, lavash and fruit bread.
2 | <urn:uuid:d84cf66e-de2e-4098-8c8b-760e755f4e17> | CC-MAIN-2019-18 | http://heas.health.vic.gov.au/sites/default/files/ECS-snack-ideas-grainy-goodies.pdf | 2019-04-26T11:47:17Z | crawl-data/CC-MAIN-2019-18/segments/1555578770163.94/warc/CC-MAIN-20190426113513-20190426135513-00537.warc.gz | 70,413,153 | 749 | eng_Latn | eng_Latn | 0.991835 | eng_Latn | 0.992384 | [
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AMERICAN GOVERNMENT AND POLITICS Midterm Study Guide
* Use ink- do not type.
* Emailed assignments will not be accepted.
CHAPTER 1 Vocabulary CONSTITUTIONAL DEMOCRACY
1. List the 4 types of government.
2. List 4 examples of direct democracy in America today (1. town meetings.. etc)
3. What are the dangers of direct democracy?
4. What type of government does the U.S. use (2 different names)
5. List the 3 principles essential for democratic government in our society.
FYI- Know the US Political Spectrum (Liberals, Progressives, Moderates, Conservatives)
CHAPTER 2 THE CONSTITUTION- Constitution Fill-in
Vocabulary:
1) expressed powers
2) delegated powers
3) implied powers
4) concurrent powers
1. Explain at least 2 significant actions by the First and Second Continental Congresses.
2. List six weaknesses of the Articles of Confederation. How was each of the six corrected in the Constitution?
3. Why was Shay's Rebellion significant?
4. Explain the importance of the Great Compromise.
5. Explain the three-fifths Compromise.
FEDERALISM CHAPTER 3
1. Explain three advantages of federalism and three disadvantages of federalism.
2. Your text explains that the Constitution divides the power of government into three divisions:
a. the powers of the national govt
b. the powers of the states
c. prohibited powers.
Provide two examples of each.
3. In what 2 ways does the national government check the state policies?
4. Explain Marshall's rulings in McCulloch v. Maryland 1819; and Gibbons v. Ogden 1824.
5. List and describe the three Civil War amendments.
6. Describe the 4 ways that cooperative federalism is implemented.
CHAPTER 4 CIVIL LIBERTIES
Vocabulary:
1. (incorporation theory - also called selective incorporation)
2. hate speech
3. fighting words
4. non-protected speech
5. political speech
6. sedition
7. obscenity
8. privacy rights
9. due process clause
10. preferred position doctrine (143)
11. ex post facto laws
12. bills of attainder
13. FOIA Requests
1. Explain two reasons why the original Bill of Rights limited only the powers of the nat'l government.
2. Explain the court case (Barron v. Baltimore 1833).
3. Explain the last incorporation case: District of Columbia v. Heller, 2008. What was its holding?
4. List the most important Supreme Court case/rulings for each of the following: (list a "LANDMARK" case, not some minor district court case from Gastonia)
a) Student Searches in School b) School vouchers c) Miranda Warnings d) Public attorney
e) School Prayer
f) Illegal Searches
g) Tarry Stop h) libel
i. Freedom of Press
CHAPTER 6 Public Interest and Political Socialization
1. Explain the most important influences in political socialization. (Where do you acquire your political bias)
2. Discuss them most important values of the American political system.
3. Describe the trend in political trust over the last 3 decades… what is the implication for our system?
4. How do the following factors influence political preference and voting behavior?
a. education b. race
c. gender
d. age e. Region
5. Explain how public opinion is measured. When creating polls, what factors are required to increase the accuracy?
CHAPTER 8: POLITICAL PARTIES
1. List the 5 basic functions of political parties
2. Describe the basic composition and main issues of the Democrat Party.
3. Describe the basic composition and main issues of the Republican Party.
4. What are 3 types of minor parties… give an example of each.
What role do minor political parties play in U.S. political history?
5. Explain the difference between a realigning and de-aligning election. Why do political scientists argue about these types of elections?
6. What roles do parties play in each of the following: (This could be the most important question on the guide! Please pay special attention to your answer)
a. legislative branch b. executive branch
c. judicial branch
d. state and local levels | <urn:uuid:a96d2b2c-1843-438f-85d0-789a2fcfa817> | CC-MAIN-2019-18 | http://nebula.wsimg.com/0cb55a885a16df862afb307964dedd56?AccessKeyId=765F1BB44DEFE9C8BE2C&disposition=0&alloworigin=1 | 2019-04-26T11:49:55Z | crawl-data/CC-MAIN-2019-18/segments/1555578770163.94/warc/CC-MAIN-20190426113513-20190426135513-00536.warc.gz | 121,240,178 | 907 | eng_Latn | eng_Latn | 0.991697 | eng_Latn | 0.991851 | [
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Englist.me
Vocabulary Builder Reference from...
Mariana Mazzucato: Government -- investor, risk-taker, innovator | TED Talk https://www.ted.com/talks/mariana_mazzucato_gover nment_investor_risk_taker_innovator
IMPORTANT
This material is a commentary and does not contain any copyrighted material of the reference source. We strongly recommend accessing/buying the reference source at the same time.
Session 1: Word List
industrious
adj.
hardworking, diligent, and persistent in effort synonym
: diligent, hardworking, assiduous
(1) industrious worker, (2) industrious student He was known to be very industrious and would often work late into the night.
n. a person in charge of or involved in developing action plans for a political party, business, etc.
synonym: lawmaker, legislator
(1) education policymaker, (2) regional policymaker Policymakers struggle to develop various laws and regulations to address international trade conflicts.
n. a slender, graceful antelope with long, slender legs and curved horns, native to Africa and parts of Asia
synonym: antelope, springbok, impala
(1) gazelle hunting, (2) graceful gazelle The zookeeper carefully monitored the gazelle's diet to ensure it received proper nutrition.
v. to make something available for sale or use on a large scale
synonym: monetize, capitalize, marketize
Page 1 / 16
policymaker
gazelle
commercialize
leviathan
tentacle
externality
nanoscale
tinker
(1) commercialize my patents, (2) commercialize idea The company is trying to commercialize its new product.
n. a monstrous sea creature or marine animal, often used as a metaphorical term for something big, overbearing, or powerful
synonym : giant, monster, behemoth
(1) leviathan of the sea, (2) financial leviathan The company's new CEO was a corporate leviathan known
for his aggressive business tactics.
n. a flexible, mobile, and long arm-like organ used for feeling and holding things, catching food, or moving
(1) a squid's tentacle, (2) posterior tentacle The police caught the fugitive criminal in the tentacles of an
expanded investigation.
n. a cost or benefit that affects a third party who did not choose to incur that cost or benefit
synonym: impact, consequence, effect
(1) externality costs, (2) network externality
The negative externality of pollution affects not just the polluter but also people living in the surrounding area.
adj. on a scale that can be measured in nanometres (= one billionth of a meter); on a very small scale
(1) nanoscale device, (2) things at the nanoscale This process improves the strength of the metal by controlling the nanoscale lattice structure of the metal.
v. to make repairs, adjustments, or improvements to something, especially in an experimental or makeshift way
synonym: fiddle, play, fix
(1) tinker with the bill, (2) tinker with the settings
He spent the afternoon tinkering with his car engine.
juxtaposition
outsource
smartphone
medicinal
fascinate
forbid
n. the act or an instance of placing two or more things close to one another, often to highlight a contrast or comparison between them
synonym : apposition, contrast, adjacency
(1) artistic juxtaposition, (2) unusual juxtaposition The painting's juxtaposition of bright colors and dark shadows created a striking effect.
v. to contract out or transfer a job, task, or service to an external organization or party, often as a cost-saving measure
synonym: delegate, contract out, farm out
(1) outsource a non-core function, (2) outsource to India The company decided to outsource its IT services to a third-party provider.
n. a mobile phone that functions as a computer and connects to the Internet
(1) smartphone app developer, (2) smartphone addict Internet traffic volumes have increased significantly with the advent of smartphones.
adj. of or relating to the treatment or cure of disease synonym : curative, therapeutic, healing
(1) medicinal chemistry, (2) traditional medicinal
The medicinal properties of this herb have been known to help with various ailments.
v. to attract and hold the attention of someone deeply and irresistibly
synonym : captivate, intrigue, mesmerize
(1) fascinate the public, (2) fascinate the young
The magic tricks fascinated
the children.
v. to order somebody not to do something, especially officially; to keep something from happening or arising synonym : prohibit, ban, outlaw
envision
depict
stunt
bureaucracy
prophecy
(1) forbid smoking in public areas, (2) forbid the use of chemical weapons
God forbid you should regret your marriage.
v. to imagine or expect what a situation will be like in the future
synonym : anticipate, foresee, picture
(1) envision the future, (2) envision the project's success We cannot envision her as President.
v. to illustrate someone or something in a photograph synonym : illustrate, describe, express
(1) depict a scene, (2) depict a feeling of isolation His son had accurately depicted the bloom.
n. a feat or action that is often dangerous or difficult, designed to attract attention or admiration; something that blocks or impedes growth or development; (verb) to hinder or impede growth or development, especially in a physical or mental sense
synonym : feat, accomplishment, (verb) hinder
(1) skydiving stunt, (2) stunt brain growth
The daredevil attempted a dangerous stunt by jumping off a tall building with a parachute.
n. a system of government in which most of the important decisions are made by state officials rather than by elected representatives
synonym : administration, government, system
(1) government bureaucracy, (2) arbitrary bureaucracy The bumbling bureaucracy made it difficult to get the permits we needed.
n. a statement or prediction that something will happen in the future, typically one made by a religious leader synonym : prediction, foretelling, divination
(1) prophecy fulfillment, (2) prophecy of doom
probabilistic
nationalist
predate
rethink
provocative
The fortune teller's prophecy that I would meet my soulmate next year has yet to come true.
adj. characterized by the influence of chance or probability; involving the use of statistical models or methods to estimate likelihoods or risks
synonym : probable, statistical, likely
(1) probabilistic model, (2) probabilistic approach In a probabilistic system, the outcome is uncertain and can vary based on chance.
adj. relating to or supporting a political ideology that emphasizes a strong sense of national identity and devotion to one's own country
synonym: chauvinist, patriotic, jingoist
(1) nationalist sentiment, (2) nationalist revolt The nationalist rally attracted thousands of supporters.
v. to have existed or happened earlier than something synonym : foredate, antedate, precede
(1) predate A.D. 200., (2) predate the modern age The idea of virtual worlds predates computers.
v. to consider again a plan, idea, etc., especially to change it
synonym: reexplore, review, reconsider
(1) rethink a marketing plan, (2) rethink the role of the manager
We have to rethink our company's product lineup for further growth.
adj. arousing anger, interest, or another strong reaction, especially deliberately
synonym: instigating, provoking, inciting
(1) provocative questions, (2) a provocative smile His provocative style frequently sparked controversies.
constrain
reap
v. to restrict or limit someone or something's freedom or ability to do something
synonym: restrict, limit, confine
(1) constrain his freedom, (2) constrain information flow The political situation constrained the country's economic growth and foreign relations.
v. to harvest a grain crop from a field; to obtain something beneficial as a consequence of something that you have done
synonym: collect, harvest, derive
(1) reap the benefits, (2) reap crops
He reaped a significant profit from the listing of his company's stock.
Session 2: Spelling
1. me_____al chemistry
adj. of or relating to the treatment or cure of disease
2. re____k the role of the manager
v. to consider again a plan, idea, etc., especially to change it
3. financial le_____an
n. a monstrous sea creature or marine animal, often used as a metaphorical term for something big, overbearing, or powerful
4. regional pol______er
n. a person in charge of or involved in developing action plans for a political party, business, etc.
5. sma_____ne app developer
n. a mobile phone that functions as a computer and connects to the Internet
6. ext______ty costs
n. a cost or benefit that affects a third party who did not choose to incur that cost or benefit
7. fa_____te the young
v. to attract and hold the attention of someone deeply and irresistibly
8. graceful ga____e
n. a slender, graceful antelope with long, slender legs and curved horns, native to Africa and parts of Asia
9. pr____e A.D. 200.
v. to have existed or happened earlier than something
10. pro______ve questions
adj. arousing anger, interest, or another strong reaction, especially deliberately
11. pr____e the modern age
v. to have existed or happened earlier than something
ANSWERS: 1. medicinal, 2. rethink, 3. leviathan, 4. policymaker, 5. smartphone, 6. externality, 7. fascinate, 8. gazelle, 9. predate, 10. provocative, 11. predate
12. r__p crops
v. to harvest a grain crop from a field; to obtain something beneficial as a consequence of something that you have done
13. pr____cy fulfillment
n. a statement or prediction that something will happen in the future, typically one made by a religious leader
14. na_____le device
adj. on a scale that can be measured in nanometres (= one billionth of a meter); on a very small scale
15. pr____cy of doom
n. a statement or prediction that something will happen in the future, typically one made by a religious leader
16. fa_____te the public
v. to attract and hold the attention of someone deeply and irresistibly
17. artistic jux_______ion
n. the act or an instance of placing two or more things close to one another, often to highlight a contrast or comparison between them
18. traditional me_____al
adj. of or relating to the treatment or cure of disease
19. le_____an of the sea
n. a monstrous sea creature or marine animal, often used as a metaphorical term for something big, overbearing, or powerful
20. fo___d the use of chemical weapons
v. to order somebody not to do something, especially officially; to keep something from happening or arising
21. education pol______er
n. a person in charge of or involved in developing action plans for a political party, business, etc.
ANSWERS: 12. reap, 13. prophecy, 14. nanoscale, 15. prophecy, 16. fascinate, 17. juxtaposition, 18. medicinal, 19. leviathan, 20. forbid, 21. policymaker
22. fo___d smoking in public areas
v. to order somebody not to do something, especially officially; to keep something from happening or arising
23. skydiving st__t
n. a feat or action that is often dangerous or difficult, designed to attract attention or admiration; something that blocks or impedes growth or development; (verb) to hinder or impede growth or development, especially in a physical or mental sense
24. things at the na_____le
adj. on a scale that can be measured in nanometres (= one billionth of a meter); on a very small scale
25. a squid's te____le
n. a flexible, mobile, and long arm-like organ used for feeling and holding things, catching food, or moving
26. r__p the benefits
v. to harvest a grain crop from a field; to obtain something beneficial as a consequence of something that you have done
27. ou_____ce to India
v. to contract out or transfer a job, task, or service to an external organization or party, often as a cost-saving measure
28. government bur______cy
n. a system of government in which most of the important decisions are made by state officials rather than by elected representatives
29. st__t brain growth
n. a feat or action that is often dangerous or difficult, designed to attract attention or admiration; something that blocks or impedes growth or development; (verb) to hinder or impede growth or development, especially in a physical or mental sense
ANSWERS: 22. forbid, 23. stunt, 24. nanoscale, 25. tentacle, 26. reap, 27. outsource, 28. bureaucracy, 29. stunt
30. com_______ize my patents
v. to make something available for sale or use on a large scale
31. ou_____ce a non-core function
v. to contract out or transfer a job, task, or service to an external organization or party, often as a cost-saving measure
32. de___t a scene
v. to illustrate someone or something in a photograph
33. a pro______ve smile
adj. arousing anger, interest, or another strong reaction, especially deliberately
34. ti___r with the bill
v. to make repairs, adjustments, or improvements to something, especially in an experimental or makeshift way
35. posterior te____le
n. a flexible, mobile, and long arm-like organ used for feeling and holding things, catching food, or moving
36. co_____in information flow
v. to restrict or limit someone or something's freedom or ability to do something
37. arbitrary bur______cy
n. a system of government in which most of the important decisions are made by state officials rather than by elected representatives
38. pro_______tic model
adj. characterized by the influence of chance or probability; involving the use of statistical models or methods to estimate likelihoods or risks
39. en____on the project's success
v. to imagine or expect what a situation will be like in the future
40. en____on the future
v. to imagine or expect what a situation will be like in the future
ANSWERS: 30. commercialize, 31. outsource, 32. depict, 33. provocative, 34. tinker, 35. tentacle, 36. constrain, 37. bureaucracy, 38. probabilistic, 39. envision, 40. envision
Page 10 / 16
41. ind______us student
adj. hardworking, diligent, and persistent in effort
42. ti___r with the settings
v. to make repairs, adjustments, or improvements to something, especially in an experimental or makeshift way
43. network ext______ty
n. a cost or benefit that affects a third party who did not choose to incur that cost or benefit
44. ind______us worker
adj. hardworking, diligent, and persistent in effort
45. co_____in his freedom
v. to restrict or limit someone or something's freedom or ability to do something
46. ga____e hunting
n. a slender, graceful antelope with long, slender legs and curved horns, native to Africa and parts of Asia
47. de___t a feeling of isolation
v. to illustrate someone or something in a photograph
48. com_______ize idea
v. to make something available for sale or use on a large scale
49. sma_____ne addict
n. a mobile phone that functions as a computer and connects to the Internet
50. unusual jux_______ion
n. the act or an instance of placing two or more things close to one another, often to highlight a contrast or comparison between them
51. re____k a marketing plan
v. to consider again a plan, idea, etc., especially to change it
52. nat______st revolt
adj. relating to or supporting a political ideology that emphasizes a strong sense of national identity and devotion to one's own country
ANSWERS: 41. industrious, 42. tinker, 43. externality, 44. industrious, 45. constrain, 46. gazelle, 47. depict, 48. commercialize, 49. smartphone, 50. juxtaposition, 51. rethink, 52. nationalist
Page 11 / 16
53. pro_______tic approach
adj. characterized by the influence of chance or probability; involving the use of statistical models or methods to estimate likelihoods or risks
54. nat______st sentiment
adj. relating to or supporting a political ideology that emphasizes a strong sense of national identity and devotion to one's own country
ANSWERS: 53. probabilistic, 54. nationalist
Page 12 / 16
Session 3: Fill in the Blanks
1. He spent the afternoon _________ with his car engine.
v. to make repairs, adjustments, or improvements to something, especially in an experimental or makeshift way
2. The zookeeper carefully monitored the _________ diet to ensure it received proper nutrition.
n. a slender, graceful antelope with long, slender legs and curved horns, native to Africa and parts of Asia
3. We have to _______ our company's product lineup for further growth.
v. to consider again a plan, idea, etc., especially to change it
4. The company decided to _________ its IT services to a third-party provider.
v. to contract out or transfer a job, task, or service to an external organization or party, often as a cost-saving measure
5. The _________ properties of this herb have been known to help with various ailments.
adj. of or relating to the treatment or cure of disease
6. This process improves the strength of the metal by controlling the _________ lattice structure of the metal.
adj. on a scale that can be measured in nanometres (= one billionth of a meter); on a very small scale
7. God ______ you should regret your marriage.
v. to order somebody not to do something, especially officially; to keep something from happening or arising
ANSWERS: 1. tinkering, 2. gazelle's, 3. rethink, 4. outsource, 5. medicinal, 6. nanoscale, 7. forbid
Page 13 / 16
8. The daredevil attempted a dangerous _____ by jumping off a tall building with a parachute.
n. a feat or action that is often dangerous or difficult, designed to attract attention or admiration; something that blocks or impedes growth or development; (verb) to hinder or impede growth or development, especially in a physical or mental sense
9. He was known to be very ___________ and would often work late into the night. adj. hardworking, diligent, and persistent in effort
10. The ___________ rally attracted thousands of supporters.
adj. relating to or supporting a political ideology that emphasizes a strong sense of national identity and devotion to one's own country
11. The bumbling ___________ made it difficult to get the permits we needed.
n. a system of government in which most of the important decisions are made by state officials rather than by elected representatives
12. His son had accurately ________ the bloom.
v. to illustrate someone or something in a photograph
13. ____________ struggle to develop various laws and regulations to address international trade conflicts.
n. a person in charge of or involved in developing action plans for a political party, business, etc.
14. His ___________ style frequently sparked controversies.
adj.
arousing anger, interest, or another strong reaction, especially deliberately
15. The painting's _____________ of bright colors and dark shadows created a striking effect.
n. the act or an instance of placing two or more things close to one another, often to highlight a contrast or comparison between them
ANSWERS: 8. stunt, 9. industrious, 10. nationalist, 11. bureaucracy, 12. depicted, 13. Policymakers, 14. provocative, 15. juxtaposition
Page 14 / 16
16. The negative ___________ of pollution affects not just the polluter but also people living in the surrounding area.
n. a cost or benefit that affects a third party who did not choose to incur that cost or benefit
17. Internet traffic volumes have increased significantly with the advent of ___________.
n. a mobile phone that functions as a computer and connects to the Internet
18. He ______ a significant profit from the listing of his company's stock.
v. to harvest a grain crop from a field; to obtain something beneficial as a consequence of something that you have done
19. The company's new CEO was a corporate _________ known for his aggressive business tactics.
n. a monstrous sea creature or marine animal, often used as a metaphorical term for something big, overbearing, or powerful
20. The company is trying to _____________ its new product.
v. to make something available for sale or use on a large scale
21. We cannot ________ her as President.
v. to imagine or expect what a situation will be like in the future
22. The magic tricks __________ the children.
v. to attract and hold the attention of someone deeply and irresistibly
23. The fortune teller's ________ that I would meet my soulmate next year has yet to come true.
n. a statement or prediction that something will happen in the future, typically one made by a religious leader
ANSWERS: 16. externality, 17. smartphones, 18. reaped, 19. leviathan, 20. commercialize, 21. envision, 22. fascinated, 23. prophecy
Page 15 / 16
24. The police caught the fugitive criminal in the _________ of an expanded investigation.
n. a flexible, mobile, and long arm-like organ used for feeling and holding things, catching food, or moving
25. The political situation ___________ the country's economic growth and foreign relations.
v. to restrict or limit someone or something's freedom or ability to do something
26. In a _____________ system, the outcome is uncertain and can vary based on chance.
adj. characterized by the influence of chance or probability; involving the use of statistical models or methods to estimate likelihoods or risks
27. The idea of virtual worlds ________ computers.
v. to have existed or happened earlier than something
ANSWERS: 24. tentacles, 25. constrained, 26. probabilistic, 27. predates
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Topic 4: Statistics and Probability
1. The cumulative frequency graph shows the amount of time in minutes, 100 people wait in line for tickets to the local theater.
(a) Write down the median waiting time.
(1 mark)
(b) Find the interquartile range for the waiting time. (2 marks)
(c) Draw a box and whisker plot on the grid below to represent this information. (3 marks)
Mark scheme:
Box Plots and HIstograms
Best Class/Analyzing Country Data
(b) 18 −12 = 6
(c)
IB® EXAM STYLE QUESTION
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(A1)
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NAME ________________________
DATE ___________
Physics 251 Pre-Laboratory 8
Given below is a diagram of a circuit containing three light bulbs.
In circuit I, the sequence of how bright the bulbs are goes from C, which is the brightest, to A, B is the dimmest.
1) In circuit I, rank the bulbs, from greatest to least, on the basis of their potential differences. Explain fully.
2) In circuit I, rank the bulbs by the change in electric potential energy for an individual charge? Explain.
3) In circuit I, rank the bulbs by the greatest work done on an individual charge by the electric field. Explain.
4) Rank the bulbs in circuit II by brightness. Explain | <urn:uuid:683e6354-46a1-400b-ad21-fd9b60af2414> | CC-MAIN-2019-18 | http://users.ipfw.edu/wangg/PHYS251/251_preLab8.pdf | 2019-04-26T12:34:56Z | crawl-data/CC-MAIN-2019-18/segments/1555578770163.94/warc/CC-MAIN-20190426113513-20190426135513-00539.warc.gz | 172,696,656 | 153 | eng_Latn | eng_Latn | 0.993811 | eng_Latn | 0.993811 | [
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Education for Citizenship: Languages are the Key A Rationale for Languages Teachers
Catriona Oates
Professional Services Officer, Scottish CILT
Note: This paper has been prepared to accompany Scottish CILT Outreach events, session 2007-08. It does not set out to illustrate how citizenship education can be achieved in languages teaching and learning. A workshop activity is planned to provide opportunities to discuss this issue. Rather this paper attempts to justify the role languages have to play in education for responsible citizens.
As one of the four capacities of Curriculum for Excellence, responsible citizenship should be a cornerstone for future curricular structure and development in Scottish education. As with all work towards the capacities described in Curriculum for Excellence, opportunities to encourage and develop responsible citizenship will be identified across the curriculum, in every subject area, in class and out of class, in special and mainstream schools.
"The Scottish approach to education for citizenship differs from other areas of the United Kingdom, because it has not introduced a new subject for the curricular area called "Citizenship." Instead, it is expected that all subjects will make their relevance to education for citizenship explicit, and that the purposes and issues associated with citizenship will be developed through whole school and cross-curricular activities." (Learning & Teaching Scotland: online)
What exactly is citizenship, and what is education for citizenship?
Citizenship means many things to many people, but essentially, most definitions converge on the following key factors:
Citizenship is about:
* the sense of belonging to a network of communities;
* active and responsible participation within those communities;
* tolerance, respect and understanding of self and all others who share our communities;
* valuing diversity.
When these factors are considered with a languages education perspective, it gives rise to some interesting questions:
* Is it possible for monolingual citizens to feel part of a community where several languages may be spoken?
* How can we actively participate in our community, global or local, with only one language?
* How can we respect and value other cultures, and our own, if we don't know anything about them?
* How can we understand each other if we only speak one language?
Consideration of these questions arguably leads to conclude that Languages not only contribute to education for citizenship – they are essential to it. We can also contend that the notion of self within community is essential to the understanding of citizenship. Education for citizenship is thus as much about the processes of learning as it is about its content; it should hold the "how" and the "what" of learning in equal regard.
The benefits of the Scottish approach.
Citizenship teaching as envisaged by the Scottish approach spreads the responsibility for education across the curriculum. Not only does this give each subject area a role in contributing to this; it offers that opportunity equally to all subjects. No one subject area can lay claim to education for citizenship. However, in the context of Curriculum for Excellence and the cross-cutting themes and activities in which this initiative invites us to engage, languages and education for citizenship present a particularly productive partnership.
Last year's outreach seminars looked at language teaching methodology in the context of Content and Language Integrated Learning (CLIL) (see Coyle 2006 for more information on CLIL). This could be considered as a starting point for developing education for citizenship in languages. CLIL teaches languages alongside another curricular area by:
* raising the cognitive challenge of the content involved in languages learning;
* providing the learner with the opportunity to lean something of curricular value as well as language in the languages classroom;
* opening the door to education for citizenship.
The Scottish approach to education for citizenship also offers an opportunity to embed the values associated with it in all aspects of school life, and perhaps crucially, to consider our methodology – How we teach as much as what we teach. The key to education for citizenship is the methodology. Participation in decision–making and active approaches to learning as well as the development of authentic community links and whole school awareness-raising activities are approaches that will lead to successful learning and teaching, for citizenship and for everything else.
So what contribution can languages make to this important purpose? Here are some starting points, some ways in which languages can offer a context for education for citizenship.
Languages, culture and personal development
Languages are a powerful tool in personal development. Think where you would be, what sort of a person you would be, what you wouldn't know if it hadn't been for the part languages have played in your personal journey. Finding out about other cultures is fascinating, life-enhancing, and can be life-changing. As languages teachers we have all enjoyed the privileges this can bring, but how much do we really teach about other cultures now? Do we really share our enthusiasm and love of things different with the young learners in our classrooms? Be in no doubt that they want to learn about them. In 2003, Scottish CILT organised a series of good practice conferences and part of this included a pupil survey. Pupils were asked what they most liked learning in Modern Languages. Finding out about other people and their ways of life was ranked the third most popular learning activity, but in the chart of ten types of activities they do in class, it came ninth. This is not to suggest we should abandon or substitute language teaching in favour of a more watered down "cultural studies" programme, but let's not overlook what the cultural dimension can bring to our language learning and teaching, especially with regard to valuing diversity and citizenship.
Languages, self and community
Language learning has to be set in a context that makes sense to children. A meaningful context for their learning is needed if this is to be achieved. In order to do this, links need to be created as closely as possible in two directions: outwards and inwards. Inwards to engage with the learners and make their learning real, to personalise their learning by trying to explicitly connect with other facets of their lives; and outwards to the foreign community, in a way which teaches them to value a sense of difference or otherness.
There are many well demonstrated ways by which links are established and maintained with the 'foreign' community, which need no explanation here. It may be helpful to remember that elements of 'foreign' communities can be included in learning via film, music and visitors from local communities who may have something helpful to share with young learners. They may be native speakers of the languages being learned and taught, but equally they may not. Lesser – spoken community language speakers can also provide an insight into rich cultures and linguistic backgrounds which exist, often unseen and unappreciated, within our own communities.
To return to the linking inwards idea, we, as languages teachers can help develop the sense of self and worth in the young people we teach. At face value, this should not be a huge problem, given the amount of focus on 'the self' in the early stages of language learning, but do we really take full advantage of this opportunity, or is it more a case of superficially fulfilling the requirements of a syllabus created solely with the purpose of an examination in mind? And when we stop to think about the language involved in many of the conversational exchanges we aim for, we must make consideration of the often socially divisive spotlights under which our pupils are asked to perform. Is it really helpful for young adolescents to have to explain the intricacies and complications of often tangled family structures? Is it fair for them to have to detail the type of house in which they live, or the contents of their bedrooms?
There seems to be a strong argument to suggest learners need to know and identify themselves as part of a community for effective education for citizenship to take place. Having a sense of their own identity will help in the appreciation and understanding of other cultural identities. For many pupils, their world awareness is such that speaking and English are one and the same thing. This point is well illustrated by a teacher who worked in mainstream and special school, where she explains her rationale for offering modern languages Access 2 to her pupils:
My pupils began with only the haziest understanding that they live in a country called Scotland and they speak a language called English. Only after investigating a country in depth did they begin to move towards a notion that there might be lots of other countries. It was only when we began to look for a second country to investigate that the notion of Europe and Scotland/ Britain within Europe could be addressed in any meaningful way. (Life in another Country: Access 1 and 2: Support for Teachers, LT Scotland, page A15)
Just think how exciting it must have been for those pupils when they realised there were lots of different countries for them to find out about! Have we lost a bit of that magic, the sense of otherness, not forgetting the sense of belonging and the value-added education for citizenship that we can build into our subject?
Adapted from SOEID 1997 publication Europe, Language Learning and Special Educational Needs. Thanks to Hilary McColl for diagram
self
We now turn to consider the changing nature of belonging, or community, as a child progresses from infancy to adulthood. With this in mind, it is worth noting that the SOEID graph above shows a parallel in the early stages of this progression from self, to family, to friends and school, with the way we learn and teach languages. In the early stages of language learning, like in the early stages of identity, the focus is on the self (citizenship areas: who am I?), progressing to family and friends (citizenship areas: caring and sharing) sometimes to our town or community (citizenship areas: responsibility for our immediate environment) but beyond this point, the parallel seems to weaken.
Horizons continue to broaden for the developing citizen, to local community (the role of the citizen), country, nationality (political awareness) then to Europe and as the young citizen reaches adulthood, he or she has ideally the knowledge and understanding to become a citizen of the world. Sometimes it seems that language learning gets stuck at the transition from friends and school community to the local community. When that happens, progress seems to work only in one dimension, where the learner seems to do little more than 'collect' a series of similar topics (food and drink; sports and hobbies; places and directions in town etc). Although the learner's vocabulary increases, the lack of depth (and sometimes also lack of cognitive challenge) inhibits the overall linguistic competence of the learner.
Languages and global citizenship
It is in the process of developing from local citizens to global citizens that the benefits of multilingualism become most obvious. International trade is increasing and movement of people over borders is taking place on a previously unprecedented scale. Even in the most literal of interpretations, the need for languages to facilitate this increasing movement is clear and needs little explanation. At curriculum level, issues of sustainability, poverty, debt, disease and conflict are reported in the media on a daily basis. These issues are addressed and discussed at many levels, in many primary, secondary and special schools, but it seems that the languages classroom or lesson is often not perceived as an appropriate forum for holding these debates. Environmental studies, modern studies, geography, history and PSE have all laid their claim to the citizenship agenda. So often, languages have been, or have let themselves be overlooked. What can be done to make this link? When teaching the language to describe the home, for example, instead of focussing on the (often socially divisive) description of one's own home, a comparative study or investigation of homes in different countries is a possible way to open up a global dimension and learn something meaningful alongside the language. A similar approach could be adopted with the language of daily routine, and consideration should also be given to the role languages can play in whole school activities, such as year-group activities as exemplified by the John Muir award for conservation and sustainability, described at a recent Scottish CILT outreach event, Fairtrade Week, Christian Aid Week, or other days dedicated to particular charities.
In Conclusion
Learning in the context of developing responsible citizens is as much about the method as it is about the content. At Scottish CILT outreach events this session you will have the opportunity to discuss how to make a start in education for citizenship in the context of language learning. We will discuss the how aspects of learning, and look at what we can teach, and collaborate to devise some useful activities for you to use in your classrooms. Education for citizenship is, however, primarily about values, and its success will stand or fall on how those values are understood, adopted, demonstrated and communicated to Scotland's young learners. We will not be awarding GCSE certificates in citizenship to those young learners; let us hope we can do much better than that. Let us make citizenship, as we understand it, an integral part of their lives.
References:
Learning and Teaching Scotland website, Education for Citizenship page: http://www.ltscotland.org.uk/citizenship/index.asp
Coyle, D (2006), 'Content and language Integrated learning: Motivating Learners and Teachers', Scottish Languages Review 13, online: http://www.scilt.stir.ac.uk/SLR/Issue%2013/SLR13%20Coyle.pdf
Scottish Executive (2003), SEED National Conferences on Good practice in Modern Language Teaching - Proceedings
Learning and Teaching Scotland (1997), Life in another Country: Access 1 and 2: Support for teachers
SOEID (1997) Europe, Language Learning and Special Educational Needs
SOEID (1997) Europe, Language Learning and Special Educational Needs Support for teachers
Other useful links for citizenship can be found on the Scottish CILT website:
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TESTIMONY OF THE COLUMBIA RIVER TREATY TRIBES BEFORE PACIFIC FISHERIES MANAGEMENT COUNCIL
March 14, 2018, Rohnert Park, CA
Good day members of the Council. My name is Bruce Jim, Sr. I am a member of the Fish and Wildlife Committee of the Warm Springs Tribes and a treaty fisher on the Columbia River. I am here to provide testimony on behalf of the four Columbia River treaty tribes: the Yakama, Warm Springs, Umatilla and Nez Perce Tribes.
Before you on the screen is a map of the Columbia Basin. It is a very large basin that includes parts of two countries and seven states and is nearly 260,000 Square Miles in total area. Historic salmon returns have been estimated to be at least 12-16 million fish per year, but according to tribal history the runs were much larger.
The Columbia Basin is now heavily impacted by dams, agriculture, mining, forestry and urban development which act to limit the fish runs, but the basin still produces very large numbers of fish. As the Council considers difficult choices in establishing options for ocean fisheries, we thought it appropriate to remind the Council both of the importance of fish produced from the Columbia and of efforts made by all the tribes to rebuild salmon runs and ensure fish are produced that can be harvested.
In the late 1970's and early 1980's the fall chinook passage at McNary Dam dropped to very low levels with a fall chinook count of less than 22,000 in 1982. The average count in the past 10 years was over 250,000. The tribes were instrumental in arguing for increases in hatchery production and changes in Hanford Reach water management such as the Vernita Bar Agreement. If the tribes had not been successful in advocating and working for the Hanford reach fall chinook, part of the URB run, the URB's would not be the major producer of natural origin fish that they are today.
Our four treaty tribes have continued to work for improving our fish runs. The tribes worked extremely hard to get the co-managers to establish the Snake River fall chinook supplementation program. For example, Snake River wild runs have gone from a return of 78 natural origin fish in 1990 to an average annual return of 10,000 natural origin fish over the past 10 years. Because of the success of using hatchery fish to supplement and improve the status of natural origin fish, Snake River fall chinook are no longer driving ocean fishery management. The tribes were responsible for programs to re-establish coho in up-river areas where they had totally or nearly disappeared. Coho counts at McNary dam averaged less than 400 in the early 1980's and averaged over 28,000 in the past 10 years. The tribes continue to make efforts to increase coho returns which help rebuild natural runs and support fisheries.
Almost all current upriver hatchery programs are co-managed through the U.S. v. Oregon Management Agreement. Currently, upriver hatchery programs produce about 41 million fall chinook, over 3 million upper Columbia Summer chinook, and over 8 million coho. This compares to production downstream of Bonneville of around 28 million fall chinook, no summer chinook, and around 12 million coho. It is also greater than the Puget Sound hatcheries which released approximately 22 million chinook and just under 7 million coho in 2017.
The Columbia River treaty tribes have been at the forefront of work to develop supplementation programs which responsibly use hatchery fish to help restore natural spawning populations. These programs have shown benefits in many areas. And when used carefully, hatchery fish can be used to support natural runs in ways that do not put wild fish at risk. This compares to areas in the lower Columbia where weirs have been constructed to specifically prevent fish like lower river tules from spawning naturally. We are frankly not surprised that there has been little progress toward recovery for many stocks which are not allowed to use hatchery fish as one of the recovery tools, but merely use them as a harvest tool. We think ocean fishery planning would be made vastly easier if hatcheries were allowed to play a larger role in salmon recovery.
We are not only concerned about hatchery management, but we are concerned about all aspects of recovering salmon and the other plants and animals the tribes depend on. Historically, we were able to drink the water everywhere we went. We want salmon and their ecosystem to be healthy enough that we can once again drink the water wherever we go.
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INFO A cross between a purebred animal with red hairs and a purebred animal with white hairs produces an animal that has both red hairs and white hairs. What type of inheritance pattern is involved? _______________ Hair color letter: H R = red, H W = white
TASKS:
*Pure breeding Parent Phenotypes: _______________ _______________
*Show a monohybrid cross for the F1 generation.
*Show a monohybrid cross for the F2 generation including phenotypic ratios.
INFO A red-flowered sweet pea plant is crossed with a white-flowered sweet pea plant. All of the offspring are pink.
What is the inheritance pattern being expressed? ____________________
Flower color letter: H
R
= red, H
W
= white
TASKS:
*Pure breeding Parent Phenotypes: _______________ _______________
*Show a monohybrid cross for the F1 generation.
*Show a monohybrid cross for the F2 generation including phenotypic ratios.
INFO: Both rose plants have red and white petals on the flowers and gray thorns. The flower color is controlled by codominance and the thorn color is controlled by incomplete dominance. Flower color letter:F R = red,F W = white
Thorn color letter: T
B
= black, T
W
= white
TASKS:
* Parent Phenotypes: _______________ _______________
*Show a dihybrid cross for the offspring from these 2 plants including phenotype ratios.
INFO: Mary’s father was color-blind, and her mother was not a carrier. Mary’s husband is Mark. Mark’s mother was color-blind, but his father was not. Mary and Mark have a son named Michael and a daughter named Michelle.
TASKS:
What is Mary's genotype for color-blindness?_______________
What is Mark's genotype for color-blindness?_______________
Is Mary color-blind? _______ Is Mark color-blind? ______
What are the chances that Michael is color-blind?_______ Michelle? ________ INFO: Ronald does not have hemophilia. Ronald’s wife is Renee`. Renee’s mother was not a carrier for hemophilia, but her father was. Ronald and Renee` have a son named Ryan who has hemophilia. Renee` is pregnant with a girl that they will name Rissy.
TASKS:
What is Ronald's genotype for hemophilia?______________
What is Renee`s genotype for hemophilia?_______________
What is Ryan's genotype for hemophilia?________________
What were the chances that Ryan would be a hemophiliac before he was born?_________
What are the chances that Rissy will be a hemophiliac?______________
INFO: Sally has gray eyes and is not a carrier for colorblindness. Her husband Steve also has gray eyes and is colorblind. Their children are as follows: Shane homozygous for black eyes and is not colorblind, Suzie has gray eyes and is a carrier for colorblindness, Scott is homozygous for white eyes and is colorblind, and Stacie has gray eyes and is also colorblind.
TASKS:
Do all of these children belong biologically to Sally and Steve? ___________
If not, which one(s) do(es) not?
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Year 13
| Digital Media | | | Developing | Securing | Mastering | Excelling |
|---|---|---|---|---|---|---|
| AF1 | Unit 1 Media Products and Audiences | 1. Understand the ownership models of media institutions | Can explain about the different types of media industries and specialist providers within these industries (i.e. magazines, newspapers, television, film, web, radio, computer games). Knows the different ownership models; private, conglomerate structures, independent companies and public service. | Explains the difference between private conglomerate structures, independent companies and public service models (i.e. commercial objectives, purpose, audience). Can compare the difference between private, conglomerate structures, independent companies and public service models. | Explains how media companies operate (i.e. different parts of a company that contribute to wider production processes, vertical and horizontal integration). Describes the different types of job roles in media organisations (e.g. for film – director, camera operator, editor, make-up artist). | Evaluates how institutions operate, both internally and externally, within the chosen media sector with companies to cross promote products using synergy and new media technologies. Discusses how different parts of an institution might work together to support the production of media products. |
| | | 2. Understand how media products are advertised and distributed | Identifies some traditional methods and contemporary digital advertising methods. Understands there are contemporary advertising and distribution methods including digital and social media. Knows the terms synergy and cross media campaigns. Understands the term technological convergence. | Describes the differences between traditional methods and contemporary digital advertising methods. Explains the difference between contemporary advertising and distribution methods including digital and social media alongside more established methods. Is aware of how synergy and the role of cross-media campaigns create awareness and make the product successful. Can explain the term technological convergence. | Can discuss different advertising methods and how they are applied to a media product. Evaluates the difference between contemporary advertising and distribution methods including digital and social media alongside more established methods and can evaluate current industry practice. Explains the impact of technological convergence on distribution of media products alongside traditional methods. | Evaluates how traditional methods and contemporary digital advertising methods are used. Analyses how media products are advertised to audiences (i.e. audio-visual (TV adverts, trailers), print, digital (online reviews, pop-up adverts, social media), radio, games). Evaluates how products are distributed to media audiences i.e. impact of technological convergence on distribution of media products alongside traditional methods. |
| AF2 | Unit 1 Media Products and Audiences | 3. Understand how meaning is created in media products | Knows some techniques to create media products i.e. audio-visual, print and web and audio. Identifies some elements of media theory e.g. genre (Neale, Metz) narrative, (Todorov, Barthes), representation (Hall, Perkins), and audience (Ang, McQuail, Hall) Understands some of the media codes and conventions which are used in different media products. | Can explain the use and application of production techniques to create media products i.e. audio-visual, print and web and audio. Is able to explain some of the theorists in relation to media products i.e. genre (Neale, Metz) narrative, (Todorov, Barthes), representation (Hall, Perkins), and audience (Ang, McQuail, Hall). Explains with examples some of the codes and conventions which are used in different media products. | Explains the use and application of production techniques to create media products, i.e. mise- en-scène, camerawork, editing, sound, house style and colour scheme, photography techniques etc. Can apply media theory e.g. genre (Neale, Metz) narrative, (Todorov, Barthes), representation (Hall, Perkins), and audience (Ang, McQuail, Hall) to a range of media products. Describes a wide range of codes and conventions with specific reference to media products and media language. | Analyses the meaning behind mise-enscène elements such as location, props, costume, lighting, colour, camerawork elements such as angles, shot types, movement, composition and framing, editing techniques that include continuity, non- continuity and special effects, and sound/sound editing during production and post-production. Evaluates the impact of media theory e.g. genre (Neale, Metz) narrative, (Todorov, Barthes), representation (Hall, Perkins), and audience (Ang, McQuail, Hall) to a range of media products. Can analyse codes and conventions with specific reference to media products and media language. |
| | | 4. Understand the target audiences of media products | Can define the terms mass/mainstream and niche audience and can identify some demographic profiles. | Identifies the demographic profiles of audiences for different media products i.e. age, gender, ethnic group, location and geodemographics, socioeconomic, sexual orientation, lifestyle and psychographic. | Explains the demographic profiles i.e. age, gender, ethnic group, location and geodemographics, socioeconomic, sexual orientation, lifestyle and psychographic of audiences for different media products. Discusses why mainstream and niche audiences use and interact with products, mode of address. | Analyses audiences and demographics for media institutions, such as the NRS. Evaluates how the theorists McQuail and Hartley apply their perspective to a product justifying why audiences engage with media products. |
| AF3 | Unit 1 Media Products and Audiences | 5. Be able to evaluate research data used by media institutions | Understands primary research: questionnaires, focus groups, interviews, online surveys and secondary research: use of internet research, books, journals, magazines and newspapers, use of television. Can look for trends for product development and future market possibilities. | Describes the difference between primary and secondary research techniques and will look at examples of research undertaken by media institutions. Is able to analyse data and look for trends using ranking and scoring methods for both qualitative and quantitative results. | Explains how examples of research undertaken by media institutions and can make links between this and their chosen case study sector. Analyses data and looks for trends using ranking and scoring methods for both qualitative and quantitative results which will inform future promotional and market opportunities. | Evaluates the purpose of research i.e. product reach, audience feedback and developed an understanding of the needs of mainstream and niche audiences. Evaluates data and looks for trends using ranking and scoring methods for both qualitative and quantitative results which will inform future promotional and market opportunities e.g. For film, audience feedback may inform about the potential for a franchise; for print, the movement to digital content. |
| | | 6. Be able to evaluate legal, ethical and regulatory issues associated with media products | Understands some legal and regulatory issues including copyright and use of intellectual property. | Has a clear understanding of effects of use/exposure ‘effects’ debate and media regulation and can discuss this with different case studies and theory. Explains some legal and regulatory issues including copyright and use of intellectual property i.e. ASA, BBFC, Ofcom, IPSO, PEGI. | Is able to describe the effects of the ‘effects’ debate and media regulation and theory and can debate and challenge how to apply this to products. Discusses legal and regulatory issues and can explain how this has an impact on the content including copyright and use of intellectual property i.e. ASA, BBFC, Ofcom, IPSO. | Evaluates the ‘effects’ debate and media regulation can be thoroughly discussed with case studies and theory. Analyses legal and regulatory issues for media products i.e. the Role of regulators (ASA, BBFC, Ofcom, IPSO, PEGI) and censorship, self-regulation and use of copyright and intellectual property and can apply this to their own case studies. |
| AF4 | Unit 20 Advertising Media | 1. Know how existing advertising campaigns embed advertisements across a range of media products 2. Plan a cross media advertising campaign to a client brief | Can describe an existing media advertising campaign. Suggests different ideas for an original media product based on a client brief and uses some relevant planning documentation. Creates a plan for a cross media advertising campaign in response to a client brief. | Can describe at least two existing media advertising campaigns across different media platforms. Creates a pre-production plan for the media components in the planned advertising campaign. Is able to discuss some legal and ethical constraints within the planned campaign. | Discusses three different existing media advertising campaigns with a range of examples across different media platforms. Discusses the strengths and weaknesses of the different ideas for an original media product based on a client brief. Describes legal and ethical constraints within the planned campaign. | Evaluates three different existing media advertising campaigns with a range of examples across different media platforms. Justifies the choice of planned components by targeted media sector. |
| | | 3. Produce the planned media components | Is able to create some of the media components to be used in the planned campaign. | Creates the media components to be used in the planned campaign. | Explains how the created media components comply with the codes and conventions of the media sectors | Fully describes how the technical and aesthetic properties of the media components meet the client brief. |
| AF5 | Unit 24 Cross Media Industry Awareness | 1. Understand the products that are produced within and across media industries | Creates a proposal with some sample materials for an original media product to a client brief. | Creates a proposal with sample materials for an original media product to a client brief which include mood boards, visualisation diagrams, wire frames, plans for typography and a work plan. | Creates a proposal including legal and ethical issues which are identified and resolved for the planned production. Develops a range of sample materials for an original media product to a client brief which meets all client requirements including plan for photographs and graphics, Gantt chart, production schedule and call sheets. | Creates a detailed proposal which justifies the content, distribution and marketing methods identified for the planned production to meet a client brief. Develops a wide range of sample materials for an original media product to a client brief which fully meets all requirements including discussing legal and ethical issues. |
| | | 2. Understand the behaviours, skills and attributes necessary within a chosen media industry | Creates appropriate production materials to be used in the original media product. | Develops production materials which fully meet the requirements of the brief, client and target audience. Attempts to follow some safe working practices during the production process. Uses some simple codes and conventions in the media product. | Is able to follow and demonstrate how safe working practices have been followed in the production process. Develops production material that follows most of the codes and conventions of the chosen genre for the media product. | Evaluates and ensures that safe working practices are followed in the production of the product. Ensures codes and conventions related to the chosen media product and genre are adhered to. and thoroughly explained. |
| | | 2. Understand the behaviours, skills and attributes necessary within a chosen media industry | Reviews the suitability of content for the intended media product. Can save and export the product in appropriate file formats. | Is able to review the strengths and improvements of the suitability of content for the intended product. Edits text and images together (i.e. captions, overlap, wrapping) to create meaning. | Demonstrates how the exported media product meets the client brief. Uses version controls in the production process. Applies visual effects (e.g. filters) to enhance meaning. | Analyses how post-production techniques and processes create meaning in the media product to meet the client brief. Presents the media product to the client in order to obtain feedback at various stages of production. |
Curriculum Checkpoints: What do students know and what can they do? | <urn:uuid:56a1703d-eb4d-44b3-bd77-10d0f1fa5bfc> | CC-MAIN-2024-30 | https://www.swanshurst.org/force_download.cfm?id=4502 | 2024-07-15T20:45:03+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00464.warc.gz | 863,201,017 | 2,464 | eng_Latn | eng_Latn | 0.999691 | eng_Latn | 0.999691 | [
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IEP Resources and Recommendations for the Educational Setting
2023 International CHARGE Syndrome Conference
Authored by: Alysha Croke, DPT, PCS, Lauren Kling, DPT, Catherine Murphy, DPT, Emily Weber, DPT
Table of Contents:
1. Individualized Educational Plan (IEP)
This is a broad list of supports and compensatory strategies, such as positioning supports, that might be appropriate to include in an IEP for students with CHARGE Syndrome. Since they are supports and strategies rather than skills the student is building, these needs are not addressed in the IEP goals and should be listed elsewhere. Depending on state laws and district practice, they may fall under the PLEP/PLAFP, Modifications, or Accommodations sections of the document - please refer to your state laws for guidance on including these supports and compensatory strategies in the IEP. Not all of these items will be appropriate for every child. This list is meant as a resource for providers and families and should only be used as a reference when determining the individual needs of the student.
Presentation
* Experience-based learning
* Repeated exposure to activities
* Materials and instruction provided within student's visual field
* Function-based activities
* Calendar system
* Clear beginning, middle and end to tasks
* Daily visual schedule
* Consistent routine
* Part task and whole task demonstrations
* Structured transitions
* Total communication approach to language (AAC, tactile sign language, whole objects, tactile symbols, etc.)
* Use of "First, Then" system*
* Multiple-step schedule system*
*A student may use the "First, Then" system and then, once they had mastered use of a 2-step system, the number of steps in the routine could be gradually increased
* Predictable environment
* Individual instruction
* Frequent position changes throughout the school day
* Opportunities for out-of-chair on the floor in prone, quadruped, sitting, and kneeling positioning across school settings
* Opportunities for out-of-chair supported standing with upper extremity support or with stander/body weight harness across school settings
* Opportunities for standing desk work
* Supportive "relax" seating (e.g. bean bag)
* Seating available in hallways for longer distance travel
* Medical staff trained in vital sign monitoring and assessment
* Deafblind teaching strategies across providers
Timing
* Extra time to process information
* Highly structured use of time
* Movement and sensory opportunities built in across school day
* Pacing strategies during movement activities
* Fatigue management/frequent scheduled rest breaks
Response
* Increased latency time
* Behavior management and behavior support plan
* Behavior strategies: Token board and emotions cards
* Finished box
* Manipulatives
* Practice/repetition
* Total communication approach to language (AAC, tactile sign language, whole objects, tactile symbols, etc.)
* Use of adaptive jigs and tools where necessary
* Tactile models and materials
Setting
Equipment
DME
* Supine/prone/sit-to-stand stander
* Gait trainer/walker for mobility
* Bathroom mat table for hygiene care
* Positioning supports such as peanut balls, Kaye bench, etc. to achieve modified developmental positioning
* Supports such as peanut balls, Kaye bench, etc. to provide different positioning opportunities
* Stroller/wheelchair for mobility within the building and transportation
* Hi-Lo activity chair for transportation and positioning support across school settings
* Adaptive seating across school settings
* Slant board for optimal material positioning
* Upper extremity support for self-supported standing (grab bar, railing, wall-mounted ladder, etc.)
* Body weight supported harness (HOPSA dress) via swing mount or lift track
* Resonance boards
* Material suspension frames/position boards/APH adaptive trays
* Switch-adapted ride-on car
Bracing
* UCB Orthotics
* Bilateral Supramalleolar Orthoses (SMOs)
* Bilateral Ankle Foot Orthoses (AFOs)
* Standing, Walking, and Sitting Hip Orthoses (SWASH)
* Dynamic Resting Splint
* Bracing for trunk support (Dynamic Movement Orthosis (DMO), Soft Spinal Orthosis (SSO), Thoracic Lumbar Sacral Orthosis (TLSO))
Other
* Pulse oximeter - finger sensor/ear clip sensor/toe sensor
* Specify additional student medical equipment (e.g. nebulizers, EpiPen, etc.)
Transportation
* Stroller/Wheelchair with transit option
* Wheelchair accessible transportation
* Carseat for positioning support
* Booster Seat for positioning support
* Transportation Vest for positioning support/safety
* Bus monitor for safety
* Buckle buddy for safety
* Ramp access for vehicles with tall single step (e.g. 15 passenger vans)
* Specific seating arrangement for safety/mobility access
2. IEP Goal Areas
This chart provides broad examples of goal areas for children in various stages of motor development (pre-gait, early ambulator, independent ambulator) along with general intervention targets. Goals areas should be based on skills the child is actively building rather than what services they receive or what they participate in. Activities like stretching programs and exercise routines should only be part of direct physical therapy services when the programs are being developed. These activities should transition from direct service to consultation and from a goal area to the "Additional Information" part of the IEP once a program has been established and incorporated into their day. At that time, if the student needed assistance to carry out the routine it would be done with trained classroom and physical education staff or with the family at home. This information can be used by providers who are considering creating collaborative goals to address needs in the school setting. It is also a good resource for families to have an idea of what to expect as your child progresses through the stages of development.
| Endurance | Gross Motor/Functional Strength |
|---|---|
| ● Head and neck control ● Positional endurance (e.g. quadruped, sitting, kneeling, standing) | ● Rolling ● Transitions in and out of developmental positions (e.g. quadruped, sitting, kneeling) ● Transitions between the floor and standing ● Transitions to and from a chair ● Crawling ● Adapted sports activities |
3. Case Study: Collaborative Goal Writing
IEP goal writing should have a student-focused approach. The interdisciplinary team, including the student and family, should identify what are the most significant barriers that are impacting the student's access to the curriculum and then the team should work together to try to figure out what factors are contributing to the barriers and how to address them. Based on that, baseline data should be collected and collaborative goals should be written that indicate in what settings data will be collected by team members.
Goal Writing Case Study: A student is regularly dropping to the ground while traveling through the building. As a result, they often arrive late to their next class.
4. Evaluation Recommendations
Below is a list of evaluation considerations and recommendations compiled by PTs who have experience working with children with CHARGE in the school setting. It is not a comprehensive list and each recommendation may not be applicable to each child, but it provides some ideas for school-based providers that may not have as much experience with CHARGE. Feel free to share these recommendations with the physical therapists and other professionals working with your child.
Background Information
CHARGE syndrome is a genetic syndrome with a characteristic pattern of features, leading to birth defects, medical issues, and developmental problems associated with the syndrome include coloboma of the eye, heart defects, choanal atresia, delayed growth and development, genital abnormalities, ear abnormalities (characteristic external ears and small/absent semicircular canals) and deafness. CHARGE syndrome is correlated with genetic mutation to CHD7 and diagnosis is based on the presence of at least two major and several minor features, with genetic testing being helpful but not required for a definitive diagnosis. Most individuals with CHARGE syndrome have difficulty with hearing, vision, and balance, which results in delayed motor development and communication. Despite the key features that are common with the syndrome, there is a wide variation in physical features, cognitive ability, and skills among those with CHARGE syndrome.
Posture/Alignment
There are characteristics inherent to CHARGE syndrome that can impact the individual's posture. These can include vestibular anomalies, spinal anomalies such as congenital cervical spine fusions, kyphosis, and scoliosis as well as torticollis and decreased use of the shoulders. Posture in individuals with CHARGE syndrome can also be impacted by global low muscle tone and low vision/compensatory positioning for blind spots and visual field loss (Girardi, 2016).
Muscle Performance
When evaluating the posture of individuals with CHARGE, it is common that standing may typically be assessed in motion rather than the student demonstrating static standing. This can indicate decreased endurance of postural support muscles, as continually moving allows for weight shifting between muscle groups rather than requiring sustained contraction of stabilizer muscles.
Muscle Tone
Individuals with CHARGE may demonstrate low tone, or hypotonia, globally. Hypotonia is a characteristic of CHARGE syndrome and means that the individuals with low tone both cannot activate their muscles as quickly or maintain a contraction for as long as a muscle with normal tone. This not only increases the work required to simply maintain positioning and posture, it also means that the body receives decreased sensory input through the muscles and joint receptors.
Balance
Individuals with CHARGE syndrome typically have compromised visual and vestibular systems, and therefore rely heavily on the somatosensory system for input to maintain their balance. However, as noted in the section above discussing tone, due to global hypotonia their somatosensory input is both decreased and delayed. For these reasons, the balance system in individuals with CHARGE syndrome is an area of significant impairment.
Recommendations
The student will benefit from total communication during their physical therapy sessions to communicate expectations, directions, and maintain focus on skilled activities.
The student will benefit from continued interdisciplinary communication and consultation between their team members in order to ensure consistency and carryover of skills, strategies, and accommodations across all settings.
The student will benefit from physical skills being incorporated throughout the school day that emphasize balance, coordination, and building endurance. This may be provided through direct physical therapy services or consultation to support the student in recess, gym class, and other applicable environments.
Recommendations
The student will benefit from interacting with providers who are familiar with how their diagnosis of CHARGE syndrome impacts their physical skills, particularly their posture, balance, motor coordination, and endurance. A brief, useful resource is Physical Needs of Children with CHARGE Syndrome (Girardi, 2016).
The student will benefit from opportunities throughout their school day that allow them to challenge their balance skills and to build their balance confidence while limiting physical support from trained staff to only what is needed to keep them safe. It is helpful to create conditions that may result in a loss of balance when in a controlled environment and protecting them from risk of a head injury, such as on a padded gym mat and from a low height. When these losses of balance occur, they should be met by staff in a playful and encouraging manner rather than creating a negative association - for example, "Whoa, that was a big crash! That was so cool, are you ready to stand up again?" Having to manage losses of balance without physical assistance allows the student to improve their eccentric control and to reinforce cause and effect relationships. Consider the student's need for visual supports during balance challenges, such as increased lighting and contrasting colors on the edges of surfaces, to support their low vision and decrease the visual demand for an activity with a high physical demand.
The student will benefit from seating across their school environment(s) that provides them with adequate posture support and sensory feedback. Ideal positioning includes neutral pelvis alignment, hips and knees at 90°, feet able to be planted in neutral on the floor or, if needed, a footrest, a high back, and, depending on sustained sitting endurance, they may benefit from arm rests.
The student will benefit from position changes approximately every thirty minutes to support their posture and in the setting of their globally low muscle tone (Girardi, 2016). Position changes can include sitting in a desk chair or a more supportive chair like a bean bag chair, standing, increasing the height of the work surface to minimize the need to bend or hunch forward, prone or modified prone on a wedge, and lying on a mat or the floor. The student's school activities should be planned out to be incorporated into these different positions - for example, while prone on a wedge to receive support throughout the length of their body, the student could have a school task in front of them on the floor to work on.
Recommendations
The student will benefit from a functional strengthening program that emphasizes increasing muscle performance and endurance of the shoulder complex, abdominal muscles, and pelvic girdle in activities that are meaningful and motivating for the student. This could include playing games in quadruped or supported quadruped (over a peanut ball, with their belly on a swing) or activities that require reaching overhead and laterally outside of their base of support for preferred items. If music is motivating for the student, using a switch-activated speaker system with the switch positioned above their head could encourage them to reach overhead repeatedly to activate the switch in the "Timed" setting or to maintain their arms above their head to activate the switch in the "Direct" setting.
The student will benefit from activities that provide them with strong proprioceptive input this will increase the somatosensory information available to be integrated into their balance system to help compensate for their low vision and the impairments of their vestibular system that are characteristic of CHARGE syndrome. Additionally, it will help to compensate for the globally decreased information from their muscle and joint receptors that is the result of low muscle tone and possible skeletal abnormalities consistent with individuals who have CHARGE and may improve their motor coordination.
The student will benefit from consistent monitoring by medical doctors who specialize in the musculoskeletal system, such as orthopedics and physiatry. Their low muscle tone, postural impairments, and possibility of congenital skeletal abnormalities increase their risk of joint contractures, scoliosis, and chronic pain. Consistent follow-up with a specialist will help to monitor their musculoskeletal development, provide ongoing assessment of their need for bracing or postural support, and to improve their quality of life in the long-term.
The student will benefit from increased opportunities for practice and repetition across all of their physical activities. CHARGE syndrome limits the somatosensory, visual, auditory and vestibular input that their body receives, leading to gross motor delays and impaired motor coordination. Providing the student with increased repetitions compared to a typical peer to practice a particular skill allows them the opportunity to improve their coordination, rate of success, and confidence. Additionally, physical activities should be designed with an emphasis on function, intrinsic reward of the task for the student, and generalizability of the activity benefit them in performing other similar skills. | <urn:uuid:7d9a9414-75f5-457d-a4af-32bd9a54e4b3> | CC-MAIN-2024-30 | https://www.chargesyndrome.org/wp-content/uploads/2024/02/CHARGE-IEP-Handout-1.pdf | 2024-07-15T19:57:26+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00461.warc.gz | 626,434,723 | 3,120 | eng_Latn | eng_Latn | 0.952518 | eng_Latn | 0.996345 | [
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LETTER FROM THE EDITOR
A ccording to the Big Bang theory, billions of years ago, all matter and energy were compressed. When this matter rapidly rebounded about 15 billion years ago—forming galaxies—the larger stars fused together the smaller atoms, which created new atoms with higher atomic numbers. This process released an enormous amount of energy, ejecting a stream of elements that created the various solar systems. When our solar system began to coalesce, Earth and the other rocky planets were formed as molten globes of heavy elements. As a result, our planet consists of about 90 naturally occurring elements. All of them can be found in our oceans, while important differences in element composition distinguish the lifeless crust of the earth from the eventually created living life forms (eg, humans). Although oxygen is the most common element in both, silicon (Si) is the second most common in the crust and carbon (C) is the second most common in people. C is the "life element" included in over 10 million compounds. Si, which sits directly below C on the periodic table, has an extra layer of electrons that shields proton attraction. As a result, Si is less versatile than C and, instead of creating life as we know it, forms minerals.
left the Horta in peace to spawn their young.
When last I checked, there were currently no Horta in sight. Thus, we should treat ourselves as if we were human and not
On earth, there are a few animals with Si in their bodies, including sea urchins (in their spines) and radiolarian protozoa. However, even Federation scientists once believed that silicon-based creatures could never be intelligent life forms. But then they encountered the one notable exception, the Horta. The Horta, from Janus VI, are composed of a material similar to fibrous asbestos. These creatures exhibit features unlike others in the galaxy. They cannot be detected by tricorders, and they are invulnerable to type 1 phasers but can be injured with an adjusted type 2 phaser. They derive their nourishment from the rocks through which they drill their round tunnels as easily as humans move through air; to do so, however, the Horta require the aid of an acid so corrosive it will reduce humans to only fragments of bone and teeth. Although the Horta did not evolve in an oxygenrich environment, they exist in one and have an unusually long life cycle compared with carbon-based life forms. Every 50,000 years, all but one of the Horta die out, leaving behind millions of eggs. The one that remains—the so-called mother Horta—watches the eggs until they hatch and then protects the hatchlings. The spherical Horta eggs consist mostly of Si and a few trace elements. They are stored in the Vault of Tomorrow in the Chamber of the Ages.
an alien life form, by putting into our bodies only what we are supposed to. On January 26, the US Food and Drug Administration (FDA) issued a warning further distinguishing human from Horta. It seems that there is an association between breast implants (BIs) and the development of the rare anaplastic large cell lymphoma (ALCL). Indeed, I saw one such patient a few years ago. BIs were first introduced in the 1960s and were grandfathered in by the FDA as a device in 1976. Since they became available, between 5–10 million have been implanted. They were originally labeled a class 2 device since Si was considered inert. The first case of ALCL with BIs was noted in 1985, and the first published report appeared in 1997. ALCL occurs with an incidence of 1 per 500,000 women, and ALCL with BIs has occurred in at least 60 women so far. The lymphoma tends to be of T-cell origin, CD30-positive and ALK-negative, developing in the seroma adjacent to the BI, 1–23 years postimplantation. The women, aged 23–87 years, tend to be symptomatic from the seroma and capsular contractions. More than two-thirds of reported cases have been with Si BIs rather than saline BIs. The FDA is requesting that any additional cases be reported to MedWatch.
I don't know how many BIs were appropriately used for reconstructive surgery versus for cosmesis; however, BIs have now been reclassified as high-risk, class 3 devices. Therefore, just like botulinum toxin—which may cause pain and neurologic consequences when injected into the muscles and tissues—BIs should be considered potentially dangerous; they should be used with caution and only when absolutely necessary. And then, the safer the option, the better.
I am currently treating two women with Hodgkin lymphoma initially limited to the chest, who have BIs, and I recently heard of a handful of cases of mycosis fungoides developing in the vicinity of a BI; thus, the FDA wants to know about ALL lymphomas that occur in women with BIs. As with lymphomas now known to be associated with HIV, Epstein-Barr virus, Helicobacter pylori, Campylobacter jejuni, borrelia, Chlamydia psittaci, and other infectious agents, we have another lymphoma for which we may have an etiology.
Until next month—Live long and prosper, ye carbonbased life forms.
Bruce D. Cheson, MD
Miners, not knowing what the eggs were, once destroyed hundreds of them and faced retaliation by Mother H. It took Commander Spock of the USS Enterprise, using his mind-meld powers, to first discover that the Horta was actually an intelligent life form. He facilitated reconciliation, following which the Horta actually helped Federation miners locate minerals. In exchange, the miners | <urn:uuid:fc26be2e-18e7-4761-a19a-6cf2df298177> | CC-MAIN-2024-30 | https://www.hematologyandoncology.net/files/2013/07/ho0211_edlet1.pdf | 2024-07-15T21:43:08+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00461.warc.gz | 713,413,394 | 1,201 | eng_Latn | eng_Latn | 0.998563 | eng_Latn | 0.998563 | [
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Kåñëa and Balaräma address their parents
Description is found Srimad Bhagavatam (Krishna Book)
p After creating this situation by His yogamäyä, Kåñëa, appearing with His elder brother, Balaräma, as the most illustrious son in the dynasty of the Sätvatas, very submissively and respectfully addressed Vasudeva and Devaké:
p When Lord Kåñëa saw Vasudeva and Devaké standing in a reverential attitude, He immediately expanded His influence of yogamäyä so that they could treat Him and Balaräma as children.
p "My dear father and mother, although you have always been anxious for the protection of Our lives, you could not enjoy the pleasure of having Us as your babies, as your growing boys and as your adolescent youths."
p When the Supreme Personality of Godhead was speaking as an innocent boy in very sweet words, Vasudeva and Devaké became captivated by parental affection and embraced Him with great pleasure.
p Kåñëa indirectly praised the fatherhood of Nanda Mahäräja and motherhood of Yaçodä as most glorious because although He and Balaräma were not their born sons, Nanda and Yaçodä actually enjoyed Their childhood pastimes. By nature's own arrangement, the childhood of the embodied living being is enjoyed by his parents. Even in the animal kingdom, parents are found to be affectionate to their cubs. Being captivated by the activities of their offspring, they take much care for their well-being. As for Vasudeva and Devaké, they were always anxious for the protection of their sons, Kåñëa and Balaräma. That is why Kåñëa, after His appearance, was immediately transferred to another's house. Balaräma was also transferred, from Devaké's womb to Rohiëé's womb.
p They were amazed and could not speak or answer the words of Kåñëa but simply embraced Him and Balaräma in great affection and remained silent, shedding incessant tears.
p Kaàsa had been forcibly ruling the kingdom of Yadu, in spite of the presence of his father, whom he had arrested.
p Thus having consoled His father and mother, the Supreme Personality of Godhead, appearing as the beloved son of Devaké, approached His grandfather Ugrasena and announced that Ugrasena would now be the King of the Yadu kingdom.
p But after the death of Kaàsa, his father was released and announced to be the monarch of the Yadu kingdom.
p It appears that in those days in the western part of India there were many small kingdoms, ruled by the Yadu dynasty, Andhaka dynasty, Våñëi dynasty and Bhoja dynasty. Mahäräja Ugrasena belonged to the Bhoja dynasty; therefore Kåñëa indirectly declared that the King of the Bhoja dynasty would be the emperor of the other small kingdoms. Kåñëa willingly asked Mahäräja
Kåñëa Lélä notes – Chapter 45 (Kåñëa Recovers the Son of His Teacher)
Ugrasena to rule over Himself and Balaräma because They were his subjects. The word prajä is used both for progeny and for citizens, so Kåñëa belonged to the prajä, both as a grandson of Mahäräja Ugrasena's and as a member of the Yadu dynasty. Thus He voluntarily accepted the rule of Mahäräja Ugrasena.
p It will be Our pleasure to act as your servants.
p He informed Ugrasena, "Being cursed by Yayäti, the kings of the Yadu dynasty may not occupy the throne.
p My full cooperation with you will make your position more exalted and secure so that the kings of other dynasties will not hesitate to pay their respective revenues. Protected by Me, you will be honored even by the demigods from the heavenly planets.
p The whole kingdom will be peaceful."
p My dear grandfather, out of fear of My late uncle Kaàsa, all the kings belonging to the Yadu, Våñëi, Andhaka, Madhu, Daçärha and Kukura dynasties were very anxious and disturbed. Now you can pacify them all and give them assurance of security.
p All the kings in the neighboring area had left their homes in fear of Kaàsa and were living in distant parts of the country. Now, after the death of Kaàsa and the reinstallment of Ugrasena as king, the neighboring kings were given all kinds of presentations and comforts. Then they returned to their respective homes. After this nice political arrangement, the citizens of Mathurä were pleased to live in Mathurä, being protected by the strong arms of Kåñëa and Balaräma. On account of good government in the presence of Kåñëa and Balaräma, the inhabitants of Mathurä felt complete satisfaction in the fulfillment of all their material desires and necessities, and because they saw Kåñëa and Balaräma daily, face to face, they soon forgot all material miseries completely. As soon as they saw Kåñëa and Balaräma coming out on the street, very nicely dressed and smiling and looking at the citizens with grace, the citizens were immediately filled with loving ecstasies simply by seeing the personal presence of Mukunda. The name Mukunda refers to one who can award liberation and transcendental bliss. Kåñëa's presence acted as such a vitalizing tonic that not only the younger generation but even the old men of Mathurä became fully invigorated with youthful energy and strength by regularly seeing Him.
p Nanda Mahäräja and Yaçodä were also living in Mathurä because Kåñëa and Balaräma were there,
p Kåñëa and Balaräma went before Nanda and Yaçodä and very affectionately embraced them, and then the two Lords spoke as follows:
p but after some time they wanted to go back to Våndävana.
p "Dear father and mother, although We were born of Vasudeva and Devaké, you have been Our real father and mother,
p Your affectionate love for Us was more than anyone can offer one's own children.
p because from Our very birth and childhood you raised Us with great affection and love.
p You are actually Our father and mother, because you raised Us as your own children when We were just like orphans.
p Dear father and mother, We know that you will feel separation upon returning to Våndävana and leaving Us here,
p For certain reasons We were rejected by Our father and mother, and you protected Us.
p but please rest assured that We shall come back to Våndävana just after giving some satisfaction to Our real father and mother, Vasudeva and Devaké, and Our grandfather and other family members."
p On account of excessive parental affection for Balaräma and Kåñëa, Nanda Mahäräja felt tears in his eyes, and he embraced Them and started with the cowherd men for Våndävana.
p Kåñëa and Balaräma thus satisfied Nanda and Yaçodä by sweet words and by presentations of various kinds of clothing, ornaments and copper utensils. They satisfied them, along with their friends and neighbors who had come with them from Våndävana to Mathurä, as fully as possible.
Kåñëa and Balaräma take initiation
p Vasudeva called for his family priest and learned brähmaëas, and the sacred thread ceremony of Kåñëa and Balaräma was duly performed.
p After this, Vasudeva had his sons initiated by sacred thread as the token of second birth, which is essential for the higher castes of human society.
p During this ceremony, Vasudeva gave various ornaments in charity to the brähmaëas and endowed them with cows decorated with silken cloths and golden ornaments.
p But being imprisoned by Kaàsa at that time, Vasudeva had been able to do so only within his mind, for Kaàsa had stolen all his cows.
p Then Vasudeva remembered the cows he had wanted to give in charity to the brähmaëas after the birth of Kåñëa and Balaräma.
p With the death of Kaàsa his cows were released, and now Vasudeva gave the actual cows to the brähmaëas.
p
p Then Balaräma and Kåñëa were duly initiated with the sacred thread ceremony, and
They repeated the chanting of the Gäyatré mantra.
p The Gäyatré mantra is offered to disciples after the sacred thread ceremony, and Balaräma and Kåñëa properly discharged the duties of chanting this mantra. Anyone who executes the chanting of this mantra has to abide by
certain principles and vows. Although Balaräma and Kåñëa are transcendental personalities, They strictly followed the regulative principles.
p According to Vedic culture, every respectable family has an äcärya, or spiritual master. One is not considered a perfectly cultured man without being initiated and trained by an äcärya. It is said, therefore, that one who has approached an äcärya is actually in perfect knowledge. Lord Kåñëa and Lord Balaräma are the Supreme Personality of Godhead, the master of all education and knowledge. There was no need for Them to accept a spiritual master, or äcärya, yet for the instruction of ordinary men They also accepted a spiritual master for advancement in spiritual knowledge.
p They were initiated by Their family priest, Gargäcärya, usually known as Garga Muni, the äcärya of the Yadu dynasty.
p It is customary, after being initiated in the Gäyatré mantra, for one to live away from home for some time under the care of the äcärya, to be trained in spiritual life. During this period, one has to work under the spiritual master as an ordinary menial servant. There are many rules and regulations for a brahmacäré living under the care of an äcärya, and Kåñëa and Balaräma strictly followed those regulative principles while living under the instruction of their spiritual master, Sändépani Muni, who was a resident of Avantépura, in the northern Indian district of Ujjain.
p Being very satisfied, Sändépani Muni instructed Them in all the intricacies of Vedic wisdom and in supplementary literature such as the Upaniñads.
p According to scriptural injunctions, a spiritual master should be respected and regarded on an equal level with the Supreme Personality of Godhead. Kåñëa and Balaräma exactly followed those principles with great devotion and underwent the regulations of brahmacarya. Thus They satisfied Their spiritual master, who instructed Them in Vedic knowledge.
p Because Kåñëa and Balaräma happened to be kñatriyas, They were specifically trained in military science, politics and ethics. Politics includes such departments of knowledge as how to make peace, how to fight, how to pacify, how to divide and rule and how to give shelter. All these items were fully explained and instructed to Kåñëa and Balaräma.
p In sixty-four days and sixty-four nights, They learned all the necessary arts and sciences required in human society.
p After hearing only once from Their teacher, Kåñëa and Balaräma learned all the arts and sciences.
p During the daytime They took lessons on a subject from the teacher, and by nightfall They were expert in that department of knowledge.
1. First of all They learned how to sing, how to compose songs and how to recognize the different tunes;
2. They learned the favorable and unfavorable accents and meters, how to sing different kinds of rhythms and melodies, and how to follow them by beating different kinds of drums.
3. They learned how to dance to the rhythm of melody and different songs.
4. They learned how to write dramas,
5. and They learned the various types of painting, beginning from simple village arts up to the highest perfectional stage.
6. They also learned how to paint tilaka on the face by making different kinds of dots on the forehead and cheeks.
7. Then They learned the art of making paintings on the floor with a liquid paste of rice and flour; such paintings are very popular at auspicious ceremonies performed at household affairs or in the temple.
8. They learned how to make a resting place with flowers
9. and how to decorate clothing and limbs with colorful paintings.
10. They also learned how to set valuable jewels in ornaments.
11. They learned the art of ringing waterpots. Waterpots are filled with water to a certain measurement so that as one beats on the pots, different tones are produced, and when the pots are beaten together they produce a melodious sound.
12. They also learned how to splash water in the rivers or lakes while taking a bath among friends.
13. They learned how to decorate with flowers. This art of decorating can still be seen in various temples of Våndävana during the summer season. It is called phulla-bäòi. The dais, the throne, the walls and the ceiling are all fully decorated, and a small, aromatic fountain of flowers is fixed in the center. Because of these floral decorations, the people, fatigued from the heat of the summer, become refreshed.
14. Kåñëa and Balaräma learned the art of dressing hair in various styles and fixing a helmet in different positions on the head.
15. They also learned how to set up a theatrical stage, how to decorate dramatic actors with clothes and with flower ornaments over the ear,
16. and how to sprinkle sandalwood pulp and water to produce a nice fragrance.
17. They also learned the art of performing magical feats. Within the magical field there is an art called bahu-rüpé, by which a person dresses himself in such a way that when he approaches a friend he cannot be recognized.
18. Kåñëa and Balaräma also learned how to make various syrups and beverages required at various times, having various tastes and intoxicating effects.
19. They also learned different types of sewing and embroidery work, as well as how to manipulate thin threads for dancing puppets. This art includes how to string wires on musical instruments, such as the véëä, sitar, esaräja and tamboura, to produce melodious sounds.
20. Then They learned how to make and solve riddles.
21. They learned the art of how even a dull student can very quickly learn the alphabet and read books.
22. Then They learned how to rehearse and act out a drama.
23. They also studied the art of solving crossword puzzles, filling up the missing spaces and making complete words.
24. They also learned how to draw and read pictographic literature. In some countries in the world, pictographic literature is still current. A story is represented by pictures; for instance, a man and house are pictured to represent a man going home.
25. Kåñëa and Balaräma also learned the art of architecture—how to construct residential buildings.
26. They learned to recognize valuable jewels by studying their luster and colors.
27. Then They learned the art of placing jewels in a gold and silver setting so that they look very beautiful.
28. They also learned how to study soil to find minerals. This study of soil is now a greatly specialized science, but formerly it was common knowledge even for the ordinary man.
29. They learned to study herbs and plants to discover how they would act as medicine for different ailments. By studying the different species of plants, They learned how to crossbreed plants and trees and get different types of fruits.
30. They learned how to train and engage rams and cocks in fighting for sport.
31. They then learned how to teach parrots to speak and to answer the questions of human beings.
32. They learned practical psychology—how to influence another's mind and thus induce another to act according to one's own desire. Sometimes this is called hypnotism.
33. They learned how to wash hair, dye it different colors and curl it in different ways.
34. They learned the art of telling what is written in someone's book without actually seeing it.
35. They learned to tell what is contained in another's fist. Sometimes children imitate this art, although not very accurately. One child keeps something within his fist and asks his friend, "Can you tell what is within?" and the friend gives some suggestion, although he actually cannot tell. But there is an art by which one can understand and actually tell what is held within the fist.
36. Kåñëa and Balaräma learned how to speak and understand the languages of various countries. Not only did They learn the languages of human beings; Kåñëa could also speak even with animals and birds. Evidence of this is found in the Vaiñëava literature compiled by the Gosvämés.
37. Then They learned how to make carriages and airplanes from flowers. It is said in the Rämäyaëa that after defeating Rävaëa, Rämacandra was carried from Laìkä to Bhärata-varña on a plane of flowers, called a puñpa-ratha.
38. Kåñëa and Balaräma then learned the art of foretelling events by seeing signs. In a book called Khanara-vacana, the various types of signs and omens are described. If when one is going out one sees someone with a bucket full of water, that is a very good sign. But if one sees someone with an empty bucket, it is not a good sign. Similarly, if one sees
a cow being milked alongside its calf, it is a good sign. The result of understanding these signs is that one can foretell events, and Kåñëa and Balaräma learned the science.
39. They also learned the art of composing mätåkä. A mätåkä is like a crossword box, with three numbers in each row. If one adds any three from any side, it will come to nine. The mätåkäs are of different kinds and for different purposes.
40. Kåñëa and Balaräma learned the art of cutting valuable stones such as diamonds,
41. and They also learned the art of questioning and answering by immediately composing poetry within the mind.
42. They learned the science of the action and reaction of physical combinations and permutations.
43. They learned the art of a psychiatrist, who can understand the psychic movements of another person.
44. They learned how to satisfy one's desires. Desires are very difficult to fulfill; but if one desires something which is unreasonable and can never be fulfilled, the desire can be subdued and satisfied, and that is an art. By this art one can also subdue sex impulses when they are aroused, as they are even in brahmacäré life. By this art one can make even an enemy one's friend or transfer the direct action of a physical element to other things.
Kåñëa Recovers the Son of His Teacher
p Then They offered to serve Their teacher by awarding him anything he desired. This offering by the student to the teacher or spiritual master is called guru-dakñiëä. It is essential that a student satisfy the teacher in return for any learning received, either material or spiritual.
p Lord Kåñëa and Balaräma, the reservoir of all knowledge, exhibited Their perfect understanding of all the arts and sciences mentioned above.
p When Kåñëa and Balaräma offered Their service in this way, the teacher, Sändépani Muni, thought it wise to ask Them for something extraordinary, something no common student could offer.
p He and his wife had already seen the extraordinary potencies of Kåñëa and Balaräma and could understand that the two boys were the Supreme Personality of Godhead.
p He therefore consulted with his wife about what to ask from Them.
p They decided to ask for the return of their son, who had drowned in the ocean near the shore at Prabhäsa-kñetra.
p Reaching the beach, They asked the controlling deity of the ocean to return the son of Their teacher.
p When Kåñëa and Balaräma heard from Their teacher about the death of his son, They immediately started for Prabhäsa-kñetra on Their chariot.
p The ocean deity immediately appeared before the Lord and offered Him all respectful obeisances with great humility.
p The ocean deity replied, "The boy was not actually taken by me but was captured by a demon named Païcajana.
p The Lord said, "Some time back you caused the drowning of the son of Our teacher. I order you to return him."
p This great demon generally remains deep in the water in the shape of a conchshell.
p On hearing this, Kåñëa dove deep into the water and caught hold of the demon Païcajana.
p The son of Your teacher might be within the belly of the demon, having been devoured by him."
p He killed him on the spot but could not find the son of His teacher within his belly.
p From there He started for Saàyamané, the residence of Yamaräja, the superintendent of death.
p Therefore He took the demon's dead body (in the shape of a conchshell) and returned to His chariot on the beach of Prabhäsa-kñetra.
p Accompanied by His elder brother, Balaräma, who is also known as Haläyudha, Kåñëa arrived there and blew on His conchshell.
p Yamaräja could understand who Kåñëa and Balaräma were, and therefore he immediately offered his humble service to the Lord. Kåñëa had appeared on the surface of the earth like an ordinary human being, but actually Kåñëa and Balaräma are the Supersoul living within the heart of every living entity. They are Viñëu Himself but were playing just like ordinary human boys.
p Hearing the vibration, Yamaräja appeared and received Çré Kåñëa with all respectful obeisances.
p When Yamaräja offered his services to the Lord, Çré Kåñëa asked him to return His teacher's son, who had come to him as a result of his work.
p "Considering My ruling supreme," said Kåñëa, "you should immediately return the son of My teacher."
p Yamaräja returned the boy to the Supreme Personality of Godhead,
p The brothers asked if Their teacher had anything more to ask from Them,
p and Kåñëa and Balaräma brought him to his father.
p but he replied, "My dear sons, You have done enough for me.
p What further want can there be for a man who has disciples like You?
p I am now completely satisfied.
p My dear boys, You may now go home.
p These glorious acts of Yours will always be renowned all over the world.
Kåñëa Lélä notes – Chapter 45 (Kåñëa Recovers the Son of His Teacher)
p You are above all blessing, yet it is my duty to bless You.
p Your teachings will be honored not only within this universe or in this millennium but in all places and ages and will remain increasingly new and important."
p I therefore give You the benediction that whatever You speak will remain as eternally fresh as the instructions of the Vedas.
p Due to this benediction from His teacher, Lord Kåñëa's Bhagavad-gétä is ever increasingly fresh and is renowned not only within this universe but in other planets and other universes also.
p They traveled at great speed, like the wind, and made sounds like the crashing of clouds. A
p Being ordered by Their teacher, Kåñëa and Balaräma immediately returned home on Their chariot.
p ll the residents of Mathurä, who had not seen Kåñëa and Balaräma for a long time, were very much pleased to see Them again.
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Y11 PHYSICS WORKSHEET 2
2. (a) The density of sea water is / 1030 m kg
3
(i) Find the hydrostatic pressure due to sea water at a depth of 500m.
(ii) Calculate the force exerted on a 2 004 .0 m glass piece located at a depth of 500m.
(b) A 640g metal cube with edge length of 4cm is placed on a table top.
(i) Calculate the density of the metal cube.
(ii) Find the pressure by the metal cube on the table top in Newton per square metre.
(c) An object weighs 5N in air and 4.7N when fully immersed in a liquid with density of 3 / 900 m kg
(i) Find the upthrust by the liquid.
(ii) Find the weight of the fluid displaced.
(iii) Find the density of the object.
(d) A simplified version of a hydraulic lift is shown below which is filled with oil and has closely fitted pistons A ) 2.0 ( 2 m and B ) 5.1 ( 2 m at either ends.
A force of 2000 N is applied to piston A.
(i) Find the pressure at piston A.
(ii) Calculate the mass that can be lifted by piston B.
(e) Use the information given below to answer the questions.
(i) What is the pressure at the open end of the manometer?
(ii) Find the pressure of the gas.
. | <urn:uuid:9efa01cd-b359-44ca-b300-e532debd3546> | CC-MAIN-2024-30 | https://www.freebirdsecondary.com/wp/wp-content/uploads/2021/09/Y11-PHY.pdf | 2024-07-15T21:47:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00460.warc.gz | 676,632,859 | 311 | eng_Latn | eng_Latn | 0.986665 | eng_Latn | 0.986665 | [
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Notes
Topic: Immunity
Biology 103
Dr. Karen Bledsoe http://www.wou.edu/~bledsoek/
Reading: Chapter 36
Main concepts:
* The immune system is our line of defense against disease and infection.
* Specific defenses involve teamwork between white blood cells, where "team members" specialize in remembering invaders, hunting down and killing invaders, producing antibodies against invaders, or coordinating the efforts of the other "team members."
* Nonspecific responses consist of physical structures and barriers that resist invasion by bacteria and viruses (skin, mucus), and generalized internal responses such as inflammation, fever, and phagocytosis (phagos = eat, cytos = cell) by macrophages (literally "big eater," a type of white blood cell).
* Specific immune response involves:
* If the protein is something new, the immune system will piece together antibodies to tag and disable the invader. B cells will produces the antibody in quantity. If it is something that has been seen before, B memory cells will produce the antibody that was produced the last time the invader was encountered.
* Recognition of the invader: T cells are able to recognize the difference between "self" and "non-self." Macrophages may "show" a scrap of suspect protein to a T cell to have it identified.
* Cytotoxic T cells ("killer" T cells) attack the tagged invaders. T memory cells will remember the invader and recognize it if it invades again.
* Medical assistance to the immune response
* T cells signal when the immune response should stop.
* Antibiotics (do not confuse these with antibodies) can slow bacterial reproduction, or may cause the bacteria to make weak cell walls.
* Immune system problems
* Vaccinations use killed viruses or bacteria. Our immune system recognizes the protein as foreign and launches an attack, which ends quickly because the "invaders" are already dead. The immune system then remembers the invader and can kill it quickly and efficiently if we are exposed to the same disease again.
* Allergies: Sometimes our immune system attacks foreign proteins that are harmless, such as pollen proteins or protein fragments from digested food. (Usually fragments that large are not absorbed by the digestive system, but some conditions, such as certain illnesses, can make the intestines "leaky.") The next time the protein is encountered, the immune system attacks it, and we feel ill.
* Cancer: The immune system is able to recognize and destroy cancerous body cells. But cancers can grow too rapidly for the immune system to keep up with.
* Autoimmune diseases: If something goes wrong with the T cells' ability to distinguish "self" from "notself," the immune system may decide that some body tissues are "not-self" and launch an attack. Rheumatoid arthritis, lupus, and multiple sclerosis are examples of autoimmune diseases.
* Immune deficiency: Some children inherit a defective gene for one or more enzymes needed by the immune system, and are born without an immune system (Severe Combined Immune Deficiency, or SCIDS). The HIV virus specifically attacks T cells and disables the immune system, making its victims vulnerable to the symptoms of AIDS (Acquired Immune Deficiency Syndrome). Research on AIDS has yielded a great deal of new information on how the immune system works and has benefitted research on cancer and autoimmune diseases.
Common misconceptions:
* The word "immune" is often misunderstood or misused to mean, "Something one no longer reacts to." Vaccines and other types of exposure give us immunity not by suppressing the immune response, but because the immune response is so swift and efficient that we do not notice its effects. An example of misuse of the term: "Flies that are sprayed with pesticide become immune to it." This is incorrect. The presence of the pesticide selects for flies that are most able to metabolize the toxin. Most of the flies die. The resistant survivors produce offspring, which may inherit the genes for resistance. This is an example of natural selection, not of immunity.
Biology 103
Dr. Karen Bledsoe
http://www.wou.edu/~bledsoek/
Notes
* The words "antibody" and "antibiotic" are often confused. An antibiotic is a medicine we take that consists of a substance that is toxic to bacteria but not to humans. These are often derived from soil microbes that use these chemicals to battle one another for territory. An antibody is a protein produced by our own immune system that tags and may disable invading bacteria. Taking antibiotics does not interfere with our ability to produce antibodies. Antibiotics do not make us "less immune" to diseases, nor do they weaken our defenses.
* Many students think that "antibiotic resistance" is something our own bodies do: that if we take antibiotics too long, our bodies are somehow "desensitized" to them or "become immune" to their effects. Since we do become desensitized to psychoactive and addictive drugs, it is easy to see where this idea would come from. In fact, it is not people who become resistant to antibiotics; it is the bacteria themselves. Different individual bacteria have different abilities to resist the effects of an antibiotic or to metabolize the antibiotic. If we take an antibiotic for too short a period of time, some bacteria may survive. Those that do will most likely be the most resistant bacteria, which will multiply, producing an antibiotic-resistant colony. This is an example of natural selection in action.
* "Antigen" is another term that confuses students, who often mix up "antibody" and "antigen," or believe that the immune system produces antigens. An antigen is a protein that causes an immune response. For example, proteins on the surface of an invading bacteria are antigens.
Reading notes:
* Suppose a disease-causing bacteria lands on the skin. List the defenses that would 1) prevent the bacteria from invading the body in the first place, 2) immediately respond to the bacteria. If the bacteria survives these sets of defenses, what is triggered next?
* Describe the roles of mast cells and histamines in immune response.
* Describe the roles of the following in nonspecific defenses: lysozymes, mucus, ciliary action, phagocytic cells, fever, inflammatory response.
* Distinguish between the terms antibody, antigen, and antibiotic.
* Describe the interaction between the macrophage and the helper T cell when an antigen is discovered.
* Describe what antibodies are and how they are produced.
* The T cell signals clonal selection among B cells. Describe this process and its function.
* Describe the role of memory T cells and memory B cells in long-term immunity. What happens if the same antigen is encountered again?
* Describe the role of cytotoxic T cells ("killer T cells") in the immune response.
* Describe how antibiotics and vaccines assist the immune response.
* Describe how malfunctions of the immune system produce allergies and autoimmune diseases.
* How do new strains of influenza ("the flu") develop?
* Describe how the HIV virus disables the human immune system and how cancer overwhelms the immune system.
Useful websites:
* "Introducing the bloody characteristics of specific immunity" http://science.nhmccd.edu/biol/inflam.html is an animated tutorial of the immune response.
* "HIV in Action" http://www.pbs.org/wgbh/nova/aids/action.html is a series of online films from PBS with animations to show how HIV infects human immune cells.
* "Immune system" http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter48/ animations.html# has several audio-visual tutorials about immunity. | <urn:uuid:691cffe9-aad6-4548-8a87-694243ce2763> | CC-MAIN-2024-30 | https://people.wou.edu/~bledsoek/103materials/chapter_notes/103ch36.pdf | 2024-07-15T20:26:08+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00468.warc.gz | 403,294,459 | 1,586 | eng_Latn | eng_Latn | 0.997326 | eng_Latn | 0.997464 | [
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Science of Reading K-6 English and Language Arts Curriculum
| School Year 2023-24 | Curriculum Name and Publisher |
|---|---|
| Pre-K | Fundations Pre-K (Wilson Language https://www.wilsonlanguage.com/) Heggerty Pre-K (https://heggerty.org/) |
| Grade K | Wit & Wisdom Grade K (Great Minds https://greatminds.org/) Geodes (Wilson Language https://www.wilsonlanguage.com/) Fundations Level K (Wilson Language https://www.wilsonlanguage.com/) Heggerty Kindergarten (https://heggerty.org/) |
| Grade 1 | Wit & Wisdom Grade 1 (Great Minds https://greatminds.org/) Geodes (Wilson Language https://www.wilsonlanguage.com/) Fundations Level 1 (Wilson Language https://www.wilsonlanguage.com/) Heggerty Primary (https://heggerty.org/) |
| Grade 2 | Wit & Wisdom Grade 2 (Great Minds https://greatminds.org/) Geodes (Wilson Language https://www.wilsonlanguage.com/) Fundations Level 2 (Wilson Language https://www.wilsonlanguage.com/) |
| Grade 3 | Wit & Wisdom Grade 3 (Great Minds https://greatminds.org/) F undations Level 3 (Wilson Language https://www.wilsonlanguage.com/) |
| Grade 4 | Wit & Wisdom Grade 4 (Great Minds https://greatminds.org/) |
| Grade 5 | Wit & Wisdom Grade 5 (Great Minds https://greatminds.org/) |
| Grade 6 | |
Designated Curriculum Administration:
Carrie Alday, Director of Teaching and Learning, PreK-6
(317) 544-6000 | <urn:uuid:a3a3680b-8aad-46cd-9d1d-efb922ef2462> | CC-MAIN-2024-30 | https://resources.finalsite.net/images/v1689268437/avonschoolsorg/lu8eczhistbqm1uwismf/ScienceofReadingK-6.pdf | 2024-07-15T20:54:12+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00471.warc.gz | 411,547,067 | 375 | eng_Latn | eng_Latn | 0.712807 | eng_Latn | 0.712807 | [
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Curiosity Guide #605 Acids and Bases
Accompanies Curious Crew, Season 6, Episode 5 (#605)
Secret Messages
Investigation #1
Description
Astound your friends by making a message appear like magic!
Materials
- Ammonia. Adult supervision is required.
- Water
- Small spray bottle
- Tub
- Spoon
- Cotton balls
- Wax candle
- Goldenrod paper
- Paper towels
- Goggles
- An adult to supervise
- A friend
Procedure
1) Before the experiment, use the candle like a pencil and write a message on one piece of the Goldenrod paper.
2) Put on safety goggles.
3) Fill half the spray bottle with ammonia and the rest with water.
4) Screw on the cap and gently shake the spray bottle.
5) Fill the small tub half full of ammonia and the rest with water.
6) Stir the ammonia and water well with a spoon.
7) Show the Goldenrod paper with the message to a friend.
8) Have the friend observe while spraying the paper with the ammonia/water mixture.
9) Use a cotton ball to spread the liquid over the paper surface.
10) What do you notice?
11) Place your hand in the tub. Then place your hand on the second piece of Goldenrod paper.
12) What do you notice?
13) What happens over time?
Extend the learning by trying other bases and acids. You could try sodium carbonate as the base and lemon juice or vinegar as the acid.
My Results
Explanation
Please note: Ammonia should only be used in well ventilated areas with adult supervision and should not be mixed with other chemicals.
Goldenrod paper is a special indicator paper that turns color in the presence of a base. The ammonia, which is a base, reacts with the dye in the paper and turns red.
After some time, the paper turns back close to its original yellow color. This is because the carbon dioxide reacts with water vapor in the air and makes carbonic acid, a weak acid that has almost a pH of 7. The carbonic acid neutralizes the ammonia and makes ammonium carbonate.
Extend the learning. If you substitute ammonia with a stronger base like sodium carbonate, you will need a stronger acid to change the color back. In this example, lemon juice or vinegar would be strong enough acids to neutralize the base.
Parents and Educators: use #CuriousCrew #CuriosityGuide to share what your Curious Crew learned!
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Volcanoes – Teacher Notes
Sudden geological events can change the surface of the Earth.
Students may be encouraged to use their worksheets (open book) while answering these questions.
Label the arrowed parts of the volcano below
Crater
Volcanic ash
Lava flow
Layers of ash and lava
l
Magma chamber
Which type of volcano produces this shape at the surface of the Earth? Stratovolcano
Name the other type of volcano. Shield volcano
What shape does this volcano make at the surface of the Earth? A low flat dome or a warrior's shield laid on its back.
Strike out the wrong answer.
Where two tectonic plates diverge pull apart/come together, low viscosity lava pours out easily/explodes as ash and forms high conical hills/ low flat hills.
How can you predict that a volcano might be about to erupt? When volcanoes are about to erupt the molten rock rising from the magma chamber causes the surface to bulge. This increase in inclination can be measured. A description of the tilt-o-meter or clinometer might also be added
Wordsleuth provided for those who finish quickly.
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INTEGRATED PHYSICAL SCIENCE A Course Requirements
Length: 1 Trimester: 12 exciting weeks !
Value:.5 Credits and valuable life experience !
Instructer: Zenisek, aka: mr. z
Home, Sweet Home: 8-‐C
Course Description: This is the first of a two-‐trimester course designed to develop students' scientific literacy -‐ the ability to critically read, write and speak on science content and processes. Concurrently students will gain a solid foundation in scientific thinking, methods and content. This is a hands-‐on course with labs and project activities. Integrated Physical Science A will focus on the structure, function and history of the Universe and Earth system.
Grading: This is a class about LEARNING following the State Science Content Standards and the Common Core Standards for reading, writing and speaking. 100% of the grade will be based on demonstrating your learning of the Core Learning Targets (CLTs) on a combination of proficiency-‐based assessments and student projects. A student MUST demonstrate proficiency in ALL covered CLTs in order to pass the class. Students must complete required prerequisites before taking CLT exams. Each CLT will be evaluated on a 5-‐point scale: 0=no evidence, 2=needs improvement, 3=meets proficiency standards, 3.5 advanced application of content, 4=exceeds standards. Reported grades will be an average of proficiency scores as follows:
A = 4s in 90% of CLTs
Don't Test Well? Don't Panic! We will worktogether to develop your skills -‐
B = Average 3.5 in CLTs
* in developing your reading, writing and speaking skills
C = 3s in most CLTs
* in directing your own learning
F = 0 or 2 in one or more CLTs
* in how to do well on different kinds of assessments
* in understanding the science, and in developing meaningful projects
Homework: You can expectweekly homework assignments to support your continued success in class.
Textbook: Glencoe. (2006). Physical Science with Earth Science. Books MUST be covered.
Success: Being successful is achoice you make. No one has ever failed this class unless they chose to by not engaging themselves in the LEARNING. You can be successful by: on-‐time daily attendance, a positive attitude, and engaging actively in your own LEARNING.
Supplies: Required: 1.5" binder with paper and dividers, a single-‐subject spiral notebook, writing tools EVERY DAY.
Daley Procedure:
1) Be in your assigned seatwith your notebook open at the tardy bell.
2) Review the Content Objective and Language Objective for the day.
3) In your notebook: Date and do the WUP (Warm-‐Up) while attendance is taken.
Class Expectations (these are mine: we'll develop additional agreements as necessary):
1.Learn and Follow classroom safety guidelines at all times.
2. Practice environmental stewardship by reducing, reusing and recycling.
3. BE A SCIENTIST: Question everything!
Tardies: Don't Be! First three = problem solving time with me, thereafter: see the Student Handbook.
Late Work/Absences : Daily ontime attendance is vital to your academic success . It is your responsibility to find out what you missed during the time you were gone. Missed notes and handouts will be available through your lab group.
Student Projects: 1)Students are also required to submit a two-‐page, polished, type-‐written report with references on a science topic of personal interest following guidelines given in class.
2)Students are required to submit an Inquiry Lab or Engineering Design Project write-‐up each trimester as one of the major assessments used to demonstrate their learning. Students will work with a lab group to design and carry out an experiment or design project about a topic being covered in the course or one of personal interest. Each student will then submit their own type-‐written, polished write-‐up of the project following guidelines given in class. This project will be scored using State Scoring Guides.
ExtraCredit : There is no place for extra-‐credit since this is a class based on demonstrating LEARNING, not collecting points. However, those interested in demonstrating advanced application of the CLTs (3.5) or exceeding standards (4) may submit personal projects after consulting with me.
Resources to support learning: WIKI: http://mrzatmhs.wikispaces.com
GOOGLE DOCS:https://docs.google.com (Students will need an email account.)
HELP!: Helping you succeed is what I am here for! So let me know whenever and as soon as you need any help. Homeroom, lunch and after school I'll be available to provide extra assistance to students struggling to master the content and/or who need to make up or retake key assessments. Otherwise, contact me at:
PHONE: 503.829.2355 ext5094
EMALE: email@example.com
>>>>> Can you find the three spelling errors on this page?
| Week | CLT: Readings-‐Chpt.Sect | | Mon | Tues | Wed | Thur | Fri |
|---|---|---|---|---|---|---|---|
| Wk 1: | A:Intro: C-‐1.1-‐3 (ongoing) | | -‐ -‐ -‐ | -‐ -‐ -‐ | 9/4 | 9/5 | >9/6 |
| Wk 2: | A.1: C-‐10.1-‐2, C-‐15.1-‐2 | | 9/9 | 9/10* | 9/11 | 9/12 | >9/13 |
| Wk 3: | A.1: C-‐26.1-‐4; | | 9/16 | 9/17* | 9/18 | •9/19• | 9/20 |
| Wk 4: | A.2: C-‐8.1-‐3 | | 9/23 | 9/24* | 9/25 | 9/26 | >9/27 |
| Wk 5: | A.2: C-‐7.1-‐3 | | 9/30 | 10/1* | 10/2 | 10/3 | >10/4 |
| Wk 6: | [DUE: Science Report] | | [10/7] | 10/8* | 10/9 | •10/10• | -‐ -‐ -‐ |
| Wk 7: | A.3: C-‐12.1-‐3 (cont Wk 9) | | 10/14 | 10/15* | 10/16 | 10/17-‐Conf | 10/18-‐Conf |
| Wk 8: | [Lab: Inquiry/Eng Lab] | | [10/21] | [10/22] | [10/23] | [10/24] | [10/25] |
| Wk 9: | | [DUE: Inquiry/Eng Lab] | 10/28 | 10/29* | 10/30 | [10/31] | 11/1 |
| W 10: | A.4: C-‐20.1-‐4 | | 11/4 | 11/5* | 11/6 | >11/7 | -‐ -‐ -‐ |
| W 11: | A.4: C-‐21.1,2,4;(C-‐25.1-‐2 sel.) | | -‐ -‐ -‐ | 11/12* | 11/13 | 11/14 | >11/15 |
| W 12: | •Pre-‐Final Exam• | | 11/18 | 11/19 | •11/20• | 11/21 | •11/22• |
| W 13: | • IPS.A Finals • | | •11/25• | •11/26• | -‐ -‐ -‐ | -‐ -‐ -‐ | -‐ -‐ -‐ |
Notebook (NB) Set Up
* GYROs (Journals) will begin on the last page of the notebook and proceed inward
‐
*NOTE
| | A: Intro: Systems and | A.1: Origins | A.3: Geosphere | A.4: Geologic Time |
|---|---|---|---|---|
| | Scientific Methods | | | |
| *matter, energy, force | | Big Bang | *lithosphere | *rock cycle |
| Systems: subsystems, .. | | electromagnetic waves | *asthenosphere | *igneous (intrusive/extrusive) |
| ..structure, function, | | wavelength | mesosphere | *sedimentary |
| ..history, interaction | | frequency (Hz), amplitude, | *crust, mantle, | *metamorphic |
| Earth System: atmosphere, hydrosphere, geosphere | | *Doppler Effect (red/blue shift) | *core: liquid outer core, solid inner core | weathering, erosion, deposition, cementation |
| | | galaxy, star system | •seismic waves (P&S) | relative dating |
| | | *nebular hypothesis | epicenter, focus | uniformitarianism |
| variables, values, and relationships: | | *accretion | | uncomformities |
| | | *gravitational force / orbit | *plate tectonics | *superposition |
| -‐direct relationship (positive correlation) | | A.2: Solar System | MOR: mid-‐ocean ridge RV: rift valley | absolute dating radioactive decay, half-‐life |
| -‐inverse relationship (negative correlation) | | *inner, rocky planets: mercury, venus, earth, mars | continental drift seafloor spreading | A.5: Density |
| *variables: independent, dependent & constant | | *outer, gas giants: jupiter, saturn, uranus, neptune | *divergent boundary: constructive boundary | *Density = mass/volume |
| *controlled experiment | | asteroid, asteroid belt | convection | water displacement |
| | | meteor, meteoroid, meteorite | *convergent boundary: destructive boundary | buoyant force |
| | | comet | *subduction | equilibrium |
| | | extinction events | *transform boundary | |
: Students must master key words with an *asterisk to meet proficiency standards.
Students are
also expected
to spell
these words
correctly.
Words may
be added
or dropped
as necessary
during the
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National Centre for Computing Education
What can the NCCE offer for primary schools?
Any teacher can access our CPD, online resources and events. All courses are low cost due to large subsidies from the DfE.
Am I eligible for funding?
Face-to-face CPD from the National Centre for Computing Education is free to the first teacher from a priority primary school (schools in category 5 or 6 Local Authority Districts) to participate in face-to-face CPD and they will also be eligible to receive a bursary to help cover the costs involved in participating.
https://teachcomputing.org/bursary
Is my school a priority primary school?
Category 5 and 6 areas for the South east region include; Basingstoke & Deane, Gosport, Hastings, Havant, Isle of Wight, Lewes, Medway, Milton Keynes, Portsmouth, Reading, Thanet, Worthing, Bracknell Forest, Crawley, Gravesham, Arun and Ashford. All schools in these areas are priority schools.
You will be able to:
* Gain inspiration to build your confidence across Key Stage 1 and Key Stage 2.
* Browse free, quality assured resources to help you plan, deliver and assess learning.
* Develop links with industry partners to bring the computing curriculum to life in your classroom.
* Find regionally delivered CPD (Regional Delivery Partners, Computing Hubs) and CAS communities of practice in your area so you can network with other computing educators.
* Participate in bursary-supported* face- to-face CPD including programming and algorithms, and free online CPD.
How do I get involved?
Access CPD and other support by creating an account on our website: www.teachcomputing.org/courses and use the 'find a course' function.
Outstanding teaching of Key Stage 1 computing
22nd March and 17th May 2019, Hunnyhill Primary School
Computing is a broad subject, made up of computer science, information technology and digital literacy. You will develop your knowledge of internet-connected computer systems, from hardware to online safety. You will take-away engaging ways to use computers and software effectively, supporting other areas of curriculum learning. Combining popular and accessible tools, you will develop the skills and ideas to support creative projects produced by your children. You'll also discover age-appropriate data collection, analysis and sharing methods and projects.
Outstanding teaching of Key Stage 2 computing
11th March and 10th June 2019, Hunnyhill Primary School
Through key stage 2, the computing curriculum aims to deepen understanding of computer science, information technology and digital literacy. Children become more skilled, and critical, users of technology, choosing tools that helps them achieve their goals while developing safe, and acceptable, online behaviours. Over two days you will broaden your understanding across the whole computing curriculum. You will strengthen your knowledge of computer systems and networks, including the internet and technologies such as search engines and email that make use of it. You will demystify computers, developing understanding of data fundamentals such as binary, and learning how the parts of a computer system handle this data to carry out useful tasks. Skilfully combining a wide range of software applications and multimedia such as video, images and sound, you will be better able to support children in creative and engaging project work across the whole primary curriculum. They will develop their ability to select the right tool for the job, then use them in a considered, effective way.
Primary programming and algorithms
24th June 2019, Hunnyhill Primary School
Programming and algorithms are fundamental to the primary computing curriculum. This one day professional development will cover what separates an algorithm from a program and why it is important to develop both. You will discover a range of different research supported teaching techniques to improve how your school delivers lessons that use algorithms and programming. You will learn about debugging, sequence, repetition, selection and variable use and the common misconceptions that hinder pupil progress. You will understand what computational thinking is and how you can develop problem solving pupils. We will provide lots of resources that you can use to develop how teachers in your school understand, plan and teach algorithms and programming.
Phil Bagge is a Computing Inspector/Advisor working for Hampshire Inspection & Advisory Service and CAS Computing Master Teacher. He currently teaches computing science in two Hampshire schools. He has co-authored two books on primary computing and his Computing science resources are the sixth most used primary computing resource in the UK. Phil is passionate about the importance of every child being exposed to quality computing science teaching and learning opportunities and believes that every primary teacher can teach outstanding computing lessons.
If you would like to commission CPD courses for groups of schools locally (you need at least 10 teachers to attend), please contact email@example.com with details of your request.
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March 14, 2019 Harrison Tasoff
Sources and Sinks
For the entire history of our species, humans have lived on a planet capped by a chunk of ice at each pole. But Earth has been ice-free for about 75 percent of the time since complex life first appeared. This variation in background climate, between partly glaciated and ice-free, has puzzled geologists for decades.
Now a team of scientists led by UC Santa Barbara's Francis Macdonald has published a study suggesting that tectonic activity may be the culprit. They found that longterm trends in Earth's climate are set by the presence or absence of collisions between volcanic arcs and continents in the tropics. The results appear in the journal Science.
"There've been a few hypotheses but no agreements as to why we have warmer or colder climates on these very long timescales," said Macdonald, a professor in the Department of Earth Science.
And when Macdonald says "long timescales," he's talking about 10 million-year periods, at a minimum. These are broad climatic trends, the backdrop against which natural and human-made fluctuations play out. Scientists have a relatively good understanding of what factors influence the climate on a thousand-year timescale, according to Macdonald.
On any scale, though, the primary agent of climate change is carbon dioxide (CO 2 ). The question is what factors influence the amount of CO 2 in atmosphere. Some processes produce CO 2 , while others absorb it. Scientists call these sources and sinks.
The debate among geologists is whether sources or sinks affect the climate more. "Some have argued that CO 2 sources, like volcanism, have driven climate change on long timescales, while others have argued that, no, it's the sinks that have caused climate change on these timescales," said Macdonald.
He believes it's mostly the sinks, specifically vast deposits of rock that absorb CO 2 through chemical reactions. But these carbon sinks are not distributed evenly across the surface. For instance, greater Indonesia is only 1-2 percent of the Earth's exposed land area, but accounts for roughly 10 percent of the current geologic carbon sink.
The activity of these sinks depends on a number of factors. Water is important for the chemical reactions and also washes the end results away into the oceans, where they consume CO 2 . Mountain-building increases the reactions by uplifting and exposing new rock. In flat terrain, the soil shields the underlying rock.
Rock type also plays a key role. Stone rich in iron and magnesium has simpler chemical bonds that are more easily broken down. This makes these mafic rocks, like basalt, better carbon sinks than rocks such as granite, which have more complex bonds.
The dense ocean crust melts as it slides under the continent, fueling a volcanic arc.
Photo Credit:DOMDOMEGG CC BY 4.0
Plate tectonics is what drives this geologic carbon cycle. When one tectonic plate slides under another — usually a dense ocean plate under a continent — the melting rock fuels a row of volcanoes on the top plate called a volcanic arc. The Cascade Range of the Pacific Northwest is one example of this.
Macdonald and his colleagues reckoned that when these volcanic arcs collide with another continent, the collision uplifts mafic rocks. These rocks are readily eroded, particularly in warm, wet, tropical latitudes, and the sediment is sent out to oceans where it consumes CO 2 . So, he reasoned, when these collisions happen in the tropics, they drive the climate toward cooling.
"The tropics are where the rocks weather best because it's the warmest and wettest," explained coauthor Lorraine Lisiecki, an associate professor also in UC Santa Barbara's Department of Earth Science.
To test their hypothesis, the team used reconstructions of the continents and mountain-building events that scientists had built up over the past decades. This gave them an idea where and when arc-continent collisions happened. They limited themselves to the last 500 million years, since the geologic record is much less complete, and reconstructions less certain, before that time.
Temperature is harder to get a read on than geography, so the team used a simple metric: Was there ice on the poles at a given time or not? They reconstructed this information from the literature by looking at data on rocks that form only in the presence of ice. What they found was that Earth had significant ice cover during only four periods in their time window.
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Combining the geographic and temperature data, the team found that over the last 500 million years, glacial climates occurred during periods of extensive collision between continents and volcanic arcs in the tropics. There was less than a 1 percent probability that the match was due to chance.
"Given how many things are changing on Earth at the same time, it's amazing that it all came out really clean and matched so well," said Lisiecki.
The collisions have the added effect of shutting down volcanic arc activity, which cuts off that source of CO 2 . "But if it was a volcanic effect, it wouldn't matter where the volcano was," Lisiecki said. It's only the weathering effect where latitude makes a difference. And the team found a much stronger relationship between the climate and collisions that happened in the tropics, rather than those that were outside the tropics.
"These hypotheses are not necessarily entirely independent," said Macdonald, "but our analysis suggests that the strongest relationship is with the weathering piece."
Macdonald embarked on this large compilation project after several of his colleagues had pushed back on results from studies with smaller scopes. "I thought, 'You're absolutely right. We need to look at this more broadly,'" he recalled. Now the team hopes this paper challenges their colleagues to make a more rigorous case for their own hypotheses.
Macdonald and Lisiecki also know that this paper is not the last word. "The database is open," Macdonald said, "so I'm hoping that this is an iterative project. And as more constraints come online, they can be entered and the model can be refined." To that end, he is currently investigating how strong an effect rock type has on this hypothesis.
Humans have lived for hundreds of thousands of years with little concept of the dramatic changes the planet has witnessed over the eons. Although the subjects it studies are ancient, modern geology developed relatively recently. The theory of plate tectonics, for example, was not widely accepted until the 1960s. "We often think of Earth as always being like we're seeing now," said Macdonald. "But it's been a totally different planet throughout its history."
About UC Santa Barbara
The University of California, Santa Barbara is a leading research institution that also provides a comprehensive liberal arts learning experience. Our academic community of faculty, students, and staff is characterized by a culture of interdisciplinary collaboration that is responsive to the needs of our multicultural and global society. All of this takes place within a living and learning environment like no other, as we draw inspiration from the beauty and resources of our extraordinary location at the edge of the Pacific Ocean. | <urn:uuid:76e6a497-c6c6-457e-98f9-ea0cf2f70927> | CC-MAIN-2024-30 | https://news.ucsb.edu/print/pdf/node/19384 | 2024-07-15T21:07:40+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00472.warc.gz | 362,093,249 | 1,794 | eng_Latn | eng_Latn | 0.99201 | eng_Latn | 0.997281 | [
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Here are some ideas of activities you could try at home linked to the work we are doing about 'Animals around the world' this half term. Perhaps choose a different activity to have a go at each week. We would love to know how you get on. You can then either send the homework in to school or you could send us photographs instead and we can share them on the large interactive board for the other children to see. You can send them to us using the following emails :- a.tomlinson@oxspring p ri mary .co.uk
email@example.com
As we are looking at numbers to 20 this half term, have a practise writing the numbers between 11 and 20.
Cut up the number cards attached and have a go at putting them back in the right order. Can you put them in order going backwards, so starting at 20?
Find out about one of the animals that live in the Arctic through books or the internet. Draw or print out a picture of the animal and write interesting facts you have found out about them.
Choose 3 animals that live in Africa and draw a picture in size order, largest to the smallest.
Make a snake. It could be a painting, sock puppet or be made from junk modelling materials.
Read an animal story with a grown up. Talk about the setting. Was it set in this country? You could have a look on a globe or in an atlas and find the country it was set in.
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Topic: Holidays – Christmas
1. Put the Christmas words from the box in order.
shepherds Santa Claus bell Christmas turkey snowman sleigh stocking turkey baubles Christmas tree tinsel reindeer candle snowflake ribbon
| pherdsshe ____________________ | anSta lausC ___________________ |
|---|---|
| igsleh ____________________ | einrerde __________________ |
| ristmChas reet ___________________ | Imceyhn ___________________ |
| rboibn __________________ | ndcale ____________________ |
2. Read the sentences below and fill in the missing words from the word bank.
1. _______________________ are usually made of glass and hung on the Christmas tree.
2. Where does Santa Claus live? _______________
3. If children are naughty at Christmas, what does Santa give them? _________________
4. What is the name of the reindeer with the red nose? ______________
5. Who were the first people to visit the baby Jesus? _____________
6. In what town was Jesus born? _______________
7. What Angel visited Mary? ______________
8. What was Joseph's job? ___________
9. What animals traditionally pull Santa's sleigh? ______________
10. According to the song, how many days of Christmas are there? _____________
11. Which animal is traditionally eaten for Christmas dinner? _____________
12. How many reindeer does Santa have? _______________
3. Christmas Spelling
a) Learn these spellings below.
1) stocking
2) candle
3) Christmas
4) bells
5) tinsel
6) chimney
7) season
8) manager
9) holly
10) ribbon
11) reindeer
12) sleigh
b) Put the Christmas spelling in alphabetical order.
1) ______________
2) ______________
3) ______________
4) ________________
5) ________________
6) ________________
7) ________________
8) ________________
9) ________________
10) _______________
11) _______________
12) _______________
c) Choose the correct word from the spelling list to complete these Christmas carols.
A 'Rudolph the red-nosed ______________.'
B 'There's something stuck up in the _________________ and I don't know what it is.'
C 'Away in a _________________, no crib for a bed.'
D 'Deck the hall with boughs of __________________, fa la la la la la la la la.'
E 'Tis the __________________ to be jolly, fa la la la la la la la la.'
F 'Dashing through the snow, in a one-horse open _____________.'
G 'We wish you a Merry ____________________ and a Happy New Year.'
Can you match Christmas riddle on the left with the correct answer on the right?
Vocabulary
1.Put the Christmas words from the box in order.
Christmas
shepherds
Santa Claus
snowman
turkey
sleigh
reindeer
baubles
bell
Christmas tree
chimney
stocking
tinsel
ribbon
candle
snowflake
2. Read the sentences below and fill in the missing words from the word bank.
1. Baubles are usually made of glass and hung on the Christmas tree.
2. Where does Santa Claus live? - North Pole.
3. If children are naughty at Christmas, what does Santa give them? - Coal.
4. What is the name of the reindeer with the red nose? – Rudolph.
5. Who were the first people to visit the baby Jesus? – Shepherds.
6. In what town was Jesus born? – Bethlehem.
7. What Angel visited Mary? – Gabriel.
8. What was Joseph's job? – Carpenter.
9. What animals traditionally pull Santa's sleigh? - Reindeer.
10. According to the song, how many days of Christmas are there? - Twelve.
11. Which animal is traditionally eaten for Christmas dinner? - Turkey.
12. How many reindeer does Santa have? - Nine.
3. Christmas Spelling
b) Put the Christmas spelling in alphabetical order.
c) Choose the correct word from the spelling list to complete these Christmas carols.
A 'Rudolph the red-nosed reindeer.'
B 'There's something stuck up in the chimney and I don't know what it is.'
C 'Away in a manager no crib for a bed.'
D 'Deck the hall with boughs of holly fa la la la la la la la la.'
E 'Tis the season to be jolly, fa la la la la la la la la.'
F 'Dashing through the snow, in a one-horse open sleigh.'
G 'We wish you a Merry Christmas and a Happy New Year.'
4. Can you match Christmas riddle on the left with the correct answer on the right? | <urn:uuid:8f4be598-14da-41e3-acc0-757cc3eae28a> | CC-MAIN-2018-09 | http://orfey.com.ua/images/stories/Secondary%20School/Christmas_Spelling.pdf | 2018-02-22T04:24:53Z | crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00290.warc.gz | 265,757,518 | 1,046 | eng_Latn | eng_Latn | 0.991334 | eng_Latn | 0.997316 | [
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Use a range of sentences with more than one clause by using a wider Use conjunctions e.g. when, before, after, while, so, because Use a variety of prepositions e.g. before, after, during, in, because Spell words with additional prefixes and suffixes and understand how to add them to root words, for example – form nouns using Use the determiners a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box) | <urn:uuid:0f90a0f7-c55a-4085-bb21-19b9c774dace> | CC-MAIN-2018-09 | http://percymainprimary.org.uk/_direct/file_download.cfm?fileId=8899 | 2018-02-22T04:48:37Z | crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00287.warc.gz | 291,092,877 | 105 | eng_Latn | eng_Latn | 0.986303 | eng_Latn | 0.986303 | [
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Term 1.1 This half term in Year 4 we are learning about…
Writing
Genre: Stories set in imaginary worlds
We will be learning:
- To use adjectives, verbs and adverbs to describe settings and characters.
- To use similes to add description.
- To use a range of conjunctions to extend sentences.
- To use appropriate sentence openers.
In grammar we will be focusing on punctuating sentences correctly with capital letters, full stops, question marks and exclamation marks.
Reading and Spelling
Numeracy
We will be…
- Reading 'Romans on the Rampage.' This book will be the focus of our learning in Reading and Writing.
- Using our knowledge of phonics to decode and blend unfamiliar words.
- Read fluently taking into account a range of punctuation.
- Retrieving the answers to who, what, where, when and how questions by referring to the text.
Your child must remember to bring their reading book, reading diary and book bag to school every day.
Focus: Place value
We are learning…
- To read and write numbers up to 10,000.
- To identify the value of each digit in a 5 digit number.
- How to find 1, 10, 100 or 1000 more or less than any given number up to 10 000
- Order and compare numbers up to 10 000
- Round any number to the nearest 10, 100 or 1000.
Science
Learning for Life
Physical Education
Homework
Topic: Teeth and the Digestive System
We are learning about…
- The different types of teeth that humans and animals have.
- The functions of the different types of teeth.
- How the digestive system works.
- The importance of a healthy varied diet.
- The life of a Roman soldier
- Making Roman shields
- Where and when the Roman's lived.
Topic: The Roman Empire
Learning through: History, Geography, Art and Design
This half term we will focus on:
Computing: This half-term there will be a focus on E-safety. Children will learn about the S.M.A.R.T rules and how to use technology safely.
Please remember to bring your P.E. Kits in on a Monday and Wednesday Your child will be developing their physical skills through:
- Netball
- Gymnastics
Literacy and Numeracy homework is given every week on Friday. Your child needs to bring their completed homework back on Monday.
Your child also brings a reading diary home and they must read for at least 10 minutes every day. Please sign your child's reading diary so that we know they have read. | <urn:uuid:5e00c488-293a-479b-9f0c-ee01d7436c65> | CC-MAIN-2018-09 | http://web.hifield.bham.sch.uk/images/hif/curriculum/t11/4.pdf | 2018-02-22T04:41:21Z | crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00291.warc.gz | 368,647,839 | 543 | eng_Latn | eng_Latn | 0.997771 | eng_Latn | 0.99802 | [
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Issue no. 7
From the first day, we were instantly engaged and immersed into the world of robotics. We started to follow the procedural instructions left by Mr Pace & Mr McGill to complete a robot. This began our journey of discovery using the MYP design cycle to inquire, analyse, develop ideas, create solutions and evaluate our work to produce the ultimate 'pull of war' champion!
continually throughout the design and development process of our robot.
In team's we started to research on our topic of robotics. Some of the members of our class already had a sufficient amount of knowledge to coach and explain to others the relevance of certain objects and how they work. We inquired into and analysed each other designs, so that it could help us make our own robot perform better. We also reflected on previous designs that we already knew about. This was our initial inquiring and analysing stage, which we would do
When we got to the second stage we were starting to create ideas for how we could modify our robot. Some groups did a really good job of inquiring and analysing at this stage. This would be because those who actually researched would have more knowledge of modifications, so they would have been able to develop more ideas then others. Once we had finished it was time for the third stage, creating the solution.
The problem to solve in this task was to make a way to help the robots pull objects or other robots proficiently. The class made some really creative ideas like adding gears and making the wheels turn sideways and wobble a little bit. Then we were ready for the fourth and final stage, evaluating.
At this stage, it was time to evaluate what we had done so far and BATTLE other BOTS! During this stage, the class had to look at what they had done and look at how to improve the robot. It was kind of like a big reflection whether you won or lost to see what improvements needed to be developed and created.
For robotics, we continually worked through the MYP design cycle stages and as a result we got eight creative robots and two of them are going to the Year 5 battle to crown the 'pull of war' champion.
From having experienced this task I think that the four different stages are crucial to success. This because it prepares you for the task and enables you to go above and beyond! - Alyssa,
Asia, Victor, Kavin 5F
Prep G
Prep H
As we embark on our new Unit of Inquiry, Prep H has been a risk taker by having a go at using Beebot to share some memories they have with the rest of the class. Students worked cooperatively in small groups to take Beebot down memory lane. Each group created their own grid as well as interesting memories that they thought could belong to their Beebot. They were knowledgeable when using some elements of 'Memoirs' which included emotion, past experiences, life changing moments and Beebots 'point of view when designing their grid (map). Within their groups, students were able to create codes that directed the path that Beebot would take. Team members were reflective when codes entered did not replicate the desired path and discussed
2
In Prep G, we have been teaming up with our Grade Six buddies to work with the Beebots. There were a number of different stations set up around the room. These included world maps, grids and picture story settings where we programmed and commanded the Beebots to go from place to place in different directions.
Zara said, "I was very excited to play with the Beebots because they are my favourite!"
Brody worked cooperatively with his buddy, Cooper. He said, "you had to put your Beebot somewhere on the map and let it move to a different place by pressing the button"
Samar used a different robot called an Edison. He had to move the little car by clapping around the grid. "I loved when the car scribbled all over the map, it was really funny!" - Ms. Rene Bernardo, Prep G
ways to achieve success. Finally, groups showed enthusiasm when presenting their 'memories' to the rest of the class using imaginative language and expressive emotion. Prep H is looking forward to have Beebot return and create more exciting adventures together! - Ms. Devi Subramaniam, Prep H
Prep N
Students used the Beebots in partners with one student identifying the heaviest/lightest item and they had to write the code.
one G H
Today we completed a Robotics lesson. First, we all sat in a circle and learnt how to use the robot. Then we chose a partner and the teacher set up all the robots. We had to complete an obstacle course with our robot. We had to plan our directions before we programmed our robot. I tried my best at doing it. It was lots of fun. -
Nova Hawes, 1G
Today we played with robots and we learnt about the buttons and the directions it can go it. My partner and I worked hard together to make our robot go in the right direction. I was caring by not dropping my robot. - Chloe
Daniaro, 1G
Today we participated in a Robotics lesson. First we programmed our robot to go forward, backwards, turn left then right. Then we made a track and
3
This week students in Prep N were exploring mass and comparing everyday items which were lighter and heavier. Students used the Beebots in partners with one student identifying the heaviest/ lightest item and they had to write the code. Their partner would then put Beebot into action. All students had a turn at writing the code, comparing mass and then programming Beebot. Salma stated that "I am sending Beebot to the glue stick because it is heavier than the pencil". Dhruv explained "Beebot is going under the bridge to the pencil pot because it is heaviest" and Aahil said "I want Beebot to go to the ruler cause it's the lightest". All of Prep N really enjoyed this handson activity. - Mrs. Joanne Foster,
Prep N
one G H
tried to program the robot to go through the track. My partner and I were successful. I was a thinker the whole lesson because I had to think about the right directions the robot needed to go in. - Dhiman
Guna, 1G
while writing algorithms. They showed commitment when sequencing steps required for Blue-Bot to move in a circuit. Students continued to develop their understanding of procedural text writing and how to use directional language, such as left,
Today we participated in a robotics session. First we programmed our robots to go forward, backwards then left and right. Then we made a track and tried to go through the track. My partner and I were able to do it right. We found it took 19 directions for the robot to get through the track. I was a thinker because I needed to think about how many steps we needed. Aroosh Achanta, 1G
In One H, students were curious
TWO G
In grade 2, we have been continuing to integrate the Dash and Dot robots into our classroom learning. The robots have allowed us to develop our skills when solving complex problems. Recently we have been programming Dash to create different shapes on the floor. The students are enjoying applying their knowledge
4
right, forwards and backwards. Students worked with partners and showed enthusiasm while remaining open-minded to improving their knowledge of how to make the Blue Bots move.
- Mr. Erik Stewart, 1H
of length, to calculate the perimeter of each shape that Dash creates.
In 2A, Amelia was able program Dash to create a simple square with 30 cm sides. She then used her knowledge of addition, to calculate the perimeter of the square. Denham and Naitik were able to extend their ability by using their knowledge of angles to program Dash to complete an octagon on repeat endlessly. They were then able to use length of the sides to calculate the octagon's perimeter. Soon, we will further use our knowledge of Dash to help us calculate the area of these shapes. Ms. Hannah Droege, 2F
THREE J
As the spring racing carnival draws to the end, the fun and excitement of racing is just beginning for the Year 3 students at Alamanda College. Just like the Melbourne Cup, a vast amount of practice and effort is put in to the build-up of the 'race that stops the nation'. Each student in Grade Three will be creating their own horse covers for their sphero by using a large plastic cup and horse template. They will be designing and decorating their covers to create unique and recognisable designs for each competitor and will have their favourite number displayed clearly. Students are focusing on developing their coding accuracy and precision and will need to save their code for race day. A race track has been designed to create consistency across the ten Grade Three classes. Each class is beginning to practice their coding skills in preparation for the main event.
The learning intention for the Alamanda Sphero Cup is that good inquirers are able to code a sphero to follow a track using block coding. Students will need to work both independently and collaboratively to experiment with different codes, analyse and evaluate the success of their code, and make the necessary changes. Students will be developing their decision making and problem-solving skills along the way in order to code the sphero.
Each pod will hold a competition within their classroom and will compete for the top two finishing places. The two students who have coded their sphero with the greatest accuracy and the fastest time will move on to the finals against all the Grade Three classes.
Students who have already began coding their sphero's have shown enthusiasm and commitment towards the task. They are applying their knowledge and are using their thinking skills to develop the most efficient code for race day.
Classes will be looking into the probability of different sphero's winning and will be providing explanations as to why they
5
believe a certain horse has a greater chance than others. They will consider the factors that affect the success of a good code as well as the amount of practice and expertise certain students have in regards to coding.
We look forward to race day and will keep you all posted in regards to the results! - Ms. Louise Wylaz, 3G
FOUR F
In 4F students have been putting their coding skills to the test. They applied their knowledge of angles, shape and fractions to program the Pro-Bots. Students worked independently and cooperatively to problem solve, drawing polygons and dividing them into fractions. Plans were made though not always successful. Students were thinkers as they worked through the task.
In this task I was programming Pro-Bots to make different shapes and fractions. In order to program them we needed to put the turns they need to take along with the degrees and how many centimetres we need it to travel if it goes forward or backwards. Today I learnt things I didn't know about degrees. A struggle I had was making the Pro-Bot create quarters in one square. I constantly needed to go over my coordinates and fix my mistakes until it did what I wanted it to do. Next time I will learn from the mistakes I made today and hopefully I will be able to create more shapes.- Sienna Hooper
We learnt that all angles have to equal up to 360 degrees and that when using Pro-Bots if you do 60 degrees on a triangle, otherwise the bot will go into another direction. Instead you have to put 120 degrees so it equals up to 180. The challenges we faced were splitting the shapes into equal fractions and we also had trouble with figuring out what the angles are. Next time we will start trying to make rhombuses and other shapes. - Nicholas Watson & Raymond Liu
6
FIVE A
Year 5 Robotics Design Challenge Build and program a pull-robot
In small groups chosen by the class teacher, the Year 5 students have been following building instructions to create a basic robot. The students have been asked to modify the standard robot as to make the strongest, most efficient robot that can pull weights on a trailer. They are testing their robot by adding small objects to the trailer until the robot stops moving. Throughout the process, they have been required to keep a detailed design journal using the IB Design Cycle.
Here are some photos and Design Journal entries from 5A!
Robotics Design Journal - Day 1 Group: Atharva, James Christiaan and Rishi
Today, on the 31st of October, our group constructed a basic Lego WeDo robot. This robot is used to push and pull objects, but as it is not yet modified it can only push and pull pieces that weigh up to 64.4 grams. A reason why is that it is just a basic design and not the real thing. The machine is relatively unreliable and doesn't lift the amount that we believed it could. A problem we had today was that the machine broke, but luckily, we were able to fix it. Our group had a really bad time in day 1. Our kit didn't have 2 major parts; the battery and the motor. Then we were running our code and none of us were paying attention to the robot when it was moving and it fell of the table. We had a tough time building it again.
Robotics Design Journal - Day 4 Group: Nathan, Lachlan and Rinzen
Our robot is called Robert. Today, we made some more modifications to Robert. Currently, our robot is shuddering when it moves and rears up on two wheels. We have figured out why our robot shudders
- the crown gear is partly wedged in between an overhanging block, which means it has some difficulty turning. We are currently fixing the crown gear and freeing it so it doesn't stutter. So far, I think our robot is doing reasonably well, but sometimes our modifications don't work that well. The PYP attributes our group demonstrated was thinker, as we thought about the problems and attempted to fix them.
Robotics Design Journal - Day 2 Group: Lucas, Will, Vraj and Jordan
We started to modify our robot by replacing the discs with wheels for more grip and power. It gave our robot extreme speed and power like we hoped for. Next we tried adding a second gear so it would spin the wheels faster. It didn't work - both the gears couldn't fit into the main motor. Next, we attempted to replace the gear with a bigger one but it seemed loose so it didn't manage to spin properly. Then we had a new idea to try and make it with wheels on the front to make it like a car with power to make it not flip over and with more friction. After testing its limits it could lift around 1.3 kg (about 1 MacBook and a mini iPad). The PYP attitude that we showed was open mindedness, because we tried new experiments that were very useful and the new upgrades that we made managed to pull a MacBook.
Robotics Design Journal - Day 2 Group: Dayna, Evelyn, Angelina and Navaea
7
Today we changed our trailer and made it bigger and we made the trailer have stands on the corners. We then added legos that make it slide really well too. We tested our robot by it carrying a MacBook and it worked. Then we accidentally broke our robot so then we had to remake it. We are inquirers because we really love doing robotics and working as a team.
Robotics Design Journal - Day 2 Group: Jana, Karenzja, Katijana and Sana
Today we changed our robot's tiny, flat wheels to bigger wheels with better grip. It was able to pulled 227g. We then changed them to even bigger wheels with better grip, but the bigger wheels didn't work that well because they got stuck to some of the other blocks that were connected to the rounded beams. We added some touches like a flower and we added 4 more wheels at the back: 2 small wheels that were on a rounded beam, and the 2 big wheels to the other beam. We had some troubles with our robot because it fell and broke because it didn't stop when it needed to. We changed the place where the 'arms' that pulled the wagon were to a higher place to help the wheels move better and to make the weight more at the back of the robot to let it drive easier. We worked very well today as a team and everybody helped by doing something like helping with the coding, upgrading Charlotte_27 and writing in our journal.
FIVE D
Robotics was very challenging. The purpose of this challenge was how much each group's robot could pull. My group included Aaron, Yaamini and Ngor. We were all very cooperative and helpful. We started off making our standard robot and tested it. We soon versed a group and lost. The reason why we lost was the standard robot wasn't good enough to pull and hold so we upgraded it and added more wheels with longer sticks on the edges. The purpose of putting more wheels was to make it easier to pull. We versed the team again and won. This was a fun and great activity to do at school and a great way to learn. - Lorielle
When we did robotics, I was put into a group with Emily and Utkarsh. We played around with the options and finally settled on the standard pulling robot. We
YEAR Six
In class, we have been using the LEGO EV3s to make them move around a map of Australia. There are coloured areas that we have to avoid with our programming, so we have set up colour sensors on the front of the robots that know what colour is underneath.
We have had to use some trial and error processes to work out which colours the sensor will read best. The trial and error process is very frustrating because it often goes wrong, but we just have to remember that is how we learn.
We can use this kind of thinking in other areas too. For example, we can think about how we solved coding problems when working on our numeracy skills. Sometimes a worded problem needs you to keep trying different approaches until one way works.
had to think of ways we could improve if we wanted a good chance at winning the 'Tug Of War' challenge so we added two more wheels on the back. To make it safe we put it on its back and tried to make it so that it wouldn't tip over. We ended up breaking the robot and having to re-build it. We finished building the robot and then played against Ruthvik's group. They had a bigger robot and more wheels but we won because their robot fell apart. I liked doing robotics in my class because I like to build things with lego. - Evelyn
During the two weeks, we had to make and battle other robots. My group, Group 7 were having several brain waves to help us win the showdown. Our group's robot had a big weight at the back so it wouldn't tip over and break apart, at the front we had a bit
We feel more confident working with the EV3s now and in the future, we will attempt to make it follow a line all around the outside of Australia, just like Matthew Flinders. We will also add the code to make the robot say certain things when it reads a colour underneath it like "oh no! I've crashed into the ocean". - Sonny Crawford & Joel Murnane, 6D
8
of a forklift action, so we would be able to pull better. I think that we could have had a better program function that would help the pull without adding any other modifications. Our group was being knowledgeable and respectful during this project because we listened to each other's ideas. - Karsten
My group's robot was heavy and it could pull an Ipad with a jar on it. Our robot was really strong because we added each person's ideas to modify the robot and to improve it. In the championship, it was my group vs Ngor's group, it was a tough game but my group won at the end. Everyone's group was hoping to win so they could be part of the final test. I'm just relieved my group built a successful robot - Harjas | <urn:uuid:ae6131c8-146d-4954-b18a-4f0b843545da> | CC-MAIN-2018-09 | http://alamandacollege.vic.edu.au/wp-content/uploads/2017/12/Robotics-Issue-No.-7-skoolbag2.pdf | 2018-02-22T04:40:41Z | crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00296.warc.gz | 12,475,995 | 4,168 | eng_Latn | eng_Latn | 0.999372 | eng_Latn | 0.999454 | [
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SOCIAL STUDIES EDUCATION
Code IHAC
The district's instructional program for social studies education is designed to provide the opportunity for students to acquire the knowledge of content and concepts, to develop critical thinking and processing skills, and to adopt values necessary for responsible social, political, and economic participation in a diverse, interdependent, and changing world. Through implementation of the state academic standards, students will achieve college- and careerreadiness by learning to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence.
Schools will expose students to a variety of experiences (including those using interdisciplinary approaches) in the social sciences of economics, personal finance, sociology, psychology, geography, political science, anthropology, and history, enabling them to function effectively and contribute constructively within society. Schools will also include instruction on the founding principles that shaped the United States, including, at a minimum, the Declaration of Independence, the Emancipation Proclamation, the Federalist Papers, the structure of government, the role of the separation of powers, and the freedoms guaranteed by the Bill of Rights.
Adopted ^
Legal References:
A. United States Code of Laws, as amended:
1. Constitution Day and Citizenship Day, 36 U.S.C.A. Section 106.
B. S.C. Code of Laws, 1976, as amended:
2. Section 59-29-55 - Instruction on African-American history.
1. Section 59-29-155 - South Carolina Founding Principles Act.
3. Section 59-29-120 - Instruction on United States Constitution and related concepts; required instruction on Veterans Day.
5. Section 59-29-410, et seq. - Financial literacy instruction.
4. Section 59-29-165 - Instruction in personal finance.
6. Section 59-29-440, et seq. - South Carolina Financial Literacy Initiative.
C. S.C. State Board of Education Regulations:
2. R43-232 - Defined program, grades 6-8.
1. R43-231 - Defined program, grades K-5.
3. R43-234 - Defined program, grades 9-12 and graduation requirements. | <urn:uuid:47071f50-439a-460d-9d6c-eab415c7e511> | CC-MAIN-2024-33 | https://www.rock-hill.k12.sc.us/cms/lib/SC01000464/Centricity/Domain/4/IHAC%20Proposed.pdf | 2024-08-14T03:36:16+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00552.warc.gz | 736,569,079 | 447 | eng_Latn | eng_Latn | 0.970452 | eng_Latn | 0.970452 | [
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Congruence In Overlapping Triangles 4 7 Crossword Worksheet Answers
4-7 Congruence in Overlapping Triangles
4.7 - Congruence in Overlapping Triangles
Worksheet 80 Overlapping Triangles - Copy
Lesson 7: Congruence in Overlapping Triangles | Geometry A ...
PPT – 4-7 Congruence In Overlapping Triangles PowerPoint ...
Proving Overlapping Triangles Congruent
4-7: Congruence in Overlapping Triangles - My Teacher Site
4.7 Geometry - Congruence in Overlapping Triangles
4-7 Congruence in Overlapping Triangles
Geometric Proofs with Overlapping Triangles — Practice ...
Congruence In Overlapping Triangles 4
Solved: Class Date Name 4-7 Practice Form G Congruence In ...
Chapter 4 - Congruent Triangles - 4-7 Congruence in ...
Congruence in Overlapping Triangles - Richard Chan
Geometry 4.7 Congruence in Overlapping Triangles
Geometry 4.7 Congruence in Overlapping Triangles
Geometry 4.7 Overlapping Triangles Proofs
Screen Shot 2014-10-26 at 8.55.34 AM
Proving Triangles Congruent
4-7 Congruence in Overlapping Triangles
Congruence In Overlapping Triangles 4 Downloaded from
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by guest
GORDON RAFAEL
4-7 Congruence in Overlapping Triangles Congruence In Overlapping Triangles 4Geometry 4.7 Congruence in Overlapping Triangles, Identifying overlapping triangles and common parts. Using SSS, SAS, HL and CPCTC to prove overlapping triangles are congruent.Geometry 4.7 Congruence in Overlapping Triangles4.3 Geometry - ASA and AAS Triangle Congruence - Duration: 12:15. Math is FUNdamental 1,737 viewsGeometry 4.7 Congruence in Overlapping Triangles4-7 Congruence in Overlapping Triangles. 4-7 Congruence in Overlapping Triangles. Skip navigation ... 4-6 Congruence in Right Triangles - Duration: 10:50. Rae Goldman 3,918 views.4-7 Congruence in Overlapping TrianglesIn this Geometry lesson you will learn about Congruence in Overlapping Triangles. An example Proof is also provided.4.7 Geometry Congruence in Overlapping TrianglesSeparate and redraw AABD and ADCA. 9. You drew nvlce, so the common side Is overlapping (adiective) oh vur LAP ing Other Word Form: overlap (noun) Definition: Overlapping events or figures have parts In common. Math Usage: Two or more figures wlth common regions are overlapping figures.4-7 Congruence in Overlapping Triangles4-7 Congruence in Overlapping Triangles 1. Circle the common side of nABC and nADC. AB AC AD BC 2. Circle the common side of nXWZ and nYWZ. WZ WX WY ZY 3. Circle the common side of nRST and nRPT. RP RS RT ST Vocabulary Builder overlapping (adjective) oh vur LAP ing Other Word Form: overlap (noun) Definition: Overlapping events or figures have ...4-7 Congruence in Overlapping TrianglesHow to Write a Proof for Congruent Triangles Using SAS - Duration: 7:16. Brian McLogan 5,238 views.
... Geometry 4.7 Congruence in Overlapping Triangles - Duration: 8:41. Sum Math 4,907 views.Geometry 4.7 Overlapping Triangles ProofsAnswers and explanations. If two sides of a triangle are congruent, the angles opposite those sides are also congruent. If two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent by SAS (side-angle-side).Geometric Proofs with Overlapping Triangles — Practice ...1. Given: >, /YXW 2. Given:/ABC > /DCB, 3. 6, 6, and /ZWX are right /s /CBD > /BCA > 4. Given: >, 5. Given: >, 6. Given: /YUV > /XVU, > >, > /WUV > /WVU 7. nABC and ...Worksheet 80 Overlapping Triangles CopyStart studying Lesson 7: Congruence in Overlapping Triangles | Geometry A | Unit 6: Congruent Triangles. Learn vocabulary, terms, and more with flashcards, games, and other study tools.Lesson 7: Congruence in Overlapping Triangles | Geometry A ...4-7 Practice Form K Congruence in Overlapping Triangles In each diagram, the stated triangles are congruent. Identify their common side or angle. 1. nBAE > nABC 2. nSUV > nWUT A U Separate and redraw the indicated triangles. Identify any common angles or sides. 3. nACF and nAEB l To start, redraw each triangle separately. C B 4.Congruence in Overlapping Triangles - Richard ChanGeometry: Common Core (15th Edition) answers to Chapter 4 - Congruent Triangles - 4-7 Congruence in Overlapping Triangles - Got It? - Page 265 1 including work step by step written by community members like you.Chapter 4 Congruent Triangles - 4-7 Congruence in ...4-7 Congruence In Overlapping Triangles *I CAN prove overlapping triangles are equal A B D A D C are overlapping triangles Common parts of ACD and BDC Show ACE ... – A free PowerPoint PPT presentation
2
Congruence In Overlapping Triangles 4 7 Crossword Worksheet Answers
2021-02-27
(displayed as a Flash slide show) on PowerShow.com - id: 4218aa-YTVlMPPT – 4-7 Congruence In Overlapping Triangles PowerPoint ...Congruent Triangles: SSS (side-side-side) Duration: 4:15. FerranteMath 195 viewsProving Overlapping Triangles CongruentName three pairs of corresponding sides. 2. Name three pairs of corresponding angles. Sketch the overlapping triangles separately. Mark all congruent angles and sides. 3. 4. 5. Tell which triangles you need to show are congruent in order to show that the congruence statement is true.4-7: Congruence in Overlapping Triangles - My Teacher SiteThis video is unavailable. Watch Queue Queue. Watch Queue Queue4.7 - Congruence in Overlapping TrianglesProving Triangles Congruent Topic Pages in Packet Assignment: (Honors TXTBK) Angles in Triangles/Definition of Congruent Triangles Pages 2-6 HOLT TXTBK: Page 227#9 -14,19 -22,41-42,45,49 Identifying Congruent Triangles Pages 7- 13 This Packet pages 14- 15 Congruent Triangles Proofs Pages 16-21 This Packet pages 22-24Proving Triangles CongruentShow transcribed image text Class Date Name 4-7 Practice Form G Congruence in Overlapping Triangles For Exercises 1-6, separate and redraw the indicated triangles. Identify any common angles or sides. 1. △ABC and △DCB 2, △EFG and △HGF 3, △JML and △NKL E H 6. &MPN and AMO0 In each diagram in Exercises 7-12 the given triangles are congruent.Solved: Class Date Name 4-7 Practice Form G Congruence In ...Lesson 4-7 Congruence in Overlapp'ng Triangles When several triangles overlap and you need to use one pair of congruent triangles to prove another pair congruent, you may find it helpful to draw a diagram of each pair ofScreen Shot 2014-10-26 at 8.55.34 AMThis formative Exit Ticket helps you to
3
determine if students are able to recognize congruent triangles in overlapping triangle diagrams. This would be a good Exit Ticket to print and collect so that you can see if students are using visualize strategies (i.e. colors and shading) to identify triangles that are congruent.
How to Write a Proof for Congruent Triangles Using SAS Duration: 7:16. Brian McLogan 5,238 views. ... Geometry 4.7 Congruence in Overlapping Triangles - Duration: 8:41. Sum Math 4,907 views.
4.7 - Congruence in Overlapping Triangles
Lesson 4-7 Congruence in Overlapp'ng Triangles When several triangles overlap and you need to use one pair of congruent triangles to prove another pair congruent, you may find it helpful to draw a diagram of each pair of Worksheet 80 Overlapping Triangles - Copy Geometry: Common Core (15th Edition) answers to Chapter 4 Congruent Triangles - 4-7 Congruence in Overlapping Triangles Got It? - Page 265 1 including work step by step written by community members like you.
Lesson 7: Congruence in Overlapping Triangles | Geometry A ...
Geometry 4.7 Congruence in Overlapping Triangles, Identifying overlapping triangles and common parts. Using SSS, SAS, HL and CPCTC to prove overlapping triangles are congruent. Show transcribed image text Class Date Name 4-7 Practice Form G Congruence in Overlapping Triangles For Exercises 1-6, separate and redraw the indicated triangles. Identify any common angles or sides. 1. △ABC and △DCB 2, △EFG and △HGF 3, △JML and △NKL E H 6. &MPN and AMO0 In each diagram in
Exercises 7-12 the given triangles are congruent. PPT – 4-7 Congruence In Overlapping Triangles PowerPoint ... Answers and explanations. If two sides of a triangle are congruent, the angles opposite those sides are also congruent. If two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent by SAS (side-angle-side). Proving Overlapping Triangles Congruent Congruent Triangles: SSS (side-side-side) - Duration: 4:15. FerranteMath 195 views
4-7: Congruence in Overlapping Triangles - My Teacher Site
Name three pairs of corresponding sides. 2. Name three pairs of corresponding angles. Sketch the overlapping triangles separately. Mark all congruent angles and sides. 3. 4. 5. Tell which triangles you need to show are congruent in order to show that the congruence statement is true.
4.7 Geometry - Congruence in Overlapping Triangles
This formative Exit Ticket helps you to determine if students are able to recognize congruent triangles in overlapping triangle diagrams. This would be a good Exit Ticket to print and collect so that you can see if students are using visualize strategies (i.e. colors and shading) to identify triangles that are congruent.
4-7 Congruence in Overlapping Triangles
4-7 Congruence in Overlapping Triangles 1. Circle the common side of nABC and nADC. AB AC AD BC 2. Circle the common side
of nXWZ and nYWZ. WZ WX WY ZY 3. Circle the common side of nRST and nRPT. RP RS RT ST Vocabulary Builder overlapping
(adjective) oh vur LAP ing Other Word Form: overlap (noun)
Definition: Overlapping events or figures have ...
Geometric Proofs with Overlapping Triangles — Practice ...
In this Geometry lesson you will learn about Congruence in Overlapping Triangles. An example Proof is also provided.
Congruence In Overlapping Triangles 4
4-7 Congruence in Overlapping Triangles. 4-7 Congruence in Overlapping Triangles. Skip navigation ... 4-6 Congruence in Right Triangles - Duration: 10:50. Rae Goldman 3,918 views.
Solved: Class Date Name 4-7 Practice Form G Congruence In ...
Separate and redraw AABD and ADCA. 9. You drew nvlce, so the common side Is overlapping (adiective) oh vur LAP ing Other Word Form: overlap (noun) Definition: Overlapping events or figures have parts In common. Math Usage: Two or more figures wlth common regions are overlapping figures.
Chapter 4 - Congruent Triangles - 4-7 Congruence in ...
4.3 Geometry - ASA and AAS Triangle Congruence - Duration:
12:15. Math is FUNdamental 1,737 views
Congruence in Overlapping Triangles - Richard Chan
1. Given: >, /YXW 2. Given:/ABC > /DCB, 3. 6, 6, and /ZWX are right /s /CBD > /BCA > 4. Given: >, 5. Given: >, 6. Given: /YUV >
/XVU, > >, > /WUV > /WVU 7. nABC and ...
Geometry 4.7 Congruence in Overlapping Triangles
Start studying Lesson 7: Congruence in Overlapping Triangles |
Geometry A | Unit 6: Congruent Triangles. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Geometry 4.7 Congruence in Overlapping Triangles
Congruence In Overlapping Triangles 4
Geometry 4.7 Overlapping Triangles Proofs
4
Congruence In Overlapping Triangles 4 7 Crossword Worksheet Answers
2021-02-27
4-7 Congruence In Overlapping Triangles *I CAN prove overlapping triangles are equal A B D A D C are overlapping triangles Common parts of ACD and BDC Show ACE ... – A free PowerPoint PPT presentation (displayed as a Flash slide show) on PowerShow.com - id: 4218aa-YTVlM Screen Shot 2014-10-26 at 8.55.34 AM This video is unavailable. Watch Queue Queue. Watch Queue Queue
Proving Triangles Congruent
Proving Triangles Congruent Topic Pages in Packet Assignment: (Honors TXTBK) Angles in Triangles/Definition of Congruent Triangles Pages 2-6 HOLT TXTBK: Page 227#9 -14,19 -22,41-42,45,49 Identifying Congruent Triangles Pages 7- 13 This Packet pages 14- 15 Congruent Triangles Proofs Pages 16-21 This Packet pages 22-24
Related with Congruence In Overlapping Triangles 4 7 Crossword Worksheet Answers:
* Legal Reference Sheet Equal Protection Clause Answer Key : click here
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Mrs. Brown's
Second Grade News
February 19-23, 2018
Reading
On Monday, we will be learning about why President's Day is important. Our lessons will mainly focus on George Washington and Abraham Lincoln.
Throughout the rest of the week, we will continue identifying the main idea and moral/lesson of the stories we read.
**Remember to read with your child each night! Keep track of reading on the Book-It calendar!
**Practice your sight words!
Math
*Subtracting 5, 6, and 7 from a number
*Subtracting with and without regrouping
Writing
We will continue reading examples of expository texts this week. We will also begin writing our own expository books.
Word Work
This week we are focusing on – er, -ear, and –eer words. These are the words your child will be tested on:
Important Dates:
*Feb. 19-President's Day—School in Session (Make up Day)
*Feb. 28- Early Dismissal at 12:50
*Feb. 26-Mar. 2- Read Across America Week (Dr. Seuss' Birthday-March 2)
*Mar. 2- Yearbook orders are due!
Our class will have Library on Wednesday, February 21 st ! Return books on this day! | <urn:uuid:54414d7f-0459-4c9d-973d-f8d910c821c0> | CC-MAIN-2018-09 | http://www.henrycountyr1.k12.mo.us/Elementary/newsletter/brown.pdf | 2018-02-22T04:52:54Z | crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00299.warc.gz | 459,286,733 | 283 | eng_Latn | eng_Latn | 0.998243 | eng_Latn | 0.998243 | [
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1)
khfhzf; fy;tpj; jpizf;fsk;> tlf;F khfhzk; Provincial Department of Education, Northern Province.
fy;tpg; nghJj; juhjug; gj;jpu (rhjhuz ju) ,uz;lhk; jtizg; guPl;ir - 2019[{iy General Certificate of Education (Ord.Level) Second Term Examination - 2019 July jfty; kw;Wk; njhlu;ghly; njhopEl;gtpay; Information&CommunicationTechnology
80 E II
02 kzpj;jpahyk;
02 Hours
Information & Communication Technology Part II
* Answer five (05) questions only, including the first question and four others.
* First question carries 20 marks and each of the other questions carries 10 marks
i) Convert the octal number 731 to the equivalent hexadecimal number. Show the relevant steps.
ii) Consider the following logic circuit diagram:
a) Write down the Boolean expression for the above logic circuit?
b) What are the respective outputs of the above logic circuit when the inputs (A,B,C) given in the table are applied?
iii) The first column in the following table shows tasks related to different devices indicated by numbers 1 to 4. The second column shows the Ports required to connect these devices to a computer. However, tasks and ports are not in the correct order.
| A | B | C | output |
|---|---|---|---|
| 0 | 0 | 0 | |
| 1 | 1 | 1 | |
| Task | Port |
|---|---|
| 1-Connect the CRT display to the multimedia projector | A- Audio |
| 2- Connect laser printer to the system unit | B - VGA |
| 3- Connect network cable | C - USB |
Identify the correct port from the port column to connect each of the tasks indicated in the task column and write down the task number and the relevant port label in your answer book.
Grade 11 – ICT – 2
nd
Term – 2019July
iv) a) Write down the one advantage of waterfall model?
c) Write down the first step of waterfall model?
v) Consider the following phrase before and after formatting using word processing software.(Assume that font size of the phrase has not been changed )
before formatting – Welcome to 19th Century
after formatting -Welcome to 19
th
Century
Write down the word processing software tools required for the above formatting.
vi) Match the column A and column B.
vii) Write down the Pascal statement to assign the values 70, 150.35 to the variable a and b respectively.
viii) Consider the following flow chart that read some integer numbers and find that sum of even numbers.
a) Write down the correct expressions for X and Y respectively.
b) If you give the values of N are 3, 8, 10 and -1 respectively, what is the output of the above flowchart?
ix) Write down the three services of cloud computing?
x) Consider the following tables named Students, Student_Subject and Subject.
| Students | |
|---|---|
| Stu_No | Name |
| 1011 | Kala |
| 1234 | Kampan |
| 1452 | Kavi |
| 1011 | Kani |
| Subject | |
|---|---|
| Sub_No | Name |
| 23 | ICT |
| 12 | Maths |
| 45 | Tamil |
| Student_Subject | |
|---|---|
| Stu_No | Sub_No |
| 1011 | 23 |
| 1234 | 23 |
| 1452 | 12 |
| 1011 | 45 |
State whether the following statements are True or False regarding above the table
a) Stu_No and Sub_No in Student_Subject table is a composite key.
b) Stu_No in Students table is a Primary key.
c) Sub_No in Subject table is a foreign key
d) There is a one to many relationship between Students and Subject table
2) a) Fill in the blanks using the following list.
List :- home page, uploading, downloading, mail server, web server
i. The activity of receiving information from the server computers to client computers is called ………………..
ii. The activity of providing information from client computers to server computer is called ………………..
iii. ………………….. is storing electronic mail and providing them to the client computers.
iv. The page which contains the basic information about web site is called the ……………………….
b) Write down the two tasks can be performed through remote access?
c) State whether the following statements are True or False.
i. Instant messing is exchanging short messages very fast over the internet using chat facility.
ii. Web pages are consists of many web sites.
iii. Internet is a service of WWW.
iv. IP address is used to uniquely identified computer on Internet.
3) The HTML source of the web page shown in figure 2 is given figure 1 with certain missing tags and parameters labelled to
<html> <head>
<>Internal Computer Hardware</>
</head> <body>
<h1=center>Internal Computer Hardware</h1>
<>Introduction</>
<p =justify>Computer Hardware is the physical part of a computer,
as distinguished from the
<a
="http://en.wikipedia.org/wiki/Computer software"> computer software</a>
that executes or runs on the hardware. The hardware of a computer is infrequently changed, while software and data are modified frequently. The term soft refers to readily created, modified, or erased. These
are unlike the physical components within the computer which are hard.</p>
<img ="Inside Computer" ="inside_computer.jpg" />
< size=10 color=green>
<><font color=red =arial>Some
examples</font></>
<type=circle>
<li> Mother Board </li>
<li>Central Processing Unit</li>
<li>RAM</li>
<li>firmware</li>
</>
</body>
</html>
Figure 1
Figure 2
Select the matching correct tag or parameter from the following list for each of the labels to given in figure 1 and write down against each label number.
List :- (ol, ul, alt, h1, h2, href, src, br, hr, u, face, align, title)
4) a) The following table shows the number of functioning schools grade span and province in 2002. (Source: - http://www.statistics.gov.lk/)
i) Write down the function necessary for cell H4 to find total functioning schools in Western province?
ii) Write down the function to find the total functioning primary schools only grade 1- 5 in cell B13 of Sri Lanka?
iii) Write down the function to find the total functioning schools of Sri Lanka in cell H13?
iv) Write down the formula to find the percentage of Primary schools only in cell B14 of Sri Lanka?
Hint:- percentage=(total primary schools only/total functioning schools in srilanka)*100
Assume that this formula should be dragged other cells to display their percentage.
b) Answer the questions below by using presentation software
i. Which type of view you see your presentation in full screen?
ii. Which type of view is used to rearrange or delete slides is easy to do?
iii. What is extension of presentation software?
iv. What is the term used to apply visual effects to individual items of a slide?
5) Consider the following database tables and answer the question below.
a) Write down two primary keys and their corresponding tables?
b) Write down two foreign keys and their corresponding tables?
c) What would be the most suitable table in the database to add field Cus_NIC ?
d) The new customer Mugan joined the bank LED and bank gave the Acc_No as 28413 i) What table(s) need(s) to be updated in the database?
ii) Write down the updated row(s) of the table(s) in the database?
e) The new bank "LMN" is opened. Its Bank_ID 8923
i) What table(s) need(s) to be updated?
ii) Write down the updated row(s) of the table(s) in the database? A query is written to display the Cus_ID, Name and Acc_No, who has the account of ABC bank. What is the output of the above query?
6) a) Consider the following activities and write down suitable phase of system development life cycle (SDLC) for these activities.
P – Phase of the SDLC is known as the "ongoing phase" where the system is periodically evaluated and updated as needed.
Q – During which phase is users trained to use the new system.
S - Preparing the documentation for each one of the program.
T –Meeting the librarian for discussions.
U – User interface sees on the screen and preparation for data storage
V – To resolve errors.
b) A company developed a computer based new system to replace the existing manual information system. The company has decided to work for a short period of time with both systems.
i) What is the deployment approach method used here?
ii) Write down one advantage and one disadvantage of the above deployment approach?
| Customer | |
|---|---|
| Cus_ID | Name |
| 1001 | Ragesh |
| 1002 | Akadh |
| 1003 | Mugesh |
| Bank_ID | B_Name |
|---|---|
| 8921 | ABC |
| 8929 | CXY |
| Customer_Bank | | |
|---|---|---|
| Cus_ID | Bank_ID | Acc_No |
| 1001 | 8921 | 74931 |
| 1001 | 8928 | 28741 |
| 1002 | 8929 | 43289 |
| 1003 | 8921 | 73141 |
| 1002 | 8928 | 28493 |
7) a) Lengths of three sides of a triangle A, B, C are given as input. The following flowchart finds if the triangle is isosceles, equilateral, or scalene. Fill in the boxes 1 to 6.
Hint:
In an equilateral triangle if three sides are equal.
In an isosceles triangle if two sides are equal.
In a scalene triangle if three sides are not equal.
b) Write down the pseudo code for the above flowchart?
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