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Home Learning Tasks for Y2 Summer term 2022
This home learning letter provides your child with learning activities from various areas of the curriculum to complete at home. Each area of learning will have a link which you can use to access the work. Please ensure the maths and English tasks are completed in the morning and the foundation activities (science and topic) in the afternoon, as it would be in school.
One maths, English and phonics task should be completed every day. One foundation activity must be completed each day, your child can choose between science and topic. Please ensure your child reads every day.
To access Phonics Play please see the information on their website detailing how to get free access if your child is isolating.
English (x 60 minutes each day)
This term we are learning about traditional tales and twisting them.
Read the story of The Pea and the Princess by Mini Grey here:
https://www.youtube.com/watch?v=rhZN1mVyac8
*Write a character description of the queen and the prince.
*Write a letter as if you were the prince telling a friend about your desire to find a wife.
*Invent your own pea recipe for the queen's Royal Recipe book.
*Design an advert for your recipe.
*Write some instructions on how to plant and grow a seed or bulb.
*Write your own traditional tale with a twist:
What if Cinderella didn't want to marry the prince?
What if the wolf was good and the 3 little pigs were to blame for their houses falling down? What if the 3 bears were still in their cottage when goldilocks arrived?
Log in to phonics play https://www.phonicsplay.co.uk/ and select a phase 5 activity to play. Log in to spelling play (a free site at the moment)
https://www.spellingplay.co.uk/y2_member/planning_year2_spelling.html and play the suffix games.
Practice the common exception words that we are learning this year.
Practise the 2,5 and 10 times tables every day using any method that you like. The aim is to recall them quickly and in any order.
You might like to use:
Hit the Button https://www.topmarks.co.uk/maths-games/hit-the-button TTRockstars https://ttrockstars.com/
In mathematics, we would like you to complete daily lessons using Oak Academy. https://teachers.thenational.academy/programmes/y2-maths
Work on the measure, time or volume and capacity units.
Spelling (x 15 minutes per day)
Maths (x 60 minutes) | <urn:uuid:8c622bf5-4fdc-4480-8333-7513ff85468a> | CC-MAIN-2022-33 | https://www.katherinesemar.co.uk/attachments/download.asp?file=3904&type=pdf | 2022-08-10T19:56:58+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00471.warc.gz | 750,155,855 | 536 | eng_Latn | eng_Latn | 0.998318 | eng_Latn | 0.998318 | [
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Name: _______________
Season: _____________________
Size(s): __________________________
| Tees/Casual |
|---|
| Tops |
| Dressy Tops |
| Sweaters |
| Coats/Jackets |
| Pants |
| Shorts |
| Skirts |
| Dresses |
| Dressy Outfit |
Remember When Evaluating:
* Keep it around 30 items (excluding shoes and accessories)
* VCLF: versatile, comfortable, love it, functional
* Mix and Match-able
* Keep it 50/50 Neutrals and Statement Pieces
* Stick to a basic color palette
* Keep shoes to the rule of 5:
o 1 – casual, 1 – dressy, 1 – seasonal, 1 – 1 fun pair, and 1 – athletic wear | <urn:uuid:27e687a4-bfcb-4f28-b8c8-b0871a8d8ce0> | CC-MAIN-2022-33 | https://www.momswithoutanswers.com/wp-content/uploads/2017/08/Capsule-Wardrobe-Form.pdf | 2022-08-10T21:06:17+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00470.warc.gz | 806,435,474 | 173 | eng_Latn | eng_Latn | 0.965036 | eng_Latn | 0.965036 | [
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AN INTRODUCTION TO THE CLASS TOOL FOR PARENTS
We all want what's best for our children. There are hundreds of aspects to measure: nutrition, exercise, curriculum, community involvement...the list could go on.
There's one aspect that you may not know is measurable—that's the interactions between teachers and students. This is where the CLASS tool comes in.
The Classroom Assessment Scoring System®️ (CLASS®️) is a tool that measures the quality of interactions between teachers and students. Many states use the CLASS measure in their quality rating and improvement system (QRIS) because strong evidence suggests that the tool is one of the closest predictors of child achievement rates later in life.
What is CLASS and how does it work?
At the pre-K (ages 3–5) age level, the CLASS tool is divided into three domains. Each domain looks at different kinds of interactions.
* ● Emotional Support: Emotional Support is all about relationships—how we interact with each other to establish emotional connection. It's all about creating a warm, positive place where children feel safe to take risks and make friends.
* ● Classroom Organization: Think of this domain as measuring how effectively teachers prepare an environment in which children can learn. It looks at how time is spent, ensuring that teachers are making the most of every moment.
* ● Instructional Support: Often deemed the most difficult domain, Instructional Support measures how well teachers help children learn creatively. Teachers must facilitate conversations in which children begin connecting the dots between what they're learning with their real life.
*Each domain is broken down further into dimensions, or specific interactions that support the domain.
How does CLASS relate to parents?
While these domains are specific to teachers in a classroom environment you can incorporate these ideas at home. Every interchange during each part of the day results in opportunities for interactions that benefit your child!
To learn more, give us a call at 877.401.8007 or visit us at www.teachstone.com
CLASS Domain/Dimension: Emotional Support/Positive Climate
What could this look like? Having conversations with children about their day.
Why is this important? Talking with your kids about their day and acknowledging their feelings is crucial to their emotional security. Their response and behavior have a meaning and a message that often tell you more than their words.
Do they seem more anxious about going to a play date? Talk them through why they're feeling this way and come up with a plan to help them overcome their insecurities.
Creating an environment in which they're comfortable to tell you how they feel results in happier, more confident children who are ready to learn.
CLASS Domain/Dimension: Classroom Organization/Routines and Transitions
What could this look like? Meals, dressing, getting ready for school or coming home.
Why is this important? While your home doesn't (and shouldn't) have a bell signaling each transition, having predictable and clear routines is important for your children. In fact, you're probably already doing this by having story time before bed or having your children color at the table before dinnertime.
Life is easier for you—and your kids—when everyone is prepared and knows what's coming up next. By thinking about transitions ahead of time, you'll both be happier and more productive.
CLASS Domain/Dimension: Instructional Support/Open-Ended Questions
What could this look like? Asking your child questions while planning for a vacation.
Why is this important? Many opportunities happen every day, and just recognizing those moments will do much to help build children's critical thinking skills. While your child is playing with his toys, ask open-ended questions that get him to "think out loud."
For example: "I see you are dressing the baby in a new outfit. How did you decide to pick that one?" "What kind of clothes would we pack for that baby if we were going to the beach?" These kinds of questions can start interesting conversations that you can contribute to by expanding vocabulary. "We are packing for a trip to the beach, a vacation."
Or you could ask kids to plan what they want to shop for at the grocery store and ways to cook a meal—the opportunities are endless! Just take a minute and ask yourself, "What could I do in this moment to keep this conversation going in a meaningful way?"
To learn more, give us a call at 877.401.8007 or visit us at www.teachstone.com | <urn:uuid:ff335f2f-f2de-4291-a2a0-643aad6fd5a2> | CC-MAIN-2022-33 | https://info.teachstone.com/hubfs/Teachstone%20Parent%20Resource_final%20(1).pdf | 2022-08-10T20:28:37+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00469.warc.gz | 305,974,736 | 892 | eng_Latn | eng_Latn | 0.998714 | eng_Latn | 0.998943 | [
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The Little Ice Age
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Page 1/39
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Little Ice Age | geochronology | Britannica Page 5/39
Of course, the severity of the Little Ice Age, which lasted from the early 14th century through the mid-19th century, was not a deep freeze like the long ice ages of the ancient past. After all, human Page 6/39
civilization thrived and expanded during the Little Ice Age, as several civilizations sent ships to explore, colonize, and exploit new lands.
IELTS Academic Reading Sample Page 7/39
110 - The Little Ice Age The main driver of the warming from the Little Ice Age to 1940 was the warming sun with a small contribution from volcanic activity.
However, solar activity leveled off after 1940 Page 8/39
and the net influence from sun and volcano since 1940 has been slight cooling. Greenhouse gases have been the main contributor of warming since 1970.
Little Ice Age, Big Consequences Page 9/39
- HISTORY The "little ice age", evidence of which was first recorded around 1300, and which extended through to the mid 1800s, was the coldest interval over the Northern Hemisphere for one thousand or Page 10/39
so years.
Little Ice Age Environmental History Resources The Little Ice Age is a period tentatively defined as running from the 13 th /14 th to the 19 th century in which Page 11/39
the northern hemisphere of Earth endured a limited but substantial cooling period. Now please be forewarned, the Little Ice Age (LIA) should not be confused with the Medieval Warm Period, or the Last Glacial Page 12/39
Period , since it carries its own unique events that may have changed the
...
Answers for THE LITTLE ICE AGE IELTS reading practice test The Little Ice Age amounted to "a long-term, Page 13/39
continent-wide agricultural crisis," as Blom writes. Grain harvests did not return to their previous levels for a hundred and eighty years.
The Little Ice Age is a history of resilience Page 14/39
and ... The Little Ice Age (LIA) was a period of cooling lasting approximately from the 14th to the mid-19th centuries, although there is no generally agreed start or end date: some confine the Page 15/39
period to ...
The Little Ice Age: How Climate Made History 1300-1850 by ... Over much of the world, the Little Ice Age reached its coldest point in the early 19th century, with the chilliest Page 16/39
decade of all following in the wake of a massive volcanic eruption in 1809 and the cataclysmic detonation of Mount Tambora in Indonesia in 1815.
The Little Ice Age - National Page 17/39
Gallery of Art The Little Ice Age was not an ice age in the strictest sense of the phrase. During this time, the world was not covered in snow, ice, and glaciers as it was during the ice ages of millions of Page 18/39
years ago. Instead, the winters were more severe, particularly throughout Europe and North America.
How the Little Ice Age Changed History | The New Yorker The term "Little Page 19/39
Ice Age" was coined by Dutchborn American geologist F.E. Matthes in 1939. The LIA began around 1300 CE and lasted until about 1850 CE. Within that stretch, ...
The Little Ice Age and Its Page 20/39
Giant Impact on Human History
In the mid-1700s, however, some countries began promoting the hardy tuber as an alternative to crops indigenous to the region, which often Page 21/39
...
failed to withstand the Little Ice Age's colder seasons.
The Little Ice Age: What Happened Around the World The Little Ice Age tells the story of the turbulent, unpredictable, Page 22/39
and often very cold years of modern European history, how this altered climate affected historical events, and what it means for today's global warming. Building on research that has only Page 23/39
recently confirmed that the world endured a 500year cold snap, renowned archaeologist Brian Fagan shows how the increas
The Little Ice Age Page 24/39
The Little Ice Age (LIA) was a period of cooling that occurred after the Medieval Warm Period. Although it was not a true ice age, the term was introduced into scientific literature by François E. Page 25/39
Matthes in 1939. It has been conventionally defined as a period extending from the 16th to the 19th centuries, but some experts prefer an alternative timespan from about 1300 to about 1850.
Page 26/39
What Happened During The Little Ice Age? - WorldAtlas The Little Ice Age lasted from roughly 1300 until the middle of the nineteenth century. Only two centuries ago, Europe Page 27/39
experienced a cycle of bitterly cold winters; mountain glaciers in the Swiss Alps were the lowest in recorded memory, and pack ice surrounded Iceland for much of the year. The climatic events Page 28/39
of the Little Ice Age did more than ...
Little Ice Age Wikipedia Little Ice Age (LIA), climate interval that occurred from the early 14th century through the mid-19th century, when Page 29/39
Online Library The
Little Ice Age
mountain glaciers expanded at several locations, including the European Alps, New Zealand, Alaska, and the southern Andes, and mean annual temperatures across the Northern Page 30/39
Hemisphere declined by 0.6 °C (1.1 °F) relative to the average temperature between 1000 and 2000 ce.
What was the little ice age? | Environment | The Guardian The Little Ice Page 31/39
Online Library The
Little Ice Age
Age. Introduction . The vibrant paintings of Hendrick Avercamp (1585–1634) transport us back to a time when Dutch waterways regularly froze in the cold of winter. In his Page 32/39
landscapes, people young and old, rich and poor, share both the joy and the hardship of the Little Ice Age.
Sea ice caused the Little Ice Age in the 14th century ... The Little Ice Age has given Page 33/39
way to a new climatic regime, marked by prolonged and steady warming. At the same time, extreme weather events like Category 5 hurricanes are becoming more frequent. Questions 18-22 Complete the Page 34/39
summary using the list of words, A—1, below.
What Was the Little Ice Age? | Britannica The Little Ice Age was a period of regionally cold conditions between roughly AD 1300 and Page 35/39
1850. The term "Little Ice Age" is somewhat questionable, because there was no single, well-defined period of prolonged cold. There were two phases of the Little Ice Age, the first beginning around Page 36/39
1290 and continuing until the late 1400s.
Little Ice Age ScienceDaily A new study finds a trigger for the Little Ice Age that cooled Europe from the 1300s through mid-1800s, and Page 37/39
supports surprising model results suggesting that under the right conditions sudden climate changes can occur spontaneously, without external forcing.
Copyright : raphael.tfo.org
Online Library The Little Ice Age
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The Specifications Game: Developing Mathematical Practices of Defining
Amelia Farid, SESAME Graduate Student (firstname.lastname@example.org)
Project for EDUC 222C Cognition and Development - Design Based Research Forum
Instructor: Dor Abrahamson (http://edrl.berkeley.edu/content/courses#EDUC_290C:_Design-Based_Research_Forum)
Objective: Foster, Investigate, and Model the Mathematical Practices of Defining
Defining, a central practice in mathematics, is different from its daily practice. Whereas students may know many mathematical definitions, these are often presented as fact. Consequently, students often have trouble formulating definitions, interpreting new definitions, and using definitions in proof and problem solving (Vinner, 1991). The rationale of the design project is that students may spontaneously engage in generating mathematical definitions as their pragmatic solution to a problem involving specificity of information, such as in responding to a problem of ambiguity.
Background
Commognitive Interpretive Framework. Mathematics learning can be modeled as the process of internalizing mathematical discourse (Sfard, 2007). The Specifications Game (SG) is designed to create an engaging context that generates the type of mathematical discourse often involved with the formulation of definitions.
Developing Mathematical Definitions. Mathematical definitions, I submit, are not inherent truisms but rather meaningrelations built to fulfill particular purposes, often via an iterative process of formulating and evaluating a definition with respect to its utility, conformity to intuition, or other criteria. A definition, I further submit, could be viewed as an epistemic form (a target structure guiding inquiry), the end product of an epistemic game (Collins & Ferguson, 1993). SG was designed to prompt students to reinvent one such epistemic game. SG draws on familiar cultural practices, sets up mathematical language as a potential solution to ambiguity, distributes the process over two participants and a set of materials, and encourages reflection, mathematization, and the practice of defining.
Design: The Specifications Game
In SG, two participants take on the role of 'specifier' and 'checker', respectively. The specifier is provided with a game board out of which the 'goal shape' has been cut out (Figure 1, left). The checker is provided with the goal shape, as well as a set of shapes that share some properties with the goal shape (Figure 1, right) and some post-it notes on which to draw additional shapes. Both players have visual access to
Figure 1: A game board (left) and associated game pieces (right).
the game board, but only the checker has visual access to the set of game pieces. During each turn, the specifier provides one specification describing his shape. The specifications may not include shape names nor refer to shapes that were previously used. During the checker's turn, the checker provides the specifier with a shape that satisfies all specifications provided thus far. This shape may be selected from the set of game pieces or may be drawn on paper. If the shape does not fit the specifier's board precisely, it is returned to the checker to be used again.
The specifier's goal is to obtain the goal shape in as few turns as possible. The checker's goal is to maximize the number of turns played. To this end, the checker tries to identify and provide shapes that, while satisfying all specifications given, are not the goal shape. When the specifier obtains the goal shape, the game ends.
Four dyads (ages 11 and 15, as well as pre-service teachers) participated in a pilot implementation of SG. Each dyad played the game at least twice, alternating roles. Next, I prompted them to: (a) examine and modify their list of requisite properties into a conjectured definition; (b) compare and evaluate alternative definitions for the same object; and (c) identify or generate definitions for unrelated mathematical concepts. All sessions were videotaped and then carefully micro-analyzed.
Conclusions
The practice of defining is developed via apprenticing into the field of mathematics. In this process, students move away from a view of mathematical definitions as arbitrary systems of constraints couched in non-normative language and disconnected from intuitive ways of thinking about the world, towards a view of definitions as epistemic forms satisfying specific properties that allow them to fulfill particular purposes. By distributing the defining process over two participants and a set of materials, SG supports students in enacting an epistemic game of formulating definitions. In this process and the subsequent guided reflection and mathematization, students become sensitized to properties of definitions such as specificity and minimality, resulting in a discursive shift away from mundane practices of defining.
References
Collins, A., & Ferguson, W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational psychologist, 28(1), 25-42.
Sfard, A. (2007). When the rules of discourse change, but nobody tells you—making sense of mathematics learning from a commognitive standpoint. The Journal of the Learning Sciences, 16(4), 565-613.
Vinner, S. (1991). The role of definitions in the teaching and learning of mathematics. In D. Tall (Ed.), Advanced mathematical thinking (pp. 65-81). NYC: Springer. | <urn:uuid:1f2814be-29e7-4070-88d9-7ee86f316be7> | CC-MAIN-2022-33 | https://edrl.berkeley.edu/wp-content/uploads/2016/02/Farid-DBR-Sp16.pdf | 2022-08-10T19:23:00+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00471.warc.gz | 238,359,151 | 1,090 | eng_Latn | eng_Latn | 0.99433 | eng_Latn | 0.99433 | [
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8 Questions To Improve Your
Motor Empathy Skills Right Now
1.At what point does your attitude towards the picture change?
2.Which part are you happy to draw?
3.Which part is disturbing?
4.Have you found any incongruities or discrepancies in the details of the picture that you didn't notice before?
5.Is copying the picture a pleasant experience, or is it a joyless, boring activity?
6.Which part of the picture did the subject enjoy the most?
7.Does the picture have any parts that you would have drawn differently?
8.Does it have any parts that you emphasised, enlarged or changed?
❖ Advanced exercise: Draw the exact opposite of the picture! Do not change the content of the depiction but only the style and manner of the process of creating the picture (e.g. size, line quality, spontaneity versus rigidity, psychomotor tempo, careful vs. hastily drawn).
Originally published in: Vass, Z. (2012). A psychological interpretation of drawings and paintings. The SSCA Method: A Systems Analysis Approach. Budapest: Alexandra Publisher
Downloaded from: arttherapycoursesonline.com/how-to-use-motor-empathy-for-understandingscribbles-a-step-by-step-guide/
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Pol. Wołożyn, Bel. Валожын, Yid. וואַלאָזשין
People come here to study to become rabbis, not only from different parts of Russia and Europe, but also from all over the world – from America, or even from Japan. […] and the Jews here […] do not chatter like magpies, in a foreign language; no, they firmly cling to their faith, customs, and tongue…
Yadvihin Sh. (Anton Lyavitski), 1910
Włoszyn ¶ The first written reference to Valozhyn (more often referred to in Jewish sources as Volozhin) can be found in German chronicles from the late 14th century, where it features as "Flosschein" or "Włoszyn" (Vloshin) – a name used by the Teutonic Knights. In 1407, Valozhyn became the property of the Palatine of Vilnius, Albertas Manvydas (Wojciech Monwid), who obtained it in his possession from Grand Duke Vytautas of Lithuania. The town belonged subsequently to the families of Manvydas, Wieriejski, Gasztold, Słuszka, Radziwiłł, Czartoryski, and Tyszkiewicz. Between the 16th and 18th centuries, Valozhyn was located in the Grand Duchy of Lithuania – first as part of the Vilnius Voivodeship, then in the Navahrudak (Nowogródek) Voivodeship, and then again in the Vilnius Voivodeship. ¶ In the second half of the 16th century and at the beginning of the 17th century, the town enjoyed a privilege for a weekly "bazaar day." In the early 17th century, the town consisted of a market and three streets, and by the beginning of the 18th century, it had as many as five streets (Wileńska, Smorgonska, Mińska, Krzywa, Tylna), two Catholic churches, and two Orthodox ones. The number of households grew from 83 in 1690 to 107 in the early 18 th century and 186 in 1790. ¶ In 1793, Valozhyn was incorporated into the Russian Empire as part of the County of Ashmyany (Oszmiana) in Vilnius Province, and in 1803, it was purchased by Count Józef Tyszkiewicz. In the years 1803–1806, Tyszkiewicz founded a palace and park complex that included a large orangery (designed by A. Kossakowski) in the town centre, as well as the Church of St. Joseph. At that time, the town had a population of 2,446 residents. ¶ In the 1880s, according to the contemporary description, Valozhyn had "three Orthodox churches, a temporary magistrate's office, a police station, the estate administration building, a folk school, a post office, a pharmacy, a mill, a synagogue, two prayer houses, stores, and taverns. The peasants work in farming, while Jews work in trade. Five fairs are held during the year, their turnover reaching 4,000 roubles, and markets take place every Sunday."
The Jews of Valozhyn ¶ Most likely the first Jews settled in Valozhyn in the 16th century. According to the
1766 census, the local kahal
numbered
383 members. In the second half of the 19th century, about 2,000 Jews accounted for more than 70 percent of the town's population. At the end of the 19th century, the town had 523 houses (including two brick ones), and the population of 2,446 (406 Orthodox Christians, 140 Catholics, and 1,900 Jews). The Jews of Valozhyn enjoyed their most prosperity in 1803–1840, when the town was administered by Józef Tyszkiewicz. In a document of 1809, he granted them special economic privileges and extablished the amount of tax they were to pay. The following provisions were also favourable for them: "All Jewish-owned land, as well as houses, malt houses, distilleries, shops, or any kind of building located on this land, both existing and planned in the future, should be considered the property of Jews and of their heirs, on which they are required to pay an annual tax; the synagogue, school, hospital, bathhouse, and cemetery are exempt from this tax." In 1900, the Vilnius (at that time, Vilna) Province Governor requested the approval of the elected Jewish members of the municipal Land council because, as he wrote, "the Valozhyn community consists exclusively of Jews, and there are no Christian townspeople here at all." ¶ The synagogue played a significant role in the life of the Jewish community. Not only was it a house of prayer and learning, but it also served as the communal meeting place, its spiritual and social centre. The 1868 census listed three prayer houses in Valozhyn, one brick and two wooden ones. According to 1897 correspondence, the Jews of Valozhyn had one synagogue
and four batei midrash (prayer and study houses).
The mother of all yeshivot ¶ The spiritual life of the town flourished in particular due to the yeshiva founded in 1803 by Chaim ben Isaac of Valozhyn, disciple of the illustrious Eliyahu ben Shlomo Zalman, the Vilna Ga'on. The Valozhyn yeshiva (usually referred to as the Volozhin yeshiva) and also known as Etz Chaim (Heb.: Tree of Life) – became the blueprint for large Talmudic academies across Eastern Europe as well as in Israel, North America, and other countries. Known as Em a-yeshivot (Heb.: The mother of all yeshivot), it greatly influenced the religious and spiritual life of the so-called Litvaks (Lithuanian or nonHasidic Jews), who became the backbone of modern Jewish Orthodoxy. The yeshiva building was completed in 1806 (and, according to some sources, rebuilt after a fire in 1865). It attracted students from different countries, including the United Kingdom, Germany, the Habsburg Empire, and the United States. In
-year-old shochet Yehuda Avram worked as a ritual slaughterer and food controller for years, Valozhyn, photo published on March in Jewish Daily Forward, collection of the YIVO Institute for Jewish Research
A panorama of Valozhyn, . Photo by Paweł Sańko, digital collection of the "Grodzka Gate – NN Theatre" Centre (www. teatrnn.pl)
the late 1880s, the number of students exceeded 400. In the mid-19th century, despite the reservations of the yeshiva spiritual management, a new Musar (Ethics) movement began to penetrate the groups of students at the Volozhin yeshiva. The institution was also increasingly influenced by the ideas of the Haskalah, while in the 1880s many of its students were attracted to various proto-Zionist groups and even founded a Nes Tsiona student group of Palestinophiles, supporting the settlement of Jews in the land of Israel and raising funds for the purpose . ¶ The Volozhin yeshiva distinguished itself from other institutions of that kind both in terms of its organisation and its teaching methodology. It relied not only on funding collected in Valozhyn, but also on financial support from distant Jewish communities, including those in Siberia, Central Europe and the USA. As the result, it was free from any local influences and pressures and had the local community depending on the operation of the yeshiva, not vice versa. The learning process took place 24 hours a day, which reflected the view of the yeshiva founder that the existence of the world was directly linked to a non-stop study of the Torah. Entrance examination, and self-education was required from all the students. Additionally, every student received a small scholarship sufficient to meet his modest needs which students used to pay to the Valozhyn dwellers for residence and services. ¶ The Valozhin yeshiva was shut down in 1893 by the tsarist educational authorities who required that the secular subjects be included into its curriculum. It was soon reopened but never achieved the reknown it enjoyed from 1803 to 1893. The yeshiva continued to function until World War I – it was only after the front line came close to Valozhyn the classes were discontinued and the yeshiva was moved to Minsk. It resumed its activity in 1921, though with a reduced number of students, and operated until World War II, when its last 64 students were executed by the Nazis. ¶ One of the graduates of the Valozhyn yeshiva was
the great Hebrew poet Haim Nachman Bialik (1873–1934), who humorously depicted the atmosphere of the yeshiva in his poem Ha-matmid (Heb.: A nonstop Torah learner):
[…] / Within those walls, not one day, but six years, / Have watched his toil – his childhood ripened there / Too soon, his youth matured there ere its time, / His eyes were darkened and his face grew white. / […] / Some go to spend the Solemn Days at home, / Some spread to neighbouring villages and there, / Delivered from the dread Superior's eye, / Disport themselves beneath the kindly roof, / Where pride and pity wait such learned guests. / And some have been expelled and leave in haste / And sadly to their fathers these return. / But one remains, stuck faster than a nail! // Translated from Hebrew by Helena Frank, https:// www.poetrynook.com/poem/talmud-student
TORAH SCHOLARS ¶ Haim ben Isaac of Volozhin (–) – a rabbi and teacher, a disciple of Eliyahu ben Shlomo Zalman (known as the Vilna Gaon), and the founder of the yeshiva, was born and died in Valozhyn. His major work Nefesh ha-hayim (Heb.: Soul of Life) was published posthumously in . ¶ Haim Soloveitchik (–) – an outstanding Talmudic scholar, the head of the yeshiva at the turn of the th century, one of the founders of the famous Soloveitchik dynasty of Talmudic scholars. During his life, Soloveitchik did not publish any works, but his teachings were spread in Lithuanian yeshivot by his students. He published very few of his rabbinic novellae – only those that he considered absolutely proven. The method of Halakhah (legal aspects of Judaism) study proposed by Soloveitchik is still used in Lithuanian-type yeshivot.
Of medium height, well dressed, with a typical belly, a gold chain, a tiny French beard, and parted hair. All this made Orie Poliak look just as a rich man should look like. Everyone treated him with respect and was the first to wish him a good day. After his wife died, he lived alone in a big house on Wileńska St, opposite the pond. The house had many rooms and a spacious guest room with paintings on the walls and upholstered furniture. The children, however, were more interested in his collection of butterflies and insects. Every box had both a Latin name and a common name written on it. When thinking of wealth in Valozhyn, one simply said: "If I were Orie Poliak …." ¶ The first and most important barber in Valozhyn was Moshko der Sherer (Yid. scissors). His clients were the wealthy and prominent people of the town, officials of the Count, officers, etc. […] The other barber – Alterke – did not have a hair salon. In one room there was a chair, a mirror on the wall, and a desk with hairdressing tools. His clients were poor and less important people, artisans, labourers, and youth. Here they all felt at home, […] especially when Alterke left his client in the middle of the haircut or shave, and went to another room to calm a crying baby. And there were many crying babies, every year a new one was born. Alterke had a goat, which he left to graze on the empty square between his house and the beth midrash. The boys dragged the bearded animal to the beth midrash door, opened it, and let the goat saunter between praying Jews wrapped in a tales (prayer shawl). They watched the resulting confusion for
A matzeva at the Jewish cemetery in Valozhyn, . Photo by Paweł Sańko, digital collection of the "Grodzka Gate – NN Theatre" Centre (www.teatrnn.pl)
The yeshiva in Valozhyn, also known as Etz Chaim, founded in by Rabbi Chaim of Valozhyn, . Photo by Paweł Sańko, digital collection of the "Grodzka Gate – NN Theatre" Centre (www. teatrnn.pl)
Philanthropist ¶ Israel Rogosin (1887–1971) was born in Valozhyn into an Orthodox family. In 1890, at the request of Naftali Zvi Yehuda Berlin (then head of the Volozhin yeshiva), Israel's father Samuel Eliezer traveled to the USA to raise funds for the yeshiva. A year later, he was joined by his wife Hana and their four children. In 1895, Samuel Rogosin set up a textile mill in Brooklyn, which became a profitable undertaking. In 1903, he decided to found a yeshiva modelled on the one in Valozhyn and left the mill management to his 16-year-old son Israel, who turned out to be an extremely talented entrepreneur. In 1912, the mill employed 200 workers; eight years later their number grew to 1,000, working in five mills. In April 1956, Rogosin founded Rogosin Industries Ltd., a viscose fibre plant. In some time and then closed the door and ran away happily. ¶ Osher Malkin's memories in: Volozhin. Sefer shel ha-ir-shel yeshivat Etz Haim (Heb.: Valozhyn. The Book of the Town and Etz Chaim Yeshivah ), Tel Aviv 1970, retrieved from www.jewishgen.org/ Yizkor
1958, the production was transferred to the newly established town of Ashdod in Israel, at the request of the Israeli Minister of Trade and Industry, Pinchas Sapir. Israel Rogosin became a genuine philanthropist: he donated $1 million for the establishment of the Centre for Jewish Ethics in New York and $2.5 million for the construction of ten schools throughout Israel, three of them in Ashdod. He founded a medical treatment and research institute for the study of kidney diseases – the Rogosin Institute in New York.
Sculptor ¶ Max Kalish (1893–1945) was born in Valozhyn into an Orthodox Jewish family that later emigrated to the United States. He graduated from the Cleveland School of Art and went to study in New York and Paris. He became famous for his sculptures of American workers. He also worked on decorations for the Panama-Pacific International Exposition (San Francisco, 1915). During World War I, Kalish served in the medical corps, where he helped to design prostheses for wounded soldiers. In 1944, he created 48 figures of social workers entitled The Living Hall of Washington for the Smithsonian Museum in Washington.
World War II and the Holocaust
¶ In September 1939, Valozhyn was seized by the Red Army, and on June 26, 1941 it was occupied by the Nazi Germans. Soon after taking over the town, the Germans established a ghetto and set in motion their plan of exterminating the Jews. Local Jews organized an underground resistance group. According to the documents in the National Historical Archive of Belarus, six Aktions were organised in Valozhyn between 1941 and 1944, in which approx. 3,500 people were executed. The bloodiest events took place in June and July 1942, when about 2,000 Jews were shot at the Jewish cemetery. Soviet army troops captured Valozhyn on July 5, 1944. ¶ A monument to ghetto prisoners is located near the town, at the foot of Wysoka Góra (High Hill), where about 1,000 people were executed in September 1942. Another monument at the mass grave of Jews (100–220 elderly, women, and children) murdered in October and November 1942 can be found at a municipal stadium. In the spring of 2015, a park was planted around it.
Traces of Jewish presence ¶
A fenced Jewish cemetery with several hundred surviving gravestones is located on a hill north of the yeshiva building, at the intersection of Kirova and Kupala Streets. In the 1990s, with funding from foreign Jewish organisations, the cemetery area was cleared up and gravestones were restored. Here are buried the Volozhin yeshiva founder Haim
ben Isaac and other rabbis associated with the town; there are also the mass graves of Holocaust victims and a plaque commemorating the Jews of Valozhyn murdered during World War II. The last burial at the cemetery took place in 1957. The cemetery is taken care of by the town's last remaining Jewish inhabitants. ¶ After World War II, the yeshiva building was converted into a grocery store. In 1998, when former Israeli Prime Minister Shimon Peres (born in the nearby town of Vishnieva) visited Valozhyn, it was agreed that the building would be reconstructed to commemorate the 200th anniversary of the yeshiva establishment. Today, the building of the yeshiva is under the auspices of the Union of Jewish Religious Communities of the Republic of Belarus and a memorial plaque has been placed on it. In 2010, a commemorative 10-rouble silver coin dedicated the Volozhin yeshiva was released by the National Bank of the Republic of Belarus.
Vishnyieva (23 km): the birthplace of Shimon Peres; the Church of the Blessed Virgin Mary (1442); the Orthodox Church of Sts. Cosmas and Damian (1865); the manor house of the Chreptowicz family; a Jewish cemetery; a mass grave of Holocaust victims in the village of Helenowo. ¶ Haradok (30 km): a former synagogue (1875); a former Jewish water mill (19thc.); ruins of ayeshiva (early 20thc.); a Jewish cemetery with about 100 matzevot,
Surrounding area
A former Jewish house in Valozhyn from the early th c., at Savetskaya St., . Photo by Paweł Sańko, digital collection of the "Grodzka Gate – NN Theatre" Centre (www. teatrnn.pl)
Worth seeing
a memorial to Holocaust victims; Holy Trinity Church (1884); a hill fort (11th–12thc.); the Literature Museum. ¶ Ivyanets (32 km): a former synagogue (1912); the rabbi's house, now a music school (19thc.); a Jewish cemetery; Church of St. Michael the Archangel, called the "white" church (1702–1705); a Franciscan monastery; Church of St. Alexis, called the "red" church (1905–1907); a Catholic cemetery (19thc.); remnants of manor farm buildings; the House-Museum of Apollinaris Pupko. ¶ Maladzyechna (37 km): a former synagogue (early 20thc.); military buildings: an officers' casino, an NCOs' manor house, commander's office, and barracks (1922–1939); a Trinitarian monastery (18thc.); a railway station; an Orthodox church (19thc.); a memorial complex – Stalag 342 on Zamkowa St.; a castle with remains of ramparts of a bastion castle (16th–17thc.). ¶ Rakaw (40 km): wooden buildings of the former Jewish street; a Jewish cemetery (17thc.); a memorial to fire victims at the site of a burnt synagogue; Transfiguration Orthodox Church (1730–1793); the Cemetery Church of St. Anne (1830); the Church of the Blessed Virgin Mary (1906); the Museum–Art Gallery "Yanushkevichy"; a hill fort near the church. ¶ Radashkovichy (56 km) a former yeshiva, currently a store (19thc.); Church of St. Elijah; Holy Trinity Church; a Jewish cemetery on a hill; a World War I cemetery of Polish soldiers. ¶ Zaslawye (58 km): a historical and archaeological museum; Transfiguration Church (1577); ruins of Jan Hlebowicz' bastion castle; an old Christian cemetery; a Jewish cemetery.
Former yeshiva (1806), 2 Kirova St. ¶ Jewish cemetery, Kirova St. ¶ Valozhyn Regional Museum of Local History 9 M. Gorkogo St.; tel. +375177255865. ¶ Tyszkiewicz palace and park complex (1782–1806), Belarusskaia St. ¶ Church of St. Joseph (1816), Svabody Sq. ¶ Orthodox Church of Sts. Constantine and Helena (1886), Savetskaia St. ¶ Municipal palace in the former Market Square, the southern part of Svabody Sq.
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Student Make Up Work
February 9, 2022 - Lesson "John The Baptist and Jesus' Early Years"
Parents this make-up work should be done together with you and your student. There will be questions to discuss verbally and question to answer in written format. Students, please have your confirmation Bible nearby. Please sign the bottom of the sheet and return to the sermon note drop off box.
Mary and Jospeh Review:
1. Who is the angel that told Mary she would have a baby? (Luke 1:26)
_______________________________
2. Why did Mary and Joseph go to Bethlehem? (Luke 2:1-5)
__________________________________________________________________
3. Where did Mary put the baby after he was born? (Luke 2:7)
___________________________________________________________________
4. When was the baby given his name? (Luke 2:21)
___________________________________________________________________
Who is John the Baptist:
In Luke 1, we read the story of Mary’s relative Elizabeth and her husband Zechariah. Much like the story of the Old Testament with Abraham and Sarah, Elizabeth and Zechariah were older in age and had no children. God sent an angel to tell Zechariah that he and Elizabeth would have a son and his name would be John.
Fill in the blanks/Answer the questions:
* Luke 1:17 “He will be a man with the spirit and power of ______________________. He will prepare the __________________ for the coming of the ____________________.
* Zechariah found this hard to believe and because he doubted the angel, for a period of time he could not _______________________________. (Luke 1:20)
* John became a preacher. Where was one of the main places where he preached? (Luke 3:3)___________________________________________________________
* What did John tell people they should do? (Luke 3:3)
__________________________________________________________________
John was an interesting guy. He was known to wear camel’s hair and to eat locusts (ew!) and wild honey. He had a following of people that he preached to. His main job was to announce that his relative Jesus’ ministry was about to start, and people needed to get ready. His main message is a very popular part of the Bible. Fill in the blanks from Luke 3:4-5 (similar to Isaiah 40)
____________________ the _________________ for the Lord’s coming! Clear the road for him! The ___________________________ will be filled, and the _____________________ and ________________ made level. The curves will be straightened, and the rough places made smooth.
Mary, Joseph and Jesus Escape to Egypt
According to Matthew’s gospel, after the Wise Men left and they did not tell King Herod where to find the newborn king, an angel came to Joseph in a dream and told him to leave the area because King Herod wanted to kill every baby boy born under the age of 2. The angel told Mary and Joseph to take baby Jesus and go to Egypt. Have you ever thought about the fact that Jesus spent his early childhood living in Egypt? He was multi- lingual! Later, after King Herod died, Joseph, Mary, and Jesus would be told to move back to Nazareth.
Jesus in the Temple
Read the story of Jesus as a boy in the Temple in Luke 2:41-52.
Think about what you feel you KNOW about God. What might you teach Pastor Aly and Pastor Kathy about God? Write down four statements of what you think you know about God. You might have something to teach us.
1.______________________________________________________________________________________
2.______________________________________________________________________________________
3.______________________________________________________________________________________
4.______________________________________________________________________________________
Close in Prayer with one another.
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The Tajmahal
TAJ MAHAL, Agra, India
Located at the Yamuna River in Agra, the Taj Mahal is a Mughal architecture, and also one of the Seven Wonders of the World. Built in 1653, it is a sign of love that wrote history, and is also known as the 'Crown of the Palace', as the name suggests. Being one of the most looked-after monuments in the world, the tourists are really attracted to the history of this place. People are very keen on knowing the history of Taj Mahal, and what made the Mughal Emperor Shah Jahan build a tomb for his wife Mumtaz.
*
WHY WAS THE TAJ MAHAL BUILT?
The history of Taj Mahal is something that attracts a lot of tourists to this place. It is the history of this place that adds a majestic touch to it, a touch that is filled with love. The Mughal Emperor Shah Jahan got this built for his wife Mumtaz who passed away after giving birth to their 14 th child. This was a tribute to her, and was built in the memory of their love. That is the reason Taj Mahal is referred to as the symbol of love.
*
DESIGN AND ARCHITECTURE OF TAJ MAHAL
As it was built under the guidance of a Mughal Emperor, the Taj Mahal attains Mughal architecture, and the tourists find it very fascinating. The time when the Taj Mahal was built, people preferred building up monuments with red stone. But Shah
Jahan made sure his symbol of love was different from others, and eventually went on a unique path. He got it built with white marbles, which were inlaid with semi-precious stones.
*
WHY YOU MUST VISIT TAJ MAHAL WHEN IN AGRA
Taj Mahal is one of the most iconic monuments, and people all across the globe make sure
they visit the Taj Mahal whenever they are in the country. It not only represents Agra in the country, but it also represents the entire country worldwide. Being one of the Seven Wonders of the World, there are a few reasons why a person must visit the Taj Mahal at least once. Those reasons are:
– The glamour that it pertains
– The epitome of love
– The beautiful and majestic architecture
– One of the Wonders of the World
*
TOURISM ASPECT OF TAJ MAHAL
The Taj Mahal attracts a lot of tourists from not only the country, but from all over the world. This symbol of love is so strong, that people want to make a visit to it at least once, and see as to how a man loved his wife so much that he built an entire monument in the memory of her. There is a footfall about 7 million to 8 million visitors annually, and this helps a lot in maintaining the economy of the area. The tourists prefer visiting the Taj Mahal between October to February, as that is the most ideal time to do so. It is pleasant, and they can go around the place with the weather in their favour.
*
FACTS ABOUT TAJ MAHAL
The Taj Mahal is so much more interesting than it looks or sounds like. There is so much more to it than the beauty, and there are a few interesting facts about this place. They are:
The Taj at Agra
o It took 17 years for the workers to complete the Taj Mahal.
o The Taj Mahal was built by 22,000 labourers.
o This monument represents India worldwide, and attracts millions of tourists towards it.
o There were a total of 1,000 Elephants involved for the transportation of goods and services from one place to another, while building the Taj Mahal.
o The fingers of the labourers involved in making the monument were chopped off as a command of the Emperor, so that they could not make anything like this ever again.
o The Emperor had planned to build another Taj Mahal right across the Yamuna River, but in black colour. This couldn't be done, as he had a war with his sons who eventually interrupted the entire plan.
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Developing Students' Language Awareness through Discovery Learning in English Language Teaching
Meiva Mutia Rahmi 17 and Rita Erlinda 18 English Education Department STAIN Batusangkar firstname.lastname@example.org
Abstract
Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person's sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students' awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students' language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own learning process, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.
Key words: Language awareness, discovery learning, English language teaching.
1. Introduction
The term of language awareness is introduced in the beginning of 1980s by linguist Erick Hawkins. It is defined as a person's sensitivity to and conscious awareness of the nature of language and its role in human life (Donmall in Ellis, 2012:2). Language awareness deals with being aware of different languages and the variety of ways in which they are spoken. Language awareness also includes being aware of the pattern in language because insight into pattern underlies the successful learning of foreign language. It is also related to the understanding about the relationship between language and culture, the awareness of the way language usage varies in different social contexts, the awareness of language as a nuanced and complex system of verbal and non-verbal communication, the understanding of how language is acquired, and the awareness of one's own language learning.
The awareness of students in learning a foreign language is important to be developed because students' knowledge of languages leads to a greater and more confident use of acquired languages. Developing an awareness of how languages work creates a greater interest in languages already acquired and in learning new languages. Developing an awareness of languages also makes people more curious about languages and more open to acquiring them. Positive awareness of language diversity in the world also leads to a more positive attitude towards cultural diversity.
In West Sumatera, English is learned as a foreign language where the students has already acquire two languages, Minangkabau language and Indonesian language as a national language.
17 Student of English Education Department STAIN Batusangkar.
18 Associate Professor of Linguistics at English Education Department STAIN Batusangkar.
Thus, the awareness of how these languages work, the acquired language and foreign language that will be learned, is important issues to be concerned. There are three main ways in which Hawkins in Ellie (2012:4) see foreign language learning contributing to language awareness; it provides positive feedback on the mother tongue and cultural stereotypes; it encourages the learner to pay close attention to words and their meanings; and it builds confidence in mathetic function of language which promotes by Halliday in Hawkins (199:136) which includes the use of language to learn about the world and to learn about reality.
Students seldom think about their language unless they are asked to do so explicitly or by way of learning activities. Developing students' language awareness in English as foreign language teaching classroom can be done through discovery learning. Discovery learning is an inquiry-based theory which encourages students to be active agents in their own learning process (Chambers, Thiekotter and Chambers, 2013: 109). It enables the students to have a role in their own learning and developing their creativity as they work on problems. It is expected that the students has learning autonomy where the center of learning is focused on students as well as they work with language on their own role. Consequently, this paper try to propose the discovery learning method to enhance students' language awareness is English as foreign language teaching classroom.
2. Discussion
a. The Nature of Language Awareness
Language awareness, which refers to learners' development of an enhanced consciousness of the forms and functions of language, helps students reflect on language in use (Callies, Keller & Lucas in Yang, 2013: 325). Furthermore Soons, (2008:7) states that students' awareness of language relates to their cognitive psychology and associated with the study of the thinking process in learning contexts, i.e. how knowledge is established and how thoughts are organized. Students in foreign language learning should be stimulated to ask questions about language, how it functions and what role it plays in people's lives; in other words, to have an explicit approach to different phenomena of language.
Regarding to the role of language awareness, it is important to understand the cognitive aspect of language awareness. First is explicit learning approach. As the language awareness dealing with the explicit knowledge about language, explicit learning is believed more effective than implicit learning because it facilitates the learners toward kinds of language features and actively involved in processing the input. Soon (2008:11) explains that explicit learning implicates that the learner is capable of describing his/her thought process and talking about a particular characteristic of knowledge, with help from a more or less formal metalanguage. Thus, explicit learning and instruction become crucial in the classroom, because they stimulate language awareness and enhance language acquisition.
Second cognitive aspect of language awareness is consciousness. Schmidt in Soons (2008:12) distinguishes four common meanings of the word consciousness and these are: (1) Consciousness as intention. In learning this highlights a contrast between intentional (on purpose) and incidental learning. For example, the acquisition of a first language is always incidental since we never choose to learn our mother tongue. (2) Consciousness as attention. This includes such notions as noticing and focusing. Schmidt means that noticing is the necessary and sufficient condition for converting input into intake. (3) Consciousness as awareness. In this sense, consciousness means ‗having knowledge of', either perceptually or metacognitively. In language learning it often refers to knowing rules, but it could also refer to noticing, which makes it hard to distinguish consciousness as attention (and hence noticing) from consciousness as awareness.
b. Discovery Learning in English Language Teaching
Discovery learning can be defined simply as a learning situation in which the principal content of what is to be learned is not given, but must be independently discovered by the learner, making the student an active participant in his learning. According to Tenenbaum, Alfieri, Brooks and Aldrich (2010:2) discovery learning occurs whenever the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials. Discovery learning mode requires that the student participates in making many of the decisions about what, how, and when something is to be learned and even plays a major role in making such decisions. Instead of being told the content by the teacher, it is expected that the student will have to explore examples and from these examples discover the principles or concepts, which are to be learned. Discovery learning is a method that encourages students to arrive at a conclusion based upon their own activities and observations. It assumes that learners takes an active role and construct their own knowledge base. Sometimes discovery learning describes as learning by doing because it takes place in situations where learners draw on their own experiences and knowledge to solve problems.
Ministry of Education and Culture (2013:13) states that the benefits of discovery learning model selection include; a) helping learners to improve and enhance the skills and cognitive processes, b) the knowledge gained is personal and powerful because it strengthen understanding, retention, and transfer, c) making a fun learning, d) allow learners develop quickly and in accordance with their own pace, e) Causing learners direct their learning activities use both the mind and motivation, f) assist learners in reinforcing their self concept, g) Assist students dispel doubts because it leads to the final truth experienced, h) encouraging students to think intuitively, initiatively in formulating hypotheses, i) developing talent, motivation, and curiosity and j) studying from various types of learning resources.
Bruner in Weible (2011:9) explores six based problems in discovery learning where it is aimed at an approach to learning that allows the child not only to learn the material that is presented in a school setting, but to learn it in such a way that he can use the information in problem solving. These six problems in discovery learning namely attitude, compatibility, activation, practice, the ―self-loop‖ problem and capacity for handling information flow.
1) Attitude
The attitude problem deals with how the teacher arranges learning that the children recognizes when they has information they can go beyond it. It leads them to aware that there is connectedness between the facts they have learned with other data and situations. The pupils must have the attitude toward their ability to use their head effectively to solve a problem. Basically, this is an attitudinal problem which deals with something that will counteract inertness in that students will recognize the material that they have learned as an occasion for going beyond it.
2) Compatibility
The compatibility problem is related to the way teacher gets the children to approach new material that they are learning in such a fashion that they fit it into their own system of associations, subdivisions, categories, and frames of reference, in order that they can make it their own and thus be able to use the information in a fashion compatible with what they already know.
3) Activation
Third involves getting the child activated so that he can experience his own capacity to solve problems and have enough success so that he can feel rewarded for the exercise of thinking.
4) Practice
Next problem is giving the children practice in the skills related to the use of information and problem solving. It is the part where the teacher provide a chance for the students to practice to use the skill and to know the utilization of these skills, because it turns out that however often the teacher may set forth general ideas, unless the student has an opportunity to use them he is not going to be very effective in their use.
5) The "self-loop" problem
The children, in learning in school settings, will frequently do kind of things which he is not able to describe to themselves. Psychologists see this all the time in new studies, children who are able to do many kinds of things, for example, to handle a balance mean quite adequately by putting rings on nails on both sides of a fulcrum and getting quite interesting balances, but are not able to say it to themselves and convert this fact into a compact notion which they could hold in mind.
6) Capacity for handling information flow
The sixth problem involves the nature of teacher and students capacity for handling information flow manageably so that it can be used in problem solving. Furthermore, Burner in Weible (2011:10) summarizes the ideas of discovery learning as (a) presented in a piecemeal fashion with limited context, (b) interpreted beyond their intended scope, (c) generalized into a practitioners' application, and (d) were later modified and subdued by their originator in favor of a new interpretation. However, as is also true of many of the other theories, the generalized educational practitioner's application of the original ideas is of considerable influence in both the classroom and the design of instruction.
c. Teaching News Item through Discovery Learning to Enhance Students' Language Awareness
In English as foreign language teaching classroom, discovery learning can be applied into learning the genre of the text. One of genres of the text that learned by the secondary school students in Indonesia is news Item. News item text can be taught through this method. The learner will try to find out what is the news item text through their own way in Discovery learning. It can be done through three step, namely pre-teaching, whilst teaching and post teaching.
1) Pre-Teaching
The teacher can begin discovery learning by presenting students with a scenario that has a problem that they can solve or giving a stimulus for the learners. Stimulus is given during the observation activity where the students observe the facts or phenomena in a way of seeing, hearing, reading, or listening. Facts are provided starting from the simple to the facts or phenomena that caused controversy.
In this case, the teacher provides several hot issues that happen in their environment. Unlike the traditional method where the teacher has already provide the students with the text of news item, through discovery learning the students are stimulate to find the news on their own. The project can be based on the hot issues that happen in Indonesia or in their school environment only. A teacher should start the discovery learning process with relevant questions that relate to a learners' context and experience. This will lead learners' to active involvement in a learning session. Thus learners intrigued to find out more about the fact or phenomenon by reading from various sources or question.
Additionally, in learning activities teacher can begin by asking the question, suggestion for some resources, and other learning activities that lead to the preparation of problem solving. Stimulation at this stage serves to provide the conditions of learning interactions that can develop and assist students in exploring materials. In this case questioning is the best way to provide stimulation because asking questions can expose learners to the internal conditions that encourage exploration. Thus, teacher must master the techniques of giving a stimulus to students so as to enable the goal to explore the learners can be achieved.
2) Whilst-Teaching
After identifying the teachable moment and stimulation step, then the teacher guides the student by presenting examples, non-examples and learning materials. The teacher give an opportunity to students to identify as many as possible agendas of issues relevant to the lesson material , then one of them is selected and formulated in the form of hypotheses (temporary answer to the question of the problem), in this case the students has to formulate the answer for what news item text is. Meanwhile, according to selected problems that subsequently must be formulated in the form of a question, or hypothesis, the statement as a temporary answer to questions, give learners the opportunity to identify and analyze the problem that they face, is a useful technique in building learners so that they are accustomed to find a problem.
Discovery learning is inductive reasoning in which the learner is guided by a set of predefined learning procedures. The question and answer session with examples and learning resources will be continued until the learner discovers interrelationships and general principles in the subject matter. The learner will formulate an appropriate hypothesis and test it during the inquiry session. This phase is the key of discovery learning. The process of discovery is not simply accepting a teachers' idea or explanation. It is an active knowledge construction process in which the learner devises strategies for searching and finding the regularities and relationships in the subject matter. As Bruner in Chambers, Thiekotter and Chambers (2013:120) mention discovery is the process of rearranging or transforming evidence in such a way that one is enabled to go beyond the evidence. So, through this step, the learner will try to find out what is the news item, what is the social purpose of the news item, what is the generic structure of a news item and what is language features of a news item text.
3) Post-Teaching
During the exploration, teacher provides an opportunity for learners to gather as much information that is relevant to prove the truth of the hypothesis. In this case information that collected related to what is news item. In this stage, the information is used to answer the question or prove the truth of the hypothesis, thus learners are given the opportunity to collect various relevant information, reading literatures, watching the objects, interviews with informants, conduct their own trials and so on. In this active learning the learner will find something related to the problems that they faced, thereby inadvertently connecting learners problems with existing knowledge.
The last phase of discovery learning is to apply the lesson learned to learners' practical situations. Learning is significant when it is transferred to another situation. The teacher should encourage students to solve a problem by using strategies and principles that the learner learned during the discovery learning session.
3. Conclusion
In conclusion, language awareness plays an important role on learners' language acquisition, especially for multilingual students such as in West Sumatera. Language awareness deals with explicit knowledge about language. How students work with acquired language and new language such as English as foreign language is an important issue to be concerned. Regarding to awareness of language there are cognitive aspects of language awareness, namely explicit learning and consciousness which both really important to be considered in developing student's awareness of the use of language. Developing students' language awareness can be done though discovery learning. It is a learning situation in which the principal content of what is to be learned is not given but must be independently discovered by the student. The students have a role in their own learning and developing their creativity as they work on problems but still under teacher's control. There six based problems in discovery learning which are attitude, compatibility, activation, practice, the ―self-loop‖ problem and capacity for handling information flow, theough this six base problem it is aimed that the children or learner not only to learn the material that is presented in a school setting, but to learn it in such a way that he can use the information in problem solving. In English langauge teaching, discovery learning can be applied in teaching genre of text such as news item. The teacher guide the students to find out what is news item is by the students' way. The teacher provides an opportunity for the students which enable them to work on problem. The discovery learning in teaching news item text can be done through three basic steps in teaching; pre teaching, whilst teaching and post teaching.
Bilbiography
Chambers, Derek, Thiekötter, Andrea and Chambers, Lara. (2013). Preparing student nurses for contemporary practice: The case for discovery learning. Journal of Nursing Education and Practice, Vol 3, Iss 9 (2013). ISSN(s): 1925-4040, 1925-4059. DOI:10.5430/jnep.v3n9p106.Canada:ScieduPress.
Ellish, Elizabeth M.(2012). Langauge Awareness and Its Relevance to TESOL. University of Sydney Papers in TESOL, 7, 1-23. ISSN: 1834-3198 (Print) & 1834-4712 (Online)
Harriet R. Tenenbaum, Louis Alfieri, Patricia J. Brooks, and Naomi J. Aldrich. (2011). Does Discovery-Based Instruction Enhance Learning?. Journal of Educational Psychology 2011,Vol. 103, No.1,1–18 0022-0663/10/$12.00 DOI:10.1037/a0021017. American Psychological Association.
Kementrian Pendidikan dan Kebudayaan. 2013. Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Republik Indonesia: Kementrian Pendidikan dan Kebudayaan. Available at sman11bdg.sch.id/.../10.%20Model%20Pembelajaran%20Saintifik%20M. Retrieved Januari 7 th 2014.
Soons, Maria Prtic. (2008). The Importance of Language Awareness; Ambiguities in the Understanding of Language Awareness and the Practical Implications. Malmö högskola Lärarutbildningen Kultur-Språk-Medier
Yang, Y.-F. (2013). Exploring Students‟ Language Awareness through Intercultural Communication in Computer-supported Collaborative Learning. Educational Technology & Society, 16 (2), 325–342.
Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, studentcentered learning in the technology-enhanced, blended learning environment. Retrieved May 1 st , 2014 from [http://principlesoflearning.wordpress.com].
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TECHNOLOGY RESOURCES ACCEPTABLE USE AGREEMENT
Elementary Student
FOR THE PARENT OR LEGAL GUARDIAN
Introduction
Technology resources are available to qualifying students in the Davis School District (DSD). Technology resources include, but are not limited to, hardware, software, data, electronic textbooks and materials, communication devices, printers, servers, filtered Internet access, and local and wide area networks. This Agreement contains rules and guidelines for the acceptable use of technology resources. All activities conducted using DSD technology resources are governed by this Agreement and include, but are not limited to email, Internet, blogging, podcasts, interactive websites such as social networking and Web 2.0 sites, chat rooms, video conferencing, etc.
Purpose
DSD provides technology resources for student use: 1) to promote educational excellence by facilitating resource sharing, innovation, and communication; and 2) to prepare for success in life and work by providing students with knowledge and skills regarding the safe and appropriate use of technology resources.
Privilege
The use of technology resources is a privilege, not a right. Inappropriate use of these resources may result in disciplinary action (including the possibility of suspension or expulsion), and/or referral to legal authorities. The principal, teacher/supervisor or systems administrator may limit, suspend or revoke access to technology resources at any time.
Filtering and Monitoring
As required by the Children's Internet Protection Act (CIPA), content filtering and monitoring technology is used to restrict access to unacceptable materials on all Internet access provided by DSD. However, no web filtering technology is 100% safe. Students who intentionally access, publish, or attempt to access or publish inappropriate or illegal material or Internet sites, will be subject to discipline; which may include the possibility of suspension or expulsion.
DSD has the right to monitor, inspect, copy, review and store any and all usage of DSD technology resources including transmitted and received information at any time and without prior notice.
The use of technology resources is an integral part of today's learning environment. To qualify for use of DSD technology resources, students must abide by the rules of acceptable use. Please work with us in helping your elementary school age child understand and abide by these simple rules of appropriate use.
FOR THE STUDENT
Davis School District provides computers, the Internet, and other technology resources for educational use. As a student, I must act appropriately online and follow these rules:
1. I will only use technology resources with the teacher's permission and for the purpose the teacher requests.
2. I will respect copyright laws and will make sure to show where I found information and will not copy it without permission.
3. I will be polite and show respect and never cyber-bully others. I will never post or send messages or pictures that hurt, threaten, or embarrass other people and if someone cyber-bullies me or sends me inappropriate pictures or messages, I will tell my parents or teacher right away.
4. I will stay safe on the Internet. When I am on social networking sites, in chat rooms, or on other sites
that ask for information about me, I will not share personal information about myself or others like: home address, phone numbers, passwords, personal photos, or Social Security numbers. If anyone on the Internet tries to meet with me, I will refuse, and tell my parents or teachers immediately.
5. I will tell my teacher immediately if I or someone else accidentally opens an inappropriate web site or page; or if I see someone breaking any of the rules about using technology resources.
6. I will respect the technology resources and take good care of the equipment I use.
7. I will only use my own passwords that have been given to me by the teacher.
8. I will not put any disks or portable drives into the computer unless they are approved by the teacher.
9. I will not buy or sell anything using the school's computers or technology resources.
TECHNOLOGY RESOURCES ACCEPTABLE USE AGREEMENT
Elementary Student Signature Page
Agreement and Responsibility
Each student and his/her parent or guardian must acknowledge receipt of the information contained in this Agreement through the myDSD electronic signature system or by means of a traditional hard-copy signature.
The combined signatures indicate the student and parent/guardian have carefully read, understand, and agree to follow the terms and conditions of appropriate use.
STUDENT:
My Promise to Follow the Rules:
My parent or guardian has reviewed the Acceptable Use Agreement with me. I understand the importance of being polite, respectful, honest, and the need to obey the rules for the use of the computer, Internet, and other technology resources. If I break these rules, my principal or the District may take away my privilege to use the school's technology tools and I may have other disciplinary or legal action taken. I promise to follow the rules.
Student Name (please print): _____________________________Grade: ____________
Student Signature: _____________________________________Date: _____________
PARENT OR GUARDIAN:
As the parent or guardian of the above named student, I have read this Acceptable Use Agreement and understand the terms and conditions of use which my student must follow. I also understand that Internet services provided by DSD are filtered and that the use of DSD technology resources may be monitored. I understand my child may be disciplined for inappropriate or unacceptable use of DSD technology resources.
Parent/Legal Guardian (please print): _________________________________________
Signature: _____________________________________________Date: _____________
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Yaquina Bay Lighthouse
By Cameron La Follette
Yaquina Bay Lighthouse, built in 1871, is the only wooden lighthouse in Oregon and is believed to be the oldest structure in Newport. The lighthouse was decommissioned in 1874.
In February 1869, the Oregon legislature sent a memorial to the U.S. Senate petitioning for a lighthouse at the mouth of Yaquina Bay to guide traffic into the harbor at Newport, one of the busiest harbors between San Francisco and Seattle. The U.S. Lighthouse Board agreed that a lighthouse was necessary, but a controversy erupted over whether a lighthouse would be more appropriate on Yaquina Bay to guide local crafts or on Yaquina Head to focus on coast-going maritime traffic. The board's decision to provide an aid to Newport's commercial interests settled the matter, despite the advice of Colonel R.S. Stockton, the Lighthouse Service district engineer, who argued that a harbor light on the bay would be less useful than a more powerful first-order light on Yaquina Head.
Congress appropriated funds for the Yaquina Bay Lighthouse, and the Lighthouse Board purchased thirty-six acres on a promontory overlooking the sea on the north side of Yaquina Bay for $500 (about $9,500 in 2019 dollars) from homesteaders Lester and Sophronia Baldwin. Construction began on May 1, 1871. Ben Simpson, who lived in Newport, built the lighthouse tower and the two-story wooden building that was used as a dwelling. Metal expert Joseph Bien of San Francisco built the lantern room.
The lighthouse beacon, an oil lantern inside a fifth-order Fresnel lens, shone for the first time on November 3, 1871, under the care of its first and only keeper, Charles H. Peirce. A former Civil War captain in the Union Army, Peirce lived with his wife and their children at the lighthouse, where their ninth child was born.
In 1874, the Lighthouse Board reconsidered Colonel Stockton's advice and decided to build a larger lighthouse on Yaquina Head to serve the growing maritime traffic on the central coast. Yaquina Bay Lighthouse was darkened for the last time on October 1, 1874. The Lighthouse Board tried to sell the station in 1877, but the offer received was so low that the board decided to keep the structure. The building's outer sheathing was renewed in 1878 to prevent deterioration.
The lighthouse stood empty for fourteen years, until the U.S. Army Corps of Engineers used it as a dwelling for John Polhemus, the engineer who directed the construction of the north jetty at Yaquina Bay from 1888 to 1896. The U.S. Lifesaving Service quartered a crew in the lighthouse beginning in 1906. When the newly formed U.S. Coast Guard took over the property in 1915, it built a steel observation tower, which still stands. The Coast Guard continued to use the lighthouse for crew quarters until 1933, when it was again abandoned.
The lengthy periods of abandonment led to a literary history that gave the lighthouse an ineradicable reputation for being haunted. In 1899, Lischen M. Miller (1858–1915), the sister-in-law of Oregon writer Joaquin Miller, published a fictional story, "The Haunted Lighthouse," in Pacific Monthly. The Yaquina Bay Lighthouse, Miller wrote, is "the loneliest place in the world" when the afternoon fog drifts in. The gothic tale captured the imagination of readers in Newport and beyond and may have contributed to the successful preservation of the lighthouse. In the tale, Muriel Trevenard was put ashore in Newport during a voyage down the coast because she was not a good sailor. Her gruff sea captain father finds her a room, and she spends most of her time in Newport sketching by the seashore. She joins a group of tourists who visit the abandoned lighthouse, where she is mysteriously murdered. None of her companions find her body or the murderer. "To this day," the story warns, "the blood-stains are dark upon the floor in that upper chamber."
The lighthouse and thirty-two acres of the reservation were transferred to the Oregon State Highway Commission in 1934 for a public park and were developed by the Civilian Conservation Corps for public use. In 1946, the commission scheduled the lighthouse building for demolition. The Lincoln County Historical Society tried to save the lighthouse, and local tax measures to raise money for its restoration failed five times. As preparations were being made in 1951 to demolish the building, L.E. Warford, an Ohio industrialist raised in Oregon, spearheaded efforts to get national recognition for the structure. The publicity had its effect, and in 1955 the Oregon Highway Commission leased the lighthouse to the Lincoln County Historical Society, which used it as a county museum for eighteen years.
During the 1970s, the Oregon Parks and Recreation Division, which managed the lighthouse, determined that it could be restored under the Historical Restoration Program. OPRD initiated a complete restoration and listed the lighthouse on the National Register of Historic Places in 1974. The fixed white light, visible for six miles, was lit on December 7, 1996. Now managed by OPRD, the lighthouse is a U.S. Coast Guard privately maintained aid to navigation.
Yaquina Bay Lighthouse, now completely restored and furnished with period items, hosts more than 75,000 visitors a year. Annual day-use visitors to the park exceed 1.6 million.
Sources
Gibbs, James, and Bert Webber. Oregon's Seacoast Lighthouses. Medford, Ore.: Webb Research Group, 1992.
John, Finn J.D. "Ghost may never have existed, but she saved Yaquina Bay Light." September 3, 2017.
http://offbeatoregon.com/1709a.muriel-trevenard-evan-macclure-yaquina-bay-lighthouse-ghosts-45 9.html
Lighthousefriends.com. Yaquina Bay Lighthouse. http://lighthousefriends.com/light.asp?ID=132
Miller, Lischen. "The Haunted Lighthouse." Pacific Monthly 11 (1899).
http://www.splintercat.org/YaquinaBayLighthouse/YaquinaBayHaunted.html
Nelson, Sharlene, and Ted Nelson. Umbrella Guide to Oregon Lighthouses. San Luis Obispo, Calif.: EZ Nature Books, 2007.
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10th Amendment to the Constitution
Standard 6.5: 10th Amendment to the Constitution
Explain why the 10th Amendment to the United States Constitution is important to state government and identify the powers granted to the states by the Tenth Amendment and the limits to state government outlined in it. (Massachusetts Curriculum Framework for History and Social Studies) [8.T6.5]
The 10th Amendment to the Constitution states that any powers not granted to the federal government "are reserved to the states, or to the people." It was ratified along with the rest of the Bill of Rights on December 15, 1791.
Historians credit Anti-Federalists with the inclusion of this amendment. Anti-Federalists were worried about a concentration of power in the national government and the 10th Amendment states that federal power is limited.
But what exactly are those limits has been, and still is, today a matter of intense political debate. Learn more about The 10th Amendment from National Constitution Center.
Modules for this Standard Include:
INVESTIGATE: The Regulation of Sports Betting 1.
A. INVESTIGATE: The Regulation of Sports Betting
Sports betting is a huge industry in the United States. The American Gaming Association has estimated during the past decade some $150 billion dollars a year was gambled on sports, 97% of which was bet illegally (Perez, 2018). Based on a federal law, the 1992 Professional and Amateur Sports Protection Act (PASPA), sports betting was illegal in all but the state of Nevada and three other states that allowed more limited gambling.
In 2018, however, the Supreme Court declared the PASPA unconstitutional under the 10th Amendment. The federal government had overstepped its powers, the Court said. A federal law cannot "commandeer the legislative process of the states by compelling to enact or enforce a regulatory program" (as cited in "There's Gambling Going on Here? Shocking!" "Your Winnings, Sir" by Greenfogel, 2018). It is up to each state to decide whether or not to authorize or operate sports betting systems, just as states do with lotteries, sweepstakes, or other forms of wagering.
The Court's decision dramatically changed the practice of sports gambling, making betting on NFL football, NCAA March Madness games, and many of sports legal instead of illegal activities. States across the country are passing sports betting legislation led by New Jersey that is seeking to reestablish Atlantic City as an entertainment center and revenue-generating tourist destination. It is projected that by 2024, half of all Americans will live in a state with legal sports betting. But many politicians believe that the federal government should re-introduce laws to regulate gambling on
sports, a move that will again raise 10th Amendment issues of state versus federal authority.
Suggested Learning Activities
Discuss
To What Extent Does the 10th Amendment Limit the Power of the Federal Government?
Debate (in class or on Flipgrid)
Should sports gambling be regulated by the federal or state government? (see New Jersey bets on 10th Amendment in Supreme Court case). | <urn:uuid:47570fcb-ba5f-42a3-bc96-1c06b08d4f45> | CC-MAIN-2020-34 | https://edtechbooks.org/pdfs/print/democracy/tenthamendment.pdf | 2020-08-06T19:34:52+00:00 | crawl-data/CC-MAIN-2020-34/segments/1596439737019.4/warc/CC-MAIN-20200806180859-20200806210859-00454.warc.gz | 272,912,504 | 650 | eng_Latn | eng_Latn | 0.995332 | eng_Latn | 0.997565 | [
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Building Excitement and Success for Young Children
How many parking spots?
A cardboard box makes a great garage for your child's toy cars—and it's a counting tool, too. To find out how many parking spaces she needs, ask her to count her cars, touching each one as she says each number. Then, she could use a marker to draw that many spaces in her "garage," numbering one space for every car as she goes.
Left hand, right hand
Encourage your youngster to try everyday tasks with his nondominant hand. If he's right-handed, for
instance, he'll see that it's harder to throw a ball, write his name, and eat cereal with his left hand. Now share this interesting fact: The left side of his brain controls his right hand, and vice versa.
Book picks
12 Ways to Get to 11 (Eve Merriam) shows combinations of numbers that add up to 11. A colorful introduction to addition.
A Journey Through Space (John Haslam and Steve Parker) takes your youngster on a trip to discover planets, comets, asteroids, and more.
Just for fun
Q: What did the dog get when he ate two dog treats plus four dog treats?
A: A full belly!
© 2020 Resources for Educators, a division of CCH Incorporated
March 2020
Title I
Prince William County Public Schools
All kinds of patterns
Colors, movements, numbers … there are lots of ways for your child to make patterns. Enjoy these hands-on activities together.
Create a color pattern
Grow a number pattern
Have your youngster cut two different-color sheets of paper, perhaps green and orange, into strips. Help him staple the ends of a green strip together, loop an orange link through it, and staple its ends. Let him repeat the pattern (green, orange, green, orange) until he runs out of links. Variation: Use three colors (red, red, yellow, green, red, red, yellow, green).
Continue a dance pattern
Perform a routine with a pattern of simple movements. After a few repeats, stop so your child can complete the pattern. Example: Slide left, slide right, spin around, slide left, slide right, spin around, slide left. Then, your youngster should slide right and spin around. Now he starts a dance for you to continue.
Play with growing patterns where the same number is added to each number before it. Secretly choose a number between 1 and 10 (perhaps 6). On a piece of paper, write a number pattern (starting at 1), adding your number repeatedly: 1, 7, 13, 19. Can your child determine your secret number based on your pattern? Next, he could give you a pattern to grow.
Adopt a tree
"That's my tree!" Encourage your youngster to learn about seasonal changes by choosing a special tree to watch throughout the year.
Get a notebook and crayons, and take a walk to let your child pick out her tree. She can sketch it and label its parts (trunk, branches). Have her write observations ("The branches are bare") and add the date.
Now visit her tree regularly as winter changes to spring. Soon she may notice tiny buds on the branches and, later, flowers, leaves, and perhaps even a bird's nest. What will the tree look like in summer or fall?
Muffin tin math
A muffin tin makes a great math tool for practicing a variety of skills your youngster learns in school. Try these ideas.
she can put them into the tin in order. Rearrange them—can she start with 12 and put them in reverse order? Sequencing. Have your child number a dozen cupcake liners 1–12. Mix them up, and see if
Tug-of-war science
craft supplies (pom-poms, beads, buttons, googly eyes) or other small objects Sorting. Give your youngster a bin of that will fit into muffin tin cups. Suggest that she find a way to sort them, and you guess her sorting rule. Maybe she'll sort by color (yellow, pink, white) or by material (fabric, plastic, metal). Now you sort them and let her figure out your rule.
Money. Turn the muffin tin into a "vending machine." Ask your child to write "prices" (5 cents, 25 cents, 41 cents, 83 cents) inside cupcake liners
Your youngster will have a field day with this experiment while he learns about two forces: pushes and pulls.
You'll need: jump rope, "flag" (bandanna, dish towel), two safety cones or trash cans
Here's how: Play the popular field day game tug-of-war. Help your child stretch out the rope on the ground and tie a flag in the center. Now he should put a cone at each end of the rope. To play, partners or teams stand on opposite ends, holding the rope. On "Go," tug on the rope to get the flag over the cone on your side.
What happens? Tug-of-war involves pushes and pulls. You push your feet firmly against the ground while pulling on the rope. The person or team that pushes and pulls the hardest wins.
Why? Pushes and pulls are both forces. When applied in opposite directions, as when two opponents pull on a rope, an object moves toward the greater force.
O U R
PURPOSE
promote their children's math and science skills. Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • firstname.lastname@example.org www.rfeonline.com ISSN 1942-910X
To provide busy parents with practical ways to
© 2020 Resources for Educators, a division of CCH Incorporated and put them in the tin. Now she can add a small toy (plastic dinosaur, bouncy ball) in each liner. Dig up spare change, and take turns "shopping" for a toy, putting the correct coins into the cup.
TO
Math around the house
Last week my son woke up and told me about his funny dream—he said our whole house was made of numbers and shapes! We had a good laugh, but it actually gave me an interesting idea.
When he got home from school that day, I told him we were going to make his dream come true. "Let's put math all through the house. We can label everything with a num-
ber or shape." He thought that sounded like fun and got out sticky notes, construction paper, crayons, and tape.
First we labeled a window ("4 windowpanes") and bookcase ("3 shelves"). Then, we drew shapes and wrote their names on sticky notes. My son put them onto matching shapes, such as "rectangle" on the dishwasher door and "circle" on his alarm clock.
We've left the labels up, and now he can walk around the house and read them. His dream turned into a clever activity, and I'm happy that he's practicing his math skills and vocabulary.
Symmetry quilt
This "quilt" lets your youngster explore symmetrical designs— ones where each half is a mirror image of the other.
She'll need 20 index cards. She can fold each card in half vertically or horizontally, unfold, and draw a symmetrical picture. For instance, she might draw a heart or a flower with the line of symmetry (the crease in the card) vertically down the exact center. Or on a card with a horizontal fold, she could create a symmetrical design—say, zigzags, stripes, or polka dots—on the top and bottom halves.
cards in even rows and columns, Have your child line up the and help her use clear packing tape to connect them all into a quilt. Now she can hang up her symmetry quilt for all to see! | <urn:uuid:05cc19c6-d185-4e7c-861a-86f4efe8d7d3> | CC-MAIN-2020-34 | http://lochlomondes.schools.pwcs.edu/common/pages/UserFile.aspx?fileId=40846588 | 2020-08-06T19:26:22+00:00 | crawl-data/CC-MAIN-2020-34/segments/1596439737019.4/warc/CC-MAIN-20200806180859-20200806210859-00461.warc.gz | 65,627,423 | 1,646 | eng_Latn | eng_Latn | 0.998393 | eng_Latn | 0.998428 | [
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Mary Perry Stone (1909-2007)
By Aurora King
Over the course of her ninety-eight years, artist Mary Perry Stone tirelessly combated war and injustice. Her weapons were the stroke of a paintbrush and the artful collision of color, creating art she hoped would "transcend [society's idea of] the pretty to hit the soul." In her long career, she produced sculptures, paintings, and over fifty murals.
It was in Oregon that she gained the inspiration to produce a large majority of her murals. In fact, while living in scenic Ashland, Stone produced such an abundant amount of artwork that she literally painted her way out of her bedroom and was confined to sleeping on the couch. Her daughter fondly reflects that her own husband is "the only man who has single handedly moved an entire art gallery."
Born in 1909, Mary Perry grew up in Rhode Island. At the age of fifteen, she enrolled in the Art Students League of New York City. She then finished high school in Rhode Island and returned to New York to attend the Traphagen School of Fashion and Design. Graduating at the beginning of the Great Depression, she was first trained as a sculptor and quickly evolved into a versatile painter, well versed in a variety of mediums. She later taught in New York's Harlem and East Side amid producing a sizable body of work.
Stone believed that as an artist it was her obligation to create art that "says something about the world." She did so by showcasing the horrors brought on by war and prejudice, taking a stand that demands social change. Her work was exhibited at the Metropolitan Museum of Art, Carnegie Hall, New York University, and Rockefeller Center, and she was one of forty women sculptors on the New York City Federal Arts Project in 1937. After the eruption of World War II, the Federal Arts Project was discontinued, and many works of art were lost. Rumor has it that the missing works were pitched into New York's Eastside River. Tragically, none of Stone's WPA works remain.
Following a 1946 marriage to Ed Stone, the couple had a daughter, Ramie, and moved to the San Francisco Bay Area in 1953. There she continued producing and showing her artwork and maintained her own galleries in San Rafael and Mill Valley, where artists could show for free. Her work was shown at Telegraph Hill, the Artists Cooperative, and the Oakland Museum, and she held a solo show at Dominican College in San Rafael.
In 1992, in pursuit of a more family-friendly environment, Stone moved to Ashland with her daughter. She remained active as an anti-war artist, and a retrospective of her work, History on the Wall: 60 Years of Protest in 2000, was exhibited at the Rogue Gallery and Art Center in Medford. In Oregon, her work also appeared in the Grants Pass Museum, Jega Gallery, the ArtSpace Gallery in Bay City, and the Southern Oregon University Thorndike Gallery.
Stone died in 2007, leaving her legacy in bursts of color and art that demands a peaceful call to action. Her papers are at the Smithsonian, the National Museum of Women in the Arts, and Sonoma State University.
Sources
Mary Perry Stone Gallery. www.maryperrystone.com.
Richard, Amy. "Artist Remains Feisty at Age 87." Eugene Register Guard April 16, 1997.
Streng, Ramie. "Mary Perry Stone (1909-2007)." The Arts Politic 1 (Summer 2009).
http://theartspolitic.com/2009/06/27/mary-perry-stone-1909-2007/.
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OPAK READING Newsletter
17 th July 2020
Read Write Inc
Online Speed Sound sessions will be continuing throughout the Summer break which you can access via YouTube. Simply search: 'Ruth Miskin Training' which will take you to the page of videos.
These are a great way for children to continue to build on the hard work they have done so for this year. It will also give them a great start for when they return to school in September and begin their learning journey in their new class.
Ebooks
Oxford Owl has a selection of RWI books available for you to access.
This will provide a range of resources your child can read at the appropriate level and further their reading knowledge.
Fred Talk
Fred Talk is a great way to engage children with their sounds at any time of the day. You can use it when you are leaving the house, getting in the car or eating your tea.
For example, "We need to get in the c-a-r."
Summer Reading Challenge
Why not join in the Summer Reading Challenge?
How it works…
-Join the Silly Squad and pick your avatar
-Discover awesome books to read
-Play games, earn points and more
-Unlock badges throughout the challenge
Go to the website to join the challenge. www.summerreadingchallenge.org.uk
Talking about reading
Reading to your child and talking about books is a great way to share the importance of reading. Talking about reading can happen anywhere! Find ideas for starting conversations with your child about books that you can integrate into your everyday routine. Here are some questions/discussion starters that you may find helpful.
- If you could be friends with any character in the book, who would it be and why?
- What was the most exciting part of the book?
- What surprised you most about the story? Why was it surprising?
- What do you think the saddest part of the story was? Why?
- Is there anything in this story that is similar to something that has happened in your life? What was it and how is it similar?
- What would you do in a situation similar to that faced by a character in the story?
- What part of the story made you think it would end the way it did?
- How would you change the book's ending if you could re-write it?
- How is this book like one you read in the past? Discuss how they are alike and different. (Note: This could be a book by the same author, but doesn't have to be.)
Reading Activities
Think of the fun ways you could read your book. Share them with us on twitter. You could read outside or to a pet. You could challenge yourself to read a book that you wouldn't normally choose, but that someone has recommended.
You could write a review of the books you have been reading. You could share them with other children.
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Sabine Parish Universal Preschool School Readiness Plan
Program Year: 2017-2018
School Readiness Plan Purpose and Scope:
The Sabine Parish Universal Preschool (SPUP) School Readiness Plan will be used to guide efforts leading to positive child outcomes. School readiness efforts will be supported through ongoing communications, trainings, and professional development to ensure that staff and parents understand the School Readiness Plan as well as their role in ensuring children are ready for school. Parents and SPUP staff at all levels work in partnership to ensure that preschool‐aged children achieve appropriate school readiness outcomes, through delivering responsive, comprehensive, and research‐based curriculum and analyzing program data, SPUP will identify and implement strategic professional development and program adjustments to continually improve School Readiness Outcomes.
School Readiness:
School readiness is foundational across early childhood systems and programs. It means children are ready for school, families are ready to support their children's learning, and schools are ready for children. Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life. Physical, cognitive, social, and emotional development are all essential ingredients of school readiness.
Head Start Early Learning Outcomes Framework 2015:
Parent, Family, and Community Engagement Framework:
The first five years of life is a time of wondrous and rapid development and learning. The Head Start Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, and concepts that programs must foster in all children, including children who are dual language learners (DLLs) and children with disabilities.
Families play a critical role in helping their children be ready for school and for a lifetime of academic success. The Head Start Parent, Family, and Community Engagement Framework support engaging families in children's ongoing learning and development.
School Readiness Plan Goals and Objectives:
The Grantee's School Readiness goals and objectives are the following:
Sabine Parish Universal Preschool Program
2016-2017 School Readiness Plan
DOMAIN: APPROACHES TO LEARNING
Goal 1 of 7: Children will demonstrate improved positive approaches towards learning including improved attention skills.
Objective: Final Assessment results will demonstrate children's capacity to develop strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time as measured below:
| | Effective Teaching Practices: | | Family Practices: |
|---|---|---|---|
| Provide opportunities for children to engage in extended make‐believe play in which they can act out strong emotions. Provide only as much help as necessary for children to accomplish tasks, e.g., put socks on the child’s toes and then encourage him to her to pull them up the rest of the way. Allow plenty of time to let children take responsibility for self‐care routines. | | Let children help around the house with yard work, house cleaning duties and cooking Give your child at least one opportunity a day that they can choose what they would like to do Explore the outdoors or local community and talk about them with your child Encourage your child to ask you questions and let them have a chance to figure things out on their own. Ask them “what do you think will happen if….?” | |
Professional Development Activities:
- Provide on‐ site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms including strategies that support ELDS
- Regular PLC (Professional Learning Community) Meetings
- Provide training and coaching using Frog Street Curriculum and CLASS
4
DOMAIN: SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 2 of 7: Children will demonstrate improved social behavior, emotion regulation, and emotional well‐being.
Objective: Final assessment results will demonstrate children's capacity in understanding people's behaviors, feelings, thoughts, and individual characteristics
Professional Development Activities:
- Provide on‐ site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms including strategies that support ELDS
- Regular PLC (Professional Learning Community) meetings
- Provide training and coaching on Frog Street Curriculum
- Provide training on Conscious Discipline
SABINE PARISH UNIVERSAL PRESCHOOL SCHOOL READINESS PLAN
DOMAIN: LANGUAGE AND LITERACY
Goal 3 of 7: Children will demonstrate improved communication, language, and emergent literacy skills.
Objective A: Final Assessment results will demonstrate children's capacity to understand details and ideas from age‐appropriate text presented by adults as measured below:
Objective B: Final Assessment results will demonstrate children's capacity to in awareness of letters in the environment and their relationship to sound, including understanding that letters make up words as measured below:
Objective C: Final Assessment results will demonstrate children's capacity to in awareness of letters in the environment and their relationship to sound, including understanding that letters make up words as measured below:
Effective Teaching Practices:
Family Practices:
- Help children connect new information and ideas to what
they already know. For example, you might say, “What does this remind you of _______?” “How is _____ like _____?”
- Facilitate story retellings. Use simple pictures, puppets, costumes, or props to help children recall the story.
- Provide repeated reading of the same book so children can focus on different aspects of the book each time, e.g., story line, details, specific vocabulary words.
- Support story retellings by taking turns telling parts of the story. Have children tell more of the story as they are able.
- Model using different strategies for making meaning from print. Show children how to use picture cues, context, sounding out words, and known (high frequency) words.
Professional Development Activities:
- Provide on‐ site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms including strategies that support ELDS
- Regular PLC (Professional Learning Community)meetings
- Provide training and coaching on Frog Street Curriculum and CLASS
- Talk with your children and have back and forth exchanges
- Encourage your child to tell you a story or draw you a picture and tell you about the picture. Write down what they tell you.
- Have your child "read" you a story.
- Read your child a story and have them tell you what their favorite part was.
DOMAIN: COGNITION
Goal 4 of 7: Children will demonstrate improved general cognitive and scientific reasoning skills.
Objective A: Final assessment results will demonstrate children's capacity to show increasing abilities to add and subtract small quantities of objects as measured below.
Objective B: Final assessment results will demonstrate children's capacity to understand objects (living and nonliving) and events in the natural world, including how they change and their characteristics as measured below:
Effective Teaching Practices:
Family Practices:
- Use everyday situations to illustrate addition and subtraction. For example, when a child leaves the dramatic play area you might say, "We had three children n dramatic play area. John went to play in the block area. How many children are left?
- Model counting strategies. Touch or point to each object as you count slowly, saying the number name. Show how to keep track of the objects counted. Count on from the amount, e.g. "How much is four and three more?"
- Offer a variety of substances for children to explore and learn their characteristics. Include objects made from metal, wood, plastic, and paper.
- Plan experiences where children can observe changes in the physical properties of objects and materials. For example, leave an ice cube outside in the sun and observe as it becomes a liquid. Mix different materials in water to see if they dissolve.
Professional Development Activities:
- Provide on-site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms including strategies that support ELDS
- Regular PLC (Professional Learning Committee) Meetings
- Provide training and coaching on Frog Street Curriculum and CLASS
- Use everyday items such as small toys, cereal, keys etc. to ask questions about how many and sort items into different groups.
- Use words like more, less, same as, at least with their children.
- Count everyday items in the environment. For example, how many cars are parked in the driveway or how many steps does it take to get to your room?
- Let your child help set the table and talk about how many plates, forks or items you will need for each person.
DOMAIN: PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT
Goal 5 of 7: Children will demonstrate improved perceptual, motor and physical development.
Objective: Final Assessment results will demonstrate children's capacity in knowledge about nutrition and healthful food choices as measured below:
Effective Teaching Practices:
Family Practices:
- Discuss types of food during mealtimes. Have children help you identify the different food groups.
- Provide dramatic play opportunities for children e.g., grocery store, bakery, etc.
- Read stories that include information about food. Have children help you identify the different types of food in the story.
- Support fresh fruit & vegetable tastings
- Model nutritious food and drink choices
- Let your child help you choose healthy items at the grocery store.
- Let your child help you make dough or mix items when cooking
- Talk to your child about what they are eating.
- Talk about the different food groups at dinner and relate it to what you are eating for dinner. For example, "You are having carrots for dinner. Carrots are a vegetable. You also have beans. Beans are a legume and a good source of protein."
Professional Development Activities:
Provide on‐site training, technical assistance to provide nutrition education and obesity prevention
Parent Family and Community Engagement: Families as Life Long Educators
Goal 6 of 7: Families will increase their engagement as lifelong educators to their children to support readiness for school and life.
Objective: Families will demonstrate increased understanding of strategies to support school readiness as measured by pre and post parent ratings completed on the Family Assessments and end of the year Parent Surveys.
Effective Family Engagement Practices:
Professional Development Activities:
- Actively engages families in interactions with their children when children are present.
- Focus on family and child strengths as an entry point into relationships and conversations about children.
- Promote prenatal attachment with expectant families.
- Facilitates and/or coordinates evidence‐based parenting education opportunities for parents individually and in groups, individualizing for culture, gender, and age, as appropriate.
- Support parents (or links parents to supports) to address challenging child behaviors in positive, developmentally appropriate ways and access resources as necessary.
- Work with other program staff to support ongoing interactive activities between parents and their children at home and in the community.
- Talk with families about their vital role in their children's development and learning.
- Supports expectant families in making connections between their actions and the pre‐natal effects.
- Offers learning materials for children and parents that reflect families' cultures, encourages family members to visit, observe and volunteer in the program.
- Individual/Group Planning with Parents/Families
- Parent Workshops/Trainings
- Family Nights (Literacy Night, Ornament Night, Prime Time)
*See PFCE Outcomes Chart—Includes Training Activities and Evaluation Methods
Program Goal: Build home libraries for all families.
ACTIONS:
1. Provide books for children to all parents attending each parent function.
2. Provide books for children at home visits
3. Provide books for children at end-of-year picnics
Health and Mental Health (School Readiness Begins with Health)
Goal 7 of 7: Families will have access to ongoing health care to promote good habits, better attendance and more engaged learning.
Objective: Families will know the vital link between school readiness and physical and mental health.
Effective Health Practices:
Family Practices:
- Children will learn to brush their teeth and brush their teeth at school each day
- Children will learn proper hand washing and practice at school daily
- Good nutrition will be taught through the Frog Street Curriculum and healthy meals and snacks will be served and discussed at school daily
- Children will engage in physical activity daily to build motor skills
- Program schedules provide a time for nap, rest and quiet activities
- Children will use their senses to explore the world around them
- Teaching staff will develop nurturing and responsive relationships to support children's strengths and needs
- Children will learn to self-regulate and manage their feelings to better plan, monitor and control their own behavior through implementation of Conscious Discipline
- Teaching staff will model and promote prosocial behavior to help children show concern, share, take turns, and compromise with peers through implementation of Conscious Discipline
- Children will have daily opportunities for free choice play in learning centers to use their imagination and creativity while learning to solve problems and interact with others
- Oral health training will be provided for parents and services will be provided to families in need, such as; transportation to the dentist, toothbrushes, assistance scheduling appointments, etc.
- Parents will receive training on the importance of hand washing and how to properly wash hands and when hand washing is needed
- Parents will receive training on nutritious meals, preparation of nutritious meals and couponing
- Parents will receive training about the importance of daily physical activity and special days will be scheduled for children to experience these activities with families (Sports Day with Dad)
- Parents will be educated about the importance of sleep and the direct links to learning and the inability to focus and manage their feelings without the appropriate amount of sleep
- Families will be encouraged to explore their environment with their senses and discuss their exploration
- Families will learn that their children can only thrive and become life-long learners when adults support their strengths and needs through nurturing and responsive, loving relationships
- Parent trainings about daily opportunities for free play and the importance of play in early learning and
- Comprehensive health services to promote family well- being and keep families healthy such as: prenatal and postpartum services, health literacy, safe and secure environments, early identification and intervention, treatment and follow-up, and cultural and linguistic responsiveness will be provided as needed
development
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An American Barn Raising #1
Subject: Social Studies: Agriculture
Grade Level: 5-8
McRel Standards: US History
Era 6: The development of the Industrial United States (1870-1900)
Benchmark:
Understands how the rise of corporations, heavy industry, and mechanized farming transformed American society.
Iowa Model Core Literacy: Writing: Curriculum:
Uses writing as a tool for learning Uses an effective writing process Uses knowledge of purpose, audience format, and medium in developing written communication.
Listening:
Listens for information and understanding Analyzes visual media for effect and information
Anticipatory Set: Using a Four square graphic organizer, the students will fill in the first square to share what information they already know about a barn raising. Then students will share ideas in class and the teacher will chart the information on the board using the same four square summary graphic organizer that has been replicated on the board.
Objective: Through the use of the video Timber Frame Barn Raising 1929 the student will be able to describe the archival footage and share through writing the importance of the event for the community. They will develop an understanding of terminology used in timber framing. They will use descriptive writing to describe the sights and sounds of the barn raising. Students will also write a historical journal entry sharing information from the barn raising.
Purpose: The students will be able to understand the mammoth undertaking that raising a barn was in the late 1800s and early 1900s. The students will also be able to understand the role that the community played in the raising of the barn.
Teaching to the objective:
1. Students will use a four square summary sheet while watching the video, Timber Frame Barn Raising 1929. Prior to watching the video, the students should fill out the first square with information that they think they might know about a barn raising. Students will be able to share their thoughts prior to watching the video and the teacher will make notes on the graphic organizer that has been reproduced on the board.
2. The teacher should explain that this is archival footage from an actual barn raising in 1929. Three cameras were used to film the barn raising. This was quite a feat during this time period. The teacher and students may make some comparisons about filming such an event today and this event in 1929. (Examples from 1929: Black and White, not talking, music used in background and slides with descriptions inserted etc.). At the conclusion of the video, three people give their recollections of this barn raising that they attended.
3. Students should record information in square number 2 dealing with the barn raising. They will have to use their eyes to interpret the information as there will be no narration during the first segment. In the third square they should write down any vocabulary that is new to them (bent, mow, plates, girt, purling posts, sky crew, mortise and tenon). In the fourth square, they can list any questions that they might have over the video.
4. After the students have watched the video, have them share in pairs what they observed (square number 2), new vocabulary they were unsure of (square number 3, and questions that they still have (square number 4). This information can then be shared by the entire class.
5. Ask the students about the importance of the three people sharing their memories of the barn raising. Which one did they find the most helpful in understanding the event? Why did they choose that person? Why are first person accounts so important in understanding an event?
Assessment: Students will write a journal entry about the barn raising that they viewed. They can describe the event from the perspective of the chief carpenter (the gentleman in charge of the entire event), a member of the sky crew, the farmer who had been preparing for the event, or the young girl who helped prepare the food with her mother. Students should use descriptive language to portray the event from the perspective they chose.
After the students have viewed the barn raising, share with them these pieces of literature about barns and barn raisings (these are included in the barn kit):
Barn Raising
Brown
Raising Yoder’s Barn
Yolen
Across Five Aprils (chapter 8)
Hunt
Barn Dance
Martin
Hurray for the Yoder Barn
Kurchinski
Barn
Atwell
Mr. Bristol’s Barn: With Excerpts
Abrahams
From Mr. Blinn’s Diary
Extension Activities:
1. Students can create a life-like diorama depicting the barn raising that they just viewed on the video.
2. Students can raise their own barn using craft sticks, glue, string, etc. (see attached activity).
Barn Raising
Neighbors came from miles around to help the Rutherford family raise the frame of their barn in just one day. With everyone working together they were able to raise 8 bents and the rafters to form the skeleton of the barn.
Gatherings like this were very common in rural America. These events were called barn raisings. Everyone in the area came to help. No one except for the main carpenter received any money for their work. Not only did the men come to help, their wives and other women of the community came bearing food to help feed the army of men that it would take to raise the barn. Everyone pitched in to help, because they knew that if they were ever to need help, the neighbors would come to help them, too.
At the end of the long day, the community would sit down the share a meal and celebrate the new structure by enjoying a "barn dance" to christen the new structure.
Now it is your turn to have a barn raising of your own. You are to organize in to small groups (5) people to work together to construct a small scale model of a barn.
Materials:
Ruler
Baseboard (such as sturdy cardboard)
Building materials (craft sticks, cardboard. clay, construction paper
Scissors, paint, paint brushes, etc.
Craft glue, string, etc.
Paper and pencil
Directions:
1. In your group designate one person to be the observer. Their role in the project is to take notes on how well the group works together and solves any construction problems that they might have. The observer is not to talk during the whole construction process and share their observations when the project is completed.
2. Work together to plan a design for your barn. Create an architectural design included the dimensions of your completed barn.
3. Make a list of all the materials that you will need.
4. Divide up the list of materials and have each person bring supplies to class.
5. Divide up the work plan so that each person is responsible for a finished part of the barn.
6. Each person will then construct their individual piece. Next the group will begin attaching them together and then complete the model barn on the baseboard.
7. You can decorate your barn and baseboard if you like and you have time.
8. Present your finished barn to the class. In your presentation to the class have each person tell about their role in the construction of the barn, the design you chose, and how your worked together to complete the barn.
9. The observer will then get to share their observations about how the group worked together.
Class Discussion: Would it have been possible for you to complete this project on your own? What are the advantages and disadvantages of working in a group? What are the advantages and disadvantages of working by your self?
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TESTING A MINDFULNESS-BASED PROGRAM ON A NON-CLINICAL SAMPLE OF ROMANIAN CHILDREN: THE EFFECTS ON THE LEVELS OF INTERNALIZING, EXTERNALIZING AND ATTENTION-RELATED PROBLEMS
ALEXANDRA C. NATANGA * , ALINA S. RUSU **
ABSTRACT. Mindfulness-based therapeutic interventions are used for a large area of physical and psychological problems in adult and elderly people, including anxiety disorders, personality disorders, chronic pain and anger. Recently, researchers have started to investigate the effectiveness of mindfulness-based programs on children. The aim of this study is to test the effects of a Mindfulnessbased Program (MBP) on the levels of internalization, externalization and attentionrelated problems of children (41 participants, average age of 8.5 years, SD = 0.4), as compared to the effects of a standard procedure, i.e., Rational Stories program for children. The results revealed that the Mindfulness-based Program had higher effects than the Rational Stories program on the decrease of the attentionrelated problems, while no statistically significant differences were found at levels of internalizing and externalizing problems (i.e., both programs were associated with a decrease of the two types of problems).
Keywords: attention-related problems, mindfulness, emotion regulation.
KURZFASSUNG. Die therapeutische Interventionen durch Aufmerksamkeitstraining werden für ein breites Spektrum an physischen und psychischen Problemen der Erwachsenen und älteren Personen, wie Angststörungen, Persönlichkeitsstörungen, chronische Leiden und Aggression benutzt. Neulich haben Wissenschaftler ein Studium begonnen, um die Effektivität der Aufmerksamkeitstrainingsprogramme bei Kindern zu recherchieren. Ziel der Forschung ist das Testen der Wirkung von Mindfulness-based Program (MBP)/ Aufmerksamkeitstrainingsprogramme auf die Niveaus von Verinnerlichungs-, Äußerungs- und Aufmerksamkeitsproblemen bei Kindern zu ermitteln. Es wurden 41 Teilnehmer mit einem Altersmittelwert von 8,5 Jahre, SD = 0.4 in Betracht genommen, die verglichen wurden laut standardisierte Verfahren, mit dem Programm Rational-Stories für Kindern. Das Resultat zeigte, dass
* HR Intern, Smart Training & Recruiting, Cluj, Romania, email???????
** Department of Special Psycho-Pedagogy, Faculty of Psychology and Sciences of Education, "BabeșBolyai" University, Cluj-Napoca, Romania. Corresponding author: email@example.com
ALEXANDRA C. NATANGA, ALINA S. RUSU
das Aufmerksamkeitstrainingsprogramm bessere Resultate auf die Senkung der aufmerksamkeitsgebundenen Probleme hatte als das Rational-StoriesProgramm. Es wurden keine erheblichen statistischen Unterschiede in den Bereichen Verinnerlichungs- und Äußerungsprobleme beobachtet, obwohl beide Programme mit einer Minderung beider Problemtypen beobachtet werden konnte.
Schlüsselwörter: Aufmerksamkeitsprobleme, Aufmerksamkeit, Gefühlsregulierung
INTRODUCTION
The concept of mindfulness refers to a particular way to give attention to the present moment, with a receptive and nonjudgmental attitude (Kabat-Zinn, 1994). Mindfulness was often described as a state of mind that implies a clear awareness of the inner and outer world, at level of thoughts, feelings, emotions, and actions as they are in a given moment (Gunaratana, 1993; Chiesa et al., 2010). Mindfulness is a concept derived from Buddhism and has received an increased attention over the past 20 years from clinicians and researchers in psychology and medical areas (Bishop et al., 2004; Shapiro et al., 2006). Although mindfulnessbased interventions are used for over a decade, the concept of mindfulness has started to be discussed as a psychological construct only recently. In this light, several authors have tried to establish a consensus on the operational definition, elements and processes involved (Kabat-Zinn, 2003; Gilbert & Waltz, 2010). Thus, mindfulness is considered "the degree of awareness resulted from intentionally paying attention, without judgments, to the experience of the present moment, and maintaining this state in time" (Kabat-Zinn, 2003). Mindful attention is seen as an inherent human capacity that can be developed and strengthened through practice (Kabat-Zinn, 2003).
Bishop et al. (2004) proposed a two-component model of mindfulness. The first component refers to the self-regulation of attention, which involves skills in sustained attention, attention switching and inhibition of some secondary elaborative processing. In this context, mindfulness can be considered a metacognitive skill, which requires both the control of cognitive processes and the monitoring the stream of consciousness. The second component involves the adoption of a particular orientation toward one's experience in the present moment, which is characterized by curiosity, openness and acceptance. Mindfulness is thus a process of adopting a decentralized perspective on thoughts and emotions by letting them to be experienced based on their subjective and transient nature (Bishop et al., 2004).
Mindfulness was introduced as a therapeutic practice by Kabat-Zinn (1990) and used in clinical psychology most often as an adjunct to cognitivebehavioral interventions. Generally, mindfulness techniques involve developing awareness and acceptance of constant change of the experiential phenomena such as cognition, emotions, bodily sensations and external stimuli. The main premise of mindfulness practice type is that the experience of the present moment in an open and non-critical can effectively counter the effects of stressors in daily life (Hoffman et al., 2010; Hayes & Feldman, 2004; Hayes, Strosahl & Wilson,1999). Mindfulness – based interventions (MBT) are used for the treatment of many physical and psychological problems, including generalized anxiety (Roemer & Orsillo, 2005), obsessive-compulsive disorder (Hannan & Tolina, 2005), depression (Kumar et al., 2008), PTSD (Follette & Vijay, 2009), borderline personality disorder, chronic pain, addictions and eating disorders, and anger (Borders et al., 2010). The use of mindfulness – based therapeutic interventions grows in popularity in reducing symptoms of anxiety and depression (Hofmann et al., 2010).
First step in the way of introducing the concept of mindfulness to children is to direct their attention to things from the environment, i.e. objects of their own experience (Fodor & Hooker, 2008). After this phase, the next step is to switch attention toward an experience of the body and to introduce the attention on the mind. Specific exercises for each of these steps include: object awareness, awareness of self in the environment (environmental mindfulness), attending the sense, meditation on the breath, meditation on the bubble, meditation through visualization etc. Through the practice of mindfulness, children can be encouraged to become introspective, i.e. to look more closely at their experiences, and to differentiate between internal and external processes in the context of social and non-social events (Kaiser-Greenland, 2006; Goodman & Greenland, 2009; Semple et al., 2010). In a recent study, Semple et al. (2010) investigated the effects of a mindfulness-based cognitive therapy (MBCT) program on the attention, anxiety and behavioral problems in children, i.e., pre-/post-test study. The results suggested that after the completion of a 12sessions MBCT program, the children (aged between 9 and 13 years) had fewer attention problems than they had at the beginning of the study.
The efficiency of this new wave of interventions has been demonstrated empirically for a broad category of clinical disorders in adult population (Hoffman et al., 2010). However, there are only few research addressing the use of mindfulness techniques in the pediatric population. Recently, Burke (2010) aimed to provide a preliminary review of the current research base of mindfulness-based aproaches (MBT) with children and adolescents, indicating that these interventions were accepted and tolerated by the participants. Mindfulness practices for children are not much different from those for adults, in terms that most of the exercises can be adapted to suit several needs related to specific age categories (Hooker & Fodor, 2008).
In adult population, mindfulness-based programs are associated with promising effects in reducing stress and symptoms specific to anxiety disorder. Similar to cognitive-behavioral therapeutic programs, mindfulness practice can help individuals to recognize anxiety states, to clarify repetitive or dysfunctional thoughts, to minimize avoidance behaviors and to self-monitor their own coping strategies with different stressors (Semple et al., 2010). Recent studies have started to test the efficiency of mindfulness programs on the anxiety-related symptoms in children, such as internalization and externalization problems (Lee et al., 2008). Besides the positive effects of the mindfulness programs in reducing the symptoms of internalization and externalization, the study indicates a high rate of adherence and acceptability of the treatment (Lee et al., 2008). The results of another study (Liehr & Diaz, 2010) on the effects of MBCT intervention on depression and anxiety in children indicate that mindfulness can be a promising approach to help children to regulate their emotions, with implications in areas such as academic performance, social development and quality of life, in general.
When designing a mindfulness program for children, several assumptions are usually taken into account (Semple et al., 2010), such as: (a) compared to adults, children are more challenging and they have more difficulties to stay engaged in one activity for a long time; (b) children often require more individual attention than adults do, and (c) children have less developed attentional and memory capacity than adults. Based on these assumptions, programs for children are usually designed over shorter periods of time and include shorter sessions of mindfulness-based exercises, as compared to the programs for adults (Semple et al., 2010; Kaiser-Greenland, 2010). Moreover, since play behavior facilitates learning in children, several play-based activities are more and more incorporated in the mindfulness programs for this category of population (Kaiser-Greenland, 2010). In this direction, the "InnerKids" program (www.innerkids.org) is currently one of the most known mindfulness-based programs for children, that incorporates play activities with meditation exercises, in order to enhance the emotional and attentional skills of children (Kaiser-Greenland, 2010). The Inner Kids program uses games, activities and instructions to help children develop awareness and understanding of their emotions and the environment in order to reduce the level of stress they feel. In a recent study, this program was tested in a randomized trial, in which 64 school children participated (35 girls and 29 boys; Flook et al., 2010). Each intervention session lasted 30 minutes, twice a week, for a period of 8 weeks. Parents and teachers completed questionnaires evaluating the executive functions of children immediately before and after the eight week period. The results indicate that, compared to the control group, the participants who started out with poor executive functioning and went through the mindfulness training, showed significant improvements in behavioral regulation, metacognition and global executive control, compared with the control group (Flook et al., 2010). These results are in agreement with other studies showing that the mindfulness based training programs have the potential to assist the children in reducing the negative effects of environmental stressors by focusing attention on the present moment and can therefore allocate more attention on learning and social activities (Napoli et al., 2005; Jha et al., 2007; Zylowska et al., 2008).
The following hypotheses were derived: (1) In the post-test phase, the children from the MBP group will show a lower level of internalizing symptoms (anxiety, depression, somatization) than the children from the control group (CG); (2) In the post-test phase, the MBP children will have a lower level of externalizing symptoms than the CG; (3) In the post-test phase, the MBP children will have a lower level of attention-related problems than the children from the control group.
The objective of this study is to test the implementation of the InnerKids Mindfulness program on a non-clinical sample of Romanian children (age between 8-9 years). The aim is to identify the effects of this type of intervention on the levels of internalizing, externalizing and attentional problems of the children (mindfulness-based program; MBP group), in comparison to the effects on the same variables of a standard procedure, i.e. the reading of Rational Stories for children (control group; CG). Both programs were offered at group level.
METHOD
Design
A quasi-experimental design was used for this investigation. The independent variable was the type of the program, with two modalities: (1) the mindfulness-based program (MBP) and (2) the Rational Story program (RSP), or the control condition. The dependent variables were: (1) the level of internalizing problems; (2) the level of externalizing problems, and (3) the level of attention-related problems.
Participants
The group of participants was initially composed of 41 children (17 girls and 24 boys, average age of 8.5 years, SD = 0.4), from a Primary School in Cluj-Napoca, Romania. The first stage of the recruitment of the participants consisted of sending a consent form to their parents, informing them about the research objectives and about the privacy of the data collected in the study. Three children were excluded from analysis because of missing more than half of the sessions, and in one case, the parent refused to fill in the post-test questionnaires. The participants were distributed in two groups, i.e. 20 participants in the MBR group (11 boys and 9 girls), and 18 participants in the control group (11 boys and 7 girls).
Instruments
Child Behavior Checklist – Parent report form (CBCL; Achenbach, 1991). The CBCL scale consists of 113 items, measuring the following eight constructs: withdrawn, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, and aggressive behavior. The instrument provides sub-scores for eight specific problem scales, three competence scales, a total problem scale, an internalizing problems scale, and an externalizing problems scale. The Internalizing Problems Scale is composed of three separate subscales: withdrawn, anxious/depressed and somatic complaints. The Externalizing Problems Scale is composed of two separate subscales: delinquent behavior and aggressive behavior. For the dichotomous classification of the children (i.e. normal and clinical ranges), total scores are used, i.e. values under 65 delimit the normal range, and values above 65 delimit the clinical range. CBCL is an inventory for parents, which was standardized for the Romanian population (Romanian Psychological Testing Services). The instrument was administered to one of the parents of each child (i.e. the mother of each child) in the pre-test phase (3 days before the beginning of the intervention) and in the posttest phase (3 days after the last session).
Procedure
Before the start of the study, the parents were asked to sign an informed consent form, stating that their child is allowed to participate in one of the two programs. The mindfulness-based program, as well as the rational stories program, consisted of 9 sessions of 20 minutes each, three times a week. Three days before the start of the programs, all the children were assessed for the dependent variables stated above, in order to establish the baseline levels. The same variables were measured in the post-test phase (i.e., three days after the end of the programs). All the sessions took place in the classroom where classes were held.
The mindfulness-based program (9 sessions of 20 minutes each; see Annex 1)
Each session was divided into three sections, as it follows: (1) the beginning section included a greeting game; (2) the middle section included games and activities focusing on a weekly theme (e.g., breathing awareness, sensory awareness, attention control, awareness of thoughts etc.), and (3) the final section included a period of sitting practice. Simple sensory exercises were used to introduce the concept of mindfulness and to facilitate the understanding of the potential benefits of mindfulness in everyday life (Flook et al., 2010; Hooker & Fodor, 2008). The detailed structure of the program (adapted after the InnerKids Mindfulness program; Flook et al., 2010) is presented in the Annex 1.
The Rational Stories Program (9 sessions of 20 minutes each)
The protocol of this program consists in the reading of Rational Stories adapted for children (Waters, 1980; translated by David, Opre, & Petra, 2003). At the end of each story, children along with the experimenter, are stimulated to understand rational concepts while discussing and analysisng the theme of the story, and to make inferences about real-life situations. At the end of the session, children are asked to say what they have learned from each story, and what advice would they give to a friend who is in a similar situation to the one presented in the story.
RESULTS
Data were analyzed using SPSS version 17.0. Table 1 shows the descriptive statistics, i.e. demographics data of the participants.
Table 1. Demographic data of the participants, where MBP represents the experimental group (Mindfulness-based Program), and RSP represents the control group (Rational Story Program)
Preliminary data analysis was performed using t test for independent samples to check whether the baseline measurements for all the dependent variables in the experimental group (MBP) are significantly different from that of control group (CG). The dependent variables were: (1) the level of internalizing problems; (2) the level of externalizing problems, and (3) the level of attentionrelated problems. No significant difference were found between groups for the baseline measurements.
The results indicate a significant decrease of the CBCL total scores for the participants in the mindfulness group (MBG), t (19) = 6.32, p < .05, from pre-test (M = 27.9, SD = 15.04) to post-test (M = 13,8, SD = 6,87). Also, o decrease of the CBCL total scores was recorded for the children the control group, t (17) = 4.39, p < .05, from pre-test (M = 19.88, SD = 8.00) to post-test (M = 15.61, SD = 7.26).
Regarding the scores on the Externalizing problems scale, there was a statistically significant decrease of the level of externalizing symptoms for the children in the MBP group, t (19) = 5.48, p < .05, from pre-test (M = 9.5, SD = 7.17) to post-test (M = 5.5, SD = 4.63). In the control group, the decrease was not statistically significant, t (17) = 1.80, p = 0.9 from pre-test (M = 5.61, SD = 2.42) to post-test (M = 4.44, SD = 2.59).
Regarding the score on the Internalizing Problems Scale, a significant decrease for the children in experimental group, t (19) = 7.9, p < .05, from pretest (M = 6.9, SD = 4.16) to post-test (M = 2.7, SD = 1.97) was observed (Table 2). A decrease in the level of internalizing problems was also observed for the children in the control group, t (17) = 3.01, p < .05, from pre-test (M = 5.50, SD = 2.87) to post-test (M = 4.77, SD = 2.51).
For the dependent variable Attention-related problems, there was a significant improvement for the children in the MBP group, t (19) = 5.89, p < .05, from pre-test (M = 3.25, SD = 2.75) to post-test (M = 1.1, SD = 1.48). In the control group, the decrease was not statistically significant, t (17) = 0.48, p = .48, from pre-test (M = 2.5, SD = 1.68) to post-test (M = 2.27, SD = 1.87).
Table 2. Pretest and posttest scores on the levels of externalizing problems, externalizing problems and attention-related problems for the children in the experimental group (N = 20) and control group (N=18)
The magnitude of the intervention effect (i.e. Mindfulness-Based program and Rational Stories prowas was calculated using Cohen's d coefficient. The effect sizes are presented in Table 3. The Mindfulness-based Program had large effect sizes for all the variables (d > .66), whereas the biggest effect size of the Rational Stories Program was recorded only for the variable Externalizing Problems (d = .48; Table 3).
Table 3. Effect sizes of the Mindfulness-based program (experimental group) and Rational Stories Program (control group) on the levels of externalizing problems, internalizing problems and attention-related problems
DISCUSSIONS AND CONCLUSIONS
Mindfulness-based interventions are used to treat a large area of physical and psychological problems, including mood disorders (Kumar et al., 2008), anxiety disorders (Roemar & Orsillo, 2005; Follette & Vijay, 2009), personality disorders, chronic pain and anger (Borders et al., 2010). While the literature on mindfulness abunds on studies on adult and elderly populations, only recently, researchers have started to investigate the effectiveness of mindfulnessbased programs on children. In the present investigation we tested the effects of a mindfulness-based intervention program based on InnerKids Program (Kaiser-Greenland, 2010; Flook et al., 2010) on the levels of internalization, externalization and attentional-related problems of children (average age of 8.5 years, SD = 0.4), from a Primary School in Cluj-Napoca, Romania. The program took place over three weeks, three times a week (9 sessions) and had the general objective to increase the capacity of emotional, behavioral and attentional control, as compared to the effects of a standard procedure, i.e., Rational Stories program for children.
The results of this study revealed that the Mindfulness-based program was useful in terms of decreasing the levels of internalizing and externalizing problems, as well as the level of attention-related problems. The differences between the pre- and post-test conditions, as well as the effect sizes (Cohen's) indicate that the Mindfulness-based program had significant effects on increasing the capacity of attentional control, emotional adjustment (internalizing problems), and behavioral control (externalizing problems), while the Rational Stories program had low to medium size effects on decreasing the levels of externalizing and internalizing problems. It appears that in this sample of Romanian children, compared to the standard procedure (i.e., Rational Stories program), the Mindfulnes-based program was effective in reducing mainly the problems related to attention. This results has important potential implications for designing therapeutic programs for children, because problems related to attention are present in various disorders, including anxiety disorders. In is generally known that the attentional bias toward negative stimuli can promote reactive emotional behaviors that might interfere with the development of skills that are crucial for the optimal development of the children, such as learning and social skills.
Even though the sample of this investigation is a small one, this study, to our knowledge, implements for the first time in Romania a Mindfulnessbased program for children based on the model of InnerKids Program (KaiserGreenland, 2010; Flook et al., 2010). In order to increase the efficiency of this type of programs, as well to increase the level of the generalization and the consolidation of the effects of the program on the attention-related problems, we consider that, in the future programs, parents should be also included in the program. Thus, future studies could explore whether the inclusion of parents (and other family and social group members) and educators in the intervention program could help the families to better cope with environmental stress factors and to create an interactional environment wich is optimal for the social and emotional development of the children.
Besides these promising results on the effects of the Mindfulnessbased program on children, there were also indications of a good acceptability of this type of intervention. Most of the children preferred the game Hello / greeting which, they said, helped them to get closer to the other children from the group. The second favorite activity was listed the Sitting and Breathing activity, which was perceived as a pleasant and quiet activity.
ACKNOWLEDGEMENT
The authors would like to thank to Associate Professor Ioana Velica, PhD, for the German translation of the abstract.
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ALEXANDRA C. NATANGA, ALINA S. RUSU
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ANNEX 1
The structure of the Mindfulness-based program, adapted after the InnerKids Mindfulness program (Flook et al., 2010)
Week one: the aim is to raise the awareness of the inner experiences and focus on the breathing.
Day 1:
Beginning section: Children were explained through a metaphorical statement how to deal with problems arising in their everyday lives: Think of your mind as the surface of a lake or an ocean. There are always waves on the surface of the water, sometimes big, sometimes small. These waves are agitated by the wind, and are coming and going. So are the good or bad events in our lives; they produce waves in our lives and make us feel good or bad. We can not stop those waves, but we can learn to swim with them.
Middle section: Hello/Greeting activity. Children and the therapist sat in a circle. To begin, the experimenter greets the child who is in his/her right side, makes eye contact and calls the pupil by his/her name. Then, the experimenter describes what color the eyes of the child appear to be. For example: Good morning Alex, your eyes look blue to me today. The child responds: Good morning Mrs. Alexandra, your eyes seems to be green today. The child then turns to the next person and repeats the exercise. The greeting moves around the circle, from person to person, until every one has had a turn. This activity aims to strengthen the objective to observe and not analyze. Once children are familiar with this exercise, the experimenter can move the focus from eye color to something else, e.g.: Making eye contact, greet your neighbor and then tell the class something that you notice one of the five senses. At the end of this activity, the children were asked to discuss their experiences.
Final section: Sitting practice breathing awareness activity – this section focuses on physical sensations of breathing in the present moment. Children sit in a circle with eyes focused on the object in the middle or with their eyes closed. They are guided to focus on breathing, being asked to feel the movement caused by the breathing on the whole body. If it helps, they can put their hand on the belly to focus on physical sensations of breathing (the up-down movements of the breath in their bellies). The experimenter tells children not to change their breath in any way just to see how it is and how it feels in the moment.
Day 2:
Beginning section: Hello / Greeting activity, as described above.
Middle section: Breathing with a pinwheel - the section focuses on physical sensations of breathing in the present moment by blowing a pinwheel and thus making connections between different types of breathing and related physical and emotional states. The child must take a long in-breath through his nose and blow on the pinwheel, being encouraged to be alert to how his body feels when taking a big breath of air. Then the child takes a series of short in-breaths through their nose, blowing out with a series of short out-breaths through the mouth.
Final section: One minute of stillness activity - For this type of exercise, begin by paying attention to your breathing. Must stand straight and relaxed, with your chin down and hands on the belly. Take a big breath of air, and then breathe.
Day 3:
Beginning section: Hello / Greeting activity, as described above.
Middle section: Breathing with a stuffed animal activity - objective of this activity is to focus on the visceral sensations of the breath. Children are lying on their back with their arms and legs straight. Once they are comfortably seated, the therapist puts a stuffed animal on the belly of each child and encourages them to relax and pay attention to physical sensations of breathing: Feel your head against the pillow. Your back against the floor. Your arms by your side. Feel the weight of the plush toy on your belly. Now imagine that you give your pet a gentle ride with your breath. As you inhale, your belly fills with air and the animal rocks up, as you let the air out of you, your belly empties and your pet goes down.
Final section: 1 minute 15 seconds of stillness – the same as in the second day, only that the time for the exercise increases to 1 minute and 15 seconds.
Week two aimed to raise awareness of the inner experiences (i.e., focusing on the senses). The objective of this week activities was to develop understanding of the changing nature of inner experience, seeing more clearly the inner experiences without biases and to promote compassion for others.
Day 4:
Beginning section: Hello / Greetingactivity.
Middle section: Mindfully eating activity - children are asked to describe the food they have in their hand (in this case, fruits caramels) – the color, texture, the way it smells like, and what happens in their mouth while they look at it and smell it. Then, with their eyes closed, children are guided to take a bite and notice all the sensations they have, e.g., Take a bite, notice what happens in your mouth, and sense the taste. Take your time.
c) 1 minute 30 seconds of stillness – the same as in the second day, only that the time for meditation increases to 1 minute and 30 seconds
Day 5:
Beginning section: Hello / Greeting activity, as described above.
Middle section: Friendly wishes activity – aims to learn self-directed practices that evoke emotions to help calming and shoot the mind and to encourage compassion for self and others. When this exercise is used at the end of the session, the experimenter prepares the pupils for this exercise with a body scan or breathing awareness, while lying on the floor. Using conversational language, the experimenter guides the class to one or more friendly greetings. A child sends friendly wishes to himself the first time, imagining that he is happy and having fun, and/or that he/she is healthy and safe with family and friends. Then he chooses someone he cares about, and imagines looking into the other person's eyes and says, I want you to be happy, and I hope all your dreams come true, I want you to be strong and healthy. I want you to feel lots of love in your life, and I hope you feel peaceful and calm. I want you to be safe forever. Then the experimenter tells the child to imagine that he sends friendly wishes to someone else, until finally he imagines sending friendly wishes to everyone and everything.
Final section: 2 minutes of stillness – the same as in the second day, only that the time for the exercise increases to 2 minutes.
Day 6:
Beginning section: Hello/ Greeting activity, as described above.
Middle section: Special Place activity - Instructions given to children: I want to share with you one of my favorite places. There is a place where you can't travel by car or train, or plane. It is a place within you that you can find closing your eyes. Let us find it now. Close your eyes and take a deep breath. See if you can feel a warm smile and happy inside your body. Do you feel it? This is your place. The best thing about this is that it is always within you. And you can visit anytime. It is helpful to visit this place especially when you are upset, angry or scared. When you are there and talk to your emotions, you can see that they aren't so big and strong as they seem.
Final section: 2 min 30 s of stillness – the same as in the second day, only that the time for the exercise increases to 2 minutes and 30 seconds.
Week three aims to raise awareness of the inner and outer experiences, focusing on thoughts and emotions. It develops an understanding of the changing nature of inner and outer experiences, awareness of thoughts and emotions and understanding that actions have consequences.
Day 7:
Beginning section: Hello/Greeting activity, as described above.
Middle section: An exercise to increase awareness that they are the producers of their own thoughts. The instructions are: Close your eyes and say: I wonder what thought will be coming next. Then be very alert and wait for the next thought. Be like a cat lurking a mice hole. What thouthg will be coming from the mice hole?
Final section: 3 min of stillness – the same as in the second day, only that the time for the exercise increases to 3 min.
Day 8:
Beginning section: Hello/Greeting activity, as described above.
Middle section: Meditation on the bubble. To further focus on awareness of the thinking process as well as on letting go and not engaging thoughts, the meditation of the bubble is a useful mindfulness technique (LeShan, 1974, cited in Hooker and Fodor, 2008). The purpose of this practice is to slow down, observe thoughts, and release them or let go without judgment. Begin the exercise by reading the following script slowly and in a calm voice. Then, allow the child to continue the meditation for a
ALEXANDRA C. NATANGA, ALINA S. RUSU
few minutes in silence, setting his or her own pace. This exercise can also be adapted to feature thoughts on clouds drifting across the sky. Begin by sitting in a comfortable position, with your back straight and shoulders relaxed. Softly close your eyes. Imagine bubbles slowly rising up in front of you. Each bubble contains a thought, feeling, or perception. See the first bubble rise up. What is inside? See the thought, observe it, and watch it slowly float away. Try not to judge, evaluate, or think about it more deeply. Once it has floated out of sight, watch the next bubble appear. What is inside? Observe it, and watch it slowly float away. If your mind goes blank, then watch the bubble rise up with blank inside and slowly float away.
Final section: 3 min 30 sec of stillness – the same as in the second day, only that the time for the exercise increases to 3 minutes 30 sec.
Day 9:
Beginning section: Hello/Greeting activity, as described above.
Middle section: Vizualization - finding a safe haven – it helps children to focus their attention after they have practiced awareness of the present moment by focusing on their breath, and then released their thoughts and feelings through the meditation on the bubble. This final exercise may be particularly helpful for children who are anxious, since it is related to visualization for relaxation: Begin by sitting in a comfortable position, with your back straight and shoulders relaxed. Softly close your eyes. Allow the picture in your mind to become blank. You are going to imagine a place that feels comfortable, safe, and relaxing. Think of your place. It might be a beach, a lake, or even your own bed. Imagine it slowly appearing before you, becoming more clearer. Look to your left. What do you see? Look to your right. What is over there? Look closer. Breathe in. What do you smell? Walk around your place. Look closer at certain things. Stay focused on your place. How are you feeling? If you find your thoughts wandering, observe them, and then focus on bringing the image of your place back into focus in front of you (Allow some time). When you are ready, put your hand in front of your eyes. Open your eyes. Slowly spread your fingers to allow light in. When you are ready, slowly remove your hand. Children may also choose to draw the scene they imagined. This drawing can be saved to remind them of their safe, relaxing place.
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Published onNational Catholic Reporter(http://ncronline.org
Watch your waste
Rich Heffern | Mar. 8, 2010 NCR Today
The U.S. Department of Agriculture estimates that 27 percent of all food (by weight) produced for people in the United States is either thrown away or used for a lower-value purpose, such as feeding animals.
According to a recent study, the average American household wastes 14 percent of its food purchases. But it's not just the food that is being wasted -- all of the water and energy that went into producing, packaging and transporting the discarded food also goes to waste.
Most of this food waste ends up in landfills, where it releases methane pollution as it decomposes, further contributing to global warming.
WHAT YOU CAN DO
Purchase only the amount of food that you are able to consume before it expires. Compost your food waste. Get tips from Natural Resource Defense Council's OnEarth magazine [1].
Source URL (retrieved on 08/28/2015 - 00:45): http://ncronline.org/blogs/ncr-today/watch-your-waste
Links:
[1] http://www.nrdc.org/onearth/03spr/livgreen.asp
) | <urn:uuid:84a1d9b3-a2e2-43e9-b883-5aafac1b66ee> | CC-MAIN-2015-35 | http://ncronline.org/printpdf/17318 | 2015-08-28T05:45:28Z | crawl-data/CC-MAIN-2015-35/segments/1440644060413.1/warc/CC-MAIN-20150827025420-00306-ip-10-171-96-226.ec2.internal.warc.gz | 171,463,861 | 263 | eng_Latn | eng_Latn | 0.99443 | eng_Latn | 0.99443 | [
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Black Patriots in the Revolutionary War
Prepared by the Maryland State Archives
Overview of Black Military Service
* From the very beginning of the American Revolution, Black and Indigenous people played a role in the fight for independence. Crispus Attuks, who was of Black and Indigenous heritage, was killed at the Boston Massacre (1770) and is often considered the first casualty of the revolution.
* Black men from every state fought during the Revolutionary War (1775-1783). These soldiers included both free people and men who had formerly been enslaved. About 5,000 Black soldiers fought in the American army, as did a smaller number of Indigenous people. On average, Black troops served longer than white soldiers, and a higher percentage of eligible Black men served than white men.
* The Continental Army only tabulated Black soldiers once, in 1778. At that time there were 775 Blacks in the army, about 3 percent of its total strength. This number understates the true extent of Black participation, as some men served before or after that time. Others served in local militia units rather than the regular army.
* In some cases, Blacks were limited to non-combat positions as servants, teamsters, or laborers. For the most part, however, they served and fought alongside white troops in regular infantry units. There was one all-Black unit, the First Rhode Island Regiment, formed in 1778. Otherwise, the Continental Army was fully integrated. The Army was not integrated again until 1948.
* There were no Black officers. The vast majority of Blacks in the army were ordinary privates, while a few were fifers or drummers. A few Black soldiers, including one from Maryland, served as corporals during the war, the lowest non-commissioned officer's rank. While not common, this represented an instance of a Black person holding (a little) authority over whites, a rare occurrence in eighteenth century America.
The Maryland Experience
* More than 100 Black soldiers served in Maryland units. The true number is difficult to determine since, unusually, Black soldiers' race was generally not noted in enlistment records. State Archives researchers have identified roughly 70 Black soldiers.
* When the Continental Army tabulated the Black soldiers in its ranks in 1778, the Maryland Line included 95 men, about 2.7 percent. There are some hints that the proportion of Black soldiers increased as the war went on and fewer white men enlisted. Black served troops in integrated units with white soldiers. There was a proposal to form an all-Black regiment in Maryland but it never happened.
* Maryland's leaders were initially reluctant to accept Black soldiers, fearing that it would encourage uprisings by enslaved people. It is likely that the first contingent of soldiers raised in 1776 was all white. However, by the summer of 1776 Maryland began enlisting Black men, and every infantry unit was integrated for the rest of the war.
* Maryland was the only southern state that enlisted enslaved people, who could serve as substitutes for white men who were drafted.
* Like their white counterparts, Black soldiers were accompanied by their wives and families. These women cooked for the troops, washed laundry, sold supplies, and provided unofficial logistical support for the army. In addition, Maryland's white officers were probably sometimes accompanied by enslaved servants.
For Further Reading
General Information:
"African Americans in the Revolutionary War." Finding the Maryland 400, September 7, 2023.
https://msamaryland400.com/2015/02/10/african-americans-in-the-revolutionary-wa r/.
"Maryland's African American Troops." Finding the Maryland 400, October 8, 2019. https://msamaryland400.com/2015/02/26/marylands-african-american-troops/.
National Park Service. "African Americans in the Revolutionary War." Last Modified November 9, 2022.
https://www.nps.gov/chyo/learn/historyculture/african-americans-in-the-revolutionar y-war.htm.
American Battlefield Trust. "10 Facts: Black Patriots in the American Revolution." Last Modified June 14, 2024.
https://www.battlefields.org/learn/articles/10-facts-black-patriots-american-revolution .
In-Depth Reading:
Collins, Elizabeth M. "Black Soldiers in the Revolutionary War." Soldiers Live. Last Modified March 4, 2013.
https://www.army.mil/article/97705/black_soldiers_in_the_revolutionary_war.
Greenwalt, Phillip S. "George Washington's Integrated Army." American Battlefield Trust. Last Modified February 21, 2021.
https://www.battlefields.org/learn/articles/george-washingtons-integrated-army.
Makos, Isaac. "Roles of Native Americans During the Revolution." American Battlefield Trust. Last Modified April 13, 2021.
https://www.battlefields.org/learn/articles/roles-native-americans-during-revolution.
Museum of the American Revolution. "Patriots of Color: Black and Indigenous Soldiers in the American Revolution." Last Modified September 27, 2022. https://www.amrevmuseum.org/patriots-of-color-archive-black-and-indigenous-soldie rs-in-the-revolutionary-war .
National Park Service. "Enslavement and Enlistment." Last Modified December 27, 2021. https://www.nps.gov/articles/000/john-hannigan-patriots-of-color-paper-3.htm.
National Society of the Daughters of the American Revolution. Forgotten Patriots. 2008. https://www.dar.org/library/forgotten-patriots/forgotten-patriots-book.
Quarles, Benjamin. The Negro in the American Revolution. Chapel Hill, NC: University of North Carolina Press, 1969.
Rees, John U. "They Were Good Soldiers": African-Americans serving in the Continental Army, 1775-1783. Warwick: Helion & Company Limited, 2019.
Return of the Negroes in the Army, 24 August 1778. Alexander Scammel, Adjutant General, Continental Army. George Washington Papers, Library of Congress, Series 4, General Correspondence, image 562.
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Location
Storm Data and Unusual Weather Phenomena - November 2014
Date/Time
Deaths &
Property &
Event Type and Details
Injuries
Crop Dmg
The storm system that moved into central California on October 31, 2014 brought heavy snow in the mountains and significant rainfall to the San Joaquin Valley, along with gusty winds from the afternoon of October 30 to the morning of November 1. This was the first significant storm of winter 2014-2015 for central California.
As the storm approached, winds began to blow through the passes of the coastal mountains into the west side of the San Joaquin Valley on the evening of October 30. Winds gusted 35 to 45 mph for several hours in the late afternoon and evening.
Light rain arrived in the northwestern portion of the San Joaquin Valley, near Los Banos between 1 and 2 pm PST, but the more significant rain did not arrive until 4 pm PST on October 31. The rain spread slowly south and east across the Valley through the evening as snow developed in the Sierra Nevada. Ahead of the leading edge of precipitation, gusty winds developed, resulting in areas of blowing dust for a brief period before the rain began. Winds gusted up to 45 mph in Bakersfield with a report of wind damage.
Rainfall amounts ranged from a minimum 0.03 inches in the Kern County Desert, to a maximum of 2.57 inches in the Sierra Foothills. Across the San Joaquin Valley, rain was in the 0.5 to 1.00 inch range. The heavy rain caused minor flooding on roadways, but in general was seen as beneficial due to the ongoing exceptional drought conditions.
Snow amounts in the Sierra Nevada were 9 to 17 inches with the heaviest amounts occurring above 6000 feet. As much as 7 inches of snow was reported as low as 4000 feet elevation.
As unsettled conditions continued during the afternoon of November 1, a cold air funnel cloud developed in the San Joaquin Valley.
(CA-Z089) W CENTRAL S.J. VALLEY, (CA-Z090) E CENTRAL S.J. VALLEY, (CA-Z091) SW S.J. VALLEY, (CA-Z092) SE S.J. VALLEY, (CA-Z093) S SIERRA FOOTHILLS, (CA-Z094) TULARE CTY FOOTHILLS, (CA-Z095) KERN CTY MTNS, (CA-Z096) S SIERRA MTNS, (CA-Z097) TULARE CTY MTNS,
(CA-Z098) INDIAN WELLS VLY, (CA-Z099) SE KERN CTY DESERT
11/01/14 00:00 PST
0
Drought
11/30/14 23:59 PST
0
The California drought continued in full force during the month of November, 2014. Exceptional drought was detected by the U.S. Drought Monitor for almost the entire Central California region. This extent of exceptional drought is extremely unusual for California. The 2013-2014 water year (July 1 - June 30) concluded with Fresno setting its second driest on record (4.81 inches) and Bakersfield setting its third driest (2.41 inches).
Page 1 of 2
Printed on:
01/12/2015
Storm Data and Unusual Weather Phenomena - November 2014
Location
Date/Time
Deaths &
Injuries
Property & Crop Dmg
Event Type and Details
There continues to be significant media coverage on the on-going drought conditions. These reports include discussion of significant re-allocation of water resources from the east to west side of the San Joaquin Valley, farmers forgoing planting of some crops, a decrease in the snow-related tourism activity in the Southern Sierra Nevada, reduction in air quality due to persistent stagnant air, loss or reduction of ground water, wells drying up in several communities leaving them with no water, and an unprecedented increase in fire danger across the Southern Sierra Nevada and Tehachapi Mountains. For the first time on record, red flag warnings were issued in January for not only the Southern Sierra Nevada and the Tehachapi Mountains but also the south end of the San Joaquin Valley.
(CA-Z089) W CENTRAL S.J. VALLEY, (CA-Z090) E CENTRAL S.J. VALLEY, (CA-Z091) SW S.J. VALLEY, (CA-Z092) SE S.J. VALLEY
11/07/14 06:00 PST
0
Dense Fog
11/09/14 09:00 PST
0
In the wake of the storm that moved through the region on Halloween, bringing up to an inch of rain in the San Joaquin Valley, areas of dense fog developed each night between November 2 and November 10. Most of the nights, the area affected was primarily along Highway 198 in the vicinity of Hanford and along Highway 43 from Selma to Corcoran. There were a few school bus delays due to the fog.
However, on the morning of November 7, the area of dense fog became more widespread and included the Fresno area. On that morning, the visibility at Fresno-Yosemite International fell to 1/16 of a mile, delaying all flights into and out of the airport. The fog also caused 10 school bus delays.
On the morning of November 9, there was a fatality traffic accident that occurred in the dense fog involving 1 vehicle and a pole.
(CA-Z099) SE KERN CTY DESERT
11/15/14 13:20 PST
1K
Strong Wind (MAX 45 kt)
11/16/14 01:00 PST
0
A weak disturbance moved through across southern California on November 13 and 14 but brought only mid and high clouds across central California with some virga. Despite this disturbance, dense fog formed in the San Joaquin Valley during the morning hours of the 14th. Visibility was less than 1/4 mile at many locations including Madera, Fresno, Visalia, Hanford, and Lemoore. At times visibility was less than 200 feet.
A ridge of high pressure followed the weak disturbance, with the axis over the coast of California on the 15th. The resulting northwesterly flow brought gusty winds to the Kern County desert, mainly below the passes of the Tehachapi mountains.
Surface high pressure strengthened in the Great Basin by Sunday, November 16th. This turned the flow offshore and brought gusty easterly winds along with very dry conditions across the Kern County Mountains. The winds followed the terrain and became southeasterly and gusted 35 to 45 mph at times. Humidity also fell to less than 10 percent for 20 to 34 hours on November 16th to the 18th. Red flag warnings were in effect for that time period, but no significant fire activity was reported.
A series of weak storm systems moved through central California on November 19-22. Although these storms did not bring much precipitation, they did bring gusty winds over the Kern County mountains and desert areas with gusts over 45 mph.
The storms also brought enough moisture for areas of dense fog to develop in the San Joaquin Valley during the early morning hours of the 21st. Visibility lowered to less than 1/4 mile with a few areas reporting visibility less than 500 feet.
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English – reading
Read individual letters by saying the sounds for them
Blend sounds into words, so that they can read short words made up of known letter– sound correspondences.
Read some letter groups that each represent one sound and say sounds for them.
Read a few common exception words matched to the school's phonic programme. (Little Wandle)
English – writing
Form lower-case and capital letters correctly.
Spell words by identifying the sounds and then writing the sound with letter/s.
Re-read what they have written to check that it makes sense.
Riverview CofE Primary and Nursery School Curriculum Overview
Diamonds - Reception
English – Grammar
Write short sentences with words with known soundletter correspondences using a capital letter and full stop.
Mathematics
Number
Subitise.
Explore the composition of numbers to 10.
Automatically recall number bonds for numbers 0–5 and some to 10.
Mathematics
Mathematics
Numerical Patterns
Count beyond ten and then 20.
Count objects, actions and sounds.
Link the number symbol (numeral) with its cardinal number value. Compare numbers
Understand the 'one more than/one less than' relationship between consecutive numbers.
Measurement – using measures
Compare length, weight and capacity
Measurement Time
Sequence events in chronological order Tell time to the hour
Geometry – properties of shape
Select, rotate and manipulate shapes to develop spatial reasoning skills.
Compose and decompose shapes so that children recognise a shape can have other
Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words.
Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
Communication & Language
Understand how to listen carefully and why listening is important.
Learn new vocabulary.
Use new vocabulary through the day.
Ask questions to find out more and to check they understand what has been said to them.
PSED
See themselves as a valuable individual.
Build constructive and respectful relationships.
Express their feelings and consider the feelings of others.
Show resilience and perseverance in the face of challenge.
shapes within it, just as numbers can.
Continue, copy and create repeating patterns.
Physical Development
Revise and refine the fundamental movement skills they have already acquired: • rolling • crawling • walking • jumping • running • hopping • skipping • climbing
Progress towards a more fluent style of moving, with developing control and grace.
Articulate their ideas and thoughts in wellformed sentences.
Connect one idea or action to another using a range of connectives.
Describe events in some detail.
Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.
Develop social phrases.
Engage in storytimes
Listen to and talk about stories to build familiarity and understanding.
Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words.
Listen carefully to rhymes and songs, paying attention to how they sound.
Learn rhymes, poems and songs.
Engage in non-fiction books
Identify and moderate their own feelings socially and emotionally.
Think about the perspectives of others.
Manage their own needs and personal hygiene
Know and talk about the different factors that support their overall health and wellbeing: • regular physical activity • healthy eating • toothbrushing • sensible amounts of 'screen time' • having a good sleep routine • being a safe pedestrian
Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.
Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Combine different movements with ease and fluency.
Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group. Develop overall body-strength, balance, co-ordination and agility.
Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming. Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
Develop the foundations of a handwriting style which is fast, accurate and efficient.
Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.
Understanding the World
Talk about members of their immediate family and community.
Name and describe people who are familiar to them.
Comment on images of familiar situations in the past
Compare and contrast characters from stories, including figures from the past
Draw information from a simple map.
Understand that some places are special to members of their community.
Recognise that people have different beliefs and celebrate special times in different ways
Recognise some similarities and differences between life in this country and life in other countries.
Explore the natural world around them.
Describe what they see, hear and feel whilst outside.
Further develop the skills they need to manage the school day successfully: • lining up and queuing • mealtimes
Expressive Arts and Design
Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them. Create collaboratively, sharing ideas, resources and skills.
Listen attentively, move to and talk about music, expressing their feelings and responses.
Watch and talk about dance and performance art, expressing their feelings and responses.
Sing in a group or on their own, increasingly matching the pitch and following the melody.
Develop storylines in their pretend play.
Explore and engage in music making and dance, performing solo or in groups.
Recognise some environments that are different from the one in which they live.
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How music therapy can help anxious children
According to the NHS, as many as one in eight children aged five to 19 faces a mental health challenge, and a significant number of these cases are related to some form of anxiety.
Of course, a degree of anxiety or worry may be a normal state of affairs for young people – particularly when moving schools, or around exam time. But for some, anxiety can affect every aspect of their daily lives.
One effective method of providing support for this anxiety is music therapy, where music becomes the main tool the therapist uses to connect and work with the patient. This kind of therapy has been shown to be effective when treating children and young people living with anxiety based disorders.
After all, lots of young people love listening to music, and the music choices they make can be closely tied to their sense of self and identity. During times of stress and worry, research indicates that young people have an innate sense of the kinds of music they need to listen to.
It is also a particularly adaptable form of therapy. Research suggests that young people's "passionate commitment" to songs and genres of music can shift depending on the situation.
A track like Taylor Swift's Dancing with Our Hands Tied, for example, could be first heard as a love song, then as a break-up song, and then again as a song of triumph and survival. This demonstrates a complex and adaptable set of emotional interactions with music, and shows how it can offer support in ever changing situations.
Making it up
In a music therapy session, the therapist might use a variety of accessible instruments, such as drums, small percussion instruments and keyboards, as well as apps to put together beats and loops, to make music with the child. Songwriting is also a good option, perhaps taking an existing song and changing the lyrics to fit the current situation, or composing an original song.
When I worked in the NHS at a facility for young people with psychological difficulties, I found a combination of structured musical activities and improvisation useful – especially with those who experienced anxiety due to the unpredictability of social situations.
Using improvisation in a safe setting helped with the idea of making things up as you go along, and feeling more comfortable with this as a concept. To all intents and purposes, that is essentially what many social situations require.
There are other proven benefits, too. A clinical trial called Music in Mind based in Northern Ireland used music therapy to individually treat children and young people with behavioural problems and mental health needs. It found improvements in communication, self esteem and social functioning.
Other studies have seen positive results in the combined use of cognitive behavioural therapy (CBT) and music therapy.
As well as its supportive value, music therapy can help young people develop their skills of emotional regulation – the mechanism which allows us to function in our daily lives, managing difficult situations by adjusting our emotional responses to events and feelings.
Developing emotional regulation skills is key to reducing the risks of psychological challenges later on, and can begin in early childhood with interactive musical play.
Here, the music therapist and child play games in which both take turns to be in charge of the music. Having the chance to signal "stop" and "go", as well as choosing whether the music will be loud or soft gives the child a chance to see how it feels be in charge.
A positive note
They are also able to explore how the differences in music make them feel. An American study using this method showed a considerable improvement in emotional regulation scores, suggesting that using music in playful activities can have very positive effects on young children.
It is clear, then, that there is potential for a spectrum of practice in the use of music to support children and young people who live with anxiety disorders.
Listening to preferred music and using that experience to explore feelings and moderate anxiety is at one end of the spectrum. The early use of music in preschool and school settings can also help develop ER, building resilience in children to adverse life events.
If disorders develop, music can be used as a tool to explore emotions and work towards understanding, with music therapy being offered as a treatment to those who need more focused clinical support.
So perhaps we all need to be thinking about the use of music in managing anxiety in our children and young people. There is a wealth of evidence emerging as to its effectiveness – which we can all tune in to.
By
Dr Elizabeth Coombes
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Вступительный экзамен по английскому языку
ДЕМОВЕРСИЯ Время выполнения экзамена: 120 минут
Task №1 (25 points)
You will hear Christina Bunt, a human resources manager for Tesco, Britain's largest chain of supermarkets and the biggest food retailer in the UK.
Listen to the recording twice and for each question (1-5) mark one letter (A, B or C) for the correct answer.
1. What part of her job does Christina enjoy most?
A. Teaching job skills
B. Challenging tasks
C. Maintaining discipline in the workplace
2. What, according to Christina, makes managing people easy?
A. Strong discipline
B. Recruiting the right staff
C. Training staff to be friendly and polite
3. How did Christina become a personnel manager?
A. Tesco recruited her as a personnel manager.
B. She trained in another company as a personnel manager.
C. She started at the bottom and came up through the ranks.
4. What would she like to be doing in ten years' time?
A. Opening new stores
B. Working as a store manager
C. Working in human resources
5. Which of these things does Christina recommend candidates should do when they go for a job interview at Tesco?
A. Dress very smartly
B. Behave in a friendly, casual way
C. Try to look relaxed
Task №2 (15 points)
Read the article and answer the questions below. For each question 6-10, mark one letter (A, B, C or D) for the answer you choose.
From Satisfaction to Loyalty
Just how do you take your customers from satisfaction to loyalty? Those were the questions Dr Jodi Simco and Dr Mark Royal of Hay Group, a human resources consulting firm, answered at LOMA's recent Customer Service Conference. Simco and Royal talked about the link they've found between business culture, employee loyalty, customer loyalty and revenue growth.
'First, it's important to ask ourselves just what our definition of customer loyalty is,' Simco said. 'And based on our research, we've found that it's when your customers have a strong bond to you and come back to you time and time again. They view you as the provider of choice. So they're not just looking for the lowest-cost vendor. They're going to come back to your company and not only use your current products and services, but maybe start using some new ones and recommending them to others.'
Simco identified two factors that decide whether satisfied customers will become loyal ones: the outcome that customers experience and the process by which they receive it. 'We've all bought cars, and the car might be the most wonderful car, so the outcome was positive,' Simco said. 'But we might decide not to go back to the car dealership because they were annoying to work with. In this case, the process was negative.' People, in the form of employees, are part of that process, she explained, and 'people are your key competitive advantage. It's your people who developed those relationships with your customers, and you really need to focus on them.'
Furthermore, when it comes to convincing people in your organisation of the impact that customer loyalty can have on your bottom line, the business case for building loyalty is quite simple. 'None of us is surprised that loyal customers are going to repurchase at two to four times the rate of just purely satisfied customers,' she said. 'And they're going to enthusiastically recommend your company to others. So they can serve as your best marketer. Loyal customers are also willing to pay more for your services.'
Hay Group has identified a few primary factors about a company that can make the difference between customer satisfaction and customer loyalty. 'The top factor is value: "Is this company's product or service having a positive impact on my business? Do I have a strong return on investment?" Ease of doing business is a big thing, too,' Simco continued. 'Are you easy to do business with, or are you problematic? Finally, your people are important, in terms of whether they show responsiveness, integrity, trust and professionalism.'
'In today's marketplace, where most organisations are facing global competitors and a rapid flow of information, it's hard to be different from your rivals because best practices spread across an industry very rapidly,' Royal said. 'But it's much harder for your competitors to duplicate a successful organisation that consists of a lot of highly motivated, highly engaged people who are focused on the customer, and this provides real opportunities for competitive advantage.'
6. What produces customer loyalty, according to Simco in paragraph 2?
A The price of the product
B The quality of the product
C The relationship with the supplier
D The recommendation of friends
7. What, according to Simco in paragraph 3, is the key factor in making a company better than its rivals?
A A superior product
B Good quality staff
C Good value for money
D Good procedures for dealing with customers
8. In paragraph 4, what is given as the main benefit of having loyal customers?
A It improves the company's image.
B It increases profits.
C It is easier than finding new ones.
D They will accept higher prices.
9. What, according to Hay Group, is the main factor which changes customer satisfaction to customer loyalty?
A Your customer does not have problems doing business with you.
B Your customer gets what he asks for.
C Your customer has confidence in you.
D Your customer's own business becomes more profitable.
10. Why does Royal believe it is difficult for companies to be different from their competitors?
A Their competitors can quickly imitate them.
B Their competitors are spread all over the world.
C Employees in different companies are equally hardworking.
D Most companies nowadays are customer-centred.
Task № 3 (20 points)
Task # 3a. Read the article. Choose the best sentence from the list below to fill each of the gaps. For each gap 11-15, mark one letter (A to E).
A. 'Aggressive' male leaders are admired; female ones are disliked, especially by other women.
B. They also tend to be concentrated in future-oriented sectors such as consumer products and technology.
C. They look at what the job involves and think the price is too big to pay.
D. Those who haggled raised their starting offer by an average of $4,053 – almost exactly the difference in men's and women's initial pay.
E. Women are more likely to separate their working life from their home life, which makes it harder to go for a drink with the boss.
Why are so Few Women Running Big Companies?
The leaders of large public companies the world over are almost universally male. In America, only seven Fortune 500 CEOs are female; in Britain, only one woman runs a FTSE 100 company. An easier route for women to the top is to inherit. Husbands and fathers are more likely to entrust the business to their widows or daughters than the markets are, but those companies are generally smaller.
Why so few women? One answer is obvious: women are more likely than men to care children. But to some extent it may be a question of time: women are now reaching positions below CEO level in greater numbers than ever before, often rising through sales, marketing or finance. (11)____
However, women still face three big problems in climbing the corporate ladder, says Herminia Ibarra of INSEAD. First, they fail to get the really stretching jobs. One study found that companies are much more likely to ask men than women to turn around a division in difficulties or to start a new one. Getting into line management is important (and 90% of line managers at big American firms are male), but it is not enough: women also need tough, broad assignments to win experience and promotion.
Second, women lack networks, not because they are deliberately excluded, but because people bond when they have much in common, and gender matters here. In particular, women lack the sort of networks that combine work and social life, which have proved hugely beneficial to men. (12) ________.
Third, women find it more difficult than men to develop an image compatible with leadership. There are fewer role models, and simply adopting a male style rarely works. (13)_________. A study of business owners presented at this year’s meeting of the Academy of Management found that 26% of male owners, but only 5% of female ones, wanted to be thought of as an authority figure.
Sometimes women are their own worst enemies. A book by Linda Babcock and Sara Laschever called Women Don’t Ask recently drew attention to their negotiating style. Ms. Babcock noticed that male graduates with a master’s degree from her university were paid starting salaries almost $4,000 above those of female students. On closer investigation, she found that the vast majority of the women had accepted the initial pay offer, but that 57% of the men (against only 7% of the women) had asked for more. (14)_______
One senior headhunter says that boards frequently ask her to recruit women to top jobs. ‘But when I get them there, the women say no. (15)_________.’ Maybe women have more sense than men.
Task # 3b. Read the article. Choose the best sentence from the list below to fill each of the gaps. For each gap 16-20, mark one letter (A to E).
A. To put a good idea effectively and profitably into practice generally requires managerial experience and authority.
B. Universities everywhere are largely state-financed.
C. They are hugely successful: there are far more of them, and far more students, that ever before.
D. Certainly, there are aspects of the university that firms might envy.
E. For example, it gathers, under a single powerful brand, individuals contracted to supply it with their intelligence.
What might the company of the future look like?
Lawrence Summers, president of Harvard University, suggests in the latest Harvard Business Review that the American research university, eg. Harvard, might be a model for the company of the future.
He does not mean that firms should set up their own 'universities' – although plenty, from Motorola to McDonald's, have done that. Instead, they should adopt the research university's fluid and decentralized approach to creativity and hierarchy. "If you look at the organizations in the economy where the greatest value is being added," argues Mr Summers, "they are increasingly the organizations that share the values and character of universities."
(16) ____. They are, to start with, extraordinarily durable institutions. Mr Summers' own Harvard, founded in 1636, is very young compared with the University of Bologna, founded in 1088, or Paris and Oxford born less than a century later.
(17) ____. In the rich world alone, 39m people are now taking a university course of one sort or another. And they teach more subjects that ever before. Anyone tempted to mock McDonald’s Hamburger University should look at the classes in food technology and catering that plenty of modern universities now provide.
The successful university has other characteristics that firms increasingly aspire to. (18)_____. Moreover, the deals struck by the most successful academics when they transfer from one university (often European) to another (usually American) are becoming more lucrative,
with all sorts of perks regarded as normal.
But there is one big difference that Mr Summers does not mention. (19) ___. Harvard's students may pay for their teaching, but the university's research, which Mr. Summers urges firms to copy, is subsidized with public money.
Public support gives most universities a financial stability that companies do not enjoy. Sure, companies succeed on the back of big ideas, but on the whole it is their application that makes money. (20) ___. That is why clever 25-year-old graduates rarely run durably successful companies, even if they are from Harvard.
Task № 4 (10 points)
Read the article and decide whether each of the following statements (21-25) is true or false. Mark T for "true" and F for "false".
21. Managers from different countries approach tasks in different ways.____
22. Lots of companies worldwide are truly international._____
23. American companies think that globalization means developing an international culture.____
24. If senior managers in a company are all from the same country, it’s difficult to recruit people from other countries. _____
25. People can feel if they fit in a company or not.____
Corporate Culture and National Characteristics
Steve Redwood, a London–based management consultant with Price Waterhouse, tells of a client who had brought together a team from eight different countries to work on a project. 'The national stereotypes applied,' he says. 'The people from Switzerland and Germany were mainly interested in the way the project was organized. The people from Spain took a much more intuitive approach. The British had a high level of skepticism about whether the whole thing really mattered. Language was not the issue. It was more basic than that.'
Behind this lies the most fundamental problem of all: the fact that outside a handful of companies – Lowell Bryan, a senior partner with McKinsey in New York puts it at between a dozen and 20 worldwide – even the biggest corporations are dominated by the culture of the home country.
'Outside that handful,' Mr Bryan says, 'companies are very German, or very British, or very American. One big difference with American companies is they think globalization means Americanising the world. Others don't have that arrogance.'
If top management all come from the home country, that makes it much more difficult to attract and keep a global pool of talent. 'People know when they fit in and when they don't,' Mr Bryan says. 'That's true even of national companies: there's a tendency for people to have gone to the same school, or all have trained as engineers. It's even more true when it comes to where you grew up.'
Task № 5 (20 points)
Fill in the gaps (26 - 35) with the words below (a-l). There are two extra words you do not need.
a. emerging
b. subject
c. apparently
d. concentrate
e. communicate
f. imply
g. success
h. statistics
i. globally
j. removed
k. imposed
l. specifically
Tobacco Companies Target Traditional Women
In the 1970s, tobacco companies successfully marketed smoking to women by linking their ad campaigns to the (26) ____women's liberation movement. Now, they are (27) ___ using similar tactics to entice women in traditional societies (28) ____to take up smoking, Women’s News reported August 19.
As smoking in the developed world declines, tobacco companies are starting to (29) ____on new markets in developing nations, especially in Asia. Female smoking rates in these countries have been low historically, a fact that marketers want to change with ads that (30)____ that smoking (31)____equality, fitness, and trendiness. In South Africa, for instance, one ad shows a blonde woman smoking, with the message, "Do I look like I would cook you breakfast?"
As a result, (32) ___________ show that female smoking is up in many Third World nations, including Cambodia, Malaysia, and Bangladesh. "Cultural prohibitions against tobacco use by women can be (33) ____by social change and aggressive tobacco marketing," according to a recent World Health Organization report.
An American Cancer Society report said that tobacco firms are creating cigarette brands (34)___for women and sponsoring events such as concerts, art shows, and beauty pageants to appeal to girls. "It goes in waves around the world," said Dr. Omar Shafey, one of the report's editors. "As women experience democratization, they face these pressures intentionally (35)_____upon them by the tobacco industry. In Lebanon, Egypt, and many [Persian] Gulf countries, women face these pressures."
"To enter the man's world that's taboo is part of the attraction," he added. ''As waves of modernization spread, women seek to take up the bad habits of men."
Task № 6 (10 points)
Read the sentences below. For each sentence (36 – 45), mark one letter (A, B, C or D).
36. I will fly to New York next week unless I …………… a ticket.
A. will not buy
B. buy
C. do not buy
D. will buy
37. I know I ……………. But I did not feel like doing that.
A. must have helped her
B. could have helped her
C. should help her
D. ought have helped her
38. Only a few people were at my lecture last Friday. If only the students …………………….. earlier.
A. had informed
B. was informed
C. had been informed
D. would have been informed
39. When I was a boy I was used to ……………………… .
A. telling not to tease animals
B. tell not to tease animals
C. being told not to tease animals
D. be told not to tease animals
40. He has written four novels since he ………………. in America.
A. has arrived
B. have arrived
C. had arrived
D. arrived
41. If I had worked hard when I was young I ………………… rich now.
A. would have been
B. am
C. will not be
D. would be
42. The dinner …………………. at the moment.
A. is being prepared
B. is prepared
C. is preparing
D. preparing
43. By the time he is twenty-five he ………….. all the money his mother left him.
A. spends
B. spending
C. has spent
D. will have spent
44. There's somebody behind us. I think we ……………..
A. are followed
B. are being followed
C. have been followed
D. were followed
45. I ……………… a meal last night because we went out and the food was uneaten.
A. needn't have cooked
B. didn't have to cook
C. mustn't cook
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Worksheet #5 Assessing the Risk of Groundwater Contamination from Hazardous Waste Management
Fa
NMSU Logo
Worksheet #5
Assessing the Risk of Groundwater Contamination from Hazardous Waste Management
Why should I be concerned?
Consider the variety of products commonly used in households and on farms: paints, solvents, oils, cleaners, wood preservatives, batteries, adhesives and pesticides. In addition, some common disposal practices not only threaten groundwater but also may be illegal.
Small, unusable amounts often wind up spilled, buried, dumped or flushed onto farm property. Minimizing the amounts of these substances used on the farm, along with practicing proper disposal practices, can reduce both health risks and the potential for groundwater contamination. Farmers and their families are generally familiar with the hazards of pesticides commonly used in the farm operation, but they may be less aware of the hazards of other chemicals that make many tasks around the home and farm easier or more efficient.
Improper use of hazardous products may cause toxic health effects. Improper storage may allow chemicals to leak, causing potentially dangerous chemical reactions, toxic health effects or groundwater contamination. Improper disposal allows these dangerous chemicals to enter directly into drinking water through surface water or groundwater.
Your drinking water is least likely to be contaminated by your hazardous wastes if you follow appropriate management procedures or dispose of wastes in any location that is off your farm site. However, proper offsite disposal practices are essential to avoid risking contamination that could affect the water supplies and health of others.
The goal of Farm•A•Syst is to help you protect the groundwater that supplies your drinking water.
How will this worksheet help me protect my drinking water?
*It will take you step by step through your hazardous waste management practices.
"risk level" of your hazardous waste management practices.
*It will rank your activities according to how they might affect the groundwater that provides your drinking water supplies. •It will provide you with easy-to-understand rankings that will help you analyze the
*It will help you determine which of your practices are reasonably safe and effective, and which practices might require modification to better protect your drinking water.
How do I complete the worksheet?
Follow the directions at the top of the chart on the next page. It should take you about 15-30 minutes to complete this worksheet and figure out your ranking.
Information derived from Farm•A•Syst worksheets is intended only to provide general information and recommendations to farmers regarding their own farmstead practices. It is not the intent of this educational program to keep records of individual results.
W5.1
W5 2
Glossary
Hazardous Waste Management
These terms may help you make more accurate assessments when completing Worksheet #5. They may also help clarify some of the terms used in Fact Sheet #5.
Burn barrel: Any on-farm system of open burning, such as burning in a barrel. (See incinerator.)
Dump: A local landfill that is not designed to prevent leaching and offers little groundwater protection.
Farm business: A farm that generates at least $1000 in net annual income from farming.
Hazardous waste contractor: A hazardous waste collection service offered by businesses with vehicles licensed to transport hazardous waste to licensed hazardous waste facilities.
Household hazardous waste collection program: A special program in which a community collects waste for disposal in a specially constructed hazardous waste landfill or incinerator.
Household quantities: Less than five gallons of a household product.
Incinerator (municipal): A community incinerator specifically engineered to burn municipal quantities of home waste.
Incinerator (on-farm): Any home-built incinerator or any incinerator purchased for home use.
Licensed landfill: A landfill specifically designed to protect groundwater through the use of a high quality clay or clay/impermeable film liner, accompanied by a system of buried pipes to collect any liquids generated. Meets current state standards.
On-farm disposal: Any method of burning, dumping or land spreading of wastes on the farm. Also includes use of the septic system for disposal.
Recycling: Reusing waste materials to develop another product.
Solvent recycler collection service: A pick-up service provided by businesses that reprocess used solvents.
What do I do with these rankings?
Step 1: Begin by determining your overall hazardous waste risk ranking. Total the rankings for the categories you completed and divide by the number of categories you ranked:
ranked
*
*Carry your answer out to one decimal place.
_____ divided by _____ equals
total of rankings
# of categories
risk ranking
3.6–4=low risk 2.6–3.5=low to moderate risk 1.6–2.5=moderate to high risk 1–1.5=high risk
This ranking gives you an idea of how your hazardous waste practices as a whole might be affecting your drinking water. This ranking should serve only as a very general guide, not a precise diagnosis. Because it represents an averaging of many individual rankings, it can mask any individual rankings (such as 1's or 2's) that should be of concern. (See Step 2.)
Enter your boxed hazardous waste risk ranking on page W12.1. Later you will compare this risk ranking with other farmstead management rankings. Worksheet #11 will help you identify your farmstead's site conditions (soil type, soil depth and bedrock characteristics), and Worksheet #12 will show you how these site conditions affect your risk rankings.
Step 2: Look over your rankings for individual activities:
*Low-to-moderate-risk practices (3's): provide reasonable groundwater protection
*Low-risk practices (4's): ideal; should be your goal despite cost and effort
*Moderate-to-high-risk practices (2's): inadequate protection in many circumstances
*High-risk practices (1's): inadequate; pose a high risk of polluting groundwater
Regardless of your overall risk ranking, any individual rankings of "1" require immediate attention. Some concerns you can take care of right away; others could be major—or costly— projects, requiring planning and prioritizing before you take action.
Find any activities that you identified as 1's and list them under "High-Risk Activities" on pages W12.6-W12.7 of Worksheet #12.
Step 3: Read Fact Sheet #5, Improving Hazardous Waste Management, and consider how you might modify your farmstead practices to better protect your drinking water.
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Fact Sheet
Chickenpox
What is chickenpox?
Chickenpox is a very contagious rash illness caused by the varicella-zoster virus. 90% of individuals that are not immune will become infected if they encounter an infected person. It occurs most frequently in the winter and early spring. Once a person gets chickenpox, they will generally not get it again.
Who gets chickenpox?
Chickenpox is very common in the United States. Almost everyone who is not vaccinated acquires chickenpox by adulthood. It is most common in children under 15 years old.
What are the symptoms of chickenpox?
Initial symptoms include the sudden onset of a slight fever and feeling tired and weak. These are soon followed by an itchy, blister-like rash. The blisters eventually dry, crust over, and form scabs. The rash may first appear on the upper body, then arms, legs, and face.
How is chickenpox spread?
Chickenpox spreads from person to person by direct contact or by the airborne spread of droplets from the nose, throat, or mouth through sneezing or coughing. It can also spread by contact with items freshly soiled by discharges from an infected person's blisters, nose, or mouth.
A person with chickenpox is contagious 1-2 days before the rash begins and until all blisters have formed scabs. People are considered contagious until no new lesions have appeared for 24 hours. The illness usually lasts 5 to 10 days.
It takes 10 to 21 days after exposure to chickenpox for someone to develop the illness.
In the past, some parents participated in "chickenpox parties" to intentionally expose their children to a child with chickenpox so they would get the disease and gain future immunity. It is highly recommended to not host or participate in these events.
What is the treatment for chickenpox?
If you think you have chickenpox, see your health care provider for treatment recommendations. There is an antiviral drug that could help with the treatment, but most doctors do not prescribe it for healthy people. Other treatments include rest and plenty of fluids.
Do not use aspirin in children with chickenpox as it has been associated with Reye's syndrome. Tylenol/acetaminophen can be used to reduce fever and discomfort.
Do not rub off scabs as it could cause scarring and infection. Cut fingernails short and keep them clean to reduce infection from scratching. Calamine lotion and cool colloidal oatmeal baths may help relieve some of the itching.
Are there complications from chickenpox?
* Bacterial infections of the skin and soft tissues in children
* Infection of the lungs (pneumonia)
* Infection or swelling of the brain
* Bleeding problems
* Bloodstream infections (sepsis)
* Dehydration
* Reye's Syndrome
Deaths are very rare not due to the vaccine, but some deaths from chickenpox have continued in healthy, unvaccinated children and adults.
How can chickenpox be prevented?
People infected with chickenpox should be kept at home to limit the risk of transmitting the virus to others.
The chickenpox vaccine is a two-dose regimen is recommended for children, adolescents, and adults that have never had chickenpox and were never vaccinated. Most people who get the chickenpox vaccine will not get chickenpox. However, if someone who has been vaccinated does get chickenpox, it is usually very mild. They will have fewer spots, are less likely to have a fever, and will recover faster.
How do I get more information on chickenpox?
Calhoun County Public Health Department
Phone: 269-969-6383
www.facebook.com/CCPublicHealthDepartment/
Centers for Disease Control and Prevention
Phone: 800-232-4636 (800-CDC-INFO)
Website: www.cdc.gov/chickenpox/
Spanish: https://www.cdc.gov/vaccines/parents/diseases/varicella-sp.html
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Class Pack Instructions
Magic Touch Silk Painting
Magic Touch Silk Painting for ages 12+ • 30 people
You are about to begin painting with Dye-Na-Flow colors on Magic Touch silk boards. There is nothing quite like painting on silk, and Magic Touch boards makes it easier than ever.
Kids and adults alike, no matter what their skill level or inclinations, will have great results. There is always a great sense of pride and satisfaction with this project. The process of painting the colors on silk and watching them flow on the fabric is nothing short of enchanting.
CLASS PACK CONTENTS
* 30 Magic Touch Boards - silk mounted on board for ease of use (approximately 8.5" x 11"/21.6 cm x 27.9 cm)
* 40 Dye-Na-Flow bottles (1/2 fl oz/14.79 ml) 8 each: Yellow, Red, Magenta, Turquoise & Green
* 15 paint palette trays
* 30 paint brushes
* Jacquard Permanent Water-based Resist, Black (8 fl oz/.024 L)
* Jacquard Silk Salt (10 oz/0.28 kg)
* 10 applicator bottles
* 10 #7 Fine line applicator tips
* Syringe - for dispensing the resist into the applicator bottles
* Instructions
Instructions
There are several different approaches to painting the Magic Touch boards in this Class Pack. They can be painted in the tradition al silk painting method ("serti" style) of applying a resist to outline a design and then filling in the shapes with color (start with step 1 below). Or, they can be painted in a more free-form watercolor style that doesn't include the use of the resist. A salt technique for adding texture to a painted area can be applied to any wet area of color. Drawing with the resist can also be done on top of the painted board, once it is dry. The main thing to remember is to experiment and have fun!
1. APPLY THE RESIST
In the resist technique, the black resist lines are drawn on and the colors are applied within these lines. When painted on, the colors will flow and spread on the silk until they reach the resist lines (this is the "magic" part!). The resist acts as a boundary between colors much like lead in a stained-glass window. These islands of color can be blended, highlighted or accented with other colors.
a. Stir the resist thoroughly.
b. Using the provided syringe, dispense the resist into the applicator bottles. Replace the plastic insert and push on the applicator tip.
c. Hold the resist bottle like a pencil. Gently squeeze the bottle until the resist begins to flow. It is a good idea to practice on a paper towel until you get the feeling of drawing smooth, flowing, continuous lines.
d. Begin drawing your pattern. Move steadily, but not so quickly that you leave gaps in your lines. All lines must be con nected or else the color will bleed through the gaps in the resist line. Do not apply the resist too thickly or it will take a long time to dry.
e. Once you've completed the design, carefully examine the lines. Go back and fill in any gaps. Let the resist dry complete ly, usually 30 minutes. Use a hair dryer to speed drying time.
continued...
www.jacquardproducts.com | firstname.lastname@example.org
1
1. APPLY THE COLOR
Using the colors full strength will yield the brightest shades. For pastels, the paints can be mixed with water. Mixing the paints in the spare wells of the mixing tray or on the Magic Touch surface is a great way to expand the color palette.
a. Pour each color into the plastic pallet tray. With a group of 30 people, there are enough pallet trays to be shared in pairs.
b. Dip your brush gently into a color. Touch the brush to the fabric about 1/2"/ 12.7 mm from the resist line. The paint will migrate the rest of the way to the line. That is why it is called Magic Touch!*
c. Once the painting is dry (wait 24 hours to be sure), it can easily be framed or pinned to the wall.
TWO TECHNIQUES TO TRY
1. Watercolor Method
One of the most exciting methods of painting on silk incorporates the wonderful qualities of the colors spreading and mixing on the silk. Simply paint one color next to another. The paints will flow and blend automatically. Pre-wet the fabric with water to enhance this affect.
2. Salt Technique
A beautiful starburst affect can be achieved by sprinkling salt over the painted surface while the color is still wet. Different size salt granules can be used, from table salt to rock salt, to create different size starbursts. The larger the granule, the more dramatic the effect. The salt crystals will begin to soak up the color as it dries. Once dry, carefully brush off the salt crystals.
* Make sure not to have too much liquid on the tip of the brush. If you flood the area with too much liquid, the color may bleed over the lines.
Touch brush to the MIDDLE of an area until you understand how quickly the paint spreads.
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WHAT CAN YOU DO? is NOT over! The
50 Fixing a leaky toilet can save gallons of water per day.
of outdoor watering is wasted due to overwatering!
50,000
Fixing a broken sprinkler head can save
gallons of water in a
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Why is hand washing so important?
* Hands are used for all sorts of activities during the course of a day.
* Hands easily become contaminated e.g. after we have been to the toilet.
* Germs on a child's hand can be easily passed to other children's hands by direct touch or by contamination of objects.
* Once on the hands it is easy for germs to get into the mouth. Many infections are spread this way.
* If hands are thoroughly washed after using the toilet the number of germs they carry will be greatly reduced.
When should hands be washed?
* Before handling the line.
* Before eating and drinking.
* After handling pets.
* When hands look or feel dirty.
It is important for children to be encouraged to wash their hands after every visit to the toilet and prior to eating or preparing food. Children should be supervised where possible when hand washing to ensure good compliance.
For an effective handwash…
* Wet hands thoroughly.
* Apply soap.
* Follow the 6 step technique (see opposite).
* Rinse hands thoroughly.
* Dry hands thoroughly using disposable paper towels.
Alcohol hand rubs may be used on physically clean hands.
Infection Control Nurses Association
Hand Hygiene – Information for Parents and Carers
The 6-step hand decontamination technique
1. Palm to palm
3. Between fingers
5. Thumbs and wrists
6. Nails
Children should be encouraged to develop a good hand washing technique so that they get their hands thoroughly clean. It does not need to take a long time to get hands really clean; a ten to fifteen second lather will remove most dirt.
It is important to wet hands before applying soap, and make sure all parts of the hands and fingers are cleaned, especially the fingertips, which often get missed. Hands should be rinsed well and then dried really thoroughly.
How else can hands be protected?
Any fresh wound, cut etc. (less than 24 hours old) on the hands should be covered with a waterproof dressing.
What else can help?
Washing hands with your child at home can be fun and more importantly will support the learning they have whilst at school or nursery.
If we teach our children that good hand hygiene is fun then it will soon develop from being a game into normal behaviour (e.g. use of colourful child friendly soap dispenser).
Parents are encouraged to promote good hand hygiene in their children by doing this and don't forget children learn from example!
Based on the original idea of Infection Control Nurses, Solihull Primary Care Trust
Developed in collaboration with
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Food and Nutrition
Name:
essential understanding
This elective course provides students with an overview of good nutrition principles that are necessary for physical, mental, and a long healthy life. Unit topics include five food groups and their role in building a healthy eating style, build healthy meals, students will create a daily menu by entering foods and beverages in Food Tracker, they will learn about physical activity, including the importance of being physically active, recommended amounts, and how to include physical activity in any lifestyle. They will also discover how many calories they need and how much of each food group they should eat in a day. The students will create a SuperTracker profile to get a personalized food plan. Students will complete the What's Your Plan handout to reflect on their personalized food plan. The food and nutrition course emphasizes an understanding of today's food and eating trends and gives students the capacity to intelligently evaluate all available sources of nutrition information and make informed decisions.
"Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity." ~John F. Kennedy
Mrs. Monleon
12
th
Overview
SuperTracker's Food-A-Pedia feature is a quick and easy search tool that allows you to look up and compare the nutrition information for foods. Food-A-Pedia can be used without an account and is a good starting place for those new to the SuperTracker application. Choosing healthy snacks is an example of a small step students can take to begin working toward an overall healthy eating pattern. In this lesson, the teacher will provide information about what makes a healthy snack, including information about total calories, added sugars, saturated fat, and sodium. Students will use SuperTracker's Food-A-Pedia feature to compare the total calories, added sugars, saturated fat, and sodium content of various snack foods. Students will complete the Track Your Snack handout to reflect on what they've learned and discover the nutrition content of their favorite snack foods.
Guiding question 1:
Why is it important to make healthy snack choices?
Lessons
____Track your snacks
____What is your plan?
____Three day food record
____ Build healthy meals
____ Get Active
____ Balance your calories
individual work
QUARTER 4- WEEK 1
_____1. Lesson: Demostrate the Food-A-Pedia feature by showing the "Getting Started: How to Use Food-APedia" SuperTracker site tour video available on YouTube. Link: https://www.supertracker.usda.gov/sitetour.aspx. Wed Due 4/19
Mrs. Monleon
Grade level: 10
Elective Class Q4: Food and Nutrition
12
th
_____2. Following this lesson, summarize why healthy snacking is important. 2. Choose healthier snack options based on your nutritional content (calories, added sugars, saturated fat, and sodium). 3. Explain the importance of monitoring total calorie, added sugars, saturated fat, and sodium intake in your diet. Wed Due 4/19
____ 3. Guest speaker from Ethical Choices Program: 90 minute Ethics of Eating presentation. Wed 4/19
QUARTER 4- WEEK 2
_____1. Lesson: Record any notes on "My Plate, My Wins": What's Your Healthy Eating Style? Video on YouTube Link: https://www.youtube.com/watch?. Wed 4/26
_____2. Reflection and Discussion questions. Wed 4/26
_____3. Reflect what you've learned in this lesson by summarizing the lesson and answer the following questions in the handout provided to you. Wed 5/3
_____4. Complete the handout "What's Your Plan"? Wed 5/3
Group work Due Wed 5/10
QUARTER 4- WEEK 3 – choose one from the following
_____ 1. Create a daily meal plan using Super Tracker's Food Tracker feature and complete the Build Healthy Meals handout to reflect on what they've learned.
_____ 2. Build a healthy meal. Make sure your meal meets the daily food group targets. Then, create a sample menu within a given calorie allowance.
_____3. Think of two snacks you typically eat. Look up the nutrition content of both snacks using Food A-Pedia and compare (1) the number of food groups, (2) the number of calories, (3) the amount of added sugars, (4) the amount of saturated fat, and (5) the amount of sodium.
individual work
QUARTER 4- WEEK 4
Mrs. Monleon
th
Grade level: 10
12
_____ 1. Lesson: Students will learn about physical activity, including the importance of being physically active, recommended amounts, and how to include physical activity in any lifestyle. Wed 5/17
_____ 2. Create a Super Tracker profile and use the Physical Activity Tracker to track your own activities and identify areas for improvement. Wed 5/24
_____ 3. Then, choose a moderate intensity activity. For example, search for "biking" and select "Biking, 5.5 mph, leisure" or a different moderate intensity activity of your choice. Wed 5/31
individual work
QUARTER 4- WEEK 5
____ 1. Lesson: Balance your calories: Students will learn about calories, including what a calorie is and how your body uses calories. They will also learn about the concept of calorie balance and its relationship to weight management. Wed 6/7
_____ 2. Reflect on all the amazing things the human body does and how all require energy. Share some ways your bodies use energy. Examples: breathing, walking, growing, smiling, fighting illness, healing a cut or broken bone. Wed 6/14
Assessment: Due Wed 6/14
Answer the following questions based on what you've learned in class.
1. Why is it important to make healthy snack choices?
2. Explain that in addition to calories, your body needs the nutrients in foods in order to work properly.
3. Explain the importance of managing weight while also promoting a positive body image.
4. Why is it important for you to be physically active?
5. What are some ways you could add more physical activity into your lifestyle?
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Every snowflake has its own unique shape and is different than all other snowflakes. All snowflakes have six sides. Snowflakes aren't always white. Years ago, when coal was used in factories and homes, snow was often grey because the coal dust entered the air and was absorbed by the clouds.
Some time off...
I decided that I needed a few days off and I realized that I ran out of vacation time already. I figured the best way to get the Boss to send me home was to act a little crazy. I figured he'd think I was burning out and give me some time off.
I came in to work early the other day and began hanging upside down from the ceiling. Just then one of my coworkers (she's blonde..it'll be important later) came in and asked me what I'm doing.
"Shh," I said, "I'm acting crazy to get a few days off. I'm a light bulb." A second later the Boss walked by and asked me what I was doing.
"I'm a light bulb!" I exclaimed.
"You're going crazy," he said. "Take a few days off."
With that, I jumped down and started walking out. My coworker started following me and the Boss asked where she was going.
"I can't work in the dark," she said.
According to the Alaska Department of Fish and Game, while both male and female reindeer grow antlers in the summer each year, male reindeer drop their antlers at the beginning of winter, usually late
We should have known... ONLY women would be able to drag a fat man in a red velvet suit all around the world in one night and not get lost.
November to mid-December. Female reindeer retain their antlers till after they give birth in the spring. Therefore, according to EVERY historical rendition depicting Santa's reindeer, EVERY single one of them, from Rudolph to Blitzen, had to be a girl.
The largest snowflakes ever recorded fell in the state of Montana in the United States of America. The snowflakes were 15 inches in diameter.
It is a blizzard when you can't see for ¼ mile; the winds are always 35 miles an hour or more, and the storm must last at least 3 hours to be classed as a blizzard. If any of these conditions are less, it is only a snowstorm. Billions of snowflakes fall during one short snowstorm. Did you know that snowflakes are made up of ice crystals.
The snow capital of the United States is Stampede Pass in Washington State. Each year, the average snowfall is 430 inches. The average snowflake falls at a speed of 3.1 miles per hour. [5kph]
John asks: Why are you drinking so
Joe says: Because I donated my body to science, and I am preserving it until they much? are ready to use it.
http://www.pelly.ca/about/the-pelly-coffee-pot.html
LIBRARY
Events - 2012
Pelly Library Used Book Sale ends this week! Last chance Dec. 4th & 6th to buy books at 50 cents each or 3/$1.00. Lots to choose from, so come and collect some holiday reading.
Chinese New Year 2013 - Year of the Snake
The date for the Chinese New Year in 2013 is February 10th.
DEC 3 - 22 DAYS UNTIL CHRISTMAS
Dec 4 - Library book sale
Dec 6 - garbage day
Dec 6 - Library book sale
Dec 13 - Village Council meeting
Dec 19 - Christmas program at school
Dec 20 - garbage day
Dec 21 - last day of school
Dec 27 - extra garbage day
Jan 3 - school starts for the new year
A doctor got a phone call from one of his colleagues. "We need a fourth for poker," the voice on the phone said. "I'll be right over," replied the doctor. As he was putting on his overcoat, his wife asked, "Is it serious?" "Oh yes, quite serious," he said gravely. "They've had to call in three other doctors as well."
If you take an infinite number of hillbillies, and put each in a pickup truck. Next give them each a shotgun and an infinite number of rounds. Tell them to go out and shoot at any highway sign that they see, eventually they will produce all the world's great literary works in Braille.
Which cereal do healthy snowmen have for breakfast? Frosties!
What do hungry snowmen put on their iceburgers? Chilly sauce!
A duck walks into a shop, and asks for a red lipstick. The cashier says, "Cash or check?" and the duck says, "Just put it on my bill."
Three Marines were walking through the forest when they came upon a set of tracks.
The first Marine said, "Those are deer tracks." The second Marine said, "No, those are elk tracks."
The third Marine said "You're both wrong, those are moose tracks."
The Marines were still arguing when the train hit them.
Scientists at the Canadian Research Facility built a gun specifically to launch dead chickens at the windshields of airliners and military jets, all travelling at maximum velocity. The idea is to simulate the frequent incidents of collisions with airborne fowl to test the strength of the windshields. Amtrak engineers heard about the gun and were eager to test it on the windshields of their new high speed trains. Arrangements were made, and a gun was sent to the NASA engineers.
When the gun was fired, the engineers stood shocked as the chicken hurled out of the barrel, crashed into the shatterproof shield, smashed it to smithereens, blasted through the control console, snapped the engineer's backrest in two and embedded itself in the back wall of the cabin, like an arrow shot from a bow.
A woman in a supermarket was following a grandfather and his badly behaved three-year-old grandson.
It was obvious to her that he had his hands full with the child — he was screaming for candy, cookies, pop and everything else he shouldn't have. Meanwhile, granddad is working his way around the store, saying in a controlled voice, "Steady, William: we won't be long. Easy, boy."
At the checkout, the little terror is throwing items out of the cart, and granddad says again in a controlled voice, "William, William, William: Relax, buddy! Don't get upset! We'll be home in five minutes; stay cool, William." Very impressed, the woman goes outside where the grandfather is loading his groceries and the boy into the car. She said to the elderly gentleman, "It's none of my business, but you were amazing in there. I don't know how you did it. That whole time, you kept your composure, and no matter how loud and disruptive he got, you just calmly kept saying things would be okay. William is very lucky to have you as his grandpa." "Thanks," said the grandfather, "but I'm William. That little bastard's name is Kevin."
Alex was five; all his Christmas presents were always signed, 'from Father Christmas.'
The horrified Americans sent the Canadian Research Facility the disastrous results of the experiment, along with the designs of the windshield and begged the Canadian scientists for suggestions. The Canadian Research Facility responded with a one-line memo: 'Defrost the chicken.'
Peter aged 7. 'Angels don't eat much, but they drink a lot of milk from Holy Cows.'
A little while after Alex had opened all his presents on Christmas morning, we became aware that he was looking quite down in the mouth for no obvious reason. 'What's the matter, Al?' I asked. 'Ummmm', replied Alex slowly, 'I really hoped that you and Mummy would give me something for Christmas'.
There was an old priest who got sick of all the people in his parish who kept confessing adultery. One Sunday, from the pulpit, he said: "If I hear one more person confess to adultery, I'll quit!"
Always remember you're unique, just like everyone else.
Well, everyone liked him, so they came up with a code word. Someone who had committed adultery would say they had "fallen."
This seemed to satisfy the old priest and things went well until the priest died at a ripe old age. About a week after the new priest arrived, he visited the mayor of the town and seemed very concerned.
The new priest said, "You have to do something about the sidewalks in town. When people come to the confessional, they keep talking about having "fallen."
The mayor started to laugh, realizing that no one had told the new priest about the code word. Before the mayor could explain, the priest shook an accusing finger at the mayor and said, "I don't know what you're laughing about!! Your wife fell three times this week."
It was just before Christmas and the magistrate was in a happy mood. He asked the prisoner who was in the dock, 'What are you charged with?'
A father buys a lie detector robot that slaps you when you lie. He decides to test it out on his son at supper. "Where were you last night?" "I was at the library" The robot slaps the son. "OK, I was at a friend's house", the son admits. Doing what?" asked the Father "Watching a movie: Toy Story" The robot slaps the son "OK, it was porn" said the son. The Father yells "What? When I was your age I didn't know what porn was!" The robot slaps the father The Mother laughs says "He certainly is your son!" The robot slaps the Mother.
'That's no crime', said the magistrate. 'Just how early were you doing this shopping?' 'Before the shop opened', answered the prisoner.
The prisoner replied, 'Doing my Christmas shopping too early.'
An ice fishing competition was organised, in Banff, between a team of ladies from Calgary and a team of ladies from Vancouver. The winners would be the team which caught the most fish. It became obvious, once the competition had begun, that the team from Calgary were winning. They were hooking out fish after fish.
The Vancouver ladies sent one of their team over to see how they were doing it. Seconds later she sprinted back shouting, 'A hole! We need to put a hole in the ice!'
'I stopped believing in Santa Claus when I was six. Mother took me to see him in a department store and he asked for my autograph.'
Shirley Temple
Why is Christmas just like a day at the office? You do all the work and the fat guy with the suit gets all the credit.
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Low FODMAP Diet
What the heck does that stand for?
Fermentable
Oligosaccharides (oligo –"few," saccharide – "sugar")
Disaccharides ("two sugars")
Monosaccharides ("one sugar")
And
Polyols (these are sugar alcohols)
OK, but what are FODMAPs and who should avoid them?
FODMAPs are a type of carbohydrate, or "sugar," found in certain foods. Carbohydrates give us energy, along with fat and protein. People with irritable bowel syndrome (IBS), a slow moving gut, or other bowel disorder may not tolerate foods with FODMAPS. This is because FODMAPS are not easily absorbed by the bowel.
Symptoms of FODMAP intolerance include gas, abdominal discomfort, distention, bloating, fullness, nausea, and/or pain after eating foods containing FODMAPS.
Foods that do not contain carbohydrates are not a concern.. This includes meat, poultry, fish, eggs, butter, oils, and hard cheeses.
* http://www.chemspider.com/Chemical-Structure.388775.html
Fructose
Fructose is a naturally occurring sugar found in fruit, vegetables, and honey. Sometimes people with IBS and other bowel disorders don't tolerate fructose. Fruits and fruit juices with higher levels of fructose may cause gas, bloating, abdominal cramping, and diarrhea. For some people, even a small amount of fruit juice may worsen symptoms.
Glucose is also a naturally occurring sugar. Fruits and juices with more glucose (and less fructose) may be more "intestine friendly." The tables in the following section list which fruits, juices, and other foods may be better choices if you have FODMAP intolerance.
High Fructose Corn Syrup (HFCS)
HFCS is an ingredient in many processed foods. HFCS is made up of almost half glucose and half fructose, similar to regular table sugar (i.e., "sucrose"). HFCS may not be a problem for people with FODMAP intolerance. So, foods and drinks with HFCS, such as soft drinks, may be ok to include in your diet as long as they are limited to 12 oz per day and are taken with a meal.
But for some people, even a small amount of processed fruit juice or HFCS may cause intestinal discomfort and/or malabsorption.
Sorbitol
Sorbitol (or sorbose) is a sugar alcohol that is found naturally in fruits and fruit juices. It is used as an artificial sweetener. It can also be found in many "diet foods" or "diabetic" foods like diet soft drinks, sugarless gum, sugarfree jelly/jam, and other sugar-free foods. It may also be found in liquid medications. Sorbitol often creates similar symptoms as fructose – especially when fructose and sorbitol are taken together.
Medications
Many liquid medications and some personal care items may contain lactose or the sugar alcohols (sorbitol, mannitol, xylitol, maltitol, isomalt). Examples include: liquid pain relievers (including liquid gel caps), cough medicines, and cough drops. If possible, choose a tablet or caplet form instead of liquid medication.
If you have eliminated FODMAPs from your diet and are still having symptoms, talk to your pharmacist to see if any of your medications contain lactose or sugar alcohols.
Three Steps to a Low FODMAP Diet
The low FODMAP diet is not a traditional diet like ones you may have heard of or tried. Instead, it's a learning process that will help you find out which foods make your symptoms worse, without taking away any that don't.
Step 1: First, look over the list of high FODMAP foods. If you eat much of any of them, try cutting them out first.
Step 2: If you feel a lot better, that may be all you need to do. If not, try to cut out all high FODMAP foods as much as you can for 6-8 weeks.
Step 3: After 6-8 weeks of cutting out all high FODMAP foods, bring foods back in one at a time. That way, if your symptoms get worse, you will know which food caused it.
There has not been enough research on the low FODMAP diet to know for sure what the best way is to bring foods back. Here are three ways:
Option 1: Bring back lower FODMAP foods first, slowly working up to the highest FODMAP sources.
Option 2: Bring back high FODMAP foods first.
Option 3: Bring back your favorite FODMAP foods first.
Tips for Starting a Low FODMAP Diet
Eliminate products with ingredients that list fructose, crystalline fructose (not HFCS), honey, and sorbitol on the label.
Avoid sugar alcohols. These include sorbitol, isomalt, lactitol, maltitol, mannitol, xylitol, erythrytol, and lactatol. These are often found in "diet" or "diabetic foods" such as diet drinks, ice cream, candy, processed goods, etc.
Limit drinks with HFCS. If you drink them, drink less than the recommended serving size – less than 12 oz of soda. It may help to drink with a meal.
Check your medications for fructose and sorbitol. They are not always listed on the label, so check with your pharmacist or the manufacturer.
Keep in mind the amount of fructose found in 2 apples (or 2 oz of honey) is the same as the amount of fructose in 1 can of soda, but apples have other nutritional benefits.
Follow guidelines below to choose fruits, vegetables, and other foods that are friendlier to your intestines!
Additional Resources
Visit www.GInutrition.virginia.edu and go to Nutritional Issues in Practical Gastroenterology. Find the December 2012 article: A FODMAP Diet Update: Craze or Credible?
Visit www.ibsgroup.org and look under the Diet tab. They have a nice printable FODMAP food list. | <urn:uuid:49ce2f4b-267d-4177-8b30-961b1ad4a1da> | CC-MAIN-2017-26 | https://med.virginia.edu/ginutrition/wp-content/uploads/sites/199/2014/04/Low-FODMAP-Diet_10_28_14.pdf | 2017-06-27T20:47:20Z | crawl-data/CC-MAIN-2017-26/segments/1498128321553.70/warc/CC-MAIN-20170627203405-20170627223405-00612.warc.gz | 763,749,781 | 1,334 | eng_Latn | eng_Latn | 0.993769 | eng_Latn | 0.996609 | [
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Diatonic and Chromatic: These two words have opposite meanings in music.
Diatonic
2:
Music moving in major or minor scale patterns.
Chromatic:
Music moving in chromatic (half-step) scale patterns.
,
..
.œ, | <urn:uuid:0e119ae5-c760-4432-99bf-d278b3b75e29> | CC-MAIN-2017-26 | http://increasemusic.com/wp-content/mmagic_pdf/bk3/02.pdf | 2017-06-27T20:56:51Z | crawl-data/CC-MAIN-2017-26/segments/1498128321553.70/warc/CC-MAIN-20170627203405-20170627223405-00615.warc.gz | 195,727,558 | 55 | eng_Latn | eng_Latn | 0.993325 | eng_Latn | 0.993325 | [
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"The Newsletter for Docents and by Docents"
Tough times call for bigger brains
By Timothy C. Roth II & Vladimir V. Pravosudov,
Department of Biology, University of Nevada
Many animals store (or cache) excess food during the fall to use during the winter when naturally available food is in short supply. Some of these animals that scatter their caches over a fairly large area to avoid theft often use spatial memory to retrieve their food. Some species of birds, for example, can make well over 10,000 caches in a single fall season and rely completely on this cached food for the duration of the winter. As a result, their spatial memories are incredibly acute, and for good reason. If they do not cache enough food or cannot remember where they cached their food, they will starve. Thus, food-caching animals living in harsh environments that demand more food during the winter should rely more on cached food than those living in mild conditions, and so should have better memories to support more efficient cache retrieval. Consequently, these animals may benefit from more neurons within a larger hippocampus, a part of the brain involved in spatial memory processing.
We conducted the first large-scale test of this relationship in a single food-caching species, the black-capped chickadee. Black-capped chickadees range from Alaska to New Mexico, and the species encounters a great diversity of climatic conditions. We collected birds at five locations along a gradient of environmental harshness (Alaska, British Columbia, Montana, Colorado, and Kansas) to determine if
their brains were affected by the local environmental conditions. We found that birds from more harsh northern climates (defined by lower temperatures, shorter day lengths, and more snow cover) indeed had significantly larger hippocampal volumes and more neurons than those from more mild southern latitudes.
Our work suggests that environmental pressures are capable of influencing specific brain regions, which may result in enhanced memory, and hence survival, in harsh climates. This work gives us a better understanding of how the brain responds to different environments and how animals can adapt to their environment in general.
Non-technical summary of:
Roth, T. C. and V. V. Pravosudov. 2009. Hippocampal volume and neuron numbers increase along a gradient of environmental harshness: a large-scale comparison. Proceedings of the Royal Society B. In press.
Editor's Note: Dr. Roth gathered data on Konza Prairie Biological Station in October 2007. TGG
Prairie Patter
by Dr. Valerie Wright, Environmental Educator and Naturalist
On a perfect prairie day in January, five docents, one guest, Annie and I took a long hike around K4A and the Kings Creek Trail for Konza Quest. The views were inspiring and the company lively. It was a great start to the year. Another early event was the in-service presentation on January 10 by Dr. Lauren Ritterbush, our KSU expert on prehistoric Indian culture of the Great Plains. Thirty-six people attended. The questions were numerous and the session went into late morning. Lauren will continue to look for artifacts in our area. A future Konza Quest may be one of these hikes of discovery.
Dr. Lauren Ritterbush
A big thank you to all who came out for the two winter workdays. It is amazing how much can be accomplished when there are more hands and minds. Nineteen people helped in January and another seven in February. All of the fall grasshopper inventory was archived, all the materials and equipment for spring SLTER were created and reorganized, nooks and crannies were cleaned, and much more. The lunches included home made soups, salads and deserts - well worth the effort!
At the end of January the renovated barn (Konza Meeting Hall) became the scene for the 12th Annual Docent Roundup. There was plenty of room for the 50 participants, unlike the crowded conditions of previous gatherings in the Education Center. Our speaker was the new Director of Konza Prairie, Dr. John Briggs. He gave information about woody plant encroachment on the prairies, which is the subject of his long-term research, and answered many questions the audience had about changes in policy and research on Konza. There were quizzes and photo montages that were fun to create and fun to watch others enjoy. From comments we heard the docents went away satisfied. The Wilton Thomas Memorial Fund was announced. Donations are still being accepted.
At Roundup Martha Seaton and Susan Hancock sang Martha's original song about a baby bison, honoring Mary Good Elk Woman's capture of six bison calves in 1881. Martha now has composed ten songs about the prairie, inspired by her docent training. Here is a short excerpt from the lyrics:
"Baby Bison, all alone, padded brightly over snow. Flakes would tumble deep, fast as floods in spring.
How could he know?"
The Quality Docent Program recognized ten excellent docents for 2008. They were Earl Allen, Diane Barker, Gordon Cunningham, Charlie Given, Nancy Goulden, Sue Hunt, Susie Johnson, Larry Loomis, Jim Morrill and Ann Murphy. Congratulations to all for your commitment to Konza Prairie!
Last year the Manhattan Community Foundation granted us funds to create Konza Kits for all the 13 USD 383 school libraries and for the Manhattan Public Library. The original Konza Kits were created by Karen Bargabus back in 1995. Our updated materials include new books on the prairie, field guides, games and units for class use, artifacts of the prairie and the list goes on. We hope to have these finished sometime this spring. TGG
Networking Konza
By Charlie Given
Konza Prairie Biological Station is affiliated with several national and international networks involved with ecological research. The research includes air quality monitoring, water quality monitoring, stream height/flow rate, solar radiation, seismic activity, and other topics. Following is a list and very brief description of the major Konza networks:
LTER/SLTER (Long Term Ecological Research/Schoolyard LTER). The 26 LTER sites support research on long term ecological phenomena in the United States. The 24 SLTER sites share the same mission but target elementary and secondary school age groups. See www.lternet.edu
USGS/HBN (United States Geological Survey/Hydrologic Benchmark Network). These 48 active sites provide long-term measurements of stream flow and water quality in areas that are minimally affected by human activity. http://water.usgs/pubs/circ/circ1173
NADP/CASTNET (National Atmospheric Deposition Network/Clean Air Status and Trends Network). These two networks were developed in 1978 to monitor dry (CASTNET) and wet (NADP) acid deposition. NADP has been expanded to include the National Trends Network (NTN) which measures other pollutants. See www.epa.gov/castnet
ANSS (Advanced National Seismic System). This is a network of at least 7000
sites to provide real-time earthquake information to interested parties. See www.anss.org
USGS Real-time water data. A very large network of stations that provide information on stream heights, discharge volume, recent precipitation amounts and water temperatures. See www.waterdata.usgs.gov
AERONET (NASA) Sunphotometer. A worldwide aerosol monitoring network supported by NASA's Earth Observing System (EROS). The sunphotometer measures the intensity of incoming sunlight at eight discrete wavelengths to determine the decrease due to aerosols. See http://aeronet.gsfc.gov
NOAA Weather Reporting. One of hundreds across the nation, Konza has two automated, fully instrumented stations. Current weather and climatic data can be found on the Konza LTER website. www.konza.ksu.edu
LINX (Lotic Intersite Nitrogen eXperiment). A collaborative study of the variability among streams in the uptake, retention and recycling of nitrogen. Although no longer funded by NSF, all nine stations continue to collect and publish data. www.biol.vt.edu/linx or Google LINX.
NEON (National Ecological Observatory Network). A continental-scale research platform for discovering and understanding the impacts of climate change, land use change, and invasive species on ecology. www.neoninc.org
If you look at all the listed networks, you will find that Konza Prairie is the only site common to all the networks. If anyone remembers the previous mention of these networks in the Tallgrass Gazette (about four or five years ago), the Sopchoppy River is in the Florida panhandle and is still reporting on the Benchmark Network. TGG
Docent Nancy Ohlenbush enjoys retirement in Texas
Editors' note: The following is from an e-mail Nancy sent in December 2008. Dear Friends,
I miss the prairie and the people I met while a docent-in-training and a docent. I can see myself going for those hikes. I'd love to see the improvements and changes. I hope to get back.
Paul has gotten involved with the Wildlife Management Committee in Sun City, TX. He serves as an advisor. We have hired a wildlife manager who was a game warden and has retired from Texas Parks & Wildlife. We have a deer problem and now a feral hog problem! The residents volunteer to do a deer census each year and Sun City works through Texas Parks & Wildlife to relocate deer to ranches who have been approved by the TP&W. Some deer are tested for Chronic Wasting Disease each year, but they have tested clean and we didn't have to do that this year. TP&W sets the removal rate based on the census. The goal this year is to remove 150. They have trapped over 50 so far. If we do not have a relocation place, the deer have been slaughtered with the venison going to a local food bank. This year the deer are being relocated to Llano County.
We are both active in the Nature Club here. I've led two walks for our Native Plant Special Interest Group, with Paul's assistance on one. We had a wildfire go through some of our native area, and truthfully, were very excited to lead a group there to see what changes occurred and how the vegetation recovered. The burn was about 25 acres. Most of the Native Plant Group thought the burned prickly pear would disappear, but I have some photos of how it put out multiple pads as part of its recovery. The fire didn't kill many junipers either.
I'm in the Visual Arts Club and have painted pictures of a bison and calf on the prairie and a winter scene from a photo on the Bison Loop that Chod sent me. His Christmas card this year is begging to be painted too! I'm participating in the
Regenerated catus
Amphibian and Reptile S IG, Rock and Minerals SIG, Native Plant SIG of the Nature Club. I'm in the Photography Club too. Wow! I never though retirement would be so busy!
I still get the Tallgrass Gazette. I'm very glad I haven't been taken on the list! Nancy Ohlenbush <email@example.com>
Don't miss "Interpreting Interpretation" with Dr. Ted Cable
Monday March 9, 7:00 pm, Konza Prairie Education Center
As Konza Prairie docents, you are not only 'informational', but 'inspirational'. Through guided tours, you encourage in visitors a 'greater sensitivity', a 'heightened ecological and cultural awareness', and a 'meaningful link' to the Flint Hills tallgrass prairie. You are Interpreters.
Join Dr. Ted Cable as he shares the meaning and process of Interpretation, and discusses the Principles docents can use to connect "on the trail". For experienced docents and new trainees, reconnect with your passion for docenting, and discover new ways to invigorate your tours for different ages.
Dr. Ted Cable is an award-winning professor of Park Management and Conservation at Kansas State University. He is the author of eight books and more than 150 articles about natural resource management, interpretation, and birds. Dr. Cable has done speaking engagements, consulting, teaching and training workshops in more than 20 states in the U.S. as well as in several countries in Europe, Africa, and Latin America. TGG
SPOTLIGHT! on Nancy and Myron Calhoun
By Annie Baker, Myron and Nancy Calhoun
Dr. Myron and Nancy Calhoun have been part of the Konza Prairie family for many years. They especially enjoy interacting with researchers and faculty, attending seminars, and participating in research activities. Myron is part of the Long-Term Leaders, and Nancy received Docent of the Year in 2006-2007. Awarded for the first time ever, the 2008 Crimson Torch Award for most-active docent on the burn crew was presented to Myron for seven days.
Myron and Nancy met in college and were married in 1964. They have made their home in Manhattan since 1971 when Myron accepted a position in the K-State Computer Science and Electrical Engineering Departments. Initially, Nancy was the primary childcare provider, but as their children matured, she earned a second BS and MS in Computer Science and began a seventeen year part-time position at K-State's Information Technology Assistance Center (iTAC). In 1986, Myron accepted a one year Fullbright to teach Computer Science at the University of Benin, Nigeria. Myron retired in 1997 and Nancy in 2005. They have three children and five grandchildren.
Myron and Nancy Calhoun
To Myron, roaming the prairie was appealing enough to join the docent program. He graduated in the first docent class (1992) taught by K-State Biologist and Ornithologist Dr. John Zimmerman. Nancy accompanied Myron to Konza Prairie events through the years and, after retiring, also completed the training program.
Myron prefers guiding tours for adults, including leading the Bison Loop for Visitors' Day. He has become an integral part of the Konza Prairie Burn Team and Bison Round-up and has also become adept at resetting the Stream Geomorphology transects after high-water events!
Nancy enjoys trail hikes with 2nd through 5th grades, and, through her willingness to volunteer where needed, has become an important part of the student stream-studies research. In 2006, Nancy offered her computer expertise and became a consultant for KEEP, first overhauling the website and currently adapting a data management system to fit the education program.
In addition to their interest in Konza Prairie, Myron and Nancy's other hobbies include amateur radio and gardening. Myron sings in the Little Apple Barbershop Chorus and a quartet, volunteers for Emergency Preparedness, and teaches the Kansas Concealed-Carry Certification Course. Nancy enjoys music and plays bassoon in several groups and piano for the Community of Christ Church. She keeps her mind sharp as a database consultant and website manager for various organizations. TGG
Tallgrass Gazette Editors:
Gordon Cunningham - firstname.lastname@example.org, Gerry Snyder - email@example.com
Tallgrass Gazette
Konza Prairie Office
Division of Biology
116 Ackert Hall
Kansas State University
Manhattan, KS 66506-4901
308
Return Service Requested
Konza Docent Calendar - Save the Date!
Mar 9, Mon, 7:00-8:00pm, In-service "Interpreting Interpretation", Dr. Ted Cable
Mar 15, Sun, 2:00-4:00pm, Hokanson Homestead Workday
Mar 15, Greater Prairie Chicken viewing begins, through Apr 19, Thurs-Sun only
Mar 28, Sat, 8:00am, Annual Konza LTER Workshop (RSVP to firstname.lastname@example.org)
, Sun, 2:00-4:00pm, Annual FOKP Spring Program: Dr. Tom Bragg
Apr 19
May 31, Sun, 6:00pm, Docent Potluck
Jun 4, Thu, 6:00pm, Wildflower Refresher
Jun 7, Sun, 6:30pm, Annual FOKP Wildflower Walk
Every Friday, 3:30-5:00pm - Meet at the Education Center for KONZA QUEST. | <urn:uuid:77a0dafb-230e-43e3-9528-0201da9ca0af> | CC-MAIN-2017-26 | http://keep.konza.k-state.edu/fokp/newsletters/tgg_win09.pdf | 2017-06-27T20:51:58Z | crawl-data/CC-MAIN-2017-26/segments/1498128321553.70/warc/CC-MAIN-20170627203405-20170627223405-00613.warc.gz | 221,377,147 | 3,449 | eng_Latn | eng_Latn | 0.909501 | eng_Latn | 0.99663 | [
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CPR Lesson Planning Framework
NAME OF LESSON (in 3-5 words – give it a catchy name that you will remember)
__________________________________________________________________________________
INSTRUCTOR _________________________ CLASS/ACTIVITY _________________________________
LENGTH OF LESSON ________________________ WEEK OF LESSON ___________________________
PURPOSE (How does this lesson fit into the broader framework for the overall class objective and learning
outcomes) _________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
LEARNING TARGETS (At the end of the class, what will the students know and/or be able to do that they
didn't previously) ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
STANDARDS (Aligned to Learning Outcomes - What are the standards and goals being addressed – Common Core, National Arts Standards, Social Emotional Learning Standards – indicate corresponding
numbers/letters) ____________________________________________________________________ __________________________________________________________________________________
MATERIALS (What will you need in order to deliver this lesson) _______________________________
__________________________________________________________________________________
VOCABULARY (What is the key vocabulary that student will need to learn to successfully complete this lesson) ____________________________________________________________________________ __________________________________________________________________________________
INSTRUCTIONAL STRATEGIES - in these areas, outline the steps you will take in your lesson to ensure that your students learn what you are targeting them to learn!
Plan an Activity or Experience: This is an activity that will hook your students and get them excited about what you will be learning that day – it should be exciting and stimulating – such as
- exploring a visually interesting piece of artwork,
- answering a thought-provoking question,
- listening to a piece of music or seeing a video,
- seeing you perform something new and different.
- exploring stimulating/new art-making materials, fabric, etc.,
- Exploring options
Think of the 5 senses and try to add something new or different to your students' knowledge base or experience!
What are the students making today? What is today's objective? How will you lead students toward demonstrating that they have met it? Outline it and those steps here. What will your students be making that day and how will they do it? Even if this is part of a long term project – they should be able to create something each time they work with you to feel a sense of accomplishment and progress toward the goal. Are they learning – (in example)
- a specific dance move or combination,
- the first scene of a play, a tableau of the characters,
- background and foreground in a painting,
- a storyboard for piece of animation
- harmony with a partner,
Each of these is a specific opportunity for students to create something in class. Make sure they have a chance to do this each lesson and outline the steps in the lesson that lead to this creation.
Set-up and facilitate the opportunity: How will your students share what they have learned and created that day? What form will it take? Will they each share their individual work? Will they do a "final performance at the end of class? Will they create a "gallery of work? Will they perform for another class?
This is where the learning really takes hold. Determine the Format: How will they reflect on what they learned that day? What format will it take - journaling, sharing verbally? Determine the Questions: What questions will you offer/ask to facilitate reflection in the appropriate area? | <urn:uuid:fed4dbf4-d987-41ea-9284-8345bb571959> | CC-MAIN-2017-26 | http://ilcommunityschools.org/images/Forum/Workshop%20Materials/CPR%20Lesson%20Plan.pdf | 2017-06-27T20:54:02Z | crawl-data/CC-MAIN-2017-26/segments/1498128321553.70/warc/CC-MAIN-20170627203405-20170627223405-00625.warc.gz | 191,396,666 | 688 | eng_Latn | eng_Latn | 0.78808 | eng_Latn | 0.996681 | [
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Dress-up Kit Number One
by Diana Noonan
Overview
Dion has a problem. He has forgotten to tell Mum about Tasha's birthday. This means there's no time to save up for a birthday present. Luckily, Mum comes up with a solution, and Dion's present is a big hit at the party.
Features to Consider in Context
Readability
Noun frequency level: 8.5–9.5 years
Supports and Challenges
The features to consider in context and the points outlined below could constitute either supports or challenges for individual readers.
Introducing Students to the Text
During the Reading
After the Reading: Responding to the Text
Possible focuses for discussion
Suggested Activities
You may like to select an activity from those listed below. You may need to work with the group for some activities.
Links with Other School Journal Titles
"Trapped by an Octopus" 1.2.99; "A Bad Day" 1.2.98; "Benjamin's Box" 1.2.89; "The Birthday Pillow" 2.4.97; "The School Fair" 1.2.91; "Tama's Birthday Watch" 2.4.94; "When Mum Won Lotto" 1.1.98
Journal Search Categories
Costume Making
Family Life
Interaction
Parties
Cross-curricular Links
Health and Physical Education: Mental Health
The Arts: The Visual Arts Drama
Technology: Technological Capability
Associated Websites
Parents Online: Education, Health and Leisure www.parents.org.uk/index.html?act_dressingup.htm&2
How to Make a Pop-up Card
by Jane Buxton
Overview
This text presents a set of simple instructions on how to make a pop-up message card.
Features to Consider in Context
Readability
Noun frequency level: 8–9 years
Supports and Challenges
The features to consider in context and the points outlined below could constitute either supports or challenges for individual readers.
Introducing Students to the Text
During the Reading
After the Reading: Responding to the Text
Possible focuses for discussion
Suggested Activities
You may like to select an activity from those listed below. You may need to work with the group for some activities.
Links with Other School Journal Titles
Fold It (SJSL); "Make a Birthday Card" 1.2.91; "How to Make a Talking Card" 2.3.85
Journal Search Categories
Activities
Craftwork
Handicrafts
Cross-curricular Links
The Arts: Visual Arts
Technology: Technological Capability
Associated Websites
The Standards Site: Storybooks
www.standards.dfes.gov.uk/schemes/designtech/det4b?version=1
Joan Irvine: The Pop-up Lady www.makersgallery.com/joanirvine/index.html
Pop-up Books and Cards http://trackstar.hprtec.org/main/display.php3?option=text&track_id=1807
Shhh – We're Watching TV!
by Jane Buxton
Overview
In this play, Mum, Dad, Scott, and Kayla are intent on watching television. In fact, they are so intent that it is only Zac the dog and Smooch the cat that notice when Burglar Beth and Burglar Ben break into the house. However, everyone notices when his or her favourite items are stolen!
Features to Consider in Context
Readability
Noun frequency level: 7.5–8.5 years
Supports and Challenges
The features to consider in context and the points outlined below could constitute either supports or challenges for individual readers.
Introducing Students to the Text
After the Reading: Responding to the Text
Possible focuses for discussion
Suggested Activities
You may like to select an activity from those listed below. You may need to work with the group for some activities.
Links with Other School Journal Titles
"The Day Michael Made the News" 1.3.93; "Boring!" 2.3.02
Journal Search Categories
Communications
Family Life
Television
Cross-curricular Links
Health and Physical Education: Personal Health and Physical Development
The Arts: Drama
Associated Websites
Lesson Plan: Reviewing Television
www.teachervision.com/lesson-plans/lesson-383.html
Squirtworld!
www.squirt.co.nz/
News release: Multimedia diary gives the low-down on children's fitness
www.unisa.edu.au/news/media2002/120402.htm
Family Fun: Parenting Tips: Taming the TV Monster
http://family.go.com/raisingkids/child/skills/feature/famf010301_ffmonster1famf010301_ffmonster1.html
Families and Issues: Television
www.drspock.com/topic/0,1504,121,00.html
Children Get Fat Watching TV
www.familyresource.com/health/11/19/
That's Why
by Pauline Cartwright
Overview
This poem features a mother-child discussion that many students will relate to. It cleverly uses humour, question and answer, rhyme, and personification to make its point. It should be read primarily for enjoyment.
Focus for Discussion
Links with Other School Journal Titles
"Waiata Noke" 3.1.79; "A Letter from an Earthworm" 1.4.88; "Wonderful Worms" 3.3.96
Associated Websites
Children's Poetry in the Poetry Zone www.poetryzone.ndirect.co.uk/celiawarren.htm
Wonderful Worms
www.esc20.k12.tx.us/etprojects/formats/webquests/summer99/northside/worms/student.html
Worms www.caosclub.org/totalcaos/members/caosho60.html
Squiggly, Wiggly Worms www.remc11.k12.mi.us/bstpract/bpIII/077/077.PDF
Reduce, Reuse, Recycle: How to Make a Worm Bin http://english.unitecnology.ac.nz/resources/units/recycle/worm_bin.html
Wake Up, Kiri
by Moira Wairama
Overview
This short poem suggests a daily "battle" between Kiri and her mother over getting ready for school. It features direct dialogue between Kiri and her mum.
*
Undertake a shared reading of the poem.
Break the group into two and read it again, with some students reading Kiri's role and some reading
her mother's role.
Focus for Discussion
Links with Other School Journal Titles
"You'll Never Believe This!" 1.2.96
Journal Search Categories
Poetry
School
Associated Websites
Late for School http://users.rcn.com/reevesk/lateschool.html
Late for School!
www.teachingideas.co.uk/pe/lateforschool.htm
Excuses for being late to school www.excuses.co.uk/school/beinglate.html
*
Late for School Again
www.schooljokes.com/excuses/2.shtml
Children's Poetry in the Poetry Zone www.poetryzone.ndirect.co.uk/capers2.htm
Wild and Wacky: The Art of Fraser Williamson
by John Parker
Overview
Many students will recognise Fraser Williamson's illustrations, though they may not know his name. This article explores both Fraser's background and his life as an illustrator. It also gives an insight into some aspects of his illustrations.
Features to Consider in Context
Readability
Noun frequency level: 8.5–9.5 years
Supports and Challenges
The features to consider in context and the points outlined below could constitute either supports or challenges for individual readers.
Introducing Students to the Text
During the Reading
After the Reading: Responding to the Text
Possible focuses for discussion
Suggested Activities
You may like to select an activity from those listed below. You may need to work with the group for some activities.
Links with Other School Journal Titles
"Bringing Stories to Life" 2.3.02
Journal Search Categories
Drawings
Illustrators
People at Work
Cross-curricular Links
The Arts: Visual Art
Associated Websites
Pudding by Joy Cowley http://english.unitecnology.ac.nz/bookchat/archive/pudding/home.html
Eyes on Journals: Unit Plan
http://english.unitecnology.ac.nz/resources/units/visual_journals/home.html
Follow that Journal www.learningmedia.co.nz/onlineclasses.htm
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K-2 Make it Count Students' Views of Mathematics 1
Gilah Leder Monash University <firstname.lastname@example.org>
Helen Forgasz Monash University <email@example.com>
Data from an attitude survey administered to students in grades K–2 from four schools participating in the Make it Count project are reported in this paper. Few differences were found in the attitudes and beliefs of the Indigenous and non-Indigenous participants. The relevance of these findings for students' longer term mathematics performance is also considered.
Introduction and Background Information
Reports that Australian Indigenous 2 students, on average, perform well below their nonIndigenous peers on traditional measures of achievement are prevalent. "At both Year 4 and Year 8 in TIMSS 3 2007, non-Indigenous students scored at a substantially higher level than Indigenous students – 91 score points at Year 4 and 70 score points at Year 8" (Thomson, 2010, p. 79). Examination of the Australian 2009 Programme for International Student Assessment [PISA] results also reveals a substantial difference between the average performance of Indigenous and non-Indigenous students on the mathematical literacy assessment component (Thomson, De Bortoli, Nicholas, Hillman, & Buckley (2011, p. 189).
An excerpt from a report published under the auspices of the Queensland government draws on data from the National Assessment Program Literacy and Numeracy [NAPLAN] tests to compare the performance of Indigenous and non-Indigenous students. Although the distribution of Indigenous students varies by state, the Queensland data offer a useful guide to the national situation.
An analysis of the 2008 NAPLAN data indicates that there is a gap at Year 3. The gap for reading on average is 62 and for numeracy it is 54. The gap persists through all year levels. ... The difference in mean scale scores between Indigenous and non-Indigenous students approximates to two years of schooling for reading (Years 5 and 7; Years 7 and 9) and for numeracy (Years 7 and 9). (Department of Education and Training, Queensland government, n.d.)
Inspection of other NAPLAN data, for example performance on items common to the 2009 NAPLAN Year 3 and Year 5 tests, yields a similar picture. Australian Aboriginal or Torres Strait Islander students in Year 5 performed, on average, at approximately the level of the national Australian average for students in Year 3 for six of the 10 items (and slightly better than, but nevertheless well below, the national Australian average for students in grade 3 for the remaining four items).
Presenting performance differences between selected groups of students – evocatively termed 'gap gazing' (Gutiérrez, 2012) – can be counter-productive and reinforce stereotyping. "In its most simplistic form, this approach points out there is a problem but fails to offer a solution.... (T)hat it is the analytic lens itself that is the problem, not just the
1 We gratefully acknowledge the support of Christine Payne and her colleagues for their assistance in the collection of these data
2 In this context, "Indigenous" refers to students who identify as either Australian Aboriginal or Torres Strait Islanders
3 Trends in International Mathematics and Science Study
In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual
absence of a proposed solution" (Gutiérrez, 2012, p. 31) might be a further consideration. The latter point is addressed in some detail by Jorgensen and Perso (2012) who argue:
the assessed curriculum through NAP (the National Assessment Program of which NAPLAN is an essential part) is not equitable for all Australian students. This type of assessment can privilege select groups of student whilst marginalizing others ... largely due to the fact that these tests require literacy in the dominant language and consequently are linguistically biased in spite of the best efforts of producers to ensure otherwise. (p. 119)
In the Australian context, multiple explanations have been proposed for the reported differences in performance between Indigenous and non-Indigenous student groups (e.g., De Bortoli & Thomson, 2010; Jorgensen & Perso, 2012). Contextual factors regularly invoked to explain between, and indeed within, group differences and cited as possible target areas for fruitful interventions commonly include the home and school learning environment, students' learning strategies and preferences, and affective factors such as students' attitudes and beliefs. With respect to the last set, De Bortoli and Thomson (2010) reported that "Indigenous students who believe in their academic ability and who can confidently complete mathematics tasks are more likely to perform at a higher level on the mathematical literacy scale" (p. 88). However, according to Hughes and Hughes (2010), "Indigenous students themselves often have confused expectations.... Even in mainstream schools, differences in expectations of Indigenous attendance and performance are picked up by the students" (p. 17). Low expectations, they and many others (e.g., Sarra, 2011) argue, can be self-fulfilling and lead to low educational outcomes.
The Study
We report data from an attitude survey administered to students in grades K 4 –2 from schools participating in the Make it Count [MiC] project (Make it Count 5 , n.d.). The instrument administered was designed to explore whether or not differences are found in the attitudes to mathematics of young Indigenous students and their non-Indigenous classmates. Given the age of the sample, only a limited number of items were included in the survey instrument. Relevant information was read out to the students, additional teacher support to complete the survey was given as needed, but all written responses were made by the students themselves. Core components of the survey are described later, as part of the presentation of results.
Aims
For the K-2 students in the study, the specific questions listed below capture the aims:
- What are the views of Indigenous students about mathematics and related issues?
- Can any inferences be drawn from the attitudes of Indigenous students about mathematics and related issues and their performance in mathematics?
- Are there differences in the attitudes of Indigenous and non-Indigenous students?
4 Kinder. The term Prep is used instead in some Australian states
5 Make It Count is a project of The Australian Association of Mathematics Teachers (AAMT) Inc., funded by the Australian Government as part of the Closing the Gap initiative.
Theoretical Model Informing the Study
Reference has already been made to factors found to influence mathematics learning outcomes for students – both Indigenous and non-Indigenous. These comprise both personal and environmental factors. Representative of the set typically considered important is Rothman and McMillan's (2003) listing in their longitudinal survey of Australian Youth: "variables believed to be important influences on achievement in literacy and numeracy ... (include) variables relating to students (gender, Indigenous background, language background, home location), their parents (education level, occupation, birthplace), attitudes toward school, aspirations and self-concept" (p. v). The elements included mirror those found in models of gender differences in mathematics learning (see, e.g., Leder, 1992; Wigfield & Eccles, 2000).
The Sample
The sample comprised 321 students in grades K-2 at four schools. Of these, 89 (46 boys and 43 girls) were Indigenous and 205 (95 boys and 110 girls) were non-Indigenous. Indigeneity and Grade level were not recorded for, respectively, 26 and three students – leaving a useable pool of 292 students. Sample details, by grade, are shown in Table 1.
Table 1 K-2 Students Who Completed an Attitude/Beliefs-about -Mathematics Survey.
The participating schools were involved in Make it Count [MiC], a "four-year project to develop an evidence base of practices that improve Indigenous students' learning in mathematics and numeracy" (Make it Count, n.d). Explicit reference is made on the website of each of these schools to special programs available to Indigenous students and their parents. For example: "our school is committed to working with Aboriginal parents and community members in developing personalised plans for our Aboriginal students" 6 . To ensure that approximately one-third of the sample comprised Indigenous students, only a representative selection of the schools' non-Indigenous K-2 students were involved.
The Instrument
The survey was administered towards the end of the 2011 school year and comprised both multiple choice and open-ended items. Information sought from the students included their names, whether they were male or female, whether they were Indigenous, and whether they were in Kinder, Grade 1 or Grade 2. Core items covered: students' self report of their mathematics achievement; liking of mathematics – their own and that of significant "others" in their environment; liking of reading; perceptions about mathematics; its long term usefulness; and perceptions of mathematics lessons. Students' expectations of being able to solve two mathematics problems were also sought.
"Colour in the face that shows how you feel" was the response format for the multiple choice items. Five faces were shown ranging from smiling broadly to frowning deeply.
6 Reference not provided, to retain the school's anonymity
Responses were coded from 1-5 with 1 = deeply frowning face to 5 = broadly smiling face. Because of the limited group sizes, particularly of the Indigenous sample, responses were recoded into three groups comprising categories which represented responses such as: like/like very much; neutral; dislike/dislike very much. The content of the survey can be inferred from the presentation of the results. As already indicated, some of the students completed the survey with teacher assistance.
Analyses
The frequency distributions of the responses to the items were examined for the full sample, by Indigeneity and, when appropriate, by grade level. Pearson chi-square tests were conducted to examine possible differences in group responses. Effect sizes (φ) for the statistically significant differences were also calculated. Because of the relatively small sample sizes of the various subgroups, differences found are often most appropriately interpreted as indicative of a trend.
Results
To conform with paper length constraints, reporting of results is limited to selected but representative items. The results are presented under two headings: beliefs about mathematics, and performance in mathematics. The data are presented for the full sample, unless the content of the question makes inclusion of the Kinder group inappropriate.
Beliefs about Mathematics
Liking of reading and mathematics – "this year"
The students' responses to this question are shown separately for Indigenous and nonIndigenous students in Tables 2 and 3 respectively.
As can be seen in Tables 2 and 3, the majority of students, both Indigenous and nonIndigenous, liked mathematics and reading. The high proportions of Grade 2 students (Indigenous: 93%; non-Indigenous: 87%; overall: 89%) who indicated that they liked mathematics or liked it very much is noteworthy. The differences by grade level in the liking of mathematics were statistically significant for the (larger sample of) non-Indigenous students (χ 2 4 = 14.33, p <.01, φ = .27), but not for the Indigenous students. The differences in the liking of reading by grade level were not statistically significant for the group as a whole (χ 2 4 = 8.98, p = .06), nor for Indigenous or non-Indigenous students.
Table 2 Indigenous Students (in %): Liking of Reading and Mathematics by Grade Level
Table 3 Non-Indigenous Students (in %): Liking of Reading and Mathematics by Grade Level
How much does your best friend like mathematics?
There were no appreciable differences in the responses of the two groups to this item, with about 80% of students in Grades 1 and 2 in both groups indicating that their best friend liked mathematics, or liked it a lot.
Circle the words (12 words are shown) which best show how you feel when you are doing mathematics
There were no obvious differences in the responses of the two groups – Indigenous and non-Indigenous students. In both groups a higher proportion circled more positive than negative words. For example, just over 70% and 60% of students in both groups circled "happy" and "clever" respectively, compared with just over 10% and around 20% who circled, respectively, "don't care" and "bored". Words about which the two groups differed included "don't understand" and "excited", with a higher proportion of Indigenous students circling both these words: negative and positive descriptors respectively.
Is mathematics important for grown-ups?
The differences in the rating by grade level of the importance of mathematics for adults for the sample as a whole was not statistically significant (χ 2 4 = 9.02, p = .06). About twothirds of both groups considered mathematics to be important for adults (Indigenous group: 65%; non-Indigenous group: 67%). Beliefs about the importance of mathematics for adults seemed to decrease with grade level for the Indigenous but not for the non-Indigenous group – see Table 4. At Grade 2, a relatively high proportion (one-third) of Indigenous students seemed uncertain about the long term importance of mathematics. Differences in the rating by grade level were statistically significant for the non-Indigenous group (χ 2 4 = 13.57, p < .01, φ =.26) but not for the smaller group of Indigenous students.
Table 4 The Importance of Mathematics for Adults (entries in %)
How will you use mathematics when you are grown up?
The responses from both groups were fairly limited. This was understandable given their age. As noted in the frequency data on the children's views of the importance of mathematics for adults, there also appeared to be a difference in the responses from the
Indigenous and non-Indigenous students in grade 2. A few students were unsure (2 Indigenous, 6 non-Indigenous) how they would use mathematics when they grew up; two male Indigenous students said they would not use mathematics (e.g., "No, no"). Both groups identified work as one place they would use mathematics (4 Indigenous, 7 non-Indigenous). Sample responses:
- To work out my money if I'm a shopkeeper (Indigenous, male)
- To figure out how much stuff to sell (non-Indigenous, female)
- If I work in an office I might use it a lot (non-Indigenous, male)
In general, however, the non-Indigenous students identified a wider range of ways that they might use mathematics when they grew up. Money was a common theme, as was for further study, and for counting/calculating or measurement. Examples included:
- To help me do my homework (male)
- Count money, count, calculate numbers (male)
- Buy food, pay bills, to know the clock time (female)
- To learn more stuff and be very smart (female)
Other representative responses from Indigenous students included:
- Do it on your own (male)
- When I'm bored (female)
- Sometimes (female)
Beliefs about Mathematics Performance
How good were you at mathematics last year?
For this item, the responses from the students in Kinder are not included. Of the remaining students, those in Grades 1 and 2, the majority thought they were excellent or good at mathematics (Indigenous sample: 84%; non-Indigenous sample: 82%). Few students considered themselves to have been below average or weak: 2% of Indigenous students and 6% of non-Indigenous students. There were no statistically significant differences by Indigeneity or by grade level.
How sure are you that you can do this question? You do not have to work out the answer.
Two questions were shown: the first would require missing numbers to be filled in; the second would require students to draw the same number of spots on the second wing of a butterfly and "write the number facts to match").
Again, the responses to these items from the students in Kinder were excluded. No appreciable differences in the responses of Indigenous and non-Indigenous students were found. A high proportion (>90%) of both groups indicated that they could do the first and easier problem; a slightly lower proportion (80%) that they could do the second problem.
Tell us what happens when you are doing mathematics in school.
The students were asked to describe what happens when they are doing mathematics in school. It was clearly evident that they engage in a broad range of activities at all grade levels. They wrote about: counting activities; playing games; using blocks, playdough, the whiteboard, worksheets, and books; cutting, pasting, and tracing; painting and drawing, reading and writing; and activities involving the four operations. Indications of enjoyment accompanied several of the descriptions. There was no discernible difference in the descriptions proffered by Indigenous and non-Indigenous students.
Summary of Findings for Attitudes and Beliefs about Mathematics
All of the K-2 students from whom data were gathered attended schools involved in the Make It Count intervention program in 2011. Positive attitudes to mathematics were evident, particularly among the grade 2 students. Neither the quantitative nor the qualitative data revealed any clear patterns of response differences among Indigenous or nonIndigenous students. However, among the grade 2 students there were some subtle differences, in both the quantitative and qualitative items, about the role that mathematics was thought to play for adults. It seemed that Indigenous students were not as aware as nonIndigenous students of the variety of ways mathematics might impact on adult life.
Relevance to Mathematics Performance: A Glimpse into the Future?
Practical considerations prevented an achievement test being administered to the students. Whether the similarity in attitudes and perceptions about mathematics of the Indigenous and non-Indigenous groups will be accompanied by parity in the groups' scores in the 2012 Year 3 NAPLAN numeracy test deserves close attention. Until then, currently available Year 3 NAPLAN scores from the participating schools serve as a crude measure of the numeracy performance of students closest in age (and school experience) to those involved in the survey. Relevant data for 2008-2011 are shown in Table 5.
Table 5 Year 3 NAPLAN Mean Numeracy Scores for Four Schools, 2008-2011
1
This school participated in the MiC program for the first time in 2011
2 Mean national NAPLAN score – mean school NAPLAN score
The data in Table 5 reveal that at three of the schools (A, B, & D), the gap between the Year 3 students' mean NAPLAN score and the national mean score was less in 2011 than in 2008 and 2010. The students in Year 3 at these schools had participated in the MiC program in previous year(s). The NAPLAN achievement data do not distinguish between the performance of Indigenous and non-Indigenous students. Thus, we cannot tell whether the improvement in performance is greater for one or other of these groups. School C joined the MiC program in 2011 and does not yet have a sustained period of MiC linked activities. Its NAPLAN scores do not reflect the pattern of improvement shown for the other three schools. Students who were in Year 3 in 2011 had not been exposed to the MiC program. Although NAPLAN data are only one (partial) measure of achievement and participation in
the MiC program may not fully explain the improvement in the NAPLAN scores for schools A, B, and D, the changes in the scores are, nonetheless, noteworthy.
Final Comment
An important, and positive, finding from the present study was that few differences were found in the attitudes and beliefs of the Indigenous and non-Indigenous K-2 students from the four schools participating in the MiC project. The perceived applicability of mathematics in the world of adults was, however, a provocative exception – a dimension worthy of further focus. The similarities are particularly notable given that previous research findings reveal that there is a positive correlation between attitudes/beliefs and achievement, and that national NAPLAN data reveal a large gap between the performance of Indigenous and non-Indigenous students at each grade level. The aim of the MiC is to find evidence of teaching and learning strategies that work with Indigenous students. Data from the present study suggests that the work done in the participating schools may be well on the way to meeting this aim. It will indeed be interesting to see if the 2012 NAPLAN data for the grade 3 students from these schools – in grade 2 at the time the data reported in this paper were gathered – will reflect the positive indicators noted in the present study.
References
Department of Education and Training, Queensland government (n.d.). Closing the gap. Education Strategy Retrieved from http://education.qld.gov.au/schools/indigenous/pdfs/closing-gap.pdf.
De Bortoli, L., & Thomson, S. (2010). Contextual factors that influence the achievement of Australia's Indigenous students: Results from PISA 2000–2006. Camberwell, Australia: Australian Council for Educational Research.
Gutiérrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education. Theories, practices, and policies (pp. 17-33). Dordrecht, The Netherlands: Springer.
Hughes, H., & Hughes, M. (2010). Indigenous Education 2010. CIS Policy Monograph 110. Retrieved from http://www.cis.org.au/images/stories/policy-monographs/pm-110.pdf
Jorgensen, R., & Perso, T. (2012). Equity and the Australian curriculum: mathematics. In B. Atweh, M. Goos, R. Jorgensen , & D. Siemon, (Eds.), Engaging the Australian national curriculum: Mathematics – perspectives from the field (pp. 115‐133). Online Publication: Mathematics Education Research Group of Australasia. Retrieved from http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%206 %20Jorgensen.pdf
Leder, G. C. (1992). Mathematics and gender: Changing perspectives. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan.
Make it count (n.d.) Numeracy, mathematics and Indigenous learners (website): http://makeitcount.aamt.edu.au/
Rothman, S., & McMillan, J (2003). Influences on achievement in literacy and numeracy. Research report 36. Camberwell, Australia: Australian Council for Educational Research. Retrieved from www.acer.edu.au/documents/LSAY_lsay36.pdf
Sarra, C. (2011). Time for a high expectations relationship between Indigenous and non-Indigenous Australia. Keynote address presented at the Strong Start Bright Futures Conference, Darwin. Retrieved from http://chrissarra.wordpress.com/2011/10/19/time-for-a-high-expectations-relationship-betweenindigenous-and-non-indigenous-australia/
Thomson, S. (2010). Mathematics learning: What TIMSS and PISA can tell us about what counts for all Australian students. Paper presented at the ACER Research conference: Teaching mathematics? Make it count. Retrieved from http://research.acer.edu.au/research_conference/RC2010/17august/6/
Thomson, S., De Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S. (2011). Challenges for Australian education: Results from PISA 2009. Retrieved from http://www.acer.edu.au/documents/PISA-2009Report.pdf
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. | <urn:uuid:8925853a-8715-46be-8c77-e2476bae0b9e> | CC-MAIN-2017-26 | https://www.merga.net.au/documents/Leder_&_Forgasz_2012_MERGA_35.pdf | 2017-06-27T20:48:48Z | crawl-data/CC-MAIN-2017-26/segments/1498128321553.70/warc/CC-MAIN-20170627203405-20170627223405-00620.warc.gz | 886,381,851 | 5,080 | eng_Latn | eng_Latn | 0.988651 | eng_Latn | 0.993942 | [
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Young
Health
Programme
Health and Wellbeing Training on
Facilitator's Guide
The AstraZeneca Young Health Programme
This publication is a product of the Young Health Programme, AstraZeneca's global community investment programme.
The Young Health Programme is designed to help disconnected young people around the world deal with the health issues they face, protecting their health now and improving their chances for a better life in the future.
The programme is a partnership between AstraZeneca, the Johns Hopkins Bloomberg School of Public Health and Plan International, a leading international, child-centred development organisation.
Plan works in 48 countries across Latin America, Africa and Asia, helping the world's poorest children to move from a life of poverty to a future with opportunity.
Published by Plan India September 2011
Please feel free to quote, translate, distribute and transmit parts or all of this publication provided that Plan India is acknowledged.
These documents are produced for use in India.
Who is a Good facilitator?
"A training session is as good as its facilitator"
The facilitator is the backbone of any training session. A facilitator is a person who plans the session, conducts the session and its activities in an open and conducive environment and collects feedback from the group.
The role of the facilitator is to conduct a learning-enriched session with full enthusiasm and energy. The facilitator should ensure that all the group members are involved in the discussions and leave the room with as much learning as possible. The facilitator should keep the psycho-social needs of the group in mind and should try to address those during the session. The facilitator also has to at times act as a confi dant, keeping everything the group shares with him/her confi dential. hed
Planning and Conducting the Session
As a facilitator, a person should follow the following steps in order to plan and conduct a learning enriched session:
[x] Need analysis of the benefi ciary group – While doing a need analysis, it is important to know the knowledge of benifi cary groups, about different issues, and the challanges they face, keeping the age, socip-economic background and culture of the group in mind. The training programme is developed based on the psycho-social needs identifi ed for the group.
[x] Defi ne the objectives of the training session.
[x] Work on the content for the training session, i.e. going through the module thoroughly.
[x] Develop your presentation before hand according to various objectives and read it thoroughly.
[x] Decide the energiser or ice breaker you will use to start the session. The energiser should set the tone of the session.
3
[x] Identify activities that you would use to conduct the session, according to the following criterion:
* Total time for the session: No activity should be so long that the group looses interest
* Materials required for each activity
* Age
* Gender
* Socio-economic background
* Psycho-social needs of the group
[x] While choosing activities, always use a mix of different activities, such as some which involve physical activity while others which address personal issues. It is important to remember that all the activities are experiential and participatory in nature.
[x] Decide on how are you going to review your session, i.e. how to take the feedback from the group.
[x] Do a self-review of the session, i.e. what were the good things that you will like to repeat in the next session and what are the points that you will not like to repeat or need to improve upon.
Always go through all these steps while designing a training session. Each step is important and should not be overlooked at any cost.
Steps for facilitation of a training session
Need Analysis
Define Objective
Training Content
Prepare Presentation
Identify good
mix of activities
Energiser
(ice-breaker)
Review and Feedback
Characteristics of a Good Facilitator
The most important point is to remember that you are the in-charge of the session and therefore it is your responsibility that everyone enjoys the session and learns from it. Taking care of some simple points given below can actually differentiate a good facilitator from just a facilitator:
[x] Relax before the session: Taking deep breath before the session helps you relax. Eat properly and take rest so that you can take a session with lot of energy and enthusiasm. Be confi dent of your session and various activities. Always remember that there is always a second chance where you can improve.
[x] Read the material thoroughly so that you are confi dent about the material. Be wellversed with the activities and the instructions you need to give to the group. Before giving the presentation, visualise yourself doing an enthusiastic and enriching training program.
[x] Be ready with all your material before the training session. It is a good idea to be well-versed with the room and the equipment before the session, so that the session can run smoothly.
[x] Talk to the participants as they arrive in the room. It is easier to speak in front of people you are familiar with than a group of strangers.
[x] Begin the session with an interesting activity or ice-breaker. As, a good beginning sets the right tone for a good session.
[x] The key to facilitate effectively is to remember that your role is to lead the discussion, not direct it. As a leader, you should focus on drawing ideas out of the participants, rather than dominating with your ideas and experiences.
[x] Always respect the participants and give them a lot of open questions and ideas to speak and think about.
[x] Encourage the participants to come up with their answers and discussions but also at the always consolidate and summarise the learnings in the end.
[x] It is ok not to know a few answers and if you don't know then accept in front of the group and tell them you will get back with the right answers.
[x] Do not ridicule any participant at any cost, i.e. not even a person who gave an incorrect response or who is trying to argue on every point. This may freeze the discussion, as others do not want to take risk responding, for fear of being shut down. To avoid any embarrassment, acknowledge the efforts made by the person and then redirect the question to the whole group. For instance, you might say, "Interesting. I think this is an interesting view. Who else will like to say something?"
At last, catch the pulse of the session. Be fl exible, if you feel people are not responding to any activity or are getting bored, then feel free to change your plan. Enjoy your session and others too will enjoy with you.
5
Dos and Don'ts
Dos
Always be full of energy and meet everyone with a smile.
Make sure that the confidentiality is ensured.
Respect each participant and be sensitive to their thoughts and ideas.
Ask and encourage open-ended questions.
Always help the group understand the relevance of the training session being conducted in their life.
It is a good idea to encourage your participants to share their views openly.
Ensure that appropriate time is given for each activity to all the participants.
Give a lot of examples from real life specially the ones which are most suitable for the age group and socio-cultural background of the beneficiaries.
Any specific or important issue such as emotional trauma that come up during discussions need to be handled with care in the group or separately with the individuals concerned. Please make sure that such issues are not left midway and handled carefully.
Be flexible according to the needs of the group.
Don'ts
Do not use negative language, such as, "That's wrong," when responding to the participants.
Never insist on names in the beginning, but as the session goes by, try to know their names. By asking participants to say the names in the beginning, you may actually discourage them because you will no be able to remember all the names.
Don't let any one participant to do all the talking. Encourage everyone to speak.
Don't moralise any issue. Preaching a sermon is the last thing anyone wants to listen in a training programme.
Don't let any participant snub or make mockery of any other participant's views.
Don't coerce a participant to speak. There is very thin line dividing encouragement and forcing.
Activities for Facilitating the Module
Activity 1
Holding Hands
Objectives
[x] Ice Breaker for the group
[x] Encourage participants to share their ideas openly
[x] Understanding how we effect each other in a group
Time Required
30 minutes
Materials Required
Open space
Procedure
[x] All the group members are asked to stand in a circle.
[x] Each individual is asked to take out their left hand.
[x] They are then instructed to hold any one's left hand, but not of the person standing next to them.
[x] They are then instructed to hold out their right hand and hold each other's right hand but not of the person they have already held hands with.
[x] The group is then told to unwind this chain. Only two people in the group can leave their hands. None of the other members are allowed to leave each other's hand.
7
[x] The facilitator keeps encouraging the group to go on and does not allow the other members to leave each other's hands.
[x] After the group has finished unwinding the chain, the group is asked to discuss how each member of the group influenced others.
Learning outcomes
The facilitator stresses on how important it is to work as a group and how some aspects can be your strengths while others can be your weaknesses.
Life skill to be addressed: Problem Solving, Team building
Important pointers to be discussed:
[x] The group is asked to think about how that chain in the beginning looked like a life full of problems where you are caught but later as you went about unfolding it, you enjoyed doing it because you didn't think about it as a problem and you knew you could find a solution.
[x] The way the group worked together and how their working towards the solution helped the group solve the task needs to be stressed by the facilitator i.e. stressing on how critical thinking helped them find a solution.
Activity 2
Flow Chart
Objectives
[x] To understand the symptoms of malaria, its causes, symptoms, and ways to treat it
[x] To encourage the participants to take action based on their knowledge about preventing malaria
[x] To develop critical thinking among participants
Time Required
50 minutes
Materials Required
Flip chart and markers
Procedure
[x] The facilitator draws the given fl owchart on the fl ip-chart and fi lls in the boxes with the help of information from the participants.
* Causes
* Prevention
* Symptoms
* Treatment
[x] All the information should be fi lled in with the help of participants.
Learning outcomes
The facilitator stresses all the important information regarding malaria and how one can be saved from malaria using some simple steps.
Life skill to be addressed: Presentation skills, communication skills
Important pointers to be discussed:
[x] The facilitator highlights the importance of organizing information and how it is important to present the information in easy, interesting manner so that others can understand it easily.
9
10
Activity 3
Question Box
Objectives
[x] To discuss various questions and clarify doubts related to TB
[x] To encourage the participants to deal with various myths around TB
Time Required
40 minutes
Materials Required
Coloured sheets of paper
Procedure
[x] The facilitator need to make small strips of paper.
[x] On each strip of paper, the facilitator writes a question from the technical document and puts them in a box related to TB.
[x] In another box, the facilitator puts separate chits of paper with answers to each question written on each chit.
[x] Each participant is asked to pick up one chit from each box.
[x] After all the participants have picked up the chits, they are asked to sit in a circle and any one participant reads out her question.
[x] Other participants have to find out who has the answer to that question and then whoever has it reads it out. Once the question and answer matches and is read out and discussed in the group, they are kept in the centre.
[x] The person who has the answer, reads out her question.
[x] The activity continues till all the question and answers have been read out and discussed.
[x] The facilitator then writes DOTS on the board with the help of small dots. The group is asked to find out what is written on the board. Once the group comes up with the right answer, the group is told how each dot is important in making the whole letter, similarly each dosage is important to treat TB and therefore, should not be missed.
[x] The facilitator then highlights the important steps in treating TB.
Questions to be addressed
[x] What is TB or Tuberculosis, How is TB caused?
[x] Is TB infectious, Is it possible to be infected and not develop TB?
[x] When should I start doubting that I may have TB?
[x] When should a person get himself tested for TB?
[x] How can I fi nd out whether I am suffering from TB?
[x] Do we need to keep some important things in mind, while getting oneself tested for TB?
[x] Do only poor people suffer from TB?
[x] What should one do if a person is suffering from TB?
[x] What is DOTS? I have heard that in DOTS you have to visit the health centre everyday. Is that true?
[x] How long does this treatment takes and what medicines are taken in DOTS?
[x] Do I need to take any special precautions while getting treated for TB?
Learning outcomes
The facilitator should encourage a lot of discussion about TB among the participants and all the doubts of the participants regarding TB should be clarifi ed. Various aspects of the treatment should be clarifi ed to the group.
Life skill to be addressed: Communication skills, Problem Solving and Decision making
Pointers facilitator needs to discuss:
[x] The facilitator helps the group to develop effective speaking and listening skills such as maintaining eye contact, talking empathetically, giving positive feedback, etc.
[x] The facilitator should ask the group to develop a positive attitude and think about problems in their life realistically analyzing the consequences and not magnifying or minimizing them.
[x] The group should also be encouraged to take their decisions objectively after thinking about their pros and cons realistically. They should be able to take responsibility for their decisions.
11
Activity 4
Alert Card
Objectives
[x] To understand the symptoms of Dengue, its causes, treatment and ways to prevent it
[x] To enhance problem solving and decision making skills of the participants
Time Required
50 minutes
Materials required
None
Procedure
[x] The facilitator writes the symptoms, ways of dealing and preventing Dengue are highlighted on the board.
[x] The group members then develop a red alert card using all those symptoms which if present, should ring a danger bell and therefore the patient is immediately taken to the doctor.
[x] The alert card should look like this.
Life skill to be addressed: Problem Solving and Decision making
Pointers facilitator needs to discuss:
[x] The facilitator then clarifies all the doubts related to Dengue that people may have in the group.
[x] The facilitator encourages the group to think about various problems objectively and always work towards a solution.
[x] The group should also be encouraged to take their decisions objectively after thinking about their pros and cons realistically taking responsibility for their decisions. All of us should act on their decisions and always be ready to take positive action.
Learning outcomes
The facilitator helps the group understand what is Dengue and what are its symptoms, causes and treatment. The facilitator also clarifies all the doubts participants have regarding Dengue.
Activity 5
Action for Support
Objectives
[x] To encourage participants to take steps to prevent TB, Malaria and Dengue
[x] To motivate participants to spread awareness about these three diseases and how we can deal with them
[x] To help participants take initiative and take corrective actions in that direction
Time Required
30 minutes
Materials Required
Coloured paper
Procedure
[x] The facilitator reads out a pledge in front of the group, such as "I promise to keep my environment clean as I owe it to my children……".
[x] The group is asked then to make a pledge of their own including all the steps they will take to keep their environment clean and spread awareness.
[x] Once the pledge is made all the group members collectively repeat that pledge with the facilitator.
[x] The facilitator lists out the actions each individual needs to take on the basis of the pledge and each individual speaks out the action they will take, with regards to the pledge.
Learning outcomes
The facilitator should encourage each individual to take action and spread awareness among the population.
Life skill to be addressed: Positive thinking, Critical thinking, Creative thinking
Important pointers to be discussed:
[x] The group should be encouraged to think of different ways of preventing various diseases and how we should try to get more and correct information through different sources.
[x] They should also be motivated to work on positive thought and work towards positive action.
[x] The group should asked to think of different kinds of pledge group can come up with which each group will always remember also and how can we spread it to maximum number of people.
13
Activity 6
Reading a Story
Objectives
[x] To help the group realise the importance of individual role in every action
[x] To develop critical thinking among participants and ability to appreciate positive
Time Required
20 minutes
Materials Required
None
Procedure
[x] The facilitator reads out the story given below to the group:-
* Once there was a storm in the ocean. As a result, next day morning, many starfish were displaced on the beach. Lot of people were passing by without bothering to pick them up. Only one man was picking up starfish and throwing them back into water. Another person passing by asked him, what are you doing? He said, I am saving their life by throwing them into water." The man said, "what difference will it make? The beach is full of starfish. How many will you be able to save?" The man picked up one starfish and threw it in the water and said, " I just made a difference to that one." The other person was quiet after that and he slowly bent down and also started throwing the starfish in water. Slowly, all the people on the beach were throwing starfish in the water. Soon, the beach was empty and all the starfish had been saved.
Life skill to be addressed: Positive thinking, Critical thinking
Important pointers to be discussed:
[x] The group should be encouraged to take positive action and appreciated good, positive things in their life, no matter how small they are.
[x] The group should also be asked to think of how each positive change is important, no matter how small it is.
Training on Health Awareness
[x] The group is asked about what did they learn from the story. The facilitator stresses on how an individual's action can save a life. Therefore, how people need to do the right thing even without bothering as to what other people are thinking.
Learning outcomes
The facilitator needs to stress on how positive action even by one individual can make a difference and how important it is to take initiative.
As a facilitator, it is important for you to reflect on the session and carry your learnings from that session further to next session. Please fill in the boxes given below honestly.
[x] The good things that happened in the session which should be repeated in the next session
[x] Things I need to improve upon
[x] Things that I cannot repeat in the next session
15
Plan India is a nationally registered child centred community development organisation. For over 30 years, Plan and our partners have helped communities throughout India to help themselves, so that children have access to their rights including the right to protection, basic education, proper healthcare, a healthy environment, livelihood opportunities and participation in decisions which affect their lives. We encourage children to express their views and be actively involved in improving their communities. Plan India currently works in 11 states in India and has impacted the lives of over a million children.
Plan India's rights based approach helps bring lasting improvements to the lives of vulnerable children and their communities in India, including children living on the streets and those living in urban homeless families; those with disabilities or affected by HIV; those who are exploited and trafficked; the children of sex workers; and child labourers. Plan India also works to help girls overcome the disadvantage and discrimination they face in everyday life within most communities.
Plan India is committed to the principles of child rights and equality, and we work to develop the capacity of civil society to meet their own needs by replicating successful development models.
Plan India is part of Plan International, one of the world's largest community development organisations. Plan's vision is of a world in which all children realise their full potential in societies which respect people's rights and dignity.
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Plan India
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Name: _____________________________________________
Chemistry 210
Exam 1
Be sure to put your name on each page. This page can be removed from your exam so that you will have a Periodic Table handy throughout the exam, it does not need to be turned in. Show all your work for problems which require any sort of calculation, no credit will be given for answers without work shown. If you have shown a significant amount of work or multiple drawings for a problem, draw a box around what you consider your final answer.
Quadratic formula:
Chem 210 – Exam 1b
Name: _____________________________________________
Spring 2009
Multiple Choice (5pts each): Circle the letter of the most correct response.
1. Which of the following is not a correct ideal gas relationship?
a. T1n1=T2n2
c. PV=nRT
b. T1/P1=T2/P2
d. V1/T1=V2/T2
e. P1n1=P2n2
2. Rank the 3 states of matter from lowest kinetic energy to highest kinetic energy.
a. Solid, liquid, gas
b. Gas, solid, liquid
c. Gas, liquid, solid
d. Liquid, gas, solid
e. Solid, gas, liquid
3. Which of the following statements is most correct about colligative properties of an ideal solution?
a. Colligative properties depend upon the number of solute particles, not on the identity of the solute particles.
b. The presence of a solute lowers the vapor pressure of a solution.
c. The presence of a solute raises the boiling point of a solution.
d. The presence of a solute lowers the freezing point of a solution.
e. These statements are all correct.
4. All of the following concentration units require that you use the molar mass of the solute except:
a. Molarity
b. Mass percent
c. Normality
d. Molality
e. Mole fraction
5. When dissolving a solid in a liquid:
a. Formation of solvent-solute interactions is endothermic
b. Energy is released (exothermic) by breaking solvent-solvent and solute-solute interactions
c. The enthalpy of solution is always positive
d. The boiling point of the solution will be higher than that of the pure solvent
e. The freezing point of the solution will be higher than that of the pure solvent
6. The volume of a gas:
a. Is always a constant
b. Increases as the pressure increases
c. Decreases as the kinetic energy increases
d. Increases as the temperature increases
e. Remains constant as the amount of gas is increased
7. Carbon dioxide (CO2) has a lower boiling point than sulfur dioxide (SO2) because:
b. CO2 has stronger London dispersion forces than SO2
a. The bonds in SO2 are polar but the bonds in CO2 are not
c. SO2 is a polar molecule but CO2 is not
e. CO2 sublimes
d. SO2 forms stronger hydrogen bonds than CO2
Score
Chem 210 – Exam 1b Spring 2009
Name: _____________________________________________
8. A laboratory technician prepares a solution by weighing out 39.225g of potassium bromide and dissolving it in enough water to make 150.00mL of solution. The technician labels the solution "1.3m KBr(aq)". Why is this not correct? What should the laboratory technician do to correct the error? Calculate a correct concentration for this solution. (10pts)
9. You have prepared a solution by dissolving 24.316g of potassium phosphate in enough water to make 500.0mL of solution. What is the molarity of this solution? (10pts)
10. You have prepared a solution by dissolving 11.617g of ammonium iodide in 100.0g of water. What is the molality of this solution? (10pts)
11. You have prepared a solution by diluting 25.00mL of a 3.213M aqueous solution of sugar (C6H12O6) to a total volume of 150.0mL. What is the molarity of this solution? (10pts)
Score
Chem 210 – Exam 1b Spring 2009
Name: _____________________________________________
12. A 2.00L cylinder contains helium gas at 23.62ºC and 2.93atm pressure. How many grams of He are in the cylinder? (10pts)
13. What is the freezing point of a solution made by dissolving 24.618g of lithium nitrate in 200.0g of water? (15pts)
14. Each of the following solids is dissolved in separate beakers containing 500.0mL of water. Rank the solutions from lowest vapor pressure to highest vapor pressure and explain your answer. (15pts)
a. 0.7mols ammonium phosphate
b. 0.5mols calcium nitrate
c. 0.4mols magnesium phosphate
d. 0.6mols sodium chloride
Score
Chem 210 – Exam 1b Spring 2009
Name: _____________________________________________
15. You have a 76.289g sample of steam (gaseous water) at 135.28°C. Describe what happens to this sample when it is cooled to 41.53°C and calculate the amount of energy transferred during cooling. (15pts) {Cs(ice) = 2.09 J /g.K; Cs(water) = 4.184 J /g.K; Cs(steam) = 2.01 J /g.K; ∆Hfusion(water) = 6.02 kJ /mol; ∆Hvaporization(water) = 40.7 kJ /mol}
16. A newly discovered protein has been isolated from seeds of a tropical plant and needs to be characterized. A total of 0.126g of this protein was dissolved in enough water to produce 2.00mL of solution. At 33.61°C the osmotic pressure produced by the solution was 0.134atm. What is the molar mass of the protein? (20pts)
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Chapter 5 Vocabulary Review Answers
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Chapter 5 Vocabulary Video Lesson Chapter 5 Vocabulary Builder Groundwork for a Better Vocabulary Chapter 5 Chapter 5 Vocabulary Review Chapter 5 vocabulary review Book 4B Chapter 5 Vocabulary Chapter 5 Vocabulary due Wednesday 11/12 ASL1: Chapter 5 Vocab Ch 5 Vocab Final Check Chapter 5 Vocabulary Chapter 5 Vocabulary Gr. 3 Math: Chapter 5 Vocabulary Chapter 5 Vocabulary Chapter
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Chapter 5 Review with answers. Excessive exposure of the skin U.V. radiation may cause redness, edema, blisters, and pain. The presence of blisters, classifies the burn as: The dendrites of sensory neurons and specialized touch receptor cells provide information about objects touching the skin.
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Quia - Economics Chapter 5 Vocabulary
Chapter 5 Section 1: Populations & Communities Key Vocabulary Terms . Population A group of organisms of the same species that live in a specific geographical ... Key Vocabulary Terms 5 . Niche The unique position occupied by a species, both in terms of its physical use of its habitat and its function within an ecological
Chapter 5
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5. limiting factor Multiple Choice On the lines provided, write the letter of the answer that best completes the sentence or answers the question. 6. A lone elephant joining another herd of elephants is an example of a. emigration. c. immigration. b. parasitism. d. exponential growth. 7. What type of growth is shown in the graph below?
Page 1/2
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Chapter 5 Vocabulary Review Worksheet
D1.makes offspring from one parent. 1.benignA1.a twisty tie. D2.protein that DNA wraps around. 2.chromatinA2.weeding. D3.loosely organized combination of DNA and proteins. 3.asexual reproductionA3.fertilizer. D4.constricted region of DNA where sister chromatids are attached. 4.organ systemA4.making a copy.
CHAPTER CELL GROWTH AND DIVISION 5 Vocabulary Practice
Part A. Vocabulary Review 1. false; simple (5/3) 2. false; mechanical advantage (5/2) 3. true (5/3) 4. false; gear (5/3) 5. false; an inclined plane (5/3) 6. true (5/3) 7. true (5/3) 8. false; wedge (5/3) 9. false; one (5/3) 10. false; a compound (5/3) 11. true (5/3) 12. true (5/1) 13. true (5/2) Part B. Concept Review 1. inclined plane (1‒8: 5/3) 2. screw 3. lever 4. wheel and axle 5. wedge 6. wheel and axle 7. pulley
Teacher Guide & Answers (continued)
Prealgebra (7th Edition) answers to Chapter 5 - Section 5.2 - Adding and Subtracting Decimals - Review - Page 352 100 including work step by step written by community members like you. Textbook Authors: Martin-Gay, Elayn, ISBN-10: 0321955048, ISBN-13: 978-0-32195-504-3, Publisher: Pearson
Copyright code : 72da8b2dae3d02c18d8bef39cb7dc03b
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Stockton's Pinelands Campus Serves 450 Learners During Pinelands Short Course
Participants View Live Raptors and Sea Life, Go Birding, Listen to Music and Learn About the Pinelands Environment, Cultural and History
For Immediate Release; Photos on
Flickr
Saturday, March 12, 2016
Contact:
Susan Allen News and Media Relations Galloway, NJ 08205 firstname.lastname@example.org (609) 652-4790
www.stockton.edu/media
Galloway, NJ – Ed Clarke, of Mullica Township, N.J., looked through his binoculars to closely observe a diving grebe across Lake Fred while his wife, Jennifer, learned about the ecology of pinelands lichens in the Unified Science Center.
There was something for everyone who attended the 27 th Annual Pinelands Short Course at Stockton University today. The New Jersey Pinelands Commission organized the event, which offered 32 presentations featuring New Jersey's wild spaces, tales from the past, music of the pines and environmental issues such as climate change. About 450 people attended.
This month, Stockton's mascot, the osprey, will be returning to South Jersey. Males typically arrive before the females, explained John Rokita, principal lab technician in the School of Natural Sciences and Mathematics. Rokita presented "Birding the Pinelands," which began inside a laboratory with an overview of the species that can be observed on and near the campus.
He went on to explain how to distinguish between juvenile and adult ospreys. Juveniles have orange eyes and pale-colored scalloping along the edges of their wings, while adults have yellow eyes and no scalloping. He pointed out the rough spicules on their feet that help them to grasp fish, which they align aerodynamically, head in the direction of their flight.
Study skins, which are preserved specimens, were on display for the bird enthusiasts to see the detail in each species' feathers and talons as well as their unique patterns and colors.
"Who cooks for you," is the call of the barred owl, but when they stealthily swoop in on prey, their flight is nearly silent, Rokita explained. Outer barbs on their feathers aid in muffling the sound. -morePinelands Short Course/ page 2
A bird that is heard more than seen is the whip-poor-will, named after its unique call. These insect-eaters have specialized feathers near the bill that form a net to corral insects, said Rokita as he held up the study skin.
He discussed common backyard birds such as the blue jay, a species clever enough to mimic the call of the red-tailed hawk to clear out the competition at the feeders. Ed Clarke shared that he has observed ruby-throated hummingbirds hovering over the sprinklers in his yard to get water.
Also among the group was Caitlin Morrison, of Collingswood, N.J., who said she developed a greater appreciation for birding, which has become her hobby, after taking an ornithology course. This year was her fourth Pinelands Short Course.
After the overview, the group walked outside with a spotting scope and binoculars to identify birds in the wild, but not without stopping to see the aquaria housing poison dart frogs, a boa constrictor, green anoles and other critters.
Fred Strang, an environmental officer for the Coast Guard Auxiliary in Manahawkin, N.J., attended sessions to learn about local sea life, osprey monitoring and climate change. "New Jersey is a very unique place," he said, adding that we need to protect it. He is studying how runoff creates environmental impacts in the Barnegat Bay ecosystem and how the loss of eel grass takes away fish habitat by eliminating food, shelter and protection for juvenile fish. "No pollution should go on the ground. It eventually ends up in the bay," he said.
Kathy Prasicky, of Chatsworth, N.J., attended last year, and brought her husband, Oleg, this year because they live in the Pinelands and hope to learn more about the nature in their backyard. "It's been 26 years and there is still a lot we don't know," they said together.
Two Stockton alums were among the vendors distributing information in the Campus Center throughout the day. Robin Riley-Wright, a 1978 graduate and former member of Stockton Action Volunteers for the Environment (SAVE), is now a board member for the Atlantic Audubon Society, which originally started as a Stockton birding club. Her table displayed taxidermy mounts of bird species and a grey fox. Michele Bellinger, a Marine Science graduate who was a member of Stockton's first graduating class, is now a public education and outreach assistant for the Atlantic County Utilities Authority (ACUA). She was sharing information about the upcoming ACUA Earth Day celebration, the community gardens in the ACUA environmental park in Egg Harbor Township, N.J. and tours of the facilities including the wind farm and wastewater treatment plant.
Inside the Campus Center Event Room, Kaitlin Gannon, of Mays Landing, N.J., the outreach coordinator at The Wetlands Institute in Stone Harbor, N.J., held up her favorite animal in the world, the horseshoe crab. "They've been on this planet for 450 million years and were here before dinosaurs," she said. They're actually more closely related to spiders than crabs, and "are vital for the environment and us."
Horseshoe crab eggs are a food source for migrating birds and an important resource for the medical industry. Their blue blood has a unique compound that is used to test antibiotics, vaccines, contact lenses and other types of medical instruments for bacteria and impurities.
Brennan Geraci and his mother, Audrey Geddesi, of Atco, N.J., came up to the touch tank at the end of Gannon's session, "Sea Creatures with Amazing Features," to see the horseshoe crab up close. His favorite parts of the day were "learning so much stuff" and touching a starfish.
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Wade Hampton and the "Red Shirts" - Part 7
In 1876, South Carolina entered its eleventh year of military subjection after the WBTS and its ninth year Radical Republican Reconstruction rule. During this time, South Carolina had undergone such great humiliation, degradation, and corrupt misrule that it had come to be referred to in the national and international media as "The Prostrate State," a name which, in reality, was an understatement.
Financially, the State was ruined. Property values had plummeted, some claiming that the property destruction during the Reconstruction period was more than that of the Civil War itself. Taxes soared dramatically and much land was confiscated. State debt increased to the point of being virtually worthless.
Politically, things were worse. On the national level, the Radical Republicans were in complete control and did not hesitate to show an open hatred and hostility for all things Southern. Federal troops were used to back up the crushing demands of the Reconstruction Acts of 1868, under which anyone who had held public office in or had fought for the Confederacy was not allowed to vote, excluding most of South Carolina's white population.
On the State level, the Legislature was mostly under the control of Carpetbaggers (Outsiders) and Scalawags (Insiders who helped them in their plunder) and contained many former slaves who had no experience in government, many of whom could neither read or write. Open bribery was the commonly accepted way of getting laws enacted and even the Legislature itself was involved in various corrupt land and utility enterprises. The issuing of "Pay Certificates", demands on the state Treasury, given without Legislative approval for virtually any reason, reached incredible levels. So much money was stolen and wasted that there was none left for schools or hospitals. The open statement of South Carolina's U. S. Senator John Patterson that there was "yet five years more of good stealing in South Carolina" gives some idea of the conditions that then prevailed. Even the Republican Governor was moved to denounce the corruption in his Party and warned in a telegram
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Wade Hampton and the "Red Shirts" - Part 7
Published: Tuesday, 04 May 2021 07:59 that "the civilization of the Cavalier, the Puritan and the Huguenot were in danger".
By Bob Dill - Publisher of The Times Examiner Hits: 629 In 1876, things came to a boil when some of the vilest of men in the state's history, men held in contempt and even denied reelection by their own Party, were appointed as circuit judges. If you think we exaggerate on conditions, the following statement concerning South Carolina was sent to Congress by a group of Northern Congressmen:
"That once prosperous and beautiful State is on the verge of ruin. A horde of thieves and robbers, worse than ever infested any civilized community on earth, have her by the throat and are fast sucking her blood"
Saddest of all, race relations soured dramatically in this period as former slaves were fed a steady diet of suspicion toward and hatred for whites. They were constantly told that a vote for a Democrat was a vote for a return to slavery and punishment, while the Republican government was going to take land from the whites and divide it between them. Some Republican speakers openly espoused plans of driving whites into submission by torching their houses and barns at night.
By 1876 conditions had become so intolerable that it was felt that a resort to a civil war within the state would be preferable to what was presently going on – as it would likely result in a return to U.S. military rule (as opposed to the State Reconstructionist rule by the Radical Republicans backed up by the hated State Militia).
It was in this vein that the disarrayed Democrats came together and decided to cast everything on a final stand in the upcoming 1876 election. Throughout the State men armed themselves in "rifle clubs". Wearing Red Shirts by common agreement, these clubs produced a formidable presence at political meetings throughout the State. The Red Shirt presence was not there to provoke violence, but to prevent it (especially violence against black Democrats). But it was well-known that the Red Shirts would meet violence with violence if necessary. Wade Hampton was selected as the Democratic candidate for Governor and canvassed the state – continually urging all Democrats to avoid any trouble with the Republicans.
It must be understood that political events occurring in SC were being very closely watched and reported on throughout the nation because South Carolina was considered to be the swing state in the upcoming national election. Thus, the Red Shirts had to delicately balance the need for a show of strength to maintain order with the need for incredible self-restraint to avoid armed conflict that would result in political problems in the upcoming election.
It is beyond question that both sides used gross intimidation and dishonest methods in the 1876 election. Fire was met with fire. Space will only permit us to say that despite the election machinery all being in the hands of Republicans, Wade Hampton, with the support of many AfricanAmerican citizens voting Democratic, won the election and was twice certified as Governor by the State Supreme Court. The Republicans sought to void these results by throwing out the votes of several disputed counties - resulting in two Inaugurations of two Governors. President Grant
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Wade Hampton and the "Red Shirts" - Part 7
Published: Tuesday, 04 May 2021 07:59 By Bob Dill - Publisher of The Times Examiner Hits: 629 (himself the head of arguably the most corrupt national Administration in American history) sent troops to keep Hampton and the Democrats out of the State House. Democrats, however, gained entry, with the result that SC had two Governors and two Legislatures from November 1876 to April 1877. Democrats at the behest of Hampton pulled out of the State House twice to avoid riots.
All of this ended when the newly-elected Republican President, Rutherford B. Hayes, whose own election by one electoral vote was not settled until 1877 (the votes of SC, Florida and Louisiana all being contested), withdrew all the Federal troops from the State, bringing an end to the corrupt Republican Reconstruction rule in South Carolina.
(Note: There are only a handful of original Red Shirts known to exist today. One of them can be seen in Greenville at The Museum and Library of Confederate History, which is located at 15 Boyce Avenue, near the BI-LO Center. Hours of Operation are … Wednesday 10AM-3PM …Friday 1PM – 9PM … Saturday 10AM – 5PM … and Sunday 1PM-5PM. The Museum and Library of Confederate History is a historical and educational endeavor operated by the 16 th Regiment, Sons of Confederate Veterans of Greenville, SC. Admission is free. School Classes and Private tours are welcome by appointment – Call 864-268-0713.)
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…the choice for quality, harmony, safety and care.
Bullying of Students – Prevention and Response Policy
Purpose
This policy sets out Mt Hira College's position on student bullying and the requirements for preventing and responding to student bullying, including online bullying.
Scope
* This policy applies to all student bullying behaviour, including online (cyber) bullying, and applies outside of school hours and off school premises where students have been involved and there is a clear and close connection to the school.
* This policy relates to student bullying only. The Discrimination, Bullying & Harassment Policy applies to staff bullying. When bullying involves a student and staff member, both policies apply.
Policy Statement
1. The College rejects all forms of bullying behaviour including online (or cyber) bullying.
2. The College works to provide a safe, inclusive, and respectful learning community that promotes student wellbeing.
3. The College's Student Code of Conduct requires students to be inclusive and respect other students, their teachers, school staff, and community members, and to not bully, harass, intimidate, or discriminate against anyone in our school.
4. Bullying behaviour has three key features. It involves the intentional misuse of power in a relationship. It is ongoing and repeated, and it involves behaviours that can cause harm.
5. Bullying can be illegal if it involves behaviours that include physical violence, threats of violence, damaging property or stalking.
6. Preventing and responding to bullying is the shared responsibility of all College staff, volunteers, and contracted staff employed by the College, and students, parents and carers.
7. Teachers and other College staff are provided with support and professional development to discourage, prevent, identify and respond to student bullying behaviour.
8. Reports of student bullying can be made to any staff member at the College. A teacher or school leadership member (such as the Principal, Vice Principal, Head of Sub-School, Head of Wellbeing) at the College will address the reported bullying in a timely manner.
9. If a student, parent or carer believes a matter is not being dealt with effectively, they can refer the matter to the College Principal (or delegate) for resolution.
Responsibilities & Delegations
WHAT YOU CAN DO ABOUT BULLYING
* Tell the person(s) involved to stop
* Ask other people to stop, if you observe them bullying someone
* If you are being bullied, or someone you know is being bullied, report it
YOU CAN REPORT IT TO:
* friend(s)
* parent(s)/caregiver(s)
* teacher(s)
* counsellor
* school leadership member (such as the Principal, Vice Principal, Head of Sub-School, Head of Wellbeing)
WHEN TO REPORT
Report bullying as soon as it happens.
Do not ignore it, it may get worse.
HOW WE RESPOND TO REPORTED INCIDENTS OF BULLYING
* We will listen and talk to the person who is being bullied and to the person(s) doing the bullying.
* We will put negotiated consequences in place for the person who has been bullying others. These may include a formal warning, contact with parents/carers, external suspension and / or exclusion and mediation processes.
These steps may change depending on the circumstance – each person and incident is different.
PREVENTION STRATEGIES
* We use our positive school values to foster an environment of respect
* We use curriculum through our Form Class program and Health curriculum to teach students about respectful relationships
* Our school fosters a caring environment where students are treated as individuals
* We aim to teach students about violence prevention, conflict resolution, anger management and problem solving
* We develop policies to promote student safety
*
We value and celebrate diversity
INTERVENTION STRATEGIES INCLUDE:
* Counselling for those bullied and bullying
* Contacting parents/carers to discuss strategies
* Consequences for bullies (including suspension for cyber bullying that occurs outside the school)
POST-INTERVENTION STRATEGIES INCLUDE:
* Monitoring those bullied to ensure their continued safety and wellbeing
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Summer and Winter Workshop Service for children and Seonghwa departments
Ye-Rin Choi March 7, 2017
Program title: Summer and winter workshop service plan (sermon, curriculum and hymnal) for kindergarteners, lower elementary, upper elementary, and Seonghwa departments)
[x] Curriculum, project or program requiring a certain period of time
Country: Korea
Contact Person:
[x] Name: Ye-Rin Choi
[x] Email: sunghwaedu2@ naver,com
[x] Cell phone: 010-5366-8439)
Content according to Year
[x] Summer 2010 Workshop focused on True Parents
[x]
Summer 2013 Workshop focused on Filial Piety
[x] Winter 2013 Workshop focused on Absolute Sexual Ethics
[x] Winter 2010 Workshop focused on Absolute Sexual Ethics
[x] Summer 2011 Workshop focused on Spirit World
[x] Summer 2015 Visual-based Workshop focused on Fundamental Faith
[x] Winter 2011 Workshop focused on Fundamental Faith
[x] Summer 2012 Workshop focused on Blessing
[x] Winter 2015 Visual-based Workshop focused on Blessing
[x] Summer 2016 Workshop focused on Divine Principle Part I
[x] Winter 2012 Workshop focused on Divine Principle Part I
Program location: At each local church or region
Affiliated Departments: Divine Principle Lecture, Unification Thought
Website homepage
Materials for running the Program (video, teaching materials, PPT, images, etc.):
[x] Sermon plan and PPT, curricular activities plan and materials, Seonghwa children's hymnal (contemporary Christian music and our own written songs) for each workshop theme
Program Objectives:
[x] To select 7 major themes from the daily church service plan (True Parents, absolute sexual ethics, spirit world, fundamental faith, Marriage Blessing, Divine Principle Part I, filial piety) and teach them in more depth and detail, in order to lay down the foundation for fundamental faith education.
Features:
[x] Workshop service plans created for each stage of development
[x] From summer 2013, new curricular activities and our own written songs befitting the theme were developed and supplied
[x] From summer 2015, visual workshops were held as an attempt to educate all teachers
Reasons for recommending this program:
[x] the educational and activities-based materials are already made available for workshop programs that can help children learn the major subjects of their faith by heart through sermons, curricular activities, and our own written songs
*Departments: kindergarteners (5 to 7 years old), lower elementary school department (1st to 3rd graders), upper elementary school department (4th to 6th graders), Seonghwa department (middle and high school students)
Results / Effects:
[x] Makes it possible to give faith education befitting each stage of development and in-depth workshops for main subjects
Approximate cost of running the program:
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ED 478 060
RC 024 114
AUTHOR
TITLE
INSTITUTION
SPONS AGENCY
REPORT NO
PUB DATE
NOTE
CONTRACT
AVAILABLE FROM
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DESCRIPTORS
Long, Vena; Bush, William S.; Theobald, Paul "Place" Value: The Rural Perspective. Occasional Paper.
Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics. National Science Foundation, Arlington, VA.
OP-3
2003-06-00
17p.
NSF-0119679
For full text: http://kant.citl.ohiou.edu/ACCLAIM/ rc/rc_sub/pub/4_occr/LBT_OP3.pdf.
Opinion Papers (120)
EDRS Price MF01/PC01 Plus Postage.
Community Development; Elementary Secondary Education; *Mathematics Education; *Relevance (Education); *Rural Education; *School Community Relationship; Student Projects
ABSTRACT
Place-based, or "contextualized," mathematics instruction gives learners the opportunity to see how mathematics is relevant to their lives. Such opportunities are crucial to the success of students in rural settings and may be crucial to the survival of rural communities. For the last half century, schools have educated rural children to believe that opportunity lay elsewhere and that rural people were responsible for the rural experience of failure and decline. Place-based pedagogy attempts, through relevant and authentic context, to reverse both the outmigration of rural youth and the devaluing of rural communities. Placing mathematics in rural contexts presents a challenge because not all "rural culture" is alike. The product, necessarily, will be unique in each circumstance. Several examples of place-based mathematics are presented. In Craig, Colorado, middle-school students conducted a watershed study that involved mathematics in many ways, including statistics. Students learned how mathematics could improve the quality of the Yampa River, thus improving quality of life and economics for the community. In Howard, South Dakota, high school seniors surveyed the community to study its cash flow. When published, the results led to changes in community spending habits and sparked a surge in local buying. Other rural students opened stores or created companies. Mathematicians, mathematics teachers, and rural sociologists must work together to promote place-based mathematics education. (Contains 28 references) (SV)
from the original document.
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Appalachian Collaborative Center for Learning, Assessment and Instruction in Mathematics
"Place" Value: The Rural Perspective
Vena Long, University of Tennessee William S. Bush, University of Louisville Paul Theobald, Wayne State College
June 2003
U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
biThisdocument has been reproduced as received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
011W
TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1
ACCLAIM's mission is the cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places.
ANICIC\1111.1)
Copyright © 2003 by the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). All rights reserved. The Occasional Paper Series is published at Ohio University, Athens, Ohio by the ACCLAIM Research Initiative.
OHIO
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ACCLAIM Research Initiative All rights reserved
Address: 210A McCracken Hall Ohio University Athens, OH 45701-2979
Office: 740-593-9869
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Funded by the National Science Foundation as a Center for Learning and Teaching, ACCLAIM is a partnership of the University of Tennessee (Knoxville), University of Kentucky (Lexington), Kentucky Science and Technology Corporation (Lexington). Marshall University (Huntington, WV), University of Louisville, and Ohio University (Athens, OH).
This material is based upon the work supported by the National Science Foundation Under Grant No. 0119679. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
"Place" Value: The Rural Perspective
by
Vena M. Long Professor, Mathematics Education College of Education, Health and Human Sciences University of Tennessee Knoxville, Tennessee VlongAutk.edu
William S. Bush Director, Center for Research in Mathematics and Science Teacher Development College of Education and Human Development University of Louisville Louisville, Kentucky firstname.lastname@example.org
Paul Theobald Dean, College of Education Wayne State College Wayne, Nebraska
"Place" Value: The Rural Perspective
Place affects value. In the decimal system, each "place" differs in value from an adjacent "place" by a power of ten. An eight used as an exponent affects the value of an expression differently from an eight used as a coefficient. The proverbial bird in the hand is worth two in the bush. An umbrella in the closet is of little value when you are out in a rainstorm. Where mathematics is placed can also greatly affect its value both to the learner and to the community in which the learning takes place.
For those of us who have chosen mathematics as a profession, the value of mathematics lies in its logic, truth and beauty. For others, it is a language and a way of thinking. For most of the rest of the population, however, the worth of mathematics lies primarily in its utility. In other words, mathematics is valuable because of what it enables us to do. According to the Principals and Standards for School Mathematics by the National Council of Teachers of Mathematics (2000), "School mathematics experiences at all levels should include opportunities to learn about mathematics by working on problems arising in contexts outside of mathematics. These connections can be to other subject areas and disciplines as well as to students' daily lives" (emphasis added) (pp. 6566). Of course, these connections can be relevant or contrived, authentic or non-authentic, meaningful or meaningless.
To make such connections authentic applications in mathematics instruction offers students the opportunity to see its value for them and their community. While most students seem willing to slog their way through homework and tests, most
1
American students are not actively engaged in "doing mathematics" and, therefore, not actively engaged in the creation of mathematical understanding. One way to generate this level of active engagement occurs when mathematics is placed in relevant and authentic contexts.
We have a name for mathematics lessons that lack relevant and authentic contexts: "word problems." Growing up with math presented in such irrelevant and inauthentic contexts, generations of students were robbed of the opportunity to see firsthand what mathematics can doand this cut away at genuine student incentive to learn and understand. New NSF-funded, standards-based mathematics curricula have students solve problems, investigate ideas, and make connections to daily life. Unfortunately, few of these curricula have applications that connect directly to the culture of rural communities (Schultz, 2001).
In many respects contextual teaching and learning supports what effective educators have always done. For example, Howey (1998) claims that contextual learning emphasizes higher-level thinking, knowledge transfer, collecting, analyzing, and synthesizing information and data from multiple sources and viewpoints. Whether you call it place-based, or "contextualized" teaching and learning, or something else, every learner needs the opportunity to see mathematics at work in his or her life. Such opportunities are crucial to the success of students in rural settings and may be crucial to the survival of rural settings.
Mathematics Learning in Rural Contexts
Attaching learning to contexts is not new. John Dewey (1916) argued the importance of context as a critical part of learning. He asserted that from the child's
standpoint, the great waste in school comes from his inability to use the experience he brings from out-of-schooling settings, while on the other hand he is unable to apply in daily life what he is learning in school. Dewey suggested that schools should be connected with the rest of life where students learn by engaging in meaningful activities. That is, the isolation of the school--and its isolation from life--prevents students from connecting their learning to their everyday activities, including work.
While Dewey's ideas are still popular, new terms are coined regularly that refer to similar concepts. In the 1970s the term experiential learning was used to describe contextual teaching and learning (Owens & Smith, 2000). Rogers (1969) distinguishes experiential learning from cognitive learning by asserting that experiential learning addresses the needs and wants of the learner rather than the requirements of the task. Learning while doing has been also called applied learning in the 1970's and 1980's. More recently, Berns, Erickson, and Klopfenstein (2000) define contextual learning as "learning that involves students connecting the content with the context in which that content could be used." They emphasize connecting content with context as a learning process that brings meaning. Smith (2000) states that contextual learning occurs when students "apply and experience what is being taught by referencing real problems and needs associated with their roles and responsibilities as family members, citizens, students, and workers. " Rural educators, and specifically the Rural and Community Trust, tout the success of "place-based" curricula that attaches school subjects to local communities (Haas and Nachtigal, 1998; Haleman and DeYoung, 2000; Haskins, 1999; Smith, 2002; Theobald and Curtiss, 2000). Such curricula blend the academic subject
matter with knowledge of community and aims to instill a sense of value of both the academic subjects and the community in which the student studies those subjects.
Authentic context is beneficial for all learners of mathematics, but it is critical for rural learners. Paul Gruchow writes: "Rural children have been educated to believe that opportunity of every kind lies elsewhere and that the last half century's rural experiences of failure and decline has been largely due to the incompetence, or irrelevance, of rural people" (1985). The out-migration of rural people early in the 20th century provided workers for factories in the cities. Extractive industries such as mining and lumbering exploited local populations while simultaneously appropriating control of extremely valuable local resources. Rural education is often accused of being an extractive activity as well. Education is touted as a ticket to elsewhere and the best and brightest are encouraged to leave. Place-based pedagogy and curricula attempts, through relevant and authentic context, to reverse both the out-migration of rural youth and the devaluing of the rural communities in which those students and their parents live.
Placing mathematics in rural contexts presents a real challenge because not all rural "culture" is alike. Rural contexts are different not only across the United States, but also within specific regions. Take Central Appalachia as an example. Within the same geographic area are families living in the fairly populated cities, and families living in highly isolated areas. The experiences, beliefs, and economics of these families can be dramatically different even though they live within 60 miles of each other. Small city schools can be different than small mountainous community schools or large consolidated county schools. Mining communities are very different from agriculturally based communities.
Central Appalachia, defined as the mountainous regions of eastern Kentucky, east Tennessee, southeastern Ohio and all of West Virginia has a culture, not only unique among other parts of the country, but unique among other rural areas. The people of Appalachia hold to a strong sense of family and community. Schooling that is disconnected from the community it serves is not highly valued; learning to work in the community is valued. The region also has the highest poverty and adult illiteracy rates; some of the lowest economic indicators; and one of the least dense populations in the country. Over the past century, the people and land of Central Appalachia have been stripped of many valuable resources.
For communities and regions to survive economically today, mathematics competency must be developed at high levels. For mathematics competency to be developed, it must be valued. According to Before It's Too Late (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST, 2000), competency in mathematics is necessary to build an economic base because of "the rapid pace of change in both the increasingly interdependent global economy and in the American workforce" (p. 7). The economies of rural America lag significantly behind those of suburban and metropolitan areas. For example, in 1990, the poverty rate of Central Appalachia was 27 percent below the national average (Appalachian Regional Commission, 2002, http://www.arc.gov).
The median family income in 1990 in rural areas was approximately 75% of the income in metropolitan areas. There are fewer skilled managerial positions and proportionally more laborer and low-skilled jobs in rural areas (Herzog & Pittman, 1995; McGranahan, 1994).
A body of research reveals, for example, that poverty and isolation in rural areas affect the education infrastructure. Through a careful review of research on rural education, Kannapel and De Young (1999) and Kannapel (2000) noted a significant conflict within rural schools, particularly in Appalachia, with regard to curriculum, instruction, and assessment. On the one hand, national and state educational reform offers standards for all students and schools. These standards rightfully represent what is necessary to build a strong national infrastructure in mathematics. Because high-stakes accountability of districts, schools, and teachers is often attached to these standards, rural teachers must address them. On the other hand, local communities, which have powerful influences on schools, place higher priority on individual growth and community contributions. Rural teachers are caught in the middle of these conflicting priorities. They must find a balance between recognizing the needs of the community and helping their community understand its needs with regard to mathematics as represented in national standards. They must also help their community realize that a deeper knowledge of mathematics can benefit the community and that mathematical knowledge need not be reserved only for those who wish to leave the community. The social norms of rural areas value place, community, and family over other priorities. Rural families tend to adopt more traditional values like hard work, discipline, and relationships (Haas & Nachtigal, 1998; Nachtigal, 1982; Seal & Harmon, 1995).
Rural residents tend to select low-paying jobs close to family and friends over high-paying jobs some distance away (Seal & Harmon, 1995; DeYoung, 1995). Rural schools tend to be the center of the community (DeYoung & Lawrence, 1995; Herzog & Pittman, 1995, Nachtigal, 1982; Stern, 1994). They tend to be smaller than urban schools
10
despite 20 years of consolidation efforts (Sher, 1983; Stern, 1994). Rural adolescents often are conflicted about career aspirations because the pursuit of higher education takes them out of the community (Task Force on Teaching and Learning in Poor Communities, 1999).
Place-based pedagogy focusing on authentic context can help students and teachers address the conflicts inherent in living and working in rural communities. Not every lesson needs be place-based, but augmenting any high quality text with local interest can enhance mathematical learning while building strong connections between students and their community and between the school and the community.
Examples of Place-Based Mathematics
Authentic contexts lie just outside the door of every classroom. Using the local place, however, requires sophisticated pedagogical work on the part of the mathematics teacher. In Craig, Colorado, middle school teachers orchestrated unique math-science lessons on the banks of the Yampa River. Working with the Colorado Department of Wildlife, students conducted a watershed study that involved mathematics in many different ways, including statistics. Temperature, alkalinity, and inveterbrate population tests required simple correlational analyses. Students learned how mathematics could improve the quality of the Yampa River, thus improving quality of life and economics for the Craig community.
In Howard, South Dakota, a group of senior high students conducted a local cash flow study that eventually garnered high levels of national attention. Howard, a small town of about 900 residents in rural Miner County, experienced significant decline during the farm crisis of the 1980s. In 1994, a new high school principal asked his staff a
11
question that school leaders scarcely ever ask: What can we do in this school to help this community? Although most of the teachers were confused, a few saw it as an intriguing intellectual challenge that caused them to look at their jobs in a different way.
Using a $500 minigrant obtained from a local university, a Howard teacher, with the support of the principal, took students on the academic ride of their lives. The students conceived of a way to study the community's cash flowhow much was earned there, where it was spent, and what was purchased. Students conducted town meetings with local business owners, consulted with the county auditor, and engaged in long debates with all stakeholders over the wording on their surveys. It was a courageous undertaking, but the students were never shy about proceeding. They unabashedly asked community members throughout Miner County to reveal the intimate details of their income and spending habits. When the surveys were collected, the students found themselves with a phenomenal 64 percent response rate and an enormous amount of data to analyze. Using sophisticated computer software, the students sorted the data by income level, spending location, spending category, and other parameters. Statistical analyses of the data confirmed that the people of Howard spent most of their income in the larger and more distant cities of Madison, Mitchell, and Sioux Falls.
Student findings were reported in the local newspaper before the school year was out. The community response was little short of amazing. When Howard citizens saw how much they were spending outside the community, they changed their spending habits. They bought much more locally. Revenue from local sales tax began to skyrocket. The county auditor reported that by the end of the summer, annual sales tax projections had already been exceeded. Based on the average number of times a locally
12
spent dollar will turn over within a community, the county auditor estimated that the students had engineered a $6 million to $7 million infusion into Howard's economy. In Howard, putting mathematics in the context of their place allowed students to experience the power of mathematics and use it to make a substantive contribution to their own community.
A small rural school in Alabama created its own computer manufacturing company, using mathematics extensively as a tool for stocking, billing, and accounting. A class of rural Illinois third graders used mathematics to report the results of their community-wide fire alarm testing service. A small school in South Dakota opened a grocery store several years after the last such operation had closed down. A Wisconsin school in which sixth graders opened a bookstore ultimately generated enough profit that the students created a community foundation. In all cases, solid mathematics lessons came with the added benefit of contributing to the well-being of the community.
Next Steps
Placing mathematics in authentic local contexts is not a simple task. It is a process in which the product, by definition, will be unique in each circumstance. Mathematicians, mathematics educators, and for the rural perspective, rural sociologists must work together. Mathematicians are needed to insure that important mathematics is identified and pursued, for example, to see the differential equations in swinging bridges. Sociologists are needed to insure that the local context is correctly understood, represented and respected. Mathematics educators are ultimately responsible for helping teachers develop the pedagogical skills and dispositions necessary to ensure that appropriate mathematics learning takes place.
Research is needed to explore the varying rural effects on mathematics teaching While much can be learned from existing studies on culture and mathematics, little information about the effects of culture in specific rural areas exist. Silver has called this to the attention of the mathematics education research community in his timely editorial, "Attention Deficient Disorder" (2003).
By placing the mathematics in the community, both the mathematics and the place, the community, gain value in the eyes and minds of the students. Mathematics learning and community support for mathematics learning will benefit.
References
Berns, R., Erickson, P., & Klopfenstein, B. (2000). Contextual teaching and learning definition and characteristics. Retrieved June 2, 2002, from http://www.bgsu.edu/ctl.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
De Young, A. J. (1995). The life and death of a rural American high school: Farewell Little Kanawha. New York: Garland.
DeYoung, A. J., & Lawrence, B. K. (1995). On Hoosiers, Yankees, and Mountaineers. Phi Delta Kappan, 77(2), 104-22.
Gruchow, Paul. (1985) Journal of a prairie year. Minneapolis : University of Minnesota Press.
Haas, T., & Nachtigal, P. (1998). Place Value: An Educator's Guide to Literature on Rural Lifeways, Environments, and Purposes of Education. Charleston, WV: Eric Clearinghouse on Rural Education and Small Schools.
Haskin, J. (1999). Place-based learning: The technology frontier in environmental education. Educational Technology, 39(6), 59-63.
Haleman, D. L., & DeYoung, A. J. (2000). A reflective essay concerning something better: The experiences of Appalachian Rural Trust Schools. Journal of Research in Rural Education, 16(1), 3-7.
Howey, K. R. (1998). Introduction to the commissioned papers. In U.S. Department of Education (Ed.), Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (pp. 17-31). Washington, DC: U.S. Department of Education.
Herzog, M. J. R., & Pittman, R. B. (1995). Home, family, and community: Ingredients in the rural education equation. Phi Delta Kappan, 77(2), 113-118.
Kannapel, P. J. (2000). Standards-based reform and rural school improvement: Finding the middle ground. Journal of Research in Rural Education, 16(3), 202-08.
Kannapel, P. J., & DeYoung, A. J. (1999). The rural school problem in 1999: A review and critique of the literature. Journal of Research in Rural Education, /5(2), 6779.
McGranahan, D. A. (1994). Rural American in the global economy: Socioeconomic trends. Journal of Research in Rural Education, 10, 139-148.
Nachtigal, P. M. (Ed.) (1982). Rural education: In search of a better way. Boulder, CO: Westview Press.
National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before it's too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21g Century. Washington, D. C.: U. S. Department of Education.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Owens, T., & Smith, A. (2000). Definition and key elements of contextual teaching and learning (Talking Paper Series No. 1.04). Seattle, WA: Washington Consortium for Contextual Teaching and Learning.
Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill.
Schultz, J. E. (2002). Mathematics education in rural communities in light of current trends in mathematics education. ACCLAIM paper. Athens, OH: http://kant.citl.ohiou.edu/ACCLAIM/rerc_sub/pub/3_wp/list.htm
Seal, K. R., & Harmon, H. L. (1995). Realities of rural school reform. Phi Delta Kappan, 77(2), 119-125.
Sher, J. P. (1983). Education's ugly duckling: Rural schools in urban nations. Phi Delta Kappan, 65(4), 257-262.
Silver, Ed (2003). Attention deficit disorder [editorial]. Journal for Research in Mathematics Education, 34, 2-3.
Owens, T., & Smith, A. (2000). Definition and key elements of contextual teaching and learning (Talking Paper Series No. 1.04). Seattle, WA: Washington Consortium for Contextual Teaching and Learning.
Smith, A. J. (2000). The Washington state consortium for contextual teaching and learning. Booklet. Seattle, WA: Center for the Study and Teaching of At-Risk Students.
Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-94.
Stern, J. (1994). The condition of education in rural schools. Washington, D.C.: U. S. Department of Education, Office of Educational Research and Improvement.
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Task Force on Mathematics Teaching and Learning in Poor Communities. (1999). Teaching and learning mathematics in poor communities: A report to the Board of Directors of the National Council of Teachers of Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Theobald, P., & Curtiss, J. (2000). Communities as curricula. FORUM for Applied Research and Public Policy, 15(1), 106-11.
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Energy efficiency on site
Tangible climate efforts
Tackling climate change
Education |
Information
Participation
Project information
Support programme
Innovative climate action projects
Project duration
1 October 2013 to 31 December 2015
Project leader
Deutsche Gesellschaft e.V., eingetragener Verein zur Förderung politischer, kultureller und sozialer Beziehungen in Europa
Project funding reference number
03KSF035
Grant sum
100,658 euros
Project contact firstname.lastname@example.org www.deutsche-gesellschaft-ev.de
The media reports almost daily on climate policy in Germany and the rest of Europe. Yet the subject itself remains often abstract – young people, in particular, see no tangible connection with their lives. Only a few young people know what climate action means in practice and that climate solutions are already being implemented in terms of energy efficiency on their own doorsteps.
At a glance
The Deutsche Gesellschaft e.V., an association for the promotion of social, political and cultural relations in Europe, wanted to do something about this deficiency with their latest project 'Energy efficiency on site'. The project involved sending speakers to schools for a day to talk to young people about the causes and consequences of climate change in terms they can relate to and discuss possible countermeasures with them. They also introduced them to some of the goals and programmes of German and European climate policy. In the afternoon, the classes visited successful energy efficiency projects (or related topics) in their region together with the experts. In this way, the students were able to understand global connections, national initiatives and also the local possibilities and effects in relation to each other and internalise what they had learnt.
Countering political disenchantment
Media reports on climate change and the energy transition focus mainly on the dangers of global warming, droughts, floods, the problems of the international climate negotiations and the challenges of implementing climate change targets. In contrast to these reports, the project took a positive look at past successes and the opportunities of climate change policies.
teachers and students in contact with local enterprises. These projects were dedicated to energy efficiency or related topics. In a nationwide campaign, interested schools registered to take part. The project team then provided these schools with a contact at an appropriate project or business in the region. Where the Deutsche Gesellschaft e.V. already had contact with companies or interesting projects, the project team looked for schools in the region that might be interested in visiting a company or project.
This was helped especially by visiting regional flagship projects that have been made possible by funding programmes. Seeing these real-life examples gave the children an insight into the situation on their own doorsteps. The selected examples of exciting and successful activities made it vividly clear in concrete terms that climate objectives can be achieved (and how). It helped the students to better understand what effective climate policy means in real-world terms, and that the different levels – European, Federal and regional – can only be fully effective if they work in combination with each other.
What were the project goals?
- To educate 1,500 pupils about climate change policy and projects in the region during 'climate action days';
- To indirectly reach another 15,000 people via public relations work and press articles;
- To establish a network of schools and project partners which will remain active even after the project has finished.
Bringing schools together with regional partners
The discussion of energy and climate issues in the classroom frequently fails to include any concrete references to activities at a local level. Often, even the teachers are not aware of the activities going on in the region and how they can be integrated in the classroom. With this in mind, the project brought
Realistic and lively lessons
A total of 50 one-day events were held. These followed a standardised pattern and were divided into two parts. In the morning, the speakers of the project team came into the respective school and presented content on the challenges of climate action and climate policy measures. They placed particular emphasis on exemplary climate and energy projects that have been funded at the European or the German level. The youngsters were able to ask the speakers questions, for instance, about the origins and the consequences of climate change, and discuss the role of their own behaviour. In other elements, such as movies, quizzes or group work, current topics were discussed in a lively and interesting manner.
During the group work, the pupils were asked to write, for example, a press release about a current event from different perspectives or they developed a climate action plan for their own school.
The excursion followed in the afternoon. The Martin Luther School in Herten, for instance, visited the EnergyLab in the Gelsenkirchen Science Park and what was once the world's largest solar plant in the climatefriendly housing estate of Gelsenkirchen-Ückendorf. The pupils of the Drei-Burgen School in Felsberg near Kassel visited SMA Solar Technology AG, a manufacturer of photovoltaic systems technology.
What did the project achieve?
Long-term effects
- 1,038 students from 50 educational institutions took part in the activity days and excursions to 50 sample projects;
- More than 15,000 people have been reached via the press and public relations work;
- Individual schools and project partners are still in contact and jointly realise other projects;
- 22 percent of the project partners involved have agreed to offer internships for the participants in the aftermath of the excursions.
Highlighting career prospects
One important aim of the excursions was to show young people that climate action not only means additional work, but rather that climate action measures also offer opportunities for businesses – for example, new and interesting jobs. The protestant school in Neuruppin learned, for example, about ecological house construction in Brandenburg at the company Opitz Holzbau GmbH & Co., and the vocational school for nursing assistants in Aue learned more about how to save energy by changing light sources while visiting the municipal building department in their city. The project days were held at both general and vocational schools.
The project provided yet another added benefit, especially for the young people who were close to graduating: the students got to know some new professions and made contact with the relevant companies. After the project days, some of them were able to gain even deeper insights into the professional fields through internships. In many cases, the connection between the school and project was retained. The Fulda Cathedral Grammar School, for example, independently visited Biothan GmbH, a producer of biogas, in an excursion after the conclusion of the project.
To find out whether the project was successful and what could be improved, the project team asked participants to provide assessments immediately after the events, and again after six months. Immediately after the events, the overall impression was good – both the content and the methods were received well by the youngsters. But what was particularly impressive was that six months later, 65 percent of those questioned still expressed a long-term interest in the climate issues that they had learnt about in the workshops. The personal knowledge level was better than before participation in the project in 50 percent of those surveyed. 77 percent of respondents said that the workshop had reinforced the feeling that they can contribute something to climate action with their behaviour.
What happened next?
- Some schools and project partners are implementing further joint activities;
- The two presentations on climate change and funding policy can be downloaded from the project website.
Permanent contacts
Excursions to supported local businesses initiated contacts that the schools – but also the companies themselves – were also able to utilise after the end of the project. The students received information on contact persons and partners for possible internships, the teachers on project partners for additional excursions or to realise other collaborations.
In some cases, collaboration beyond the end of the project has already taken place, showing that these contacts are now being used over the long term. The project also intended to establish a long-term network between schools and companies.
Contribution to climate action
Due to the nature of the project, the Deutsche Gesellschaft e.V. is not able to make any quantitative statement on the reduction of greenhouse gas emissions caused by the project itself. Nevertheless, the project has reinforced the willingness of students to make climate-friendly changes to their behaviour. According to the post-project questionnaires, 39 percent of participants have been consistently saving on heating energy and electricity by lowering their room temperature or avoiding the use of standby modes. 32 percent of respondents said that they voluntarily skipped meat at least once a week. 24 percent were trying to motivate others through a personal commitment.
Lessons learned
The idea of bringing schools together with regional partners to collaborate on the subject of climate change policy is generally not difficult to implement. However, organizers should bear certain points in mind.
Consider the framework conditions
The approach requires close coordination between all participants and consideration of important dates in the school and company calendars. These include school holidays, vacation periods and exam dates. The companies must be able to integrate the excursion into their operational flow and provide personnel. Overall, fewer students took part in the events than planned, as the groups usually did not reach the expected number of 30 participants. For future events, organisers should generally plan for a smaller group size.
Professional preparation
Organisers should make enquiries to ascertain the levels of the students' existing knowledge when planning. This ensures that the speakers can tailor the
content and methods to the young people's requirements. To facilitate this, teachers should be provided with preparatory information for use in the classroom. This information should be also forwarded to the contact partners at the companies so that they can focus on the young people's needs and expectations.
Checklist for success
- Coordinate the dates so that they match established routines and timetables at the schools and companies;
- Query the knowledge and interests of the students;
- Inform the project partners of expectations in advance;
- Base the content and topics on the interests of young people;
- Include current issues and the school itself as a reference area in the practical exercises;
- Design a standardised but flexible offering to take account of the specific situations at the participating school or company.
Consider the young person's perspective
During the preplanning, those actively involved in the organisation should already have the interests and career visions of the young people in mind. This will allow the project to better connect with the everyday life and the environment of the participants. It will ease their way into the issue, and help them to use what they have learned to relate the consequences of climate change and also the effects of climate policy to their own lives. When children and young adults learn that climate change is not an unalterable fact and that they have the possibility to make their own contribution, they are also more motivated to invest more in the issue. The project also systematically noted the questions put to the speakers and used these as an inspiration for designing other modules.
Lively teaching methods
Climate action needs your initiative
Approaches that actively involve students help with learning. Because the students all have different strengths and personalities, many different methods should be used. Keeping the practical relevance as high as possible allows young people to try out things for themselves. Current climate policy issues or events can be integrated, for example, with group activities, movies, or a quiz. Also, the school itself – the building itself or as a place where many people come together – can offer opportunities for practical exercises. For example, environmental protection concepts can be developed, or an in-school climate action award offers an ideal starting point for a small competition.
Standardised yet flexible offerings
To make sure that teachers make the most of external offers, it is important to provide a clear process sequence which can be integrated into lessons without too much additional workload. Prepared materials and presentations facilitate this. Nevertheless, the offering should be flexible enough to take into account the situation at the school and in the region. Most schools conducted the event over a single day, with the excursion taking place in the afternoon. As this procedure is not possible at all schools or companies it is also important to react flexibly to scheduling restrictions and split the action over two days if necessary.
Since its launch in 2008, the National Climate Initiative (NCI) of the German Federal Ministry for the Environment, Nature Conservation, Building and Nuclear Safety (BMUB) has been supporting numerous projects that contribute to the reduction of greenhouse gas emissions. Funding has been given to a broad range of activities, from developing long-term strategies to providing practical assistance and investment aid. With a focus on advancing climate action on the ground, the Initiative benefits consumers, municipalities, businesses and educational institutions.
Legal information
Publisher: Federal Ministry for the Environment, Nature Conservation, Building and Nuclear Safety (BMUB) Press and Information · 11055 Berlin · email@example.com · www.bmub.bund.de
Editorial office: BMUB, Division KI I 2 · Arepo Consult · January 2018
Credits: Image (group photo Aue): © Deutsche Gesellschaft e.V.
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Solve M.E. Patient and Caregiver Resource Guide: Children and Young Adults with ME/CFS
Pediatric ME/CFS is most common in children between the ages of 10 and 18 years old, although it has been reported in children as young as five years old as well. Research indicates that adolescents are more likely to acquire the disease after an illness, especially the Epstein Barr Virus (EBV), mononucleosis (which is caused by EBV), or an intense case of the flu. Although basic symptoms of the disease are the same in children as adults, there are some differences in presentation.
Orthostatic intolerance (feeling weak or lightheaded when standing/sitting upright, also referred to as postural orthostatic tachycardia syndrome or POTS) is often one of the most problematic symptoms for pediatric patients. In addition to being more severe, OI seems to occur more often in children and adolescents than it does in adults.
Cognitive impairment, specifically slowed information processing and an inability to concentrate during school activities, can be particularly troubling for children and adolescents who are still in their formative years. Research suggests that this is one of the more prominent symptoms in pediatric ME/CFS.
Sleep problems may be harder to recognize due to changing sleep habits as children grow, especially during the teenage years. Parents/guardians might notice daytime sleepiness, intense dreaming, difficulty falling asleep, difficulty sleeping through the night, and an overall lack of energy.
Pain in the muscles and joints is less common in children than it is in adults with the disease. Stomachaches, headaches and flu-like issues (e.g. tender lymph nodes, sore throat) are the most commonly reported types of pain in children with the disease.
Management and Treatment of Pediatric ME/CFS
In 2017, a key resource entitled "Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Diagnosis and Management in Young People: A Primer" was authored by the International Writing Group for Pediatric ME/CFS. According to the primer, "Successful management is based on determining the optimum balance of rest and activity to help prevent post-exertional symptom worsening. Medications are helpful to treat pain, insomnia, OI and other symptoms."
As with adults, ME/CFS experts suggest that medical treatments and therapies be aimed at addressing the child's most problematic symptoms first. The primer also emphasizes that "careful avoidance of overexertion can help to both avoid deterioration and facilitate improvement." As such, parents/guardians should work with their children and the other adults in their lives to establish a schedule which lets the child remain as active as possible without triggering the PEM response. Activities should be prioritized and non-essential items should be delayed, delegated or eliminated. Ample rest time should be planned. Above all, the schedule should remain flexible in order to accommodate the child's varying needs.
Impact of Pediatric ME/CFS
It is important for family members and caregivers to know enough about the disease to understand what is happening and help guide the child's activities in order to prevent worsening of symptoms. Although it may be challenging to participate in family outings or social events, activities that allow the child to participate without exacerbating symptoms are important to the overall well-being of the child. Healthy interaction with others benefits the child's development in many ways by strengthening learning skills, enhancing communication and interpersonal capabilities, and building self-esteem.
As with adults, the degree to which a child's life is impacted by the disease depends on a number of things, including disease severity. If the child is mildly affected, he or she might benefit from a slightly modified school schedule and a reduction in social activity as long as parents and guardians recognize the need to avoid triggering PEM and worsening symptoms. If the child is moderately ill, the school and parent/guardian will need to work together to establish a substantially modified plan of education which might include private tutoring, remote learning, or some type of home-schooling. Children who fall into the moderate-to-severe range are generally unable to attend school at all and need help with even the most basic personal care.
Emotional and Psychological Reactions
Adults often experience anger, frustration, grief, anxiety, and depression when faced with chronic illness. For children with ME/CFS, these emotions are just as real. However, children generally lack the coping skills and intellectual abilities that adults can draw upon to get through their most difficult times. Additionally, they may be more adversely impacted by negative responses from friends and family. It is therefore important that the adults in their lives acknowledge their struggles and offer comfort, support and guidance regarding the many challenges associated with the disease.
Adults should also be aware that psychological illness may develop in children who are living with the debilitating consequences of ME/CFS. When this occurs, the psychological illness is considered "secondary" to ME/CFS. The most common secondary illnesses in children with ME/CFS are anxiety and depression, although symptoms may look more like behavioral problems than the traditional symptoms associated with these illnesses. The pediatric primer is a valuable resource regarding common emotional responses in children and the behaviors that might be associated with psychological illness.
If you suspect that your child is struggling with mental health issues as well as the emotional and physical challenges of the disease, be sure to see a mental health professional. As indicated in the pediatric primer, "It is important to distinguish: (a) normal emotional reactions to ME/CFS from (b) clinically significant psychiatric symptoms such as depression or anxiety secondary to ME/CFS and from (c) a primary psychiatric illness such as Major Depressive Disorder (MDD) or an anxiety disorder without co-existing ME/CFS."
Educational Accommodations
Research suggests that the waxing and waning nature of ME/CFS (whether diagnosed or not) may be a major cause of school absence in children. There is also evidence to suggest that children with ME/CFS have been frequently mislabeled with school phobia or other issues. However, ME/CFS experts have made it clear that the behavior of children with the disease compared to children who are avoiding school is usually quite different. Specifically, children with ME/CFS do not suddenly "feel all better" on weekends, holidays and vacations, a phenomenon that is often observed in children who are avoiding school. Additionally, moderate to severe patients will be unable to enjoy the extracurricular or social activities that were once such an important part of their lives.
ME/CFS can impact the school experience in ways far beyond attendance. Problems with memory, concentration, and information processing all affect a student's ability to participate, complete assignments, take tests, and more. As such, parents/guardians of children with ME/CFS will need to work with the school to get appropriate accommodations put in place. According to the pediatric primer, this might include "testing accommodations, homework modifications, limiting physical activity, splitting time between school and home tutoring, and permission to have fluids and salty snacks available, if needed."
The Individuals with Disabilities Education Act requires that schools work with parents/guardians (and older students) to create an individualized education program (IEP) that meets the individual needs of the particular student when deemed necessary. A child with ME/CFS will likely qualify for an IEP if it can be shown that the disease affects their strength, energy or alertness and/or impedes their ability to learn and/or communicate. For those who don't meet the standard for the IEP, the alternative 504 Plan (named after Section 504 of the Rehabilitation Act of 1973) might be an option. The Center for Parent Information & Resources, which exists to help parents participate in their child's education, has more information on the resources that may be available: https://www.parentcenterhub.org/me-cfs/. Additionally, although not specific to IEP or 504 plans, the Centers for Disease Control offers a "Fact Sheet for Education Professionals" which can be printed and used as a starting point for discussion with school personnel: https://www.cdc.gov/me-cfs/me-cfs-children/factsheet-educationalprofessional.html.
Further Reading:
GENERAL INFORMATION/MEDICAL CARE
* CDC's ME/CFS in Children
* CDC's ME/CFS in Children: Fact Sheet for Parents/Guardians
* CDC's Pediatric ME/CFS: Fact Sheet for Healthcare Professionals
* Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Diagnosis and Management in Young People: A Primer
SCHOOL ACCOMMODATIONS
* CDC's ME/CFS in Children: Fact Sheet for Education Professionals
* Center for Parent Information & Resources' ME/CFS page
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East Somerville Community School
Neon tigers by Anais Lopez
My 5th grade teacher by Yasmin Nazhar
The neon tigers are one of a kind. They're right next to the ART ROOM!!! Don't just pass by them. LOOK at them as if they were in an art MUSEUM!!!
Ms. Richard, our art teacher, explained how this project was made by the 4th graders. First, each class chose an animal. Ms. Fothergil's class chose the tiger as their animal. Then they chose a picture from Google and used it as a model. They broke it into
Continued on p. 2
Ms. Duran is my 5th grade teacher. It has been her first year teaching at ESCS. Last year, she was a paraprofessional in kindergarten here.
Only two years ago, she was a project manager at the company, beep! Directed, which is an internet marketing service. She had studied business at Boston College and thought she might like that career, but she grew tired of it.
Continued on p. 2
Return to http://www.12zine.com
All her life she had wanted to be a teacher. She decided to quit her job at beep! Directed and become a teacher.
Karina Duran grew up in Somerville. Her favorite childhood memory is going to the park to play with her friends. She went to Somerville High School. She told me that she liked to play super mario bros on her super nintendo.
Her favorite book is The Alchemist because it speaks to her to follow her heart. She speaks English, Spanish, and also Italian. She has a kitty called Sadie, a tuxedo cat, even though her favorite animal is puppies. Her favorite movies are Meet the Robinsons and Rudy, both of which made her weep. She loves thriller movies like Insidious, The Conjuring and The Ring. Her favorite subject is social studies because "it is interesting to learn the cause and effects that made history develop the way it has."
On weekends she runs, does workouts and watches random shows on TV. Her hobbies are singing, coloring, reading and playing the guitar and the piano. She has been to her friend's wedding recently. The
The poems in this issue were written by poets in Ms. Ceballos's 4th grade last book she read was Number the Stars.
Her opinion of being a teacher is that it is exhausting but fun. She told me, "The worst part of being a teacher is having to stand all day. The best part is to interact with different personalities."
Neon tigers continued from p.1
simple shapes; for example, they studied the stripes. Ms. Richard explained that stripes of a tiger are not like a striped shirt. When you draw a tiger you have to look at your model carefully. Also, the nose of the tiger looks like a "T" which helped them when they drew the tiger's face. This kind of drawing is called "drawing from observation."
SO PLEASE HAVE A LOOK AT THEM!!
SNOW
Hayley Machado
Snow falls and covers
The ground. Snow as white as can be. Snow can be very cold, but That's not up to me. Snow, When can you go? I want summer not frigid cold. Snow, snow, snow, when can you go?
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George's Island by Jordan Hernandez
The Phoenix
The student publication of the East Somerville Community School
At 9:00, it was the start, we were packing up our snacks, counting how many students came, if the total was 18 students. Then we went on the subway, taking the orange line then to the blue line to Boston. We went to the boat but first we needed to get the tickets, after we would give the tickets to the person standing in front of the boat. We went to the top deck of the big boat and sat. Halfway on the way to the island we ate snack, and we enjoyed the view of the ocean. The whole fifth grade was there.
Advisers: Roy Gardner teacher—7-8 language arts Karina Duran teacher—grade 5 Lindsay Garofalo teacher—grade 1 Lindsey Richard teacher—art Alan Ball principal investigator Writers' Den
Correspondence: The Phoenix, ESCS, 50 Cross St., Somerville, MA 02145 Email: email@example.com
Dr. Holly Hatch, principal Laura Bonnell, asst. principal
ESCS students may email submissions to firstname.lastname@example.org
There were many other islands in the ocean but we were heading for George's Island. The big boat docked, and we were there, we were so excited. We hopped off the boat and walked to the front of the island where there were rangers who told us the rules of the island. Then we explored, we went to
Kindness Cassie Pratt
Kindness,
A flower that never dies.
A day that never ends.
A light that can never be turned off.
many different places around the island, like tunnels. We went to the place where supposedly there was a ghost, whose name was "lady in black." Then we enjoyed our snack, and around us there was a lot of goose poop on the grass. We traveled to more places on the island, most of the places were dark so we had a flashlight to see where we are going. We left and enjoyed the breeze.
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Student government
by Anais Lopez
What is student government? Student government is kids from grades 3-8 coming together to give some ideas to help out the school. Third to 5th and also 6th to 8th are the two groups which meet separately and sometimes work together. We meet Wednesday mornings at 7:30 in the cafeteria, so that kids who want to join have to come to school early.
In the past, we have done the food drive, in which we collected canned goods and other nonperishable foods for the food bank for the needy. Another project we did was the 100 bottle caps on a string for the 100 day of school for the kindergarteners, to show them what a hundred looks like.
Another service project we have done in the past year is collecting soda cans and bottles to raise money to help save the endangered species, grizzly bears. The person who suggested it was Mariela, a 5th grader.
This year we are continuing to work on saving endangered animals. Now, however, we're working to save the white fox. As we were deciding on an animal, I said, "How about the white fox?"
"That's a great idea," the group agreed.
At the New England Aquarium
by Juan Buruca and Jordan Hernandez
When we went to the New England Aquarium we thought "This is going to be fun, especially with our friends."
Everyone in the fifth grade went to the New England Aquarium and we all enjoyed it.
It was a good field trip to take pictures and share them to your family when you come back home. We watched a mini movie too! Laughs , Smiles, Memories, Joy, and Fun!
My classmates and I were amazed when we saw a 90 year old Turtle... IT WAS HUGE. The film was called Galapagos Island.
There were seals, penguins, sea horses, baby sharks and more!
We had lunch, and many seagulls all over us. We were scared; we thought they were going to poop on us.
That was our experience at the New England Aquarium!
New Year birthday by Aida Loja
It was December 31st, 2016.
My sister's name is Isabel if you were wondering and she turned 5 years old. My dad and mom were calling all their family so they can come to my sister's birthday. My mom and dad thought that everyone should bring food so it wouldn't be so much work for one person. Everyone was asked to bring different types of food or drinks, like one person can be anchored on buying the cake and the other can bring champagne.
The party was to be a surprise for my sister so my mom asked me to make up a story so she doesn't know what was going to happen that day. Then my dad and my brother Javier went to decorate the nutrition club where my parents work. My mom, sister and I stayed home to make food. I helped my mom to cook and my sister was playing in my room. My mom and I were making empanadas. Empanadas are a type of bread with cheese inside the bread and it is very hard to make them. We made about 50 or more because a lot of my family would come. What my mom and I used to make empanadas was flour, oil, eggs, hot water and cheese. I had to open the cheese and break it down to little pieces and it was very hard work. It took us five hours to do it and it took three hours to cook them on the pan. My mom and I got very tired and we were sweating a lot.
When we finished, my mom went to her room to rest a little. I went to my room to change my clothes and then I started changing my sister's clothes. I needed to dress her very pretty because it was her birthday and it was a special day for her. I had her put on this dress that was light green and pink with flowers. She was very happy how I dressed her and then I did a beautiful braid for her that took me 30 minutes. When I finished doing my sister's braid that she really wanted me to do, I started to do my hair, but I didn't do a braid because I don't like braids. I
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went with my hair down and wore a dress. Then I went to my parents' room to wake up my mom to dress up so we can go to the party. She woke up and she started to dress up. She looked so pretty and I looked at myself and I said in my mind, wow. I was so surprised.
When we were all ready to go my mom called my dad saying "come pick us up because we are all ready and the food is done" and my dad said "ok, I am coming." My dad came and he brought the food to the car. Then my dad drove to his work and we got there but my sister really was not knowing what was going on. There my siblings and parents were waiting for my uncles and aunts to come and minutes were passing by and nobody came and then when I was going to the bathroom and when I opened the bathroom door to get out suddenly my aunt and uncles came and they were with presents and food. Well, the presents were for my sister. Then I ran really fast to hug my aunts and uncles and I was so happy that my whole family had come.
At 9:00 pm it was time to eat and everyone had to do a line because there was a lot of food. When everyone got their food my dad told me to put on a movie for everyone to watch while eating, so I did. I put on a Christian movie. My dad turned off the light and it was now very dark. When the movie finished we started to put away the food so we can do the 12 grapes and drink the champagne. When we were doing that it was 11:50. Everyone had to eat each grape but first they have to make 12 wishes and we needed to give 12 people hugs. When that was over my dad brought the cake from the refrigerator and he put it on the table. It was 11:58. My dad called everyone to gather around so we can sing Happy Birthday. Then I went to get my little sister to close her eyes so she can't see. Then it was 12:00. I rushed to look for her and then I found her and I put her on a chair so she can sit and then I opened her eyes. She was so happy because it was a princess cake that said her name and that had a candle that said number 5 because she was turning 5 years old. We sang to her and then she had to blow the candle. Then she needed to take a bite of the cake. While she was taking a bite of the cake so she can be the first to try the cake. I put her face on the cake and when she looked at us she looked
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so funny and everyone was laughing and she was too. Then everyone wanted to take a picture with my sister and they did.
At 12:29 it was time to break the Pinata, so my brother gave all the kids a bag to collect candy and also got me one so I can get candy. My dad got a chair and he climbed on it and he was standing on top of the chair so to be high up and everyone had to get one piece of the string and when my dad counted to 3 we had to pull the strings. I got a lot of candy; I got more than 30 candies. I was so happy but my sister was sad because she got only a little of candy so I went up to her and I gave her half of my candy and she was so happy that she hugged me and she told me that she really loves me so much. Then everyone at last gave her gifts that they bought for her. She got a Frozen book, color pencils, a coloring book of Frozen, stickers, Shopkins and she also got a jacket. The one that she most liked of her presents was SHOPKINS. She was sooooo happy. Finally it was 2:30 am and everyone was so sleepy. Everyone helped clean up so the club could be clean. When we finished cleaning some of my family went to my house to sleep and some went to their own houses to sleep. When we got home we were very tired and everyone fell asleep and slept until the next morning at 11:30. We all slept well knowing that we had celebrated such a wonderful birthday
Undertale
My Most Favorite Game by Yasmin Nazhar
UNDERTALE is a RPG
where you control a human who falls underground into the world of monsters and you must venture out to find your way out. I would give this game a 5 star rating because of the humor, the puzzles and sometimes a little bit mysterious sense. I don't really think that UNDERTALE was made to scare on the mysterious side but it does cause you to think about the connections between things or it makes you have a theory. Sometimes they switch to serious modes in more grief situations but it is really made to think about love and compassion--unlike other rpg games, this one really takes a turn.
It entertains you with sense of humor like when they make fun skeleton puns (it's not that bad) or when you hang out with your
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new friends. Although monsters in the underground look like they want to kill you, they are actually protecting themselves. If you think about it, you're actually the intruder in their place. Your race is the reason they were there in the first place. So they might think you went there to defeat them again.
UNDERTALE is built on puzzles. For example, you need to think about how to spare monsters you encounter or by using your knowledge about previous monster encounters to take on the weird melted, distorted monsters that you will encounter in the true pacifist ending. There are puzzles basically everywhere!
There are theories about Undertale because of mysterious things there. For example, In some FUN dimensions (there are 100 different types of timeline and they are called FUN) you meet someone called W.D. Gaster or one of his followers. Furthermore, there is even a secret entry found in true lab, in Gaster's wing dings. This begs the question, who is Gaster? Sans, too, gets mysterious. Having a code for time travelers, pranking you across time and space and even has a secret room behind his house.
UNDERTALE has 3 different endings, neutral, pacifist and true pacifist ending. In the neu-
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tral ending, which you get by killing everyone, you meet Chara, a human soul who has followed you and your journey since you fell into the underground. He offers you to destroy the world together. If you don't, he will jump scare you and destroy the world anyway. In the pacifist ending you escaped from the underground even though the monsters lost everything and have to stay underground. However, the true pacifist ending is when the monsters and you escape to the surface.
What makes this game good is that it is very different from other types of RPG. You spare your enemies, not kill them. EXP stand for execution point and LV stands for level of violence. This shows that the game is not meant to be a game where you kill everything you see. Another thing is that throughout the game there is this fun mascot who is an annoying dog who annoys you. Like when you see a powerful object, annoying dog steals it.
In conclusion I love UNDERTALE because of the humor, the puzzles and sometimes a little bit mysterious sense.
ESCS students may email submissions to email@example.com EVEN DURING THE SUMMER!
"It's time to say goodbye Jaqueline" said the doctor. Tears going down both my parents' and my cheeks.
"You're gonna make me cry too" said the interpreter….
Surgery day by Jaqueline Henriquez
8:00 am of April 27, 2016. It was my surgery day.
"Mom, it's too early for this my appointment isn't until 2:15 pm" I whined.
"The doctor said to get there early," said my mom. I had to force myself to get up, I was so nervous for that day. The worst part was I wasn't gonna be able to eat the whole day. Once we were all ready my parents stopped by Dunkin Donuts to eat. Since I couldn't eat I had to watch my parents eat. At this point it was 10:00 am.
"We're gonna be late" said my mom. There was a lot of traffic on our way to the hospital, but finally we made it.
"Hello, what's your name" said the lady at the desk
"Jaqueline Henriquez," I said.
"Please have a seat in the waiting room," she said. We were only sitting for 5 minutes and one of the nurses called me. She took me to a room and told me to change into a hospital gown while she confirmed some in-
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formation with my parents. It was really cold in there so she brought me a blanket and let me watch TV while I waited.
"Oh my god, there's nothing to watch," I said, frustrated. Since it was early in the morning there was really nothing to watch except kid shows. Time was going by and it was suddenly 4:00 pm. My appointment was at 2:15 pm. A few minutes passed; she finally came. One of the nurses was putting medicine in me and my doctor explained everything that was gonna happen.
"Jaqueline, it's time to go now," said the doctor. Tears were going down my parents' cheeks.
"You're gonna make me cry," said the interpreter. I say goodbye to my parents and then the nurse takes me to the OR. I don't remember what happened after because now I was on anesthesia. I woke up around 7:00 pm; the nurse called the doctor.
"The surgery was a success, you don't need to stay overnight," said the doctor. I smiled. I couldn't talk since I got surgery on my throat. The benign cyst that I had for many years, unnoticed by me, was now gone and I didn't have to worry about it anymore. My parents came in really happy, they were so glad I was okay. It was a terrifying experience but I got through it.
Top sneakers 2016 by Angel Gutierrez
2016 was a really good year for sneaker releases. A lot of original colorways for Jordan's came out. In 2014 we saw a lot of nonoriginal colorways, and I didn't like it because they weren't good colorways. Original colorways are almost always better than the new colorways that Jordan brand releases today. Too bad I didn't have enough money to buy these shoes; a lot of these sneakers on my top 10 list are above $190. This top 10 consists of streetwear sneakers. I determined these by looks, comfort, price. My honorable mentions are shoes that couldn't make my top 10 but they are still great shoes
I have three honorable mentions.
Honorable Mentions:
*Air Jordan Master 12's
*Air Jordan Space Jam 11's
*Air Jordan Flu Game 12's
The reason why Master 12's aren't in my top 10 is because it is too simple of a shoe. It's mainly a black shoe with gold on the lace tips. The price is $220. If they had more gold they would be in my top 10 because one of my favorite colors is gold.
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Space Jams are an amazing shoe. They are very classic. I have a special place for them in my heart. I love these shoes, but this version of the Space Jam 11's isn't as attractive as the previous releases of the Space Jam. Instead of blue, it's a concord purple. I don't like the 2016 version as much as the 2009 or 2000 version. Those editions of the Space Jam 11's are very nice. This edition also has a 45 where the 23 is supposed to be. The 45 is the number he wore when Michael Jordan came back from retirement. If I'm being honest, I like how the 45 is stitched and not graphic printed. Overall it's a really nice sneaker but the sneakers on my top 10 are nicer.
Flu Game 12's are probably the most iconic Air Jordan 12. To a lot of people these are their favorite Air Jordan 12, but in my opinion, they aren't that special. It's a black and red sneaker and there's a lot of black and red sneakers that look better in my opinion. This is still an attractive shoe but it doesn't compare to a lot of the shoes in my top 10.
Top 10 sneakers that released in 2016, in my opinion:
10. Adidas Ultra Boost 2.0 -
"Triple White" Colorway
9. Saucony Shadow 6000 - "Dirty
Snow" Colorway
8. Reebok Questions - Bape Collaboration
7. Air Jordan 11 low - "Cherry"
Colorway
6. Air Jordan 12 - "Wings" Colorway
5. Air Jordan 1 - "Bred" Colorway
4. Air Jordan 4 - "White Cement" Colorway
3. Air Jordan 1 - "Black Toe" Colorway
2. Adidas YeezyV2 350 boost "Core White" Colorway
1. Air Jordan 8 - "Champagne"
10 - Adidas Ultra Boost is probably one of the most comfortable shoes I've ever walked in. The boost technology makes every step super comfortable. Boost is made of thermoplastic polyurethane (TPU), which is a type of plastic that makes the shoe 100x more comfortable.
9 - Saucony Shadow 6000 in the Dirty Snow II colorway is probably my favorite Saucony sneaker. I like them a lot because the black/gray/off white all complement each other so well. It's also a shoe you can wear with anything. Also, Saucony uses great
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leather and the quality of the suede is amazing.
8 - In my opinion, the Reebok Question Bape collaboration is one of the best colorways in the Question line. The Bape camouflage all around the shoe makes the shoe look really good. The Reebok Questions is a classic looking sneaker. Bape is a commendable brand that makes really nice clothes so when these two brands came together the shoe came out to be really nice.
7 - The Air Jordan low 11 isn't my favorite model in the Air Jordan line but the Cherry Colorway is a great colorway on the 11 lows. It's a white and red shoe but the red really pops because the patent leather is shiny. Red is also my favorite color so that's why this shoe is on my list.
6 - The Air Jordan 12 is one of my favorite Jordan silhouettes. The Air Jordan 12 in the "Wings" Colorway is my favorite colorway for the Jordan 12. The shoe is mostly a black/white and a little bit, but enough, gold. They're an eye-catching shoe when you're walking in the streets. Gold is my one of my favorite colors. Also, they have this crazy effect when you rub acetone on it. It makes the black part have gold wings.
5 - Now we're getting into my top 5. These sneakers are up there in my top 15 sneakers of all time. The Air Jordan 1 in the "Bred" colorway. This sneaker's backstory is really interesting and crazy. If you don't know the story, the shoe is black and red. Red goes really well with black. So if you get them dirty you won't really notice
4 - I really like white shoes. The Air Jordan "White Cement" 4 is just a really attractive shoe in general. The gray and black speckles on the midsole look really nice. It also matches with a lot of outfits.
3 - We're getting into my top 3 sneakers that released in 2016. This sneaker is favorite Air Jordan 1 colorway. The Air Jordan 1 "Black Toe" includes my favorite colors: red, black and white. It's perfect because you can wear it with anything. It's not too much red or black and it has enough red. In my opinion, if this shoe never got dirty, I would wear them every day.
2- The Yeezy 350 Boost is a good looking silhouette, a lot of people like it. A lot of people like Yeezys who aren't even into sneakers. When the Yeezy V2 350 Boost came out. I thought they looked amazing. All of the colorways for the Yeezy V2, in my opinion, were nice but the "Core White" colorway beats them all. The boost technology makes the shoe really comfortable. It's a sneaker I could wear almost anywhere.
1- This shoe is one of my favorite Air Jordans of all time. This sneaker is my favorite that released in 2016. It will always hold a special place in my all time favorites. The Air Jordan 8 in the "Champagne" colorway is my number one by a mile. The colors is a "milky" off white with gold. In my opinion that color combination looks killer on the Jordan 8. There is no shoe that tops it, that released in 2016.
… in my opinion.
WRITERS! a time and place for you. The middle school summer writers' den.
Mondays July 10, 17, August 7, 14, and 21, 6 to 8 pm at the Somerville Central Library. Email firstname.lastname@example.org for inquiries. Entering grades 5 thorugh 8. Drop in—free.
New York whirlwind
by Drea Zaniboni
On September 24, 2016, we woke up early in the morning, me, my sister, my mom, and my mom's boyfriend (at the time). We got in the car. My sister and I didn't know where we were going because my mom and her boyfriend Donnie made it a surprise. At first we thought we were going to Vermont or Rhode Island but my mom just wasn't going to tell us.
While we were driving I had my headphones on listening to music and my sister heard (I later found out) the GPS say "recalculating to Times Square." I looked over my shoulder and I saw my sister's jaw drop, I took my headphones off and I asked her "what's wrong" and she said whispering to me "I know where we are going" I said "where" but she wasn't telling me because she wanted it to still be a surprise for me, and my mom didn't know what was going on and so didn't know that my sister knew.
After a couple hours we stopped in Connecticut to use the bathroom and get something to eat. We got back in the car and after about 15 minutes I was dying to know where we were
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going and my sister was on her phone texting her friends where we were going so I did something I regretted, I ripped her phone from her hands. She didn't want me to know so she unbuckled and started jumping on me and pushing me but then she didn't care and let me have the phone. My mom was yelling at us to stop fighting so we did but she still didn't know that my sister knew and that I had Rachael's (my sister) phone and I was about to know where we were going so I flipped Rachael's phone over to see the text message saying "WE ARE GOING TO NEW YORK CITY." I told Rachael that I regretted looking at it and she said "I told you not to but you did anyway" and my mom had no clue what was going on between us.
About another hour later we were finally there because my sister and I were seeing buildings, our mom said "Do you know where we are!!!" and my sister said "yeah, we are in New York City" because my sister and I already knew where we were going. We kind of had to act surprised. We were in traffic for about 20 minutes before finding a garage to park the car in. After we parked we started walking around. I started to get really cold and had forgotten my hood- ie in the car so because we didn't want to waste our time going back to the car we stopped at a store and I got a sweater that said "I love NY" on it. We kept on walking and exploring and we were getting really hungry so we stopped at a pizza place. Afterwards we went to the Hershey store and I got a kiss shaped pillow and my mom and sister both got candles that smelled like chocolate.
We started to head to the Empire State Building. While we were in line my sister and I took a picture in front of a greenscreen with the Empire State Building on it. We waited in line for about 10 minutes to get the tickets (the line went really fast) to go to the top of the building. We finally got on the elevator to go to the top, it wasn't the top top but we went on the 80th floor. It was an amazing view. We walked around every side, we saw Central Park, people sitting on the top of their roofs, and so many taxis. I remember putting my arm outside of the fence and feeling something squishy, I looked and saw so many pieces of gums, it was awful. We stayed there for about another 40 minutes and then we left and got on the subway.
We were on the subway for an hour and then finally got off
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but the train station was underneath a mall so when we got off we walked around the mall and went in a few stores and then left and went to the 9/11 Memorial. I don't really know how to describe the Memorial but there was two big holes in the ground with water falling from the sides of them but the two holes were in the exact same spots as the buildings were and on all 4 sides of both the square were the names of people that passed away. We walked around for a few and then left.
I then asked my mom if we could go to Central Park so we did. We didn't walk through the whole park because it's a really big park but we did follow a trail for about 3 hours. We went through the woods as a little shortcut for about 3 minutes and when we got out there was a lake and also a wedding. So we sat next to the lake on some rocks for a while. As we were resting I started hearing music, I asked my mom "what is that" and she said "oh Metallica and Rihanna are playing in the park tonight." We didn't go to the concert but because my family are big fans of Metallica we did sit outside of the fence for an hour listening to them.
All our phones died except for my mom's boyfriend's phone but it was about to die so we had to leave and get back to Times Square. My mom and sister charged their phones on a phone charger that was on the sidewalk. After we walked around for a few and then went to get dinner. After we left we walked back to
Our advantage by Nevaeh Sanchez
Some people ask why do we have to go to school? Is there a purpose for it? Do we really need to learn about things we don't even like? To me school is an opportunity for children and adults at any age to be able to get the education they deserve. Maybe 50% of people can say school is a waste of time, but in reality some people don't even get that chance to decide if they want to go to school or not. Have you ever thought about people in other countries and how they can't even afford the education you get or the food you get for free at a public school?
Sometimes we take advantage of the things we don't need and throw it out. For example food, but this essay is about how people just like us get the most essential thing without even asking for it and we just use it up like it's irrelevant. I guess when you're younger you don't really think
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Times Square again and we passed the Trump Tower, it was really big. We finally got back to the garage to get out car. We left New York City at 11:00 p.m. and got home at 3:00 a.m.. It was an amazing and fun day and I hope to go back again some day.
about education or what lies ahead in the future but what I do know is, as you get older things start to change, and all that matters is how you will turn out in the end. If you waste all your time fooling around in school why even go? In my opinion, I think that we as people should be grateful for what we have, and how much we have of it. If you want to be someone in life you have to work for it, there's no loophole around that.
Have you ever thought about what it's like for others around the world who don't get the same advantage as us? Not enough food, not enough water, and definitely not enough education for those who need it the most. Who are we as people if we're not grateful for what we have?
Maybe the reason people don't take school seriously is because they're afraid of being made fun of for trying. Maybe they don't believe in themselves but whatever reason it is, I think when you actually have the guts to try, you make yourself the bigger person, you're being you and no one can tell you who to be or what to do, except you, yourself. A wise man, Nelson Mandela, once said, "Education is the most powerful weapon which you can use to change the world." In my opinion, what he's trying to say is, you can have any type of weapon that hurts people but deep down you know whatever you do with that "weapon" it will not change the world but you will most likely destroy it. Our advantage is something that not many have, what are you doing about it if all you're doing is giving up what isn't yours to waste?
The Importance of
School by Diana Posada
People hate school, people love school. Everyone has a choice, either choose to do good, or choose not to. Everyone visualizes things differently, everyone has different opinions, different perspectives.
You must know at least one person who always likes to do their homework and do well in school, they're well mannered. They're respectful. What motivates them, though?
Well, they might think of the saying, hard work pays off, every morning. What motivates you to do everything you do? Students tend to sometimes give up easily. Personally to me, it breaks my heart, watching some kids fail classes, give up on school, and miss many assignments. I ask myself, how? How exactly do they do it? Every student can work hard, do their homework and try. Their reward? Their future will be fascinating and amazing. Whenever anyone tries to complete something, they will feel better. And in the end, the destination can be beautiful. Just like a saying that I read a lot, "You can't have a rainbow without a little rain." Meaning that the destination can't be so great if no work is put in.
One of my 6th grade teachers once came up to me and talked to me about a student needing help with his math and she politely asked me, "Will you be willing to help him?" She looked so desperate and sad, as if she were almost going to cry. I looked into her eyes, filled with sadness like she herself wanted to help the student out but simply couldn't because the same student didn't care what she had to say. Not knowing how to respond, I said yes. She hugged me and thanked me. Imagine yourself being in a situation like that. Watching one of your teachers suffer because they want their students to have a good future, to succeed, but they won't listen. If you go up to that same student now, he is the one who is being complimented and the one who is succeeding, and earning good grades. I truly am proud of him. His mindset grew. It's not about being smart. It's about wanting to do it. If you're struggling ask for help, practice and you'll get bet-
I have a great dog. He is my first pet. I've only had him for a couple months but I have always wanted a dog. He is a hound/Labrador
mix. He was very calm and didn't
ter. This life experience taught me that anything is possible, you just have to ask for help and practice it. In the end, everything will pay off.
Many kids don't see the potential that they have in themselves. Nobody is "dumb" or "stupid." You're capable of anything, anything is possible if you put your mind to it. School can be stressful and it can make you give up easily but why should you let it jeopardize your future?
We named him that because my great grandfather, who was a shepherd in Portugal before he
My dog by Rui J. Teixeira
bark much at first.
But I still had quite a lot to learn. For example, I needed to learn how to take care of him, also how to feed him, and how to put him in his kennel. At first he wouldn't go in at all; you would need to drag him in, but now he goes in on his own.
He was in a high kill shelter in Kentucky before he was brought to Cape Cod because of his calm attitude. When we got him, he was a little anxious, but he adjusted and now rules the house. We named him Leão (lay-down) which is Portuguese for Lion.
fled from WWI, had a guard dog who was his favorite and never forgot. His name was
Leão. My dog is not the same breed but he is still a tribute to the original Leão.
Leão overall looks like a Labrador in body shape but his coat is very red. He also has a lot of neck fat because he's a hound. One weird thing about him is that he has one brown eye and one brown and blue eye. He is a large dog but he thinks he's a lapdog. He is only two years old as of December 29. Because he is a Labrador he hates birds; he once saw a chicken and he completely lost it. Because of his
hound genes he smells everything even more than the average dog. One thing about him is he is completely food motivated, he won't do anything unless there is food involved. But he is still a very good and loyal dog.
The Snow IS NOT THAT WHITE Sophia Luberice
The snow is not that white
Do you want to play in a snowball
Fight?
Well make
Sure the snow is
White.
But at the end of the day we are all
Kids, so who
Cares
Phoenix
Sophia Luberice
Roses are red, Phoenixes are cool They rise from ashes Just like my school.
They are strong and fast
Also they are kind, sweet,
Don't forget smart and proud
Just like any person that wants to be.
All you have to have is a kind heart
One day you will see
A
Give it a
Lick.
Phoenix.
18
Dancing Words Hayley Machado
Dancing words fly Across the page. Dancing words will take The stage. Dancing words fly Dancing word soar. Dancing words Stop.
Breath In The Mist
by Carlos Valdivieso
(book 1)
It was a misty day with the smell of terror and destruction in the air. Rost, the golden-maned lion, king of the Meridian kingdom, awakened. He got out of bed to wake up his son Ramboo, just to find his son dead. He shouted for help, he was barely breathing. The queen, who was sleeping in the guest room after their fight last night, came running. Soon the entire north side of Meridian was there crying for the prince. It was a sad day for Rost knowing the murderers were still out there.
Rudy, the silver panther, is the leader of the shadow karja with his right and left hands being Raja the sleek lioness and Rush the simpleminded silverback gorilla.
"Boss, I found a sign saying something about a prize for the people who find the killer of the prince, and I was wondering if we should do it.," stated Rush.
"WE ARE THE MURDERERS!" screamed Rudy while his black as coal eye slowly sucked the little brain Rush had left. Then out of what seemed nowhere Raja came in gently and cautiously.
"I got rid of the fingerprints on the talon we used to kill the child and threw it in the ravine. The only ones who can find it are the outcast cheetahs from the Nora tribe, but no one listens to them," whispered the lioness.
"Thank you, something finally done right," said Rudy.
Zip was a Nora no, an outcast Nora. Zip was staring at the carcass of the dead gazelle. Normally she would just casually walk in and get a chunk but she couldn't after she saw what the shadow karja did to the prince, all she could do is wonder about what happened to the gazelle. She walked closer and closer and got a huge chunk of the carcass. She had to feed her son herself because her husband Gaze died because of the shadow karja.
She entered the ravine and noticed a falcon talon and thought "I could use that to cut the chunk of meat into pieces" Cross, her son, could eat. She grabbed it and found a blood stain. She worried they had killed the gazelle with it. She brought it to the lab for them to
look at. It had the blood of the prince. They thought it was Zip who committed the murder so they arrested her for life, and sent Cross to a foster home of jaguars.
When Cross grew up and became a mercenary, his 88th contract was to kill someone in prison. When he was walking down the hall he heard someone say "Cross, is that you?!" He looked over his shoulder to see, it was his mom....
END OF BOOK 1
TO BE CONTINUED
©2017 Carlos Valdivieso
The Death Letter of Mr. Bruce
by Iskandar Nazhar
"Any statements, Mr. Bruce?" Everything in this world no longer seems clear to me. Flashes of lights blind me, the loud roaring of the people deafens me, until I can only hear mumbles. I don't know if I'm going to die. They push me into the seats of a confining vehicle. They pulled me out, put me somewhere else. I have no thoughts, I could be named unconscious if someone else were to enter my mind. My vision, my memories black out, but I continue to walk with guide due to being pushed, but I amazingly follow orders.
They all ask me questions, but as I am near the end of death so I dare not say anything. No matter how old, how understandable, how ugly, they still ask. They ask, ask, ask, ask, ask! But I do nothing and get pushed forward by the wind. They intimidate, taunt, spit, they do anything but they all soon blur out. I kinda like it quiet, I'm gonna die so at least I get some peace and quiet.
But something was off about this quiet. I started seeing shadows, lurking between the blurred people. Suddenly the very low rumbling of the mumbling stopped. It was pitch quiet. Soon everyone around started to cease in colors, and it spread quickly like a virus. Soon the colors of the world were as grey, until it was all black. I was thinking to myself, this is it. But due to my feelings, I knew this is not my end, this is the coming terror to haunt me 'til my death. And I knew as I heard a screeching wail of the ground as a cane dragging through it. Now, he has come.
I try to repeat my prayers, but every time I do, I smell bleeding as blood drops out of my nose. Soon the scratching stops, and as it stops a man in a white tux approaches me from the infinitely black void. As
he walks, I notice he wears a bowling hat, a nice tux but has no visible face. There was something very sinister and peculiar of his presence as the white tux doesn't seem to appear white to my other senses, as my senses tell me it shows the color of evil black. But eyes are not helpful or tell lies in times like these. The evil black color is much worse than the infinite void of depression and helplessness the man seems to be in power of. The face of this figure may be much worse as if any living soul is to see it, it may endanger and end life even haunting them after death.
Suddenly the figure slowly extends his hands as to touch my face, but as he does so, a low moan is picked up by my ears and soon evolves into a high pitched noise. As the sinister hands get closer, the noise gets higher and higher, till my ears bleed until…
"Mr. Bruce!" I look around to locate the voice which had summoned me. As I do, I grab my ear to find my fingers smothered in blood. The bleeding however exceedingly much seems to not disrupt my way of hearing. I stared at the blood to find it very black, similar to the black of total void that wails for help. I stared quite blankly for an unknown variable of time before hearing my blood actually wailing for help. The wail however is quite unusual as it gives off an essence of an eternity of pain and the desperation of natural light and warmth. I stare in shock for quite some time unable to figure it all out.
"Mr. Bruce!" Once again I look for the voice which had snapped me out of the hypnotization of my own blood, but only to find my hands are welded together with handcuffs instead of blood. I gaze over in front of me to adjust to the new light. Everything seems to have been split in two but slowly center into the middle revealing two very stern eyes glaring back at me. I slyly cocked my head to one side feeling a bit drunk. The sounds of his summoning still echoes in my head.
"I need your attention!" said the figure that appeared to be a cop. "Or else--" The cop raised his hand over his neck and pretended to slit his throat making the sound. Suddenly his voices distorted and faded away only repeated images of the cop slitting his throat over and over again. Dark shadows started creeping from the side of my vision and suddenly blood came out of his throat. I felt dripping from my hand I looked down to see a knife. The cop fell on his back and everything went white.
My eyes adjusted to find myself in a living room with completely empty white walls, and a fireplace with a crucifix over it. I walked over to the fireplace, but as I did I felt a slow vibration. I slowly extended my hands to reach the crucifix. As I was about to reach it I realized the vibration was a warning. Suddenly every wall of the room was stretched out beyond reach. Then the crucifix was turned upside down and filled every inch of the room. I stumbled at this sight, as I knew this meant danger. The upside down cross meant evil… I had to get out of there before it's too late.
As I scanned around for the exit I catch my eye on a door which is now or will be covered by unholy crosses. I dash for the exit to later know I entered it in time of a penultimate nickel. I turned around to make sure the door was closed but instead I find a plain white wall. I take a cautious turn to what I am about to encounter. I expected to be in an asylum only to find myself in a building very much like a warehouse but with animals.
At first I thought it was a ranch, only to find the mistreated, compressed spaces these animals living, that in fact the animals drown being in these spaces. Then I smelt something very familiar, blood. Then my view of this place became an abattoir. I then looked into the eyes of one chicken only to find that it's completely lifeless. Pupil? Nothing! Only a void of white. Then the meaningless bawking ceased only to be replaced by ear piercing screaming of babies emitting from the animals.
I fall to the floor blocking the sounds from my ears. But I quickly find no use, so I hug my knees singing to myself trembling a broken lullaby. I kept singing until I could not remember what I was doing. Which is then when the screaming stopped. I cautiously get to my feet to find that all the animals appear to be asleep.
I approach to examine one of them, to find it's dead probably for quite a time as it reeks the smell of rotten flesh. I scan through the bodies, and as I do the bodies seem to get worse, the more bodies I find. Being an abattoir, the bodies pile up until 7 feet. As I look, I find a pile of bodies which I was tempted to dig. As I do, I moved away many dead bodies to find a piece of clothing that no farm animal would wear. I uncover the being wearing the clothing to find a dead rotten human.
I spin around to reassure myself about what I'm seeing, but to find every dead animal replaced with dead humans and humans on meat
hooks and piles of bodies. One might assume dead men don't talk, I doubt that now as the mouth of dead lips whispered words in my ears. These words should never be heard in anyone other than me as it could result in death or eternal terror. Only two words could be revealed "Black Light." These words contain secrets of another world a darker one that lurks in the shadow of ours. These secrets are my burden, they help me, curse me and kill me… These words are truths, knowledge that cripples you. I absorb the words from unnatural, alien voices delivered by dead lips. I was stunned by the voices until I couldn't take it anymore as I felt that my head was bleeding from the inside.
I search for an exit through the misty pipes and steamy ground with dead bodies hooked from the pipes and the sound of dripping blood followed by the sinister voices emitting from the lips of the dead. I find a door that was clean and out of place out of nowhere, but that was the only exit from the sinister voices trailing me. I enter a room to find a plain mirror on the opposite side of the room, reflecting my every movement. I approach the mirror to absorb every detail of myself only to find a figure with no meaning, no will of life. I felt a sharp pain on my neck dripping blood on my hand, to find myself holding a knife. Then I reach out for my neck to find a gun onto my temple held by me. I shut my eyes to pull the trigger. Then I slowly opened my eyes after feeling nothing to find a noose around my neck and standing on a stool. I jumped, suddenly it was dark. The noose was gone. I found myself in a black void. I gazed out front to find the wailing of black stretch out forever. Suddenly my ears buzzed. I knew he was behind me. The man with the hat whispered into my ears in a voice unexplainable and so malevolent, unexplainable with just words, he said, "You are mine."
"Mr. Bruce! Anything to say?" I now find myself in the court. Even if they test or judge me I will still end up dead. I tried to make sense what the events meant. It made no sense but yet it made all sense.
I now eat my last meal in execution prison. I have caused all the deaths for the man. And now I shall die for him too. Good Bye.
©2017 Iskandar Nazhar
The Phoenix is online: 12zine.com
Ms. DiNovis
by Jordan Hernandez
White Snow Brenda Pineda
Ms. DiNovis is a 5th grade Unidos teacher at ESCS. She has been my teacher for the past school year. I asked her some questions so that we all might learn more about her.
I woke up one morning Out my window I see A frosted cake As white as can be.
I first asked her if she likes being a teacher. She told me, "Yes, a lot." She also told me that it feels good to be a teacher because it's hard work. Her favorite thing about being a teacher is seeing students improve and feel better about themselves. She loves all of her students, past, present and future.
sps7·8
issue 2 vol. 2 #1 summer 2017
Ms. DiNovis is from New York. Before teaching, she worked in New York City in a finance job, but she did not like it.
The literary arts magazine th
th city of Somerville, MA
of the 7
& 8
grades on sale at the Healey, Ar-
Community Schools, $5.
genziano and E. Somerville
May be read at any Somer-
If you are a Somerville student entering grade 7 or 8, submit your writing to email@example.com for sps7.8 issue 3
ville library.
Return to http://www.12zine.com
I asked her if she had any pets, to which she answered, "No, sadly." I asked her about her favorite food. "I like most kinds of food," but she did not mention a favorite.
Her best friends at ESCS are Ms. Mrozicki and Ms. MacMartin. Her favorite movies to watch are comedies. Her favorite thing in this school is seeing the pride students have in their school.
I asked, "Is it hard to be a teacher?" and she answered, "Yes, very hard because you have to do a lot of planning and you have to check your work."
Finally, I asked Ms. DiNovis, "Who inspired you to be a teacher?" It is her mother, because she was a teacher, and she still is. | <urn:uuid:7ff65b3a-5283-4810-8be0-2bfab0dbe179> | CC-MAIN-2021-43 | https://12zine.com/Phoenix2online.pdf | 2021-10-27T04:45:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00447.warc.gz | 144,713,698 | 11,695 | eng_Latn | eng_Latn | 0.998649 | eng_Latn | 0.999445 | [
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Image: Pluto's majestic mountains, frozen plains and foggy hazes
18 September 2015, by Tricia Talbert
Credit: NASA/JHUAPL/SwRI
Just 15 minutes after its closest approach to Pluto on July 14, 2015, NASA's New Horizons spacecraft looked back toward the sun and captured this near-sunset view of the rugged, icy mountains and flat ice plains extending to Pluto's horizon.
The smooth expanse of the informally named icy plain Sputnik Planum (right) is flanked to the west (left) by rugged mountains up to 11,000 feet (3,500 meters) high, including the informally named Norgay Montes in the foreground and Hillary Montes on the skyline.
To the right, east of Sputnik, rougher terrain is cut by apparent glaciers.
The backlighting highlights over a dozen layers of haze in Pluto's tenuous but distended atmosphere.
The image was taken from a distance of 11,000 miles (18,000 kilometers) to Pluto; the scene is 780 miles (1,250 kilometers) wide.
Provided by NASA
APA citation: Image: Pluto's majestic mountains, frozen plains and foggy hazes (2015, September 18) retrieved 26 October 2021 from https://phys.org/news/2015-09-image-pluto-majestic-mountains-
1 / 2
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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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MICROBE MISSION – DIVISION C EXAM – CAPTAIN'S TRYOUTS 2017 – FRANKLIN REGIONAL HIGH SCHOOL
Exam is written by Franklin Regional High School.
SCHOOL: ____________________________________________
COMPETITOR NAME(S): _____________________________
SCORE: ______/117
Test Breakdown:
- Part B – Microbial Origins, Classification, Structure, Beneficial vs. Dangerous, and Food
- Part A – Principles & Calculations of Microscopy
- Part C – Microbial Disease, Treatment, and Prevention
- Part D – Growth Curves & Graph Interpretation
This is a long test – pace yourself accordingly! Good luck.
Microbe Mission C – Exam – Science Olympiad 2017
For each of the following questions, read each question carefully, and print the letter of the best answer on the line next to the question. Each correct response is worth one point, and each incorrect response is worth zero points.
Part A: Principles & Calculations of Microscopy
In questions 1-9, determine the type of microscope that produced the specimen indicated.
1 pt each.
2
10. (2 pts – 1 pt /advantage) List 2 advantages of two-photon excitation microscopy over standard fluorescent/confocal microscopy.
In questions 11-13, refer to the microscope specimen at the right, and the info below. Fraction/decimal answers are acceptable. 1 pt each. Ocular Lens – 10x, Scanning Power – 4x, Low Power – 10x, High Power – 40x
11. _____ (1 pt) What is the approximate size of the cell, in μm?
12. _____ (1 pt) The image shown is at the low power objective. What would be the diameter, in mm, of the high power objective's field of view?
13. _____ (1 pt) How many such cells could fit across the scanning power objective's field of view?
14. _____ (3 pts) Circle one option in parts a-f. ½ point each. When changing objectives from scanning to low to high powers,
a. the size of the field of view increases/decreases.
b. the field of view gets lighter/darker.
c. the size of the image increases/decreases.
d. the resolution increases/decreases.
e. the working distance increases/decreases.
f. the depth of focus increases/decreases.
Part B: Microbial Origins, Classification, Structure, Beneficial vs. Dangerous, and Food
15. – 26._____ (12 pts - 1 pt each) Label the diagram shown at the right. Be specific!
27. - 30._____ Differentiate between stalkless and stalked particles, in terms of location and function. (1 pt for location of each, 1 pt for function of each, 4pts total)
31. _____ (1 pt) Which specific transporter protein enables the import of ADP and export of ATP between the inner mitochondrial membrane?
32. _____ (1 pt) Mitochondria originated from which bacterial phylum?
33. _____ (1 pt) Chloroplasts originated from which bacterial phylum?
34. _____ (1 pt) Which of the following models proposes that ancient methanogenic-like
archaea invaded bacteria, forming the primitive nucleus?
a. archaea-eukaryogenesis model
b. syntrophic model
c. exomembrane hypothesis
d. methanogenic-endosymbiosis model
35. _____ (4 pts – ½ point each) List 8 types of microbes.
40. _____ (1 pt) Who developed the Gram stain?
41. _____ (1 pt) Which type of microbe may have strange shapes, such as flat and square-shaped cells?
42. _____ (1 pt) Viruses are typically measured in which metric unit?
43. _____ (3 pts; ½ pt each) What are the 3 basic capsid shapes of a virus? Give an example of each.
44. _____ (1 pt) Which microbe may originate from ZIP metal ion transporters?
45. _____ (2 pts – 1 pt for definition, 1 pt for valid example) What is a satellite virus? Give an example.
46. _____ (4 pts total) Name the three layers (1 pt each) of a helminth egg. Name 2 places (0.5 pt each) a helminth egg may be found.
47. _____ (4 pts total) Determine whether each of the following is prokaryotic, eukaryotic, or neither. (1/2 point each)
a. CD230 (Cluster of Differentiation 230)
b. Hepatovirus A
c. Vibrio genus
d. Psychrophiles
e. Phytophthora infestans
f. Alexandrium genus
g. The causative agent of "beaver fever"
h. Trichinella spiralis
48. – 57._____ (10 pts – 1 pt each) Label the bacterial shapes in the diagram shown at the right. Be specific!
In questions 58-65, match the role of the microbe with the type of microbe. Use the key below to choose your answer. Answer choices may be used more than once, only once, or not at all.
A – virus, B – bacteria, C – fungus, D – archaea, E - protists
Role of Microbe
58. (1 pt) Production of Marmite food spread
59. (1 pt) Being used in other nations to treat/cure dangerous bacterial infections
60. (1 pt) Used to synthesize insulin
61. (1 pt) Used in flavoring cheese
62. (1 pt) Involved in the production of cobalamin
63. (1 pt) Contaminates beer and wine, turning alcohol into acetic acid
64. (1 pt) Involved in the production of carrageenan
65. (1 pt) Important providers of nitrogen fertilizer in the cultivation of rice and beans
Part D: Microbial Disease, Treatment, and Prevention
66. _____ (1 pt) The key molecular event involved in the pathogenesis of prion diseases is the conversion of ______ to ______.
f. PrP C , PrP Sc
e. PrP Sc , PrP C
g. Protein X, Protein Y
h. β-sheet structures, α-helix structures
67. _____ (1 pt) Which of the following is not a transmissible spongiform encephalopathy?
a. BSE
b. scrapie
c.
kuru
d. infectious mononucleosis
68. _____ (1 pt) The microbe (computer model) shown at the right would most likely cause which disease?
a. West Nile Fever
b. Yellow Fever
c. Influenza
d. Hepatitis A
69. _____ (1 pt) Which of the following diseases may be prevented by improving access to clean water and reducing the number of freshwater snails?
a. Pinworm
b. Schistosomiasis
c. Giardiasis
d. Cryptosporidiosis
70. _____ (1 pt) Chlamydia is caused by which of the following?
a. C. burnetii
b. C. difficile
c. C. trachomatis
d. C. tetani
71. _____ (1 pt) Which of the following medications would not be used to treat malaria?
a. Pyrimethamine
b. Nitazoxanide
c. Artemisinin
d. Quinine
72. _____ (1 pt) S. mutans uses anaerobic respiration to cause which of the following diseases by changing local environmental conditions?
a. Peptic ulcer disease
b. MRSA infection
c. Strep throat
d. Dental caries
73. _____ (1 pt) Which of the following was the first fungicide used in controlling Dutch Elm Disease?
a. Carbendazim phosphate
b. Carbendazim hydrochloride
c. Thiabendazole hypophosphite
d. Propiconazole
74. _____ (1 pt) Which of the following is closest to the optimum temperature for toxin development in C. botulinum?
a. 25°C
b. 35°C
c. 45°C
d. 55°C
75. _____ (1 pt) In which of the following diseases are tumor necrosis factor alpha, interleukin-6, and interleukin-8 generally released following treatment?
a. Tuberculosis
b. Syphilis
c. Anthrax
d. 55°C
76. _____ (1 pt) Which of the following is a typical symptom of the disease caused by the microbe (microscopic image) shown at the right?
a. Meningitis
b. Tender lymphadenopathy
c. High fever (104.0 °F)
d. Diarrhea
77. _____ (1 pt) Microbiologists are currently trying to utilize the genus shown at the right to prevent spread which of the following diseases?
a. AIDS
b. Hepatitis
c. Ebola Hemorrhagic Fever
d. Dengue Fever
78. _____ (1 pt) The results of RV 144, or the Thai trial, published in September 2009, related to prevention of which disease?
a.
Malaria
b. Legionnaire's Disease
c. HIV/AIDS
d. Histoplasmosis
79. _____ (1 pt) Which of the following diseases can be microscopically diagnosed by the presence of Guarneri bodies?
a. Small pox
b. Chicken pox
c. Rabies
d. Paralytic Shellfish Poisoning
80. _____ (1 pt) Rhipicephalus sanguineus is a vector for which of the following diseases?
a. Potato Blight
b. Pertussis
c. Estuary Associated Syndrome
d. Rocky Mountain Spotted Fever
81. _____ (1 pt) To decontaminate a building from anthrax spores, which of the following can be used?
a. X-ray radiation
b. Chlorine dioxide gas
c. Lasers
d. Industrial building cleaners
82. _____ (1 pt) The patient shown at the right has most likely been infected by which of the following microbes?
a. Epstein-Barr virus
b. Methicillin-resistant Staphylococcus aureus
c. Trichophyton rubrum
d. Streptococcus agalactiae
83. – 92. _____ (10 pts) Name the disease caused by the microbe in the picture to the right. Describe the symptoms, host defenses against this microbe in humans, diagnosis (apart from the clinical appearance), and treatment. Which microbe is responsible for 50% of cases of this disease? (+1 pt for correct disease identification, +2 pts for 4 symptoms or more, +2 pts for 2 host defenses or
more, +2 pts for 2 diagnostic techniques or more apart from the clinical appearance, +2 pts for at least 2 categories of treatment are given, +1 for correct identification of microbe responsible for 50% cases, must be specific)
Part D – Growth Curves & Graph Interpretation
Use the above graph to answer the following questions.
93. (1 pt) Label stage A of the graph.
94. (1 pt) Label stage B of the graph.
95. (1 pt) Label stage C of the graph.
96. (1 pt) Label stage D of the graph.
97. (1 pt) In which stage of the above graph are starvation proteins produced by the culture? (Give a letter)
98. (1 pt) In which stage of the above graph does synthesis of RNA, enzymes, and other molecules occur? (Give a letter)
FRHS
Use the above graph to answer the following questions.
99. (1 pt) What is the name for this type of graph?
100. (1 pt) What is the name of the period indicated by
101. (1 pt) What is the name of the period indicated by
102. (1 pt) What does burst size mean?
A?
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PSHE Statement of Intent
PSHE is taught as a golden thread which forms part of a whole school ethos aimed at providing children with essential life skills and knowledge to enable them to make informed decisions and choices and become healthy, confident, respectful and responsible citizens both now and in the future. Pupils learn to recognise their own worth, gain an understanding of the personal choices of others, have an awareness of British values, and become increasingly responsible for their own learning by taking part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and their community.
RRSA, KIDSAFE, LGBT+, Action for Happiness (Great Dreams) and economic well-being are key elements of this subject which are weaved into the broader school curriculum or taught as discreet lessons both within, and to create, a safe and inclusive learning environment.
PSHE Implementation
The Key Concepts of PSHE are taught through the following sequence of topics:
Whinstone Primary School PSHE Year 6
learn about human rights activists and how they work to make the world a better place.
like to do to make the world a better place.
These Key
Concepts, knowledge and vocabulary will be taught and reinforced through the development of the specific
Whinstone Primary School PSHE Year 6
Key Concepts and vocabulary will be revisited and repeated throughout a child's journey of PSHE at Whinstone.
Autumn Term
* To recognise different types of relationship, including those between acquaintances, friends, relatives and families. To know that their actions affect themselves and others.
Autumn 1 - VIPS
skills listed. These
Autumn 2 – Respecting Rights
* To learn to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships.
* To understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child.
* To recognise that their actions affect themselves and others. To recognise and respond appropriately to a wider range of feelings in others.
* To know that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media. To recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong.
* To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves. To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary, constructively challenge others' points of view. To learn to resolve differences by looking at alternatives, seeing and respecting others' points of view, making decisions and explaining choices.
* To understand the concept of 'keeping something confidential or secret', when we should or should not agree to this and when it is right to 'break a confidence' or 'share a secret'. To recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
* To recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
* To know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation (FGM).
* To know that these universal rights are there to protect everyone and have primacy both over national law and family and community practice.
* To understand that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation and disability (see 'protected characteristics' in the Equality Act 2010)
* To know that marriage is a commitment freely entered into by both people, that no one should marry if they don't absolutely want to do so or are not making this decision freely for themselves.
* To research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.
* To understand that forcing anyone to marry is a crime and that support is available to protect and prevent people from being forced into marriage and to know how to get support for them self or others.
* To learn why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.
* To consider the lives of people living in other places, and people with different values and customs.
* To realise the consequences of anti-social, aggressive and harmful behaviours, such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk.
* To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyberbullying, use of prejudice-based language, 'trolling', how to respond and ask for help).
* . To learn about the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.
Spring Term
* To recognise how their increasing independence brings increased responsibility to keep themselves and others safe. To differentiate between the terms, 'risk', 'danger' and 'hazard'.
Spring 1 – Safety First
* To differentiate between the terms, 'risk', 'danger' and 'hazard'. To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience. To recognise how their increasing independence brings increased responsibility to keep themselves and others safe. To identify strategies for keeping physically and emotionally safe.
* To learn about people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe. To learn about school health and safety rules, basic emergency aid procedures, where and how to get help. To identify strategies for keeping physically and emotionally safe.
* To understand how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media. To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience. To recognise and manage 'dares'.
* To know about the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, the use of passcode, turning it off at night, etc.) To know and use strategies for keeping safe online; the importance of protecting personal information, including passwords,
Spring 2 – Growing Up
* To know how their body will, and their emotions may, change as they approach and move through puberty.
* To know how their body will, and their emotions may, change as they approach and move through puberty. To learn about taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers.
* To recognise and challenge stereotypes. To recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves. To explore and critique how the media present information. To critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward.
* To learn about the difference between sex, gender identity and sexual orientation and the terms associated with sex, gender identity and sexual orientation. To learn that forcing anyone to marry is a crime; that support is available to protect and prevent people from being forced into marriage and to know how to get support for themself or others. To know that civil partnerships and marriage are examples of a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment. To know that marriage is a commitment freely entered
addresses and the distribution of images of themselves and others. To understand personal boundaries; to identify what they are willing to share with their most special people; friends; classmates and others; and that we all have rights to privacy. To learn how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if they feel uncomfortable or are concerned by such a request.
into by both people, that no one should marry if they don't absolutely want to do so or are not making this decision freely for themselves. To know that two people who love and care for one another can be in a committed relationship and not be married or in a civil partnership.
* To learn about human reproduction.
* To recognise bullying and abuse in all its forms (including prejudicebased bullying both in person, online and through social media) To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong. To know and use strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others. To learn how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if they feel uncomfortable or are concerned by such a request. To critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward.
Summer Term
* To deepen their understanding of good and not-so-good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others. To consider what positively and negatively affects their physical, mental and emotional health.
Summer 1 – Think Positive
* To recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these. To consider what positively and negatively affects their physical, mental and emotional health.
* To know how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to
Summer 2 – One World
* To understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child.
* To know that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment, to continue to develop the skills to exercise these responsibilities.
* To recognise that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world
understand the concept of a 'balanced lifestyle'. To learn that their actions affect themselves and others.
* To face new challenges positively by collecting information, looking for help, making responsible choices, and taking action. To consider what positively and negatively affects their physical, mental and emotional health.
PSHE Impact
At the end of each topic teachers will evaluate what knowledge and skills pupils have gained against expectations.
Skills and Expectations:
Safety First – Health and Wellbeing
I can understand that everyone has the right to feel safe and happy when using mobile phones and the Internet
I can act sensibly and responsibly in an emergency.
I can understand how to use mobile devices and the Internet safely and responsibly
I can confidently identify and manage pressure to get involved in risky situations.
I can take responsibility for my own safety
I can assess and manage risks in different situations
Skills and Expectations:
Growing Up - Relationships
I can describe the changes people's bodies go through during puberty and how we can look after our changing bodies.
I recognise that many things affect the way we feel about ourselves and I understand that there is no such thing as an ideal body.
I can describe how thoughts and feelings may change during puberty and suggest how to deal with those feelings.
I understand what a loving relationship is and that there are many types of relationships.
I can describe the process of human reproduction, from conception to birth.
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HOME WORK
STD: IV
English- Grammar- Tenses and Adverbs Question and Answers learn and write 1 time (Refer CW).
(TT)
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DESCRIPTION AND POETRY OF XIANG JIANG PAVILION AND AIWAN PAVILION
The Xiang Jiang Pavilion 湘江亭 located in the St. Paul-Changsha China Friendship Garden of Whispering Willows and Flowing Waters at Phalen Regional Park, is a gift to the City of St. Paul from the City of Changsha and Changsha Yanghu Wetlands Park in 2018, the 30-year anniversary of the St. Paul-Changsha sister-city relationship. The Xiang Jiang Pavilion is named after the Xiang River 湘江 that runs through the heart of the City of Changsha, much like the Mississippi River through St. Paul. The Xiang Jiang Pavilion is a replica of the 18 th Century Aiwan Pavilion 爱晚亭 in Changsha, one of four famous pavilions in China.
The Xiang Jiang Pavilion illustrates the Changsha architecture with sweeping eaves and landscaping style with open garden grounds, unlike the Beijing style with straight eaves and the Suzhou Southern style with extreme sweeping eaves and enclosed grounds.
These couplets are beautifully carved in the right and left front granite columns on the Xiang Jiang Pavilion in St. Paul and Aiwan Pavilion in Changsha. The couplet is read right column first, then left column as in traditional Chinese writing.
shān jìng wǎn hóng shū
山径晚红舒
Along the mountain path, a red sunset unfolds, wǔ bǎi yāo táo xīn zhòng dé
五百夭桃新种得
xiá yún shēn cuì dī
峡云深翠滴
yì shuāng xùn hè dài lóng lái
一双驯鹤待笼来
Blossoms of 500 peach trees burst forth,
A pair of red-crowned cranes await their bamboo home.
Blooming Peach Trees: Peach trees produce vibrant-colored flowers and bear edible fruits. In China, accomplished students are often compared to peach and plum trees. The young peach trees in the parallel prose symbolize new generations of esteemed students graduated by the Yuelu Academy.
Red-Crowned Cranes: In Chinese literary tradition, red-crowned cranes were considered companions to scholars. Some reclusive literati pride themselves in raising and training red-crowned cranes to dance to Guqin music (Guqin is a traditional Chinese string instrument that looks like a zither, and is considered a staple accessory of intellectuals).
Jade green clouds descend over the mountain cliffs,
History and Description of Aiwan Pavilion
- Built in 1792 under Qing Emperor Qianlong (1711-1799; sixth Emperor of the Manchu-led Qing Dynasty)
- Created by Luo Dian, Dean of Yuelu Academy. Yuelu Academy is one of China's four most prestigious institutions of higher learning over the last centennial. Founded during the Northern Song Dynasty, in 976 A.D., Yuelu Academy produced numerous influential intellectuals ranging from Confucian philosophers to scholars of practical subjects such as martial engineering and political economy in the nineteenth century.
- The Pavilion is located on Yuelu Mountain in Changsha, Hunan Province, China, and faces the Xiang River, with the Yuelu Mountain at its back.
- This is 1 of 4 Famous Pavilions in China; the others being Zuiweng Pavilion (1046) in Anhui Province; Lake Xin Pavilion (1552) in Hangzhou West Lake; and Taoran Pavilion (1695) in Beijing Taoran Pavilion Park.
- 爱晚亭 "Aiwan" Pavilion is translated as "Love Night" or "Love Late" or "Autumn Admiring" Pavilion
- Aiwan Pavilion was originally named 红叶亭 Hongye Ting ("Red Leaf Pavilion"), also known as Ai Fengting
- Later, Bi Yan (1730-1797), the Governor of Huguang changed the Pavilion's name to Aiwan Pavilion, taking its name from the verse of the "Mountain Walk" poem by Tang Dynasty poet 杜牧 Du Mu (803852):
"I stop my carriage to admire the maple trees at nightfall, whose frosty leaves are redder than the flowers of early spring." 停车坐爱枫林晚，霜叶红于二月花 tíng chē zuò ài fēng lín wǎn, shuāng yè hóng yú èr yuè huā
- The Pavilion has undergone several restorations. During the Xuantong reign (1908-1911), when the Hunan Academy Supervisor Cheng Songwan presided over the restoration, a couplet was engraved on the two pillars of the four granite pillars of the Pavilion (see couplet on page 1).
- Chairman Mao Zedong often visited this Pavilion to discuss current affairs with his friends when he was studying at Hunan First Normal University in Changsha.
- During the Second World War, Changsha was the scene of major battles and the Pavilion was destroyed by the Japanese Army.
- The Aiwan Pavilion was rebuilt in 1952, when Hunan University was rebuilt. The Principal Li Da sent a letter inviting Chairman Mao to inscribe the name for "Love Late" Pavilion. A horizontal tablet bearing Chairman Mao's calligraphy hangs between the two sets of tiled roofs facing South.
- There is a tablet with the poem, "Qinyuanchun, Changsha" written by Mao Zedong which describes the magnificence and beauty of Changsha City.
- The Pavilion is surrounded by red maple trees that show their beauty in the late autumn.
- The two overhanging roof eaves are covered in green glazed tiles.
- The upper lattice windows allow hot air to escape and allows cool air to flow through the structure, important in the warm southern climate of Changsha.
- Inside the Pavilion is a round table and 4 stools made of granite, used for drinking tea, playing Chinese chess, relaxing.
Description of Xiang Jiang Pavilion
- Pavilion is 35 feet tall by 23 feet wide
- Granite columns are from 南岳 Nanyu, Hunan and weigh approximately 10 tons each
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Outdoor Sandbox Safety
Selection of sand
* Sand purchased for sandboxes should be labelled as play sand and must indicate that it is silica-free
* Replace sand on a regular basis. The frequency will depend on the amount of sandbox use
* Treating sand with chemicals in an attempt to clean and/or disinfect the sand is not effective
Placement of sandboxes
* Locate sandbox in a well shaded area. If natural shade is not available, provide protective shading
Check the box daily
* Visually inspect for signs of contamination and/or safety hazards such as animal feces, insects, sharp objects or other foreign objects before each use
* Use a rake to inspect the sand. Hazards can be easily buried beneath the sand's surface
Don't allow eating or drinking while playing in the sandbox
* Children should not eat or drink while playing in the sandbox. This can result in children ingesting the sand and other contaminants
* Ensure children wash their hands thoroughly after playing in the sandbox
Keep the sandbox covered at all times when not in use
* Cover the sandbox with a tight fitting, non-absorbent cover or lid when not in use. Fasten the cover to prevent children, animals, insects, water and debris from getting under it
* Store the sandbox cover in a safe manner when the sandbox is in use
* If the sand becomes wet, ensure it is dried thoroughly before the cover is replaced
For more information refer to A Public Health Guide For Child Care Providers at york.ca/childcareguide
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Workshop One
Threading a needle, the easier way….
1. Thread no longer than your arm.
2. Lick your first finger and thumb in your left hand. Pinch the end of the thread to make it flat.
3. Steady your hands on a flat surface.
4. Hold the needle in your right hand, and lower the eye of the needle over the thread.
5. Pull 1/3rd of the thread through the eye of the needle.
6. Sew with a single thread and let out additional thread as you require.
Right handed instruction
SAVE MONEY REDUCE WASTE
LEARN HOW TO MEND YOUR CLOTHES
All you need is a needle, some thread, a few pins and scissors.
Fixing a seam, backstitch
1. Turn the garment inside out and pin the split material together, if necessary. It may help to put small even dots on material with a pencil or marker to show you where to sew.
2. Secure your thread near the hole in the seam, where it won't be noticable. You should sew over about 1cm of remaining seam before the split starts.
3. Looking at the diagram to understand the stitch. Push needle up at 2nd dot, push your needle down through the 1st dot, bring the needle toward the top at the 3rd dot. Back down at the 2nd dot etc.
Do these steps until you have closed the hole. Secure your stitch, trim thread and finish.
Starting and finishing your sewing.
1. Start: Just before you want to start stitching, make one small stitch above remaining seam, sew 2-3 more stitches over the first stitch, pulling the thread tight each time.
Stop - don't knot!
2. Finish: When you finish your mend, sew over the last stitch 2-3 times to secure it. Trim.
Fixing a hem (herringbone stitch).
From left to right.
1. Turn the garment inside out and pin, if necessary.
2. Start your sewing on the left side.
3. Use your needle to pick up a thread from the top fabric, right to left.
4. Move the needle down to the bottom fabric, then pick up a thread from within the bottom fabric only, right to left.
Repeat step 3 and 4 along the hem, past the end of the gap and finish with a few more stitches one on top of each other .
Tips:
Don't make stitches too big, about 1cm is right. Don't pull thread tight, the thread should appear a little loose and "rest" on fabric.
Reattaching buttons.
1. Secure your thread where you want your button to go.
2. Holding the button in place, bring the needle up through one of the holes in the button, then push the needle down through the other hole and to the underside of the fabric again. Don't pull the thread too tight, the button should feel loose.
3. Repeat step 2 four-five times, finishing with the needle above the button.
4. Push the needle through final hole in the button but not through the fabric. Below the button, wind the thread round the "stem" a few times.
5. Stitch through the stem threads 2 or 3 times, passing the needle through the thread loop and pulling the thread tight teach time. Then take the needle to the underside of the fabric and secure with a couple of stitches over each other.
Tips: Copy the thread pattern of the other buttons on the garment - either parallel or crossed.
Stem Button
If you have a button without holes, follow point 1; at point 2, take thread over metal/plastic hoop under button and down into fabric below. Repeat this step 5 times. Take thread to underside of fabric, secure and trim.
Herringbone Stitch
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Starting your Seeds in the Spring By B.J. Miller, Happy Leaf LED
Seed starting can be surprisingly easy and having the right knowledge can take a lot of the guesswork and frustration out of the process.
Let's get some basic light info out of the way before we delve into the process of seed starting.
A lot of people are still using fluorescent lights for seed starting because that was all that was really available to us as homeowners. This is usually fine because seeds require lower light intensity for germination and fluorescent lights can be sufficient for this stage of plant growth. However, problems can occur once the plants have germinated and start growing on their merry way but now do not have the light quality to grow strong stems and healthy green leaves. They start to stretch looking for better quality and intensity of light. But, fluorescent lights have done the job for years before LED's started to make their way to the stage front, so grow with what tools you already have.
Growing seeds in a sunny window often fails to produce high quality seedlings because the number of hours of sunlight they receive is lacking. This can be due to home or landscape shadows, cloudy days or the short days of winter even if the window is south facing. Seeds and seedlings like to have at least 12 hours of quality light per day. Most window sills aren't providing the duration of light necessary.
Now that we have identified one of the major issues that seed starters have, let's talk about how to set yourself up for success!
When should you start your seeds? Follow the directions on the seed packet because some seeds take longer than others. For example, it is usually recommended that peppers are started 7-8 weeks before you want to plant them whereas broccoli will only need 3-4 weeks. These are good guidelines to follow. I will tell you that when I converted from fluorescent lights to Happy Leaf lights, I was able to reduce the number of days it took to get my plants ready for the garden. In any case, be careful not to get over-excited to get your seeds started too early, resulting in plants that are ready to be planted in your garden much too early in the season.
Here is a quick and dirty how-to and tips of seed starting at home.
1. Make sure you use high quality seeds for the best germination. I have been known to pull out some old seeds to use them up but I go into it knowing that they may not all germinate.
2. You can use a wide variety of containers to germinate in. There are trays made specifically for the act of sowing seeds but you can use almost any sterile
pot/jar/cup/egg carton/greenhouse flat/tray. Do not choose something too large. Too much soil matter tends to hold too much water and makes watering more challenging.
3. Most seeds will germinate at temperatures between 65 and 75 degrees although plants like peppers, eggplant and tomatoes would prefer 70-80 and cool crops like lettuce and parsley will do well with 60-70 and even less. You can use a seed mat with a thermostat to boost the temperature if need be. It may help to accelerate germination but isn't necessary for most crops. Most homes are in the acceptable range.
4. Seeds tend to germinate better when using a soilless mix specifically for that purpose. They are usually labeled "Germination Mix" or "Seed Starting Mix". These formulations have much finer particles and make it easier for baby roots and shoots to move and grow through the media.
5. Know that some seeds need light and some seeds need dark to germinate. Most seed packets will tell you this in the form of how deep to plant the seed. It is generally safe to say that you should plant the seed three times as deep as the seed is wide. This means that bigger spinach seeds can be planted deeper than teeny lettuce seeds which should barely be covered.
6. Moisten your soilless media (moist, not wet) before sowing your seeds.
7. Gently plant seed in your media at the depth recommended for that variety. Do not be tempted to over-seed. The seedlings need space, not competition.
8. Once your seed is planted properly, very gently tamp on the soil to remove unnecessary air space. This puts the seed in better contact with the moist soil. Use a spray bottle to settle the soil and water them in being very careful not to over water. You do not want water-logged soil at any point of the growing cycle.
9. Having said that, it is crucial that the seeds stay moist throughout germination process. If the seed dries out at any point during germination, you will halt the process.
10. Seeds are remarkable little nuggets of nature. They have packed away the energy that they need to sprout. You do not need to start using any fertilizer until germination is complete and they are in the seedling stage. At that point, you should start with a weak solution of fertilizer that can be strengthened as the plant grows and requires more nutrients.
11. Fluorescent lights need to be placed closer to the plants to provide enough light. Quality LED lights can be hung higher because they deliver a better spectrum and intensity. (Find more on what makes a good grow light on our website.) For Happy Leaf lights, we generally recommend 12-18" above the plants. Keep in mind that the higher you can hang the light, the better coverage you will have but the intensity of light is reduced the higher you hang it. (Happy Leaf lights provide about 5x the light as fluorescents for the same energy input.)
12. If your seeds get leggy, you do not have enough light or not enough quality light. Move your light closer (be careful not to be so close you burn the seedlings) or provide a better source of light and make sure you are getting complete coverage of your seedlings.
13. Air circulation is pretty important to keep stems strong and to avoid disease. This is not to say that you should blast them with a fan but it is something to consider.
14. Depending on what you planted in, you may need to transplant your seedlings to a larger container. Do this when roots have reached the edge of the container you germinated in. Transfer it to its larger home, being careful not to damage the tender shoots and roots and then gently water it in.
If you want to grow lettuce, herbs, or other leafy greens, I highly suggest trying out the Kratke method in canning jars. You can find information on this on our website. It is easy and practically fool-proof and you can be happily growing away all year long using this method.
I really like the using a baker's rack or wire storage shelf to grow plants on because it can hold a lot of plants in a small footprint of space. It also gives you the perfect set up to hang the lights!
Use the LED grow lights to start seeds in the spring and then to use the lights to grow food or other plants indoors for the other ten and a half months. | <urn:uuid:1543ba7f-3da3-445f-be17-9f824a02f65e> | CC-MAIN-2020-40 | https://happyleafled.com/wp-content/uploads/2020/03/Seed-Starting-Instructions-2020.pdf | 2020-09-27T06:46:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00310.warc.gz | 427,933,482 | 1,448 | eng_Latn | eng_Latn | 0.999329 | eng_Latn | 0.99945 | [
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Erie Islands Sailing School LLC
Coastal Navigation Standard (ASA 105)
Prerequisites:
None
General Description: Able to demonstrate the navigational theory required to safely navigate a sailing vessel in coastal or inland waters. There is no Sailing Skills part to this Standard and practical application of this Sailing Knowledge is found in the Advanced Coastal Cruising Standard.
SAILING KNOWLEDGE
A Certified Sailor has successfully demonstrated his or her ability to:
1. Explain the chart symbols and conventions on U.S. nautical charts in accordance with the terminology of Chart #1.
2. Identify a source of official U.S. Coast Guard navigation publications.
3. List the publications required for prudent navigation in the local area including the following ASA minimum requirements:
o Large scale charts of the area and Chart #1
o Federal Requirements for Recreational Boats
o USCG Navigation Rules
o State small vessel regulations
o Local rules and regulations, if applicable
o Local Cruising Guides
o Tide and current tables, (paper or electronic)
o List of lights, buoys, and fog signals
4. List the instruments required for prudent navigation in the local area including the following minimum requirements:
o Steering compass and deviation table
o Handbearing compass and / or pelorus
o Binoculars
o Protractor or parallel rule
o Depth sounder or leadline
o Pencil, eraser, and notebook
o Dividers
o Watch or clock
o Log / Knotmeter
5. Describe the purpose of "Notice to Mariners."
6. Use the tide and current tables to find:
o Times and heights of tides at reference and secondary ports.
o Direction and rate of current at referenced and secondary stations.
7. Convert courses and bearings between true, magnetic, and compass.
8. Check compass deviation by means such as a transit bearing.
9. Plot a dead reckoning position on a chart using speed, time and course to steer.
10. Allow for the effect of current and leeway to plot the estimated position.
11. Determine a course to steer which takes into account known current and leeway.
12. Determine current given the course steered and speed and two observed positions.
13. Plot a chart position from terrestrial objects using:
o Two or more bearings on different objects taken at one time.
o Bearings at different times (i.e. a running fix).
o One bearing and transit range.
o One distance (i.e. a sounding or dipping a light) and one bearing.
14. Use the above techniques to chart a course of at least 20 miles and 3 course changes.
15. Explain the terms and characteristics used for lighted navigation aids.
16. Explain the significance of shapes, colors, and lights used in the buoyage system. | <urn:uuid:19e36bc0-f737-4d00-a144-e56ae329c50c> | CC-MAIN-2020-40 | https://www.erieislandssailingschool.com/wp-content/uploads/2017/03/coastal-navigation-standard-asa-105.pdf | 2020-09-27T07:51:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00310.warc.gz | 817,189,398 | 568 | eng_Latn | eng_Latn | 0.919202 | eng_Latn | 0.933439 | [
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Cultural Information for: Aster Matsumoto
Annual
Common Name:
Aster
Botanical Name:
Callistephus chinensis
Seed Count:
13,000-17,000/ounce
450-600/gram
Optimum Germination Temperature:
70ºF / 21ºC
Optimum Growing Temperature:
60-77ºF / 16-25ºC
Optimum pH: 5.5 – 6.5
EC – Plug: 0.26 – 0.75 mmhos/cm (1:2) / 0.76 – 2.0 (SME)
EC – Finishing: 0.76 – 1.25 mmhos/cm (1:2) / 2.1 – 3.5 (SME)
Plug Production – 4 weeks (288 / 12 x 24 tray)
Stage 1 (days 1-7) Select a well-drained sterile media. Prior to sowing, water the plug tray to the point of drip. Sow the seed and cover with medium vermiculite. Do not water the seeds after sowing or the day following sowing. Maintain even moisture and a soil temperature of 70ºF/21ºC. Water the seedlings as needed allowing the media to dry slightly in between watering. An overly wet soil will decrease germination.
Stage 2 (days 8-15) After seedlings begin to emerge, move the plug trays to a bright greenhouse and reduce the air humidity and temperature to between 60-70°F/16-21°C. Lightly feed with 100 ppm N from a wellbalanced fertilizer. Asters are sensitive to Boron deficiency so maintain optimum pH levels (5.8 - 6.2) and consider applying 0.25 ppm Boron with each irrigation/fertilization.
Stage 3 (days 16-24) Provide plenty of light and air circulation and fertilize the plugs as needed to maintain healthy tissue with 100-150 ppm N from a well-balanced fertilizer. The use of calcium nitrate-based fertilizers is recommended to help build strong stems and roots.
Stage 4 (days 25-28) Plugs are ready for transplanting into flower beds. Aster Matsumoto is sensitive to day length and stress conditions. In order to maximize stem length for cut flowers, NEVER DELAY TRANSPLANTING!
Cut flower Production
Cut Flower Bed: Matsumoto is tolerant of stem rot (fusarium), but steam sterilization and crop rotation is recommended to prevent disease.
Transplanting: Space plants 4 x 5 inches/10 x 12.5 cm apart in beds with a rich soil full of organic matter where Asters were not previously grown the year before.
Growing: Maintain good air circulation and temperatures between 60 77°F/16-25°C. Fertilize as needed to maintain healthy growth. Low fertilizer levels will cause lower leaves to yellow. High fertilizer levels will result in large foliage, delayed flowering and shorter vase life. Asters have sturdy stems but need additional support.
Aster Matsumoto
Flowering: Bud formation begins under long days (>16 hours) at a temperature above 60ºF/16ºC with final development under short day conditions. In general, Aster Matsumoto flowers in 13-14 weeks (90-100 days) after sowing.
Cyclical Lighting: To save electricity the use of cyclical lighting is an option by applying light for 10 minutes followed by 20 minutes of darkness for 6 hours from 10 PM to 4 AM.
Natural Season Flowering without photoperiod manipulation
*Northern Hemisphere
For Winter flowering, provide 4 hours of supplemental lighting from 10 PM to 2 AM for a minimum of 3 weeks starting at the 5th true leaf stage and then apply short day conditions (<12 hours). Stems should be 2/3rd final height at the start of short days.
For late Summer to Autumn flowering transplant when the plugs have 3 true leaves to ensure enough vegetative growth. To ensure proper development and enough stem length, provide long days for a minimum of 3 weeks starting at the 5 th true leaf stage by lighting from 10 PM – 2 AM followed by short days when the crop is 2/3 rd 's the final desired height.
Post Harvest Care: Cut stems when 2-3 flowers are 1/4 open. Strip off bottom leaves and place stems in tepid water in a cool area to allow for rehydration. Store at 33-35°F/1-2°C. Solutions that contain sugar increase the vase life.
Culture Watch Points: Night temperatures below 60°F /16°C promote vegetative growth and increase the risk of abnormal flower development; especially when using cyclical lighting.
Short days following flower bud initiation, although not required, promote faster and more uniform flowering.
Use steam sterilization and crop rotation to prevent stem rot (fusarium).
"All information given is intended for general guidance only and may have to be adjusted to meet individual needs. Cultural details are based on North American conditions and Sakata cannot be held responsible for any crop damage related to the information given herein. Application of recommended growth regulators and chemicals are subject to local and state regulations. Always follow manufacturer's label instructions. Testing a few plants prior to treating the entire crop is best." | <urn:uuid:4648785c-1255-4552-aa5d-f546a4818c41> | CC-MAIN-2020-40 | https://sakataornamentals.com/wp-content/uploads/sites/2/2018/05/Aster-Matsumoto-0420-SAKATA.pdf | 2020-09-27T05:49:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00310.warc.gz | 601,115,656 | 1,131 | eng_Latn | eng_Latn | 0.991039 | eng_Latn | 0.991039 | [
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Volume 4
sesvt.org
NECAP Science - Fourth grade students throughout the State of Vermont participated in the New England Common Assessment Program (NECAP) Science Assessment last spring. In general, Sherburne students and students throughout Windsor Central Supervisory Union performed well in comparison with state scores. NECAP Science assesses students' content knowledge in the areas of physical science, Earth and space science, and life science. Teachers use test data to determine future curriculum and instructional needs. Parents may review individual student test results during parent conferences.
Student Council News - Sherburne Elementary School Student Council elections took place on Friday, October 03, 2008. The ten fifth and sixth graders running for office presented well-prepared speeches to the student body during an assembly. After the assembly, students returned to their classrooms to vote. Congratulations are extended to the following officers for the 2008-09 school year: Christina O'Brien, president; Claire Mercier, vice-president; Lucas Godfrey, treasurer; Alex Crompton, recorder. We are proud of all candidates for the manner in which they ran for office and for their desire to serve on the SES Student Council.
Trailblazers Prepare for the Slopes - Many Trailblazer volunteers met recently to discuss the upcoming ski and snowboarding year. Sherburne Elementary School students enjoy ski and snowboard days on nine Thursday afternoons in the winter months. This program continues due to parental and community involvement. More volunteers are needed! If you are interested in becoming a Trailblazer volunteer instructor, please contact Mrs. Wise at email@example.com We look forward to another exciting year on the trails of Killington this year.
Who's Afraid of the Big, Bad Wolf? - Wolves today get a bad rap. Fear comes from lack of knowledge. Third, fourth, fifth and sixth graders learned a great deal about wolves from Michael Clough, the "Wolfman." Clough shared folktales and myths with students and compared these tales with real life facts. Wolves are important to our ecosystem. As a top predator, they affect all other species. In regard to the big, bad wolf, Clough assured children that there is no known fact of a healthy wolf ever killing a human in our country. Students and adults appreciated Cough's enthusiastic and educational presentation.
Students Study Pond Ecology - Third, fourth, fifth and sixth graders enjoyed a special day at the Pittsford Hatchery on Tuesday, September 30 th , sponsored by the Vermont Department of Environmental Conservation. Students participated in hands-on workshops dealing with fishery management, stream ecology, and water supply. Students returned to school fascinated with the day's experiences, which included watching ecologists stun fish by shocking them in order to weigh and measure fish, determine the species of fish, and judge their general health. This process allows for calculation of health of streams and population of fish. Engineers spent time teaching students how ground and surface water is purified and filtered and how it reaches our homes. It was a day filled with experiments that stressed the importance of environmental education.
Loren M. Pepe, Principal
Remaining NECAP Test Dates
Oct. 13, 14, 15, 16 - grades 3 -6
October 10, 2008
Dates to Remember
October 10,11,12
Killington & Pico Ski Clubs' Ski Swap
@Killington Resort and Pico Mountain
October 14
SES School Board Meeting @4:00 p.m.
October 22 Fire Safety Day at SES
October 23 & 24 Professional Meetings/No Classes
October 28 End of First Marking Period
October 30 Killington Park & Rec. Halloween Party & 6th Grade Haunted House
School Cancellation Call List Attached
When roads are unsafe for school bus travel, the beginning of the school day may be delayed for one hour or more. If it is likely that unsafe conditions will continue throughout the day, school will be cancelled, and the SES call list will begin. In addition to the call list, announcements will be on PEG TV and on the radio: WJJR 98.1, WZRT 92.1, WEBK 105.3, and WSYB 97.1. If you are uncomfortable with driving conditions, please feel free to keep your child home from school.
Killington/Pico Ski Swap!
Parents new to SES and to the community… this is a terrific opportunity to obtain ski/ snowboard equipment at a reasonable cost for your child to use in the SES Trailblazer Program.
All students in grades 1 – 6 participate in the SES Ski and Snowboard program, "Trailblazers" on Thursday afternoons in winter. If purchasing equipment is a hardship for you, please leave a message for Mrs. Wise as to what is needed. A future newsletter will list equipment "needs" to determine if parents can help each other.
Conceptual Understanding in Mathematics
Investigations and Connections, the math program used at Sherburne Elementary School, promotes a high level of student understanding. Adopted at Sherburne Elementary School 8 years ago, along with an investment of 80 minutes per day in mathematics and intensive teacher training, promotes the excellent mathematical thinking experienced by our students. A recent article in Teaching Children Mathematics supports this by stating, "In classrooms that promote teaching and learning mathematics with understanding, instead of memorizing abstract algorithms and mimicking teachers' solution paths, students collaboratively engage in making sense of mathematical tasks in their own ways and communicate their thinking with one another (NCTM 2000). " This collaborative work gives students time to articulate their mathematical understandings and compare them to their peers. One student's comment often sparks another student's thinking and leads to making new mathematical understandings. Teachers ask questions to push students' thinking, promote higher level critical thinking skills and support important mathematical ideas.
In the Investigation curriculum, students develop sound strategies they can rely on to solve computation problems. They learn to look at the whole problem and make reasonable estimates of the results. They use materials and models to visualize the relationships of quantities. They learn to have more than one strategy to solve any problem so that they can double-check their accuracy.
Work with number is not limited to work with operations. Students should understand number as a way to describe relationships in the real world, but they should also encounter purely mathematical questions: "What patterns can you find? What are the factors? What happens when you add two odd numbers together?" In our Investigations and Connections mathematics curriculum students have the opportunity to experience, appreciate, and be fascinated by the patterns of number and to make and test conjectures based on what they see. Kate Carey, M.A., SES Educator
Guidance News
School Directories Now Available
Mrs. Laird's 2 nd grade class has begun a classroom guidance unit focused on building social skills; a curriculum derived from the work of Michelle Winner, a renowned leader in the field of social thinking and behavior theory and practice. Mrs. Knipe's Kindergarten and 1 st grade will receive classroom guidance with a focus on sharing and getting along.
Parents, please note two excellent websites for parents on parenting. The Vermont Parent Information Center, www.vtpic.com (they have a family scholarship program for parents who want to attend conferences and/or need help getting services for their children or family) and The Vermont State Parent Information and Resource Center, www.pircvermont.org, a project of the Vt. Information Center, another excellent resource.
We hope to sponsor a parenting class, Active Parenting Now, a practical applications program for parents, to be led by Sally Alloway, in January and/or February. If you are interested in attending, please inform Mrs. Pepe, Mrs. Pilsmaker, or myself, Ms. McFarlin, so we may determine need. More information on Active Parenting can be obtained at www.activeparenting.com. There's a handy on-line quiz you can take to assess your parenting style. Check it out!
Remember Six Important Messages to give to our children:
*I believe in you *I trust you *I know you can handle things
A school directory of student and their parent names, addresses and home phone numbers is now available at the front desk. We did not have any requests in our first 45 days of school for omission from the directory. If you would like a directory and are unable to pick it up, we will send it home with your child.
Lifeskills Parent Training
th
Dear 6
Grade Parents,
The Woodstock Supervisory Union and the Ottauquechee Community Partnership are supporting a new school health curriculum called "Lifeskills." I am excited to begin teaching Lifeskills to our 6 th graders this year! In summary, Lifeskills introduces students to lifelong tools that help build self-esteem, develop social and coping skills, resolve conflicts and make healthy decisions. Lifeskills classes are facilitated by the health teacher, but students are highly encouraged to lead the discussions. I will be attending training for this program for two days at the end of October and plan to begin teaching in November. I am also planning on covering the "puberty" portion of our health class early in the school year.
Supporters of the Lifeskills training program (including myself) are looking for what we call "parent champions" to help implement this new curriculum. A one day parent training program is being offered at the Killington Library on October 13 th from 8am-3pm. If you are interested in being a parent advocate for this program, please contact me or Mrs. Pepe at 422-3366. We look forward to your support of this exciting, new curriculum.
*You are listened to *You are cared for
*You are very important Ms. McFarlin, Guidance
Jamie Sudol, RN
Looking for a Black Spyder Fleece Jacket Please call SES if your child accidently brought home a jacket like this one. | <urn:uuid:a30a60e7-0061-477f-a481-bd017fade232> | CC-MAIN-2020-40 | http://www.kesvt.org/uploadedfiles/File/volume4october102008_newsletter-081010.pdf | 2020-09-27T07:44:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00315.warc.gz | 176,907,691 | 2,098 | eng_Latn | eng_Latn | 0.9976 | eng_Latn | 0.997728 | [
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Climate change may make extreme hurricane rainfall 5 times more likely, study says
Before Hurricane Laura battered Louisiana , it drenched the Dominican Republic, Haiti and Cuba with 1 deadly rainfall, killing at least 23 people outside the U.S.
Because of their mountainous terrain and vulnerability to flash flooding and landslides, the Caribbean islands are particularly susceptible to a warming climate, which causes tropical systems to get considerably wetter.
According to a new study , "considerably" may mean a 5 times greater likelihood of extreme hurricane 2 rainfall in a warmer world.
"The findings are alarming and illustrate the urgent need to tackle global warming to reduce the likelihood of extreme rainfall events and their catastrophic consequences, particularly for poorer countries which take many years to recover," said lead author of the study, Emily Vosper, a researcher at the University of Bristol.
A 2019 study showed Hurricane Maria produced the single largest maximum rainfall event since 1956 3 4 in Puerto Rico. Using a statistical analysis, that study found the probability of extreme rainfall of Maria's maximum magnitude has increased by a factor of almost five due to human-caused climate change.
Hurricane Maria approaches Puerto Rico in 2017 NOAA/CIMSS
This new study took a different approach than the 2019 study by using computer model simulations, instead of a purely statistical analysis, to answer the question of what would happen to Caribbean hurricanes in a warmer world.
Researchers generated thousands of hurricane simulations from four global climate models in three different climates. The three climate scenarios were: present-day conditions, 1.5 degrees Celsius of warming above pre-industrial temperature levels, and 2 degrees Celsius of warming above https://agupubs.onlinelibrary.wiley.com/doi/full/10.1029/2019GL082077 3
pre-industrial temperature levels. The 1.5°C and 2°C scenarios were chosen because they are the warming goals that the Paris Climate Agreement endeavors to stay below. 5
The results of the study show that in a 2°C warmer world, an event of similar size and location to Maria would be more than twice as likely, occurring once every 43 years rather than once every 100 years.
For the Bahamas, the findings are even more dramatic, with a once-in-100-year storm becoming 4 to 5 times more likely in a 2°C scenario.
In the Dominican Republic, a 100-year extreme hurricane rainfall in the present climate is projected to occur greater than three times more often – once every 30 years – in a 2°C warmer world. But under the more ambitious goal of limiting warming to 1.5°C, extreme hurricane rainfall events in the Dominican Republic would occur roughly once every 57 years – half as often as compared to the 2°C warming scenario.
Comparison of the return period of extreme hurricane rainfall in the Caribbean and Bahamas using historical contrasting historical conditions with future warming scenarios. - Vosper Et al
Vosper, the researcher, sees this as proof that taking efforts to limit climate change can make a real difference:
"By focusing efforts to stabilise global warming to the more ambitious 1.5°C goal, we could dramatically reduce the likelihood of extreme hurricane rainfall events in the area."
It should be noted that most scientists feel the ambitious goal of 1.5°C is not attainable and that we are more likely headed for close to 3°C of warming, especially if we do not take bold measures.
Vosper said there are various potential reasons why a warmer climate has a higher propensity for extreme hurricane rainfall. Her simulations reveal that there were more hurricanes in the 1.5° and 2° degree warming scenarios compared to current conditions. She believes this one of the factors contributing to the increase in extreme rainfall risk.
While there is still some debate in the climate community about whether hurricane numbers will in fact increase, there are various aspects of hurricanes in a warmer climate that are commonly accepted. The most straightforward is the Clausius Clapeyron equation, which dictates that for every 1°C temperature increase, the air can hold 7% more water. Vosper said that part of the increase in extreme rain events in her study can also be attributed to that.
Dr. Kevin Trenberth, who was not involved in the study, agrees. As a distinguished senior scientist at the National Center for Atmospheric Research, he specializes in the energy flows, ocean heat and tropical cyclones. He said Clausius Clapeyron plays a role, but it's so much more. With higher sea surface temperatures and more upper ocean heat content there is more potential energy to fuel storms, which grow through moisture evaporated from the oceans.
Trenberth described the Earth as an interconnected system trying to equalize the imbalance caused by excess human heating.
"We expect more activity as the system, the atmosphere and ocean, try to get rid of the extra heat," said Trenberth. "Hurricanes play a major role in this: a role of such storms is to pump heat out of the oceans, into the atmosphere, and disperse it to where it can radiate to space."
Trenberth said increased activity is manifested in several ways: more storms, bigger storms, more intense storms, longer lasting storms, and heavier rainfalls.
"We expect more intense, bigger and longer lasting storms," said Trenberth, but on the subject of "more frequent storms" he believes it is possible there may actually be fewer in the future. "That's because one big storm can play the role of 4 or more smaller storms in moving heat and striving for energy balance", said Trenberth.
But the following key point is perhaps the most important of all in explaining why a warmer climate means more extreme hurricane rainfalls. As Trenberth discusses, in hurricanes the air spirals into a storm from about 4 times the radius of the visible storm. So the moisture flowing into the storm, that feeds it, is converging from a much larger area.
As a result
"the Clausius Clapeyron effect is magnified and the net rainfall increase is more like 20 to 30% rather than the 7% per degree Celsius of warming," said Trenberth.
A 20% to 30% increase in hurricane rainfall per degree Celsius of warming in itself is substantial. However, most scientists agree our climate will likely warm by at least 2 to 3 degrees Celsius, yielding an even more magnified effect on extreme rainfall. This is concerning for U.S. cities which reside in Hurricane Alley and the especially vulnerable Caribbean islands.
It takes at least six years for even the richest of the Caribbean countries to rebuild after a major hur 6 ricane hits, stalling economic growth. Vosper said her team's research shows residents should be concerned about the impacts of hurricanes in the future and that governments should be stepping up planning.
And that's exactly what island communities all over the world are working on. As the environment program officer for the New York Community Trust and with his Puerto Rican and Cuban roots, Arturo Garcia-Costas is concerned about their future. 7
That's why, with the help of the New York Community Trust, Garcia-Costas is working with a program called Climate Strong Islands. After the devastation of hurricanes Maria and Irma in 2017, last February in Puerto Rico more than 65 organizations from Guam to Maine signed onto the Climate Strong Islands Declaration calling for action. The overarching goal is collaboration to make island communities 8 more resilient, sustainable, and self sufficient.
"We are on the path to a much hotter, wetter world, and the 20th century systems and the infrastructure we have in place are just not ready for it," said Garcia-Costas. "Storms are regularly overwhelming aging sewer systems and electrical grids. We need new thinking for new challenges."
Jeff Berardelli is CBS News Meteorologist and Climate Specialist. © 2020 CBS Interactive Inc. All Rights Reserved. | <urn:uuid:0eb93022-c001-4eef-b732-042cde629a29> | CC-MAIN-2020-40 | http://pm22100.net/01_PDF_THEMES/71_Septembre_2020/200905_hurricane_threats.pdf | 2020-09-27T07:46:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00313.warc.gz | 108,618,127 | 1,643 | eng_Latn | eng_Latn | 0.997119 | eng_Latn | 0.998331 | [
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Five little leaves
Five little leaves so bright and gay, Were dancing about on a tree one day The wind came blowing through the town Oooooooooooo…Ooooooooooooooooo One little leaf came tumbling down
Four little leaves …etc
Once I caught a fish alive
1,2,3,4,5, once I caught a fish alive, 6,7,8,9,10 then I let it go again. Why did you let it go because it bit my finger so which finger did it bite this little finger on my right.
Three big balloons
Three big balloons, yellow, green and blue One went pop And then there were two.
Two big balloons, ready for some fun One went pop and then there was one.
One big balloon, playing in the sun It went pop and then there were none.
One elephant
One elephant went out to play On a spider's web one day He had such enormous fun He asked another elephant to come.
Two elephants went out to play… Three…
Four…
Five…
Five little speckled frogs
Five little speckled frogs, Sat on a speckled log eating some most delicious grubs yum, yum, One jumped it to the pool where it was nice and cool then there were four green speckled frogs glug, glug.
Four little speckled frogs …
Five little ducks
Five little ducks went out one day over the hills and far away,
Mother duck she said quack, quack, quack but only four little ducks came back.
Four little ducks went out one day over the hills and far away…
Lets do it again
Number one, touch your tongue.
Number two, touch your shoe
Number three, touch your knee
Number four, touch the floor.
Number five, do the jive.
Number six, pick up sticks.
Number seven, point to heaven. Number eight, close the gate.
Number nine, touch your spine.
Number ten, Lets do it again!
Five Crispy Pancakes
Five crispy pancakes in a frying pan, Flip them and toss them and catch them if you can.
Along came (choose a child), For a pancake one day Sprinkled it with sugar and took it away.
Four crispy pancakes in a frying pan...
Five Currant Buns
Five currant buns in a bakers shop, Round and fat with sugar on the top. Along came (choose a child), With a penny one day. Bought a currant bun and took it away.
Four currant buns in a bakers shop…
Ten Fat Sausages
Ten fat sausages, sizzling in the pan,
And if one went POP! and the other went Bang! There'll be eight fat sausages, sizzling in the pan.
Eight fat sausages, sizzling in the pan…
Ten Green Bottles
Ten green bottles, hanging on the wall,
Ten green bottles, hanging on the wall.
And if one green bottle,
Should accidentally fall.
There'll be, nine green bottles, hanging on the wall.
Nine green bottles, hanging on the wall. …
Ten in the Bed
There were ten in the bed, And the little one said, 'Roll over, roll over'.
So they all rolled over, And one fell out,
There were nine in the bed…
There was one in the bed, And the little one said, 'Roll over, roll over'. So he rolled over, And he fell out, There were none in the bed, So no one said, Roll over, Roll over.
Five Little Men in a Flying Saucer
Five little men in a flying saucer, Flew around the world one day. They looked left and right, But they didn't like the sight. So one man flew away. ZOOOOOOOOOM!
Four little men in a flying saucer......
Continue until they've all gone.
One Potato, Two Potato
One potato, two potato, Three potato, four. Five potato, six potato, Seven potato more.
Ten Fat Sausages
Ten fat sausages, sizzling in the pan, And if one went POP! and the other went Bang! There'll be eight fat sausages, sizzling in the pan, Eight fat sausages, sizzling in the pan.
And if one went POP! and the other went BANG!
Continue counting down until all the sausages have gone.
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Oral Round
Tier 1
T1-1 (10s) Kristel decided to host a get-together party at Trampoline Park with twenty of her friends. She decides to give each of her friends a card with a number from 31 to 50, where each person holds a unique number. How many people must be selected to guarantee that at least one pair will have cards which differ by 7? [14people]
T1-2 (5s) Kim received a picture containing a set of seven numbers from the Actuarial Society of the Philippines. However, four of the numbers were covered. The set has a median equal to 3 and a mode equal to 2. If the set of the numbers is let to be {x, y, z, m, 4, 4, 5}, where x, y, z, and m are natural numbers, then what is the value of the lowest number in the set? [2]
T2-1 (10s) The nth term of an arithmetic sequence is m and the mth term is n. Find the (m + n)th term. [0]
T2-2 (10s) Circles M and S are internally tangent to circle A. At the same time, the two circles are externally tangent to each other. The distance between the centers of the circles M and S is 10 units, while the radius of circle A is 4 units longer than that of circle Q, and 2 units longer than that of circle M. Find the sum of the measures of radii of the three circles. * [18units]
T2-3 (15s) Suppose Jayne has an arithmetic sequence whose terms sum to 123. Kristel is considering another arithmetic sequence whose terms are the kth term of the first sequence added to the corresponding kth odd positive integer. The sum of the terms of the new sequence is 652. Find the number of terms in Jayne's sequence. [23]
T2-X
(15s)
Let
ABCD
be a four-digit number with
A
as its first digit,
B
as its second, and so on. If
ABCD
is the product of three consecutive prime numbers and
ABC
7
is an integer, then find
DABC.
1100units
[
]
Tier 3
T3-1 (15s) Find the length of segment BC if the area of the circle is 64π units 2 , O is the center of the circle, and the equations OE EA = 3, CD DA = 3 2 hold true. [4units]
T3-2 (10s) Find the remainder when 17 482 is divided by 143.
* Voided, due to a clerical error. Circle Q should be circle S.
3
[
]
D
−
2
T3-3 (15s) Find the last three digits of the product of the squares of all odd numbers up to 2019. [625]
Tier 3 Clincher
T3-C1 (15s) There are 510 locker rooms numbered from 1 to 510 in a hotel. The staff opts to unlock all the doors to accommodate a group of guests, but the guests said that they want the rooms that they will occupy to be apart by one room. This prompted the staff to lock the even numbered rooms. By the time they were done, the guests requested that every room whose room number is a multiple of three, if there are no occupants inside, are to be used as a storage rooms for an event which they are to organize later. These rooms were also unlocked. How many doors are locked? [170doors]
T3-C2 (10s) Find the least possible value of the expression (x + y)(y + z), given that x, y, z are positive numbers satisfying the equation xyz(x + y + z) = 1. [2]
Tier 4
T4-1 (10s) In triangle ABC, D is on AC such that DC = 3(AD). On BC, E is some point distinct from B and C. Point O is the intersection of AE and BD. If BO = BE, find EC OD . [4]
T4-2 (15s) Define the Emjaeanian Number, E(n), to be the nth number in a sequence of numbers that is either divisible by 2, 3, or 5, that is, {2, 3, 4, 5, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, . . . }. For example, E(10) = 14 since 14 is the 10th number in the sequence above. Find p so that E(p) = 410. [300]
T4-3 (10s) If a1 = 1, a2 = 3, a3 = 5, a4 = 7, and an is the sum of the four previous terms for all n ≥ 5, find the sum of the first 8 terms. [235]
Tier 5
T5-2 (15s) Given 9 objects arranged in three rows and three columns, how many groups of three objects are there such that two objects of the same group are either directly above/below or on the left/right side of the third object of the group? [22]
T5-3 (20s) In Studyhaven, Inc., there are eight boys arranged in a straight line. The front desk asked them to insert five identical points in the line such that the boys maintain their orders with respect to each other. If more than one pole can be in between two boys and the ends of the lines have to be boys, what is the probability that the arrangement yields only one pole being in between the fourth and fifth boys from the left? [ 3 11 ]
Tier 6
T6-1 (15s) Find the Cartesian equation of the set of points whose sum of distances from two points (14, 3) and (6, 3) is 11. [ 4 ( x − 10 ) 2 121 + 4 ( y − 3 ) 2 57 = 1 or 228x 2 + 484y 2 − 4560x − 2904y + 20259]
T6-2 (15s) MSA Academic Advancement Institute plans to give a mock examination on the subjects covered by the UPCAT using four Saturdays. The morning session is dedicated to answering the exam while the afternoon session is used to discuss the answers. Prial, a curious student, decided to list down several questions before the first Saturday comes. He wants to ask the teacher the same number of questions during each discussion period, and be left with none in his list after the fourth Saturday. However, each time he attends the morning session, the number of questions in his list doubles. If
Prial initially has at least one question, what is the least number of questions he must have before the first Saturday so that he is left with no questions after fourth Saturday? [15]
T6-X (10s) Determine the sum of the reciprocals of the roots of the equation 69 31 x + 1 + 1 x = 0. [−1]
Tier 7
T7-3 (20s) Jayne and Kristel are friends who regularly visit a particular orphanage. This time, Jayne brought 10 cupcakes while Kristel brought 20 marshmallows. There are 6 kids at the orphanage and the way of distributing Jayne's cupcakes is independent from the way of distributing Kristel's marshmallows. If there are n ways to distribute the marshmallows and cupcakes such that a kid may be left emptyhanded or a kid may be given all, what is the sum of all prime factors of n? [64]
Tier 8
T8-1 (25s) How many integers k exist such that 5 k has at least 1000 digits but at most 2000? (Note: log 5 2 ≈ 0.43067) [1431]
T8-2 (25s) Define a sequence P = {pn} using the following: p1 = 2, p2 = 2 2 , pn = pn− 1 ⋅ pn− 2 for all natural numbers n. What is the units digit of p2019 ? [8]
T9-1 (20s) Find the remainder when (32P3)(31 24 + 1)(31 12 + 1)(31 6 + 1)(31 4 + 31 2 + 1) is divided by 47. [9]
T9-2 (20s) Find all positive integers k less than 100 such that dividing 32k by 105 leaves a remainder of 5. [10]
T9-3 (25s) The sequence 122333444455555666666777777788888888999999999 ⋯ is formed by writing the positive integers in order in such a way that each integer n is written n times. Give an ordered pair (x, y) where x and y are the 2018th and 2019th digits in the sequence respectively. [(4, 5)]
Tier 10
T10-1 (10s) The diagram below shows a grid with n rows, with the kth row being composed of 2k − 1 identical equilateral triangles for all k ∈{1, ..., n}. If there are 513 different rhombi each made up of two adjacent smaller triangles in the grid, what must be the value of n? [19]
† Voided due to a technical error.
T10-2 (15s) The numerical value of 2 16 − 2 6 ⋅ 2019 2 (1995) − 2 14 ⋅ 2019 + 2019 4 may be expressed as ms a where m, s, and a are prime numbers. Find the value of the sum m + s + a. [4009]
T10-3
Given
=
2018
2
2
3
(30s)
N
1298
80
64
, find the number of positive integral factors of
−
100.
24factors
[
]
Tier 11
]
T11-1 (30s) Find the exact value of cos20 ○ − 4sin 2 20 ○ cos20 ○ − cos 4 7.5 ○ + 4cos 4 3.75 ○ − 4cos 2 3.75 ○ + 2. [ 26 − √ 3 16
T11-2 (30s) Find three prime numbers such that their sum is 122 and their product is 6862. [2, 47, 73]
T11-3 (60s) Find the radius of the smaller circle that is tangent to the lines x − 3y = −6 and x + 2y = 2 and passes through the point (0, 1). ⎡⎢⎢⎢⎢⎣ √ 135 − 90 √ 2 5 units⎤⎥⎥⎥⎥⎦
Tier 12
T12-1 (45s) Let h(x) = ax 2 + bx + c such that a and c are real numbers; b ≥−2019; a ≠ 0; and b 2 − 4ac = 0. If h(h(ξ)) = 0 for some rational number ξ, then find the sum of the possible integer values of aξ. [20832]
T12-2 (60s) Given real numbers m and s satisfying m 3 − 3m 2 + 6m − 10 = 0 and s 3 − 3s 2 + 6s + 2 = 0, respectively, such that ms = a, find the range of positive values for a. [a ≤ 1]
T12-3 (60s) Let w = a + b + c + d, x = d − c + b − a, y = a 2 + b 2 + c 2 + d 2 , and z = a + c b + d , where a , b , c , and d are rational numbers. If the set S = {w, x, y, z} is arranged in increasing order, then the resulting set is T = { 29 68 , 13 7 , 97 21 , 2735 441 } . Find the value of ab + ac + ad + bc + bd + cd . [ 3337 441 ]
Final Round
Wave 1
W1-1 Define an n-Floresian Series to be a series of n squares wherein each ith square in the series, 1 ≤ i ≤ n, has dimension i × i, and if i ≠ 1 or i ≠ n, then the ith square is connected to the (i − 1)th square by its lower-left corner, and is connected to the (i + 1)th square by its upper-right corner.
Consider a 5-Floresian Series. Place this series of squares on a grid as illustrated in the figure below. Let A and B be points on the grid such that A is the lower-left corner of the first square in the series and B is the upper-right corner of the fifth square in the series. Find the number of shortest routes from A to B. (Express the answer in prime power factorization.) [2 7 3 3 5 2 7 2 ]
N
−
−
W1-2 When 369, 489, and 592 are divided by integer n, remainders r1 , r2 , and r3 are obtained, with r1 + 2 = r2 + 1 = r3 . Find the largest such integer n. [17]
W1-3 Suppose that a unit square is inscribed in the first circle, which is inscribed in an octagon; the octagon is inscribed in the second circle which is inscribed in a 16-gon; the 16-gon is inscribed in the third circle which is inscribed in a 32-gon; and so on. If all of the polygons are regular, all of the circles are concentric, and the outermost figure is a circle, then what is the value which the area of the nth circle approaches as n approaches infinity? [ π 3 16 units 2 ]
Wave 2
W2-1 As shown in the figure, a regular hexagon of side length 3 is divided into equilateral triangles of side length 1. Find the number of trapezoids of different sizes lengths on the given figure. [522]
W2-2 Judylou takes the sum of 6 consecutive powers of 2 starting from the ith power. Mary Ann takes the sum of 3 consecutive powers of 3 starting from the jth power. Sean takes the sum of consecutive integers from 1 to n. The minimum value that Judylou and Sean can get in common is x, and the minimum value that Mary Ann and Sean can get in common is y. Find x − y. [1665]
W2-3 Jonell and Vincent are playing a cooperative game called Hi-Lo 2. An integer m between 2 2 p − 1 and 2 2 q + 1 , where p and q are prime numbers and q > p, is randomly chosen. Jonell gives an integer n1 between 2 2 p − 1 and 2 2 q + 1 and Vincent either says Hi, if m > n1 , or says Lo, if m < n1 . The process repeats until Jonell gives the integer ni = m and their score will be 44 − r, where r is the total number of guesses. If they want an optimal play, what is their lowest possible score? [43 − 2q]
Wave 3
W3-2 Let n be a positive even integer greater than 2. An n-valley permutation is a permutation (a1 , . . . , an) of the ordered n-tuple (1, . . . , n) such that a1 > ⋯> an/ 2 and an/ 2 > ⋯> a1 . Determine the number of 44-valley permutations. (You may express your answer in factorial notation.) [ 43! 21!22! ]
W3-3 Suppose that n−m− 1 ∑ k= 0 (k + m + 1) = α, where m and n are positive integers greater than or equal to 2, with m < n. If x and y are real numbers, write n ∑ i= 1 ( x + i ) + m ∑ j= 1 ( y − j ) in terms of n , m , and α .
[nx + my + α]
Wave 4
W4-1 Four coins are arranged in such a way such that all coins are tangent to the other three. If three of them are identical, then what is the ratio of the radius of the bigger coin to the smaller coin? √
[
2
3
+
3
]
W4-2 Let a1 , a2 , b1 , and b2 be real numbers. The graph of a cubic polynomial function P(x) = x 3 + 43x 2 + a1x + b1 with (complex) zeros p, q, r intersects the graph of a quadratic polynomial function Q(x) = x 2 + a2x +b2 with (complex) zeros r, s exactly once. Find the value of p+ q + pq +s. [167]
W4-3 Let a, b, c be positive real numbers. If a + b + c = abc, and 1 √ 1 + a 2 + 1 √ 1 + b 2 + 1 √ 1 + c 2 > k , find the (greatest) value of k. [1]
Wave 5
W5-1 How many six digit numbers are there with a digit whose square root is irrational in the ten thousands position, a Fibonacci number (1) in the hundreds position, a square-free number (2) in the thousands position, a prime power (3) in the hundred thousands position, and whose last two numbers combine to make a prime number? [31500]
(1) The Fibonacci sequence Fn is defined by the recurrence relation Fn = Fn− 1 + Fn− 2 where F0 = 0 and F1 = 1. A Fibonacci number is an element of the Fibonacci sequence.
(2) A square-free number is an integer which is divisible by no other perfect square than 1.
(3) A prime power is a positive integer power of a single prime number.
W5-2 Four identical circles A, B, C, and D are drawn such that circle A is externally tangent to circle C, circle B is externally tangent to circle D, and circles A, B, C, and D intersect at point E. If r is the radius of A, find the maximum area bounded by the four circles. [(2πr 2 + 4r 2 ) units 2 ]
W5-3 Define a figure to be a circular square if it is formed by constructing identical circular segments with central angle θ = π 4 from each midpoint of two adjacent vertices of a square to its other two adjacent vertices. Two identical circular squares JRCB and EIKA with circular arcs of length 2π inches are drawn such that the distances of each vertex from point α are all equal and JERICKBA is a regular octagon, as shown in the figure below. Find the area of the largest octagon that can be inscribed in the shaded region. [(160 √ 2 − 32 √ 17 + 8 √ 2) inches 2 ]
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Latvians Abroad (1944–1990)
The second Soviet occupation of Latvia in 1944 and 1945 led to a mass of Latvian refugees fleeing to the West – as many as 200 000 people in all [1]. The war, repressions implemented by the occupant regimes, and the flow of refugees created irreversible demographic and social changes. These losses were exacerbated by the social profile of the refugees – educated professionals of various fields and active people with much initiative.
The primary motivation for emigration toward the end of World War II was the restoration of the Soviet regime in Latvia. People well remembered the first occupation in 1940 and 1941 and, with good reason, were afraid of further repressions. They were sure that the thinking of the Soviet regime would not change. Indeed, after the war, the Soviet authorities considered all Latvians in Western countries to be ideological enemies, and until the collapse of the USSR, there were strict limitations and control of contacts between relatives on both sides of the "Iron Curtain" [4].
Most refugees in 1945 were located in the so called 'displaced person' or DP camps in Germany. This was known as the era of "little Latvia," because some 125 000 Latvian refugees lived in various camps in one country and organised active cultural and social life, complete with Latvian schools, theatres, associations, choirs, book publishing and newspapers [1].
Mass emigration to new places of settlement began in 1947 and 1948, and by 1951, most Latvian refugees had left Germany. They settled in the United States (55 000), Australia (21 000), Great Britain (18 000), Canada (14 000) and Sweden (4 000), with 13 000 remaining in Germany [MAP]. Highly educated refugees found that they lost their social and material status in the new situation, because their experience and qualifications from Latvia were not always recognised or of use. Still, Latvians very quickly improved living conditions in their new places of residence, ensuring education for their children and never becoming an isolated or impoverished segment of the relevant societies.
The USSR demanded in the wake of the occupation that the diplomatic offices of the Baltic States should be shut down, but several Latvian embassies remained open, because Western countries did not recognise the annexation of the three countries by the Soviet Union [2.1.]. Diplomats and Latvian organisations regularly reminded democratic governments and societies about what was happening in occupied Latvia, and they protested against any yielding before Soviet interests. True, over the course of time, the Baltic issues became a "frozen" problem for the international community, but for Latvians it always meant an occupied country and a divided nation [2].
Social life of the Latvians abroad confirmed the effort to preserve national identity, with people maintaining and developing various cultural areas. Political, aid and religious organisations were established, student fraternities and sororities were revived, and cultural, sports and research organisations were set up. Latvians devoted much time and money to cultural and social life, maintaining churches, schools, educational institutions and leisure venues. Many of the émigrés were patriotic, educated and active, which made it possible to organise intensive social and cultural life, including publishing houses [3].
Beginning in the 1960s, the main problem for the Latvian community was ensuring that children born abroad learned the Latvian language and culture. Some Latvians chose to allow their children to fully absorb themselves into the society and culture of the country of residence [3.2.].
After the restoration of Latvia's independence, some Latvians returned home, but most remained abroad, continuing to organise social and cultural life in the foreign countries. There were significant successes in transferring the Latvian language and culture to new generations between the 1960s and 1980s, while today, the Latvian communities that continue to exist abroad face an increasing threat of the complete assimilation of new generations, particularly in those cases in which Latvians live outside of the main centres for the diaspora [3].
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Family By Aunty Fay Muir and Sue Lawson Illustrated by Jasmine Seymour
The latest book in the 'Our Place' series, Family is a beautifully illustrated look at the universal theme of family. The story introduces young readers to Indigenous culture and explores the fact that family can be many things; connection with country, spending time caring for each other and the environment and about heart and home.
The careful selection of each word means the text is powerful and the earthy tones in the illustrations portray the connection to country. This gorgeous book is the perfect way to celebrate family.
Key Message for Parents | The best learning happens in nurturing relationships.
Young children which are in loving and caring relationships with the people around them have healthy brain development and lower stress responses. Spending time taking, singing, reading and playing with your toddler helps to develop a warm and nurturing relationship.
Some ways we can foster strong relationships include:
* Providing a predictable and calm environment
* Be a role model by speaking to children in a respectful way
* Learning about the cultural background of children and families
* Be aware of any special needs the children or families in your group may have
Australian Early Years Learning Framework |Outcome 3: Children have a strong sense of wellbeing
Educators can support children to develop a strong sense of wellbeing by
* Providing warm and trusting relationships
* Acknowledging each child's cultural and social identity
* Showing respect and giving positive affirmation
* Valuing each child's personal decision making
Welcome
Ask carers to write nametags for themselves and their children.
Welcome everyone, introduce yourself, remind adults to turn their mobile phones off and that there will be time for adults to chat after the story and songs.
Welcome Song (or your preferred song)
Have the words available as a handout or written on a board or butcher's paper for the adults to read and join in.
Good Morning
Good morning to you
Good morning to you
Good morning everybody and welcome to you!
Song
I love you family
Sing to the tune of "You are my sunshine"
I love you family
My dearest family
You make me happy, when I am sad
I want to tell you; I really love you
When I am with you, I am so glad
Before Reading
Settle your group into a comfortable area and make sure all children can see the book. Show the cover and explain the story you are sharing today is called 'Family'.
Discuss what is a family. You could write all the answers on a whiteboard as this will demonstrate that families are made up of all types of people and that each family is unique. There might be one person in your family or 10. They may be related to one another, but they don't have to be. The important thing is they love and care for you.
During Reading
To get the full impact of the story, always read the book all the way through without stopping to discuss. This helps children understand the flow of the story. Tell the children it is your job to read the words but it's their job to read the illustrations. Visual literacy is an important part of literacy development.
Once you have finished reading ask the children who enjoyed the story. Explain that you will read the story again but this time we will stop and look closely at each page so they can tell you what they saw in the illustrations, and answer any questions. When you are exploring each page look at;
* Who are the people?
* What are they doing?
* What else is happening in the illustrations?
* Count how many Australian animals there are.
After Reading
When you finish reading praise the children for sitting and listening. Acknowledging their effort, promotes positive self-esteem.
The families in the story are doing lots of different things together; playing footy, sharing stories, singing, dancing and looking after the environment.
Talk about what things the children do with their families. Are they the same or different to the families in the story?
Give the children a piece of blank paper and ask them to draw their family.
Extension Ideas
You can extend the ideas from the story by doing some of these extension activities
* Do some yarn weaving
* Ask your elders (grandparents or special seniors) to tell you about what life was like when they were younger
* Play a fishing game
* Draw some Australian Animals
Songs
You may like to sing songs:
* Inanay capuana (https://www.youtube.com/watch?v=M3_Snv1C-54)
* If you're happy and you know it
* The Gumtree family (https://www.youtube.com/watch?v=RFQwM8WkUnE)
STEM Focus
Young children have an innate tendency to explore. They are always looking and asking questions about the world around them. Go for a walk in nature and observe the animals and insects, count the trees and flowers. Depending on the season are there leaves on the ground? Or flowers? What colour are they? By encouraging children to explain what they are seeing you are helping their langauge development.
The natural world offers so many opportunities to exlore STEM principles. Take a basket on your walk and collect leaves, flowers, pine cones, gum nuts, etc. When you return to the classroom/home sort the items you have collected. You could then draw the things you have found and make labels for each type of thing. This simple activity in collecting and sorting helps to introduce the scientific concept of classifying.
Goodbye
Conclude the session with some suggestions of books that parents might want to share with their children. The Little Big Book Club suggests the following books to support learning in this area. If your library has copies, make them available for families to borrow or include them in your story time sesion.
For more stories to share, we recommend the following titles:
* Love makes a family by Sophie Barr
* Baby Business by Jasmine Seymour
* Family Forest by Kim Kane
An Activity Time for this book is avaliable to download for FREE from our website. This is a great resource to share with families, you are welcome to print and distribute as necessary.
Goodbye Song
Depending on the size of your group, you may wish to insert each child's name in the place of 'you' as it develops a more personal relationship between yourself, the child and the family.
Sung to the tune of (Here We Go Round the Mulberry Bush) or your preferred choice.
Goodbye
This is the way we say goodbye (use a waving action) Say goodbye, say goodbye
This is the way we say goodbye
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Daylight saving time is ruining your brain, study warns
NASHVILLE, Tenn. – Other than simply being annoying, switching to daylight saving time every year is ruining our brains, according to a new study.
Researchers at Vanderbilt University say daylight saving time reduces the amount of bright morning light received by the body, which is needed to synchronize our biological clocks, StudyFinds.com reports.
"People think the one-hour transition is no big deal, that they can get over this in a day, but what they don't realize is their biological clock is out of sync," says Dr. Beth Ann Malow of Vanderbilt University Medical Center.
The study shows that the misalignment of our body clocks occurs for eight months out of the year, not just the one-hour change we deal with twice a year.
"We are talking about profound impacts on the biological clock, which is a structure rooted in the brain. It impacts brain functions such as energy levels and alertness," adds Malow.
Even worse, not receiving enough morning light is associated with increase risk of heart attacks and strokes, and has been linked to partial sleep deprivation.
The study also says certain children with autism have even bigger struggles adjusting to the time changes.
Copyright 2019 by WPLG Local10.com - All rights reserved.
https://www.local10.com/health/2019/11/06/daylight-saving-time-is-ruining-your-brain-study-warns/
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Topic
Entry Points: Focused discussions and 'show and tell' about our different cultures and the different countries we visited over winter vacation.
Outcomes: To become familiar with and interested in different countries and their associated cultures and traditions through stories, art and other media.
Experiences: Field trip to Qasr Al Hosn (Heritage and identity), Library story-telling, art lessons exploring different forms of art from around the world.
Evaluation: On-going teacher assessment, self and peer assessment, baseline assessments.
Key Vocabulary
English: Opinion, fact, true, false, author, narrator, character, setting, culture, tradition, language, global, international, multi-cultural, ethnic, diversity, moral values, commas, listing.
Math: equations, true, false, compare, greater than, less than, time, clock, half an hour, hour, digital, analog, place value, tens and ones
Science: Weather, tornadoes, tsunamis, earthquakes, rain, snow, avalanche, sun, stars, moon, continents, landscapes
Social Studies: nationality, religion, expat, identity, remember, past, transportation, experience, secure, love, happiness, reassurance, shelter, respect, sad, hurt, nervous, angry, teamwork, grumpy, help, frustrated.
Moral Education/National Identity
Discovery of UAE Heritage through story-telling:
1. What do we know about story-telling?
2. 2. Traditional story-telling
3. Discovering UAE Heritage through storytelling
4. The Storyteller
5. Creating our own stories
Social Studies
Understanding others: Explain why people live in social groups, begin to identify and use various strategies to come to a solution for classroom conflicts.
Importance of family: compare and contrast traditions in families with different cultural backgrounds. Describe various ways people learn about the past.
Math
Counting: Counting in 1's to 15. Counting in 10's, 5's and 2's.
CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral (Ongoing)
Work with addition and subtraction equations: CCSS.MATH.CONTENT.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Tell and write time: CCSS.MATH.CONTENT.1.MD.B.3 Tell and write time in hours and halfhours using analog and digital clocks.
Understand place value:
CCSS.MATH.CONTENT.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
CCSS.MATH.CONTENT.1.NBT.B.2.A Understand that 10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. CCSS.MATH.CONTENT.1.NBT.B.2.C Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). CCSS.MATH.CONTENT.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and one's digits, recording the results of comparisons with the symbols >, =, and <.
Mathematics: 2D and 3D shapes
CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Guiding theme:
Stories around the world
Grade 1 , Term 2, Unit 1 (5 weeks)
Science: Weather around the world
Space Systems: Patterns and Cycles
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Patterns in the natural world can be observed, used to describe phenomena,
and used as evidence. (1-ESS1-1), (1-
ESS1-2)
PE
How does sport help my body to grow?
Students will apply catching, throwing, rolling, fleeing, and dodging skills during a game situation.
Students will be able to demonstrate kicking a ball from the ground by approaching the ball, planting with the opposite foot, and following through the kick.
Music
Musical traditions from countries being studied.
2.1 Sing with accuracy in a developmentally appropriate range. 2.2 Sing ageappropriate songs from memory. 2.3 Play simple accompaniments on classroom instruments. Compose, Arrange, and Improvise 2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom
ELA
1. Writing: Opinion writing based on stories from around the world (different cultures & characters)
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
2. Reading: Stories from around the world/Opinion pieces/Guided Reading:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details
CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
3. Speaking & Listening:
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
4. Language:
CCSS.ELA-LITERACY.L.1.2.B Use end punctuation for sentences. CCSS.ELA-LITERACY.L.1.2.C Use commas in dates and to separate single words in a series. CCSS.ELA-LITERACY.L.1.5.D Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
DT
Using blocks, LEGO and everyday materials to make homes and landmarks from around the world (depending on the culture or country being studied that week)
Art
Arts and crafts around the world
Origami from China
Henna painting from India
Tribal art from Australia and Africa
Abstract paintings from Europe
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Conflict and Stakes! (More on Plot)
The Stakes
Another way to think about plot is the occasion of the narrative—the reason the story is being told, and worthy of the reader's time and attention. And almost always, the occasion has something to do with disequilibrium. By this we mean that something in your character's life is thrown off balance. They were cruising along, and something happened to change the course of their life—typically some sort of trouble or conflict or danger.
Steve Almond describes plot as "the mechanism by which your protagonist is forced up against her deepest fears and/or desires." So, not only is something changing, but it's changing in a way that makes your character confront some deep and scary chasm in the outer world and/or inside themselves, like Junior transferring to an all-white school in The Absolutely True Diary of a Part-Time Indian, or the war-torn world surrounding Liesel in The Book Thief.
What gives this chasm power is the reader's understanding of the stakes. What does the character have to lose, and why should the reader care? If Junior assimilates (fits in) to the environment at his new school, will his reservation friends reject him? What will happen if Liesel gets caught teaching Max to read? This tension, and the reader caring about the outcome, is what we mean by stakes. To better understand the stakes for yourself, it can be helpful to ask yourself questions about your characters, like: What does my character want most in the world? What is she most afraid of?
Conflict
As you consider the stakes of your novel, and what it is that your main character wants more than anything else in the world, it's useful to think about what's standing in the way—a.k.a. conflict! Here are four different ways to think about conflict:
o Physical Antagonist: A character that stands in the way of your character achieving what he or she wants. Sometimes this is intentional (a bully intentionally making Junior's life miserable at his new school), but often times the antagonist isn't trying to be evil, it's just that his or her own goals conflict with those of your main character.
o Abstract Antagonist: Something non-human that stands in the way of your character achieving what he or she wants—the war ripping apart Liesel's family, for example. Illness and racism are other examples.
o External Conflict: The conflict that emerges between your main character and the antagonist. How does Liesel go about stealing books in a wartorn world? How does she keep from getting caught?
o Internal Conflict: The fears, jealousies, anxieties (etc.) that your character has to confront within him/herself.
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S. Ziegenhagen and B. Tuck
Skunks, opossum, raccoons, coyotes, deer, and elk often are lumped into the unofficial taxonomic family "nuisance wildlife." Actually, any kind of wildlife can fit this description, from rattlesnakes to woodpeckers, and even beavers. Most often, however, problems caused by nuisance wildlife can be managed or avoided altogether.
Simple solutions to nuisance wildlife problems
Let's start with the easiest solutions. The vast majority of the phone calls to the Oregon Department of Fish & Wildlife (ODFW) dealing with raccoons, skunks, opossum, and even bear can be solved by eliminating one thing from the general area: "food." Eliminating the food source usually gets rid of even the most chronic problems.
The biggest enticements are dog and cat food left outside, either at your house or a neighbor's house. Feeding pets inside will easily remedy this problem. If you check around, you may even find that someone is intention ally feeding the wildlife.
The next most common food source is unsecured garbage and compost piles. Storing garbage in secure containers or buildings will solve this problem. Check with your local gardening club to obtain plans for building a secure composter.
The next easiest fix is to block the preferred nesting/resting places for nui sance wildlife. Such places include outbuildings and the space under decks and houses.
If none of these strategies works, you can contract with a private "critter getter" business to trap the animals. If you're more adventurous, you can rent, buy, or build your own live trap; obtain a permit from ODFW; and trap the animals yourself. You do not need a permit to trap the nonnative opos sum or fox squirrel. Permits are needed for trapping most other species.
If you suspect a skunk is the problem, use a completely enclosed trap to limit the chance of getting sprayed. If you only have access to an open mesh
Photo: Scott Ziegenhagen, ODFW
Scott Ziegenhagen, Oregon Department of Fish and Wildlife, and Brian Tuck, Extension faculty, Wasco County, Oregon State University.
trap, cover it with a tarp after catching a skunk. A good mixture to get rid of skunk odor is 1 quart 3% hydrogen peroxide + 1 /4 cup baking soda + 1 teaspoon liquid soap.
Wildlife relocation
Some animals can be relocated, but relocation generally is not the best option. Animals relocated to unfamiliar territory, especially those used to urban sources of food and shelter, usually find wildlands unsuited to their behavioral patterns. Consequently, most relocated animals either starve to death, are taken by predators, or are killed when crossing unfamiliar roads. Animals that do sur vive relocation usually end up as someone else's problem.
Relocated animals also can cause disease outbreaks and/or the spread of non native species (for example, opossum, fox squirrel, and starlings). Nonnative animals may not be relocated off-site and should be euthanized humanely.
If you do plan to relocate healthy native animals, you first must check with your local ODFW office for suitable release sites.
The recommended method for dealing with problem urban wildlife is humane euthanasia.
Deer and elk
Deer and elk can at times cause damage. There are some solutions for address ing damage by these animals, but not many.
You can grow landscape plants that deer and elk don't like or try using smell and taste deterrent sprays. These sprays may help in the short term, but they offer no protection to new growth, so they must be reapplied frequently. Some people have had success with hanging scented soaps, human hair, and dieselsoaked rags on or near affected plants. More tempting areas, such as gardens, alfalfa fields, vineyards, and orchards in close proximity to deer or elk habitat, likely will require a permanent 8-foot-tall woven wire fence.
The Oregon State University Extension publication The Wildlife Garden: Reduce Deer Damage in Your Yard, EC 1557, offers some good suggestions for deer and elk repellents and exclusion devices. Deer-Resistant Ornamental Plants,
EC 1440, provides a list of plants that deer find less attractive.
Hunting can reduce local populations of deer and elk. The Landowner Hunting Preference Program (see "LOP" in the current Oregon Big Game Regulations) may help you obtain deer and/or elk tags valid for your property. LOP tag holders can keep the animal they harvest; in some cases, this provides an extra deer hunting opportunity. Check with your local ODFW office to see whether you qualify and to register your property.
You also may allow anyone you wish to hunt on your property, as long as it is legal to do so and the hunter has the appropriate license and tag.
ODFW may issue kill permits for chronic problems that cannot be solved by other means. With a kill permit, the landowner or his/her agent may harvest the offending animal, field dress, skin, and deliver the carcass to a meat-processing business. The meat is processed and distributed by charitable organizations to low-income families. Some game meat may go to individuals who have a medical condition requiring a low-fat diet.
Coyote, fox, bobcat, bear, and cougar
Coyote, fox, bobcat, bear, and cougar (mountain lion) are considered damage-causing wildlife when they harass or kill livestock or pets. Hunting may be an effective way to solve this type of damage. Chances are you know someone who would like the opportunity to harvest coyote, fox, cougar, bobcat, or bear on your property. Contact ODFW for hunting regulations.
If people, livestock, or pets are in imminent danger from a predator, the predator can be shot without a permit at any time. If a bobcat, fox, cougar, or bear is taken under these circumstances, the incident must be reported to ODFW or the Oregon State Police immediately. If you do not have the required tag/permit, or the incident occurs outside the legal hunting season for the species, you cannot take the animal into your possession. Coyotes causing damage are not pro tected and therefore require no reporting, tags, or permits.
Remember, as with any use of firearms, you must be outside city limits, use due caution, and shoot only in a known safe direction. Be sure that the caliber of weapon you use is sufficient for the size of animal you are shooting.
In extreme cases, ODFW can authorize the use of dogs or traps (usually by a Wildlife Services agent under USDA-APHIS) to catch an offending cougar, bear, bobcat, fox, or coyote.
ODFW has a "Living with Wildlife" brochure series that includes brochures on mountain lion and black bear. These brochures provide useful information on how to coexist with these animals in a rural setting, general biology, and how to act if you encounter these animals in the wild.
Snakes
The only poisonous snake native to Oregon is the western rattlesnake. These snakes generally are not aggressive and do not bite people if left alone. The vast majority of rattlesnake bites occur when a snake is handled or is stepped on accidentally. The best way to guard against a snake bite is to educate yourself and your family to identify rattlesnakes and to leave them alone.
To keep rattlesnakes out of your yard, you can build a solid fence that is snug to the ground and at least 2 1 /2 feet tall. Snakes are attracted to moist, cool areas during hot, dry weather, including watered lawns and shaded areas under decks, houses, and woodpiles. If a snake will not leave on its own, someone with
3
experience handling rattlesnakes can remove it. If necessary, rattlesnakes can be killed by private citizens.
No other snake native to Oregon is capable of seriously harm ing a person. All other snakes can be safely removed with a stick, shovel, or broom.
Rodents
Photo: Keith Fox, ODFW
Meadow voles (field mice), gophers, ground squirrels, and moles (actually an insectivore) frequently cause problems in orchards, pastures, backyards, and many other settings. Control methods include poisons, traps, attracting beneficial predators, sanitation, and management of cover. Each method has its own challenges.
If applied correctly, poison baits can work well for gophers, mice, and ground squirrels. If applied incorrectly, poisons can affect nontarget wildlife, household pets, and even children. Always read and follow label directions carefully when using poison baits. Traps work well for mice, gophers, and moles, but they must be checked and baited frequently.
Natural predators such as raptors, foxes, and coyotes offer free rodent control if you have good habitat for perching and ground cover for stalking. It is impor tant to remember, however, that predators also may prey on pets, livestock, or desirable wildlife.
As with other nuisance wildlife, better sanitation and eliminating food sources such as pet food, bird seed, and garbage will help eliminate field mice. Removal of protective cover immediately adjacent to crops and buildings discourages field mice as well. Oregon State University and Washington State University have excellent publications concerning gopher, mole, and ground squirrel manage ment and control around the home and farmstead.
Porcupines and mountain beaver are two other rodents that can cause signifi
cant damage to trees. Neither of these is protected by wildlife laws, and permits or tags are not required for their removal.
Beavers
Beavers are a natural and beneficial part of stream and river eco systems. At times, however, their dam-building activity can threaten roadways and agricultural fields by plugging culverts and causing flooding. Beavers also may impede woody vegetation reestablishment along streams and riparian corridors.
To protect ornamental trees or large trees in a riparian area, cage the trunks with 4-foot-high, small-mesh woven wire. As a last resort, beavers may be shot or dead-trapped by a Wildlife Services agent, or by a landowner who possesses the proper permit from ODFW. Beavers can be trapped and relocated to a different drainage where there is no potential for conflict. Your local ODFW office may have a list of trap pers that can, during season, trap beavers for sale in the fur market.
5
Rabbits and hares
Eastern and nuttall's cottontail rabbits and brush rabbits (true rabbits) and blacktailed and whitetailed jackrabbits (hares) can damage yard and garden plants as well as forage crops such as alfalfa. Eastern and nuttall's cottontail rab bits, brush rabbits (mostly western Oregon), and blacktailed jackrabbits are not protected and can be eliminated by any legal means, including hunting, without a special permit or tag. However, whitetailed jackrabbits and pygmy rabbits are protected. Thus, if a jackrabbit has a black tail, you can deal with it on your own. If the jackrabbit's tail is white, you must contact ODFW.
Cottontails, brush rabbits, and pygmy rabbits are much smaller than jackrabbits. Pygmy rabbits look much like cottontails, but generally are smaller and have proportionally shorter ears. Pygmy rabbits are unlikely to bother your yard and garden plants or crops because they are rare and confined to sagebrush habitat. Snowshoe hares are also unlikely to cause damage unless you live in a higher elevation forested area. Snowshoe hares are smaller than jackrabbits with bigger feet and shorter ears, and they are white in the winter.
Photo: Scott Ziegenhagen, ODFW
Taste and smell deterrent sprays can be effective with rabbits and hares in small areas. Fences used to deter rabbits must be of small mesh (2 x 2 inches or less), buried 18 inches into the ground, and more than 4 feet high.
Birds
Waterfowl such as ducks, and especially geese, can cause severe damage to crops such as grass seed, wheat, and pastures. Anyone can haze ducks or geese from crops without a permit. You can obtain a permit from the Oregon State Fire Marshal's office to buy hazing fireworks, which are shot out of a special pistol or a 12-gauge shotgun to scare off waterfowl. Another option is a propane cannon, which can be set to go off at intervals throughout the day. Hazing birds can have good results in the short term, but geese and ducks get used to these methods, so you will need to vary your scare tactics over time.
Some people have had success training dogs to chase off waterfowl, and others have used dog silhouettes and electronically animated scarecrows. September goose-hunting seasons have been set to target damage-causing geese; see the current Oregon Game Bird Regulations. You can contact the United States Fish and Wildlife Service (USFWS) for other ideas.
Woodpeckers, flickers, and sapsuckers can damage wood-sided homes and out buildings by pecking holes and sometimes even creating cavity nests in the roof rafters. Stapling small mesh (½- to ¼-inch) weld wire over holes and eliminating access to the space under eaves is effective. Hazing birds with water balloons or a hose sometimes works well.
Roosting birds can pose problems by "whitewashing" buildings, cars, custom ers, etc. The most effective deterrent is to design outdoor lighting, roof lines, and other building structures to minimize roosting areas. Various aftermarket wire products can be affixed to perching/roosting areas to prevent birds from landing.
Starlings, house sparrows, and rock pigeons are the only birds that have no protection and can be dealt with in any manner you see fit. Crows and magpies also can be taken without a permit if they are coming from, going to, or in the act of damaging agricultural crops.
For all other migratory birds (including those dis cussed above), contact the United States Fish and Wildlife Service for permit requirements and other dam age prevention ideas.
Upland game birds are those listed in the Oregon Game Bird Regulations synopsis (pheasant, grouse, quail, chukar, Hungarian partridge); harvesting is governed by season and license requirements. If you are experiencing damage by upland game birds, call ODFW.
Injured or "abandoned" wildlife
If you come across seemingly injured or abandoned wildlife, in almost every case it is best to let nature take its course and not disturb the animal. Before disturbing any wildlife, determine without a reasonable doubt that the animal is orphaned or injured to such an extent that it will not survive on its own.
Most wildlife leave their young seemingly unattended for hours at a time, returning to nurse or feed only when there is no sign of danger. Fledgling birds often venture from a nest and are fed on the ground or in vegetation away from the nest site. Young animals are considered abandoned only if the adult is found dead or the young animal's body condition has deteriorated over a course of days without any evidence that the adult has visited the site.
If the animal is native to the area and has a reasonable chance of survival only with treatment, it may be a candidate for rehabilitation. Private licensed rehabili tators can work with most kinds of wildlife if their facilities have available space. Wildlife may be held captive only by licensed rehabilitators.
If you are certain that an animal is suffering from a soon-to-be-fatal injury, you can, as humanely as possible, put it out of its misery. It is legal for concerned citizens to do so, but make sure to immediately inform a local ODFW or Oregon State Police office of the circumstances involved. You may not take the animal into your possession.
Other nuisance animal problems
ODFW does not have jurisdiction over livestock, domestic pets, or migratory birds (waterfowl and songbirds). Your county Animal Control Officer deals with pet issues, the Oregon Department of Agriculture deals with livestock, and the United States Fish and Wildlife Service and USDA-APHIS Wildlife Services deals with migratory birds.
If you find dead wildlife on your property, you can double bag it and put it in your trash, as most garbage services will take animals bagged in this manner. Contact your disposal service first to make sure they will take the animal. Be careful when handling dead animals; use gloves and wash with soap and warm water afterward.
If there is a large dead animal on your property, your best option is to bury it or pull it downwind from your house. Spreading lime on the carcass will speed decomposition and reduce odor. Do not place lime or animal carcasses within 200 feet of a waterway or anywhere that runoff water from the deposit site may enter a waterway.
If a large animal carcass is impeding traffic on a public roadway under county or state jurisdiction, the county or state might remove the animal.
Additional resources
Oregon State University and Washington State University offer excellent publi cations dealing with management and control of nuisance wildlife. Both also offer publications about enhancing wildlife habitat.
An excellent website from the University of Nebraska titled "The Internet Center for Wildlife Damage Management" has a host of publications and hints on handling wildlife damage issues (icw.dm.org).
Live animal traps often are sold or rented at local feed stores.
Oregon State University Extension Service publications
The following publications are available from the OSU Extension Service. Visit the website (extension.oregonstate.edu) or call 541-737-2513 or your local Extension office for prices and ordering information. Many of these publications are available online.
Building an Electric Antipredator Fence, PNW 225
Controlling Ground Squirrel Damage to Forages and Field Crops, Ditches, and Dams, EC 1429
Controlling Moles, EC 987
Controlling Pocket Gopher Damage to Agricultural Crops, EC 1117
Controlling Pocket Gopher Damage to Conifer Seedlings, EC 1255
Deer-resistant Ornamental Plants, EC 1440
The Wildlife Garden: Reduce Deer Damage in Your Yard, EC 1557
Washington State University Extension publications
Washington State University publications are available through WSU Extension offices or through their publications website (http://pubs.wsu.edu/cgi-bin/pubs/ index.html).
Oregon Department of Fish & Wildlife publications
Many of the following publications are available at Oregon Department of Fish & Wildlife's website (www.dfw.state. or.us) under "Living with Wildlife" on the Wildlife Division page.
Living with Wildlife—Urban Wildlife
Living With Wildlife—Mountain Lion
Living with Wildlife—Black Bear
Living with Wildlife—Wolves
Living with Wildlife—Bats
Oregon Is Black Bear Country—Guidelines for Living with Black Bears
Oregon's Small Mammals (good source for identification)
Photo: Pat Welch
7
Technical resources
With any situation involving wild animals, there are an infinite number of problems and solutions. The following table will help you determine whom to contact for help and/or advice.
Note for Washington: In gen eral, the use of body-gripping traps is not permitted in Washington, although there may be some exceptions. If you live in Washington, contact your local office of the Washington Department of Fish and Wildlife for current information.
Photo: Pat Welch
© 2005 Oregon State University.
This publication was produced and distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials—without regard to race, color, religion, sex, sexual orientation, national origin, age, marital status, disability, and disabled veteran or Vietnam-era veteran status. Oregon State University Extension Service is an Equal Opportunity Employer. | <urn:uuid:928945d5-1177-4ba4-ae93-90262ce5ed60> | CC-MAIN-2020-40 | https://catalog.extension.oregonstate.edu/sites/catalog/files/project/pdf/ec1579.pdf | 2020-09-27T07:38:25+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00314.warc.gz | 306,242,372 | 4,307 | eng_Latn | eng_Latn | 0.992738 | eng_Latn | 0.997422 | [
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Hybrid Hazelnuts at Hazel Acres, Fenton, Iowa
Farm Management Practices
been a cattle feedlot before being converted to a hog lot and, later, converted to row crops.
About the Farm
Hazel Acres is the farm where Roger and Joyce Jensen raised five daughters and two sons. Jeff is the eldest of the two sons. Roger farmed and grew hogs farrow-tofinish through the 1980s and 1990s. Today, Roger works as a loan officer in Ringsted, Iowa. The row-crop acres are rented to a local farmer and Roger and Jeff focus on the hazelnuts and a large garden that feeds over 30 kids and grandkids. The hazelnuts are a research planting for Jeff to evaluate genotypes for possible vegetative propagation and breeding. More than 125 different bushes are evaluated and their nuts identity preserved. To date Jeff has identified four bushes that have consistent yields with high quality kernels.
Roger and Jeff Jensen started Hazel Acres in 2005, shortly after Jeff was hired to work with third crops for a non-profit organization in southern Minnesota. "Third crops" are crops other than corn or soybeans, with a focus on perennials. One of the possibilities was hazelnuts — otherwise known as filberts — which are native to the Midwest and produce a tasty nut rich with healthy oil. "I never really knew they grew in the Midwest, but once I started looking into hazels as a viable crop, I was hooked," said Jeff.
Because the field was not seeded with a cover crop before the hazelnuts were planted, Roger and Jeff decided to space the rows 15feet apart with five feet between plants. In that way, the rows were wide enough to accommodate a tractor pulling a disk.
The first 500 plants were planted in the spring of 2005 and included bare root and potted seedlings. The acreage Roger and Jeff selected had
Jeff and Roger watered each bush by hand, using a 300-gallon water wagon pulled with a tractor. Weed control was done using glyphosate around each seedling in the first two years, then hand weeding, mowing, and using a gas-powered trimmer in successive years. The planting is mowed every week as needed
Below: In-shell nuts grow inside a husk. Clusters can range from one nut in the husk up to 6 or 7 nuts in a single cluster.
Agroforestry on the Farm: Hazelnuts
and trimmed with the trimmer at least every month May through September. No landscape fabric is used, although another planting that was established one year later did incorporate landscape fabric, along with mulch and a drip irrigation system.
handful of bushes producing enough nuts to collect. Everything on the farm is hand-harvested with nut clusters picked off the bush, collected in 25-pound onion sacks, and hung to dry in the sun.
Harvest began in 2009, with only a
Because each plant is different, and Jeff is looking for plants with superior characteristics, he tracks approximately 150 bushes individually, taking the time to harvest, process, store, and record each bush separately. Although laborious, it is already paying off. Jeff has observed that some bushes seem to drop the entire nut cluster intact, while others seem to drop individual nuts out of the cluster. This gives Jeff hope that it may be possible to collect nut clusters off the ground, ensuring they are ripe and reducing labor costs. Jeff explains, "I've been experimenting during the last couple of harvests on sucking up nut clusters with a vacuum system. The early results show promise, and by tracking which bushes tend to drop whole clusters, I can someday market bushes with that characteristic, facilitating easier harvest."
Marketing & Economics
Marketing and sales of nuts and nut products is a secondary concern for Roger and Jeff, with data collection and experimentation being the primary goals. However, with increasing yields and more plants producing, Hazel Acres now has enough nuts to feed all the grandchildren, with some left over to sell.
View of hazel orchard from the top of the grain bin.
Trees Forever
2
Working Watersheds: Buffers & Beyond™
Quality is important to Roger and Jeff because they recognize that for many people hazelnuts will be new, and a shriveled or "wooly" kernel would create a bad first impression for a consumer. "One of the benefits of identity preserving the bushes is that we know which bushes have the best kernels and should be sold in-shell so that the consumer is getting a nut with a high quality kernel when they crack it open," Jeff says.
Currently, virtually all Midwest-grown hazelnuts are direct-marketed to customers. Nuts sold in the shell bring from $2.00 per pound to upwards of $5.00 per pound for smaller quantities of high quality nuts. The market for in-shell nuts is limited because most consumers do not want to crack the shells to get to the kernel. As a result, kernels sell in a range of about $9.00 per pound to more than $20.00 per pound on the retail market, with growers getting about 60% of that price.
After consulting with officials at the Iowa Department of Inspections and Appeals, Roger and Jeff learned which products and methods of selling do not require a license or commercial kitchen. "Now that I know what I can and can't do legally," Jeff said, "I'm looking to start advertising and getting the word out. I've sold quite a few bags of roasted kernels for $12 per pound and people are gobbling them up."
In addition to the tasty nuts, the characteristics of the oil from the kernels is almost identical to olive oil and can be used in a wide range of food applications as well as a skin moisturizer for the cosmetics industry. The oil also makes a superior biodiesel compared to animal fat or soybean oil-derived fuel. "We love to spritz vegetables like green beans, asparagus, and peppers with some hazelnut oil," Roger says with a grin.
Roger and Jeff admit that unproven plants, random genetics, and handharvesting make it difficult for them to profit financially. Before nut production becomes profitable, the industry needs better plants with some level of proven consistency that facilitate mechanized harvesting. Better plants would also improve the variability, making processing more efficient with greater yields. According to Jeff, "We need to identify those plants that are superior for whatever reason and get them into field trials. This is an area where new growers can get involved and help out."
Goals of the Farm
* Collect data on research planting for promising plants
* Propagate best plants and demonstrate true "commercial" planting
* Learn Best Management Practices (BMPs) and share with others
* Support the goal of a viable Midwest hazelnut industry
* Teach the next generation the diversity available within agriculture
Quality is important to Roger and Jeff because they recognize that for many people hazelnuts will be somewhat new, and a shriveled or "wooly" kernel to a consumer could turn them off." "
Trees Forever
Working Watersheds: Buffers & Beyond™
3
Lessons Learned
As with any "new" crop, the lessons learned from the early adopters are invaluable. One lesson Jeff learned early on was that a cover crop of white clover actually grew too well around some of the small seedlings and smothered a few. "In retrospect, I should have used a mix with more grass." Jeff said. "But the cover crop did keep weeds down and fix some nitrogen, so it did work in that regard."
Roger and Jeff both agree that if they were to start again, they would be more strategic in establishing their orchard. They would not have planted so many seedlings and would have started smaller, working with existing growers. "We should have worked with three or four growers to propagate their best plants and then tracked them for performance," Roger said. This would have put them much further ahead and would have helped the entire industry by evaluating several genotypes from existing growers.
Hazelnut growers grapple with a range of issues, including a wide ripening window, quality concerns, harvesting challenges, husking and processing problems, un-ripe nuts, and more. "I can't stress enough," says Jeff, "that starting small and getting some known plant genetics can mitigate a whole range of issues down the road."
Jeff has one additional piece of advice for anyone interested in getting started with a few bushes: "Take a hard look at putting in some sort of irrigation, whether it is drip tape, soaker hose, sprinklers, whatever. The bottom line is that for these bushes to produce consistently and at a high level, they need
2014 Jeff will be installing drip tape irrigation to boost yields.
moisture."
The original planting that was established in 2005 was watered the first two years with a watering wagon and it worked fine; however, in
Both men are optimistic about the future as they continue to learn more about growing hazelnuts. As genetics improve and Best Management Practices (BMPs) are refined, they envision a time when hazelnuts are grown on thousands of acres throughout the Midwest, producing more oil and meal per acre than even soybeans while providing a suite of ecological services to all of society.
Trees Forever
4
This project was funded in whole or in part by the Leopold Center for Sustainable Agriculture. Established by the 1987 Iowa Groundwater Protection Act, the Leopold Center supports the development of profitable farming systems that conserve natural resources.
Working Watersheds: Buffers & Beyond™ | <urn:uuid:0f5c5ae7-bc31-4f3a-9509-60a6945112bb> | CC-MAIN-2020-40 | http://www.treesforever.org/servlet/servlet.FileDownload?file=00P0e00001EIQ7NEAX | 2020-09-27T07:41:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00316.warc.gz | 217,901,971 | 2,017 | eng_Latn | eng_Latn | 0.999168 | eng_Latn | 0.999273 | [
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Prospero's tale
* Prospero explains that he is the Duke of Milan and Miranda is actually a princess.
* Prospero explains that his magic books held more attraction than the business of being the Duke.
* Prospero and his daughter Miranda were put out to sea in a rotten old boat in the middle of the night by the plotters.
* Gonzalo, a noble from Naples, provided Prospero and Miranda with clothing, necessities and books.
* Prospero explains that he allowed his brother - Antonio - to rule in his place, so that he, Prospero, could continue his studies.
* Prospero exlains that Antonio undermined him and plotted against him to try to overthrow him, while he was busy with his studies.
* Antonio teamed up with the King of Naples to get rid of Prospero and seize the Dukedom, giving the King of Naples power of Milan.
© BBC Education 2020
• Prospero and Miranda arrived on the island, where they have remained for the last twelve years, without seeing another soul. | <urn:uuid:c37ef685-00af-4d99-8b97-bc9396c9f3ac> | CC-MAIN-2020-40 | https://files.schudio.com/roose/files/documents/prospero-s_tale.pdf | 2020-09-27T06:05:04+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00315.warc.gz | 389,878,973 | 215 | eng_Latn | eng_Latn | 0.999186 | eng_Latn | 0.999186 | [
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1. TOPIC SELECTION: focus your attention on a single theme or subject. Keep your general message short and to the point.
2. MATERIAL BACKGROUND: don't let the background be too distracting, but consider using texture to stimulate interest. You may consider using fabric as your backdrop; it will last longer than paper!
3. DISPLAY MATERIAL: the items on your board should tie everything together. Consider adding decorative touches or including 3D elements!
4. ARRANGEMENT: consider the placement of the materials through the eyes of the viewers. Try to arrange elements from left to right and frame the important pieces of information to help them stand out. For more informal content, consider playing with asymmetry for another layer of interest.
5. LETTERING: make sure the font is just the right size to be read from a couple of feet away. Make sure the font type is appropriate and doesn't overshadow the rest of the board. Too many words? Consider representing some of the information visually, such as in charts, pictures, or diagrams.
6. COLOR: let your use of color enhance the presentation and flow with the rest of the components. | <urn:uuid:dbce3ce7-bd0a-4720-a4f1-0291a9778cfd> | CC-MAIN-2018-30 | http://studentlife.tamu.edu/sites/studentlife.tamu.edu/files/Bulletin%20Board%20Best%20Practices.pdf | 2018-07-17T13:09:50Z | crawl-data/CC-MAIN-2018-30/segments/1531676589726.60/warc/CC-MAIN-20180717125344-20180717145344-00048.warc.gz | 341,023,970 | 231 | eng_Latn | eng_Latn | 0.997712 | eng_Latn | 0.997712 | [
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Assignment for Class: Forests of Island County
Douglas-fir, western hemlock, and western redcedar are the most important species in Island County forests. Use the pictures below to help you find these species where you live or in a state park in Island County. If possible, bring a 6" twig with leaves back home. Look down the twigs from the end (or lay them down on a table) and convince yourself that Douglas-fir leaves make the twig look bushy (leaves on all directions around the twig). Western hemlock and western redcedar leaves are held flat (most leaves on opposite sides of the twig). These simple differences help explain why Douglas-fir only grows in the sun and thus invades areas after disturbances and why western hemlock and western redcedar typically grow in the shade and can be found as small trees in forests. We will discuss the figures to the right to help understand how leaf differences contribute to the ecological differences between species. Hint: leaves can carry out very high rates of photosynthesis in full sunlight to partial shade, but almost no photosynthesis in full shade.
Western redcedar
Full sunlight
Partial shade
Full shade
Full sunlight
Full shade
Full sunlight
Full shade | <urn:uuid:a3958cdd-1e42-4b8e-8a2f-48b60d8bd5ee> | CC-MAIN-2020-40 | https://soundwaterstewards.org/web/wp-content/uploads/2020/06/attenuation-of-light.pdf | 2020-09-27T06:20:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00315.warc.gz | 615,308,738 | 256 | eng_Latn | eng_Latn | 0.994694 | eng_Latn | 0.994694 | [
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Science Olympiad — SSSS someone1580's 2019 Codebusters Test
2019
Exam Preparation
You will need:
1. Folders for each of the teams to hold the tests
2. Sufficient copies of the test for all teams. They don't need to be stapled.
3. Multiple timers which have a lap function on them - ideally one per volunteer. The timer app on an iPhone or Android Phone that has a stopwatch function with lap function is sufficient.
Before the event begins:
1. Practice starting the timers and using the lap function to record the times. Make sure volunteers understand how to use the lap function and are not accidentally stopping the timer completely.
2. Memorize the answer to the timed question.
3. Check to make sure that this key matches the test you are proctoring.
4. Place one copy of the test for each team in the provided folders with the first page outside the folder.
5. Adjust desks and chairs – teams may have up to 3 students for this event.
Running the Event
1. When the students enter the room, instruct them to sit down, DO NOT OPEN THE FOLDER, and put their names, school name and school number on the first page.
2. Encourage them to write their team number on all the other pages AFTER they begin the test. This way if their papers gets separated from each other we can make sure to give them credit.
3. CRITICAL: Check to see that students have ONLY brought
i. Something to write with (pencils, pens, erasers)
ii. Five function calculators (addition, subtraction, multiplication, division, and usually square root). The calculator can have a simple memory store/recall function but must not have a modulus or other scientific and programmable functions. If their calculator doesn't meet these requirements, they may not use it.
iii. If there are spare calculators in the kit, you may loan up to one per team to use for the test.
iv. If the student has a smart watch (Apple watch, Samsung Gear, etc.) they will need to put it away.
4. Instruct the students that if they answer the timed question within 10 minutes, they can be awarded a
bonus if they solve the timed question with no more than 2 letters incorrect.
i. When they have a solution for the cryptogram they should raise their hand.
ii. Let them know that you will announce when the 10-minute time is up. After the first 10 minutes, no additional bonus points will be awarded.
iii. When you see a team raise their hand, hit the LAP function and head to the team.
iv. Determine if their answer is correct (see next page for grading), If so, write the time on their score sheet.
v. If their score is incorrect (more than 2 letters incorrect), tell the team that the answer is wrong, but DO NOT tell them what is wrong. They can continue to work on the question and raise their hand again to be checked. A team has an unlimited number of attempts during the 10-minute bonus.
5. Tell the teams that they do not have to fill in the frequency table. It is simply there as an aid to them solving the cryptogram. It will not be graded.
https://toebes.com/codebusters/TestAnswers.html?test=1
6. Some students may never have used a non-scientific calculator. You should have them enter a simple formula on their calculator: 1 / 26 = * 26 = .. Most will be surprised to see that the answer is not rounded to 1 as they expected but .9999999999
7. When the timers hit the 10-minute point, announce that no bonus points will be awarded and put away the timers. The students may continue to work on the question, but they may not receive any extra points.
8. A team is not restricted to only the timed question during the 10 minutes. They can move on or split up the work if they would like, but it is in their best interest to try for the bonus.
9. When time is up, have the students put writing instruments down and put their answer pages back into the folder in the correct order.
How to grade
1. Teams can have up to two incorrect letters total on their cryptogram and still be correct. The frequency of the incorrect letter is irrelevant. See the example below.
If the cryptogram was as shown:
KZBAOF KFXMFXYF
SAMPLE SENTENCE
and the students answered (underlined letters indicate mistakes)
SAMPLF SFNTFNCF
then it counts as four mistakes (even though the mistake was only in the letter E) and the answer DOES NOT count. However, if they put
SAMPUL SENTENCE
It is considered correct with two letter mistakes.
2. For questions which have a numeric answer (such as determining the a= and b= values), no mistakes are allowed.
3. Teams do NOT have to fill in the frequency table. It is simply there as an aid to them solving the cryptogram. It WILL NOT be graded. It is included in the answer key as an aid to the grader.
4. When scoring the Baconian ciphers (with strange text or symbols), they can write the answer under the Baconian symbols or on the line provided. Note that you will see lots of As and Bs, but they are not graded as the answer, only what they put on the answer line.
5. As you score each question, if correct, put the number of incorrect letters (0, 1, or 2) next to the question number on the scoring page. Also, put the value for the question into the score column. If they get more than 2 letters wrong, subtract 100 points from the score until it would be zero. If a question is worth 240 points and they get 4 letters wrong, you would start with 240 points (for up to 2 letters wrong) and then subtract 100 points for the next two letters wrong ending up with a final score of 40 points for that question. If they had gotten 5 or more letters wrong on a 240 point question, they would receive 0 points for that question. With a 650 point question, they could get 8 letters wrong and receive 50 points (2 free letters then 6×100=600 points off). Just put the incorrect cost deduction on the score sheet and subtract it from the value for the question. Under no circumstance should the score for any question be less than zero. Note that while the timed question must have 2 or fewer letters incorrect in order to get the timing bonus, a team solving the timed question after the 10 minutes passed would be accepted as correct with 3 incorrect letters receiving 100 points for the timed question.
6. If they correctly answered the timed question in 10-minutes or less with 2 or fewer letters incorrect, you need to compute the bonus time. Take the value for the minute from this first table below
and then add the seconds value from this table:
X:00
240
X:01
236
https://toebes.com/codebusters/TestAnswers.html?test=1
X:02
232
X:05
220
For example if they solved the time question at the 6:46 mark, you would add 720 (from the 6:xx entry in the first table) to 56 (from the X:46 entry in the second table) to get a bonus of 776. If they had solved it in exactly 4:00 minutes, you would add 1200 and 240 to get a bonus of 1440.
7. Add up all the scores and put the total on the bottom of score sheet.
8. You must break all ties. Indicate the tie breaker by adding .1 to the score of the team ahead. With multiple teams tied, you will add more. I.e. if five teams all scored 200 points, the final scores that you would enter on the score sheet would be 200.4, 200.3, 200.2, 200.1 and 200.
9. To determine how to break the tie, you need to look at the correctly answered questions in the order from the table below. If both teams answered the same (i.e. they answered the question with zero mistakes) then you go on to the next question. If one team had no mistakes and the other team had one mistake, then the team with no mistakes is ahead. For example, if one team answered question #8 (which is the highest value question) and another team didn't, the first team will be ahead.
10. If there is still a tie (typically when you have teams which answered either zero, one or two questions) then you will need to look at the tie breaker questions again and count the number of correctly answered letters. The team with the most correctly matched letters is to be ahead.
https://toebes.com/codebusters/TestAnswers.html?test=1
Timed Question [150 points] Decrypt this quote from Arnold Shwarzenegger. When you have solved it, raise your hand so that the time can be recorded and the solution checked.
XGU OQHIX XGSWB S LNW MU SI XGU INTU NI UKUHAMQFA THE WORST THING I CAN BE IS THE SAME AS EVERYBODY
UCIU. S GNXU XGNX.
ELSE. I HATE THAT.
https://toebes.com/codebusters/TestAnswers.html?test=1
1) [150 points] Decode this phrase which is encoded with the Caesar Cipher.
https://toebes.com/codebusters/TestAnswers.html?test=1
3) [250 points] Decrypt this nonsense using the Baconian Cipher.
A TIME APART COMES AS THE CHAOS OF HIS GAMES FEELS ABAAA ABABB AAAAA AABBA ABAAA ABBAA AAAAA BAABA
I/J M A G I/J N A T
SHAME UNTIL ANNOY ABAAA ABBAB ABBAA
I/J O N
imagination
4) [100 points] Encode this quote from Avengers Endgame with a Caesar shift of 7.
https://toebes.com/codebusters/TestAnswers.html?test=1
5) [200 points] Decrypt this K2 Aristocrat that includes the word "door" twice.
"LWTC DCT SDDG DU WPEEXCTHH RADHTH, PCDIWTG DETCH; "WHEN ONE DOOR OF HAPPINESS CLOSES, ANOTHER OPENS;
QJI DUITC LT ADDZ HD ADCV PI IWT RADHTS SDDG IWPI LT
BUT OFTEN WE LOOK SO LONG AT THE CLOSED DOOR THAT WE
SD CDI HTT IWT DCT LWXRW WPH QTTC DETCTS UDG JH." DO NOT SEE THE ONE WHICH HAS BEEN OPENED FOR US."
6) [200 points] Decrypt this Aristocrat, which is a quote from Joshua J. Marine.
IAZCCUSMUY ZPU VAZB HZFU CDRU DSBUPUYBDSM ZSX
CHALLENGES ARE WHAT MAKE LIFE INTERESTING AND
LWUPILHDSM BAUH DY VAZB HZFUY CDRU HUZSDSMRKC.
OVERCOMING THEM IS WHAT MAKES LIFE MEANINGFUL.
https://toebes.com/codebusters/TestAnswers.html?test=1
7) [200 points] Decode this Vigenère cipher with the key "GREEN".
8)
[150 points]
Encode this incredibly funny quote with the key "SHAKE".
https://toebes.com/codebusters/TestAnswers.html?test=1
9) [500 points] Decode this Patristocrat that is about basketball and is by Phil Jackson.
QEKVQ MKJPQ EZWQE KQKLG YVKLF EYJXY SYXOL HGKGT THEST RENGT HOFTH ETEAM ISEAC HINDI VIDUA LMEMB
KMQEK VQMKJ PQEZW KLFEG KGTKM YVQEK QKLG ERTHE STREN GTHOF EACHM EMBER ISTHE TEAM
The strength of the team is each individual member. The strength of each member is the team.
10) [250 points] Decrypt this Aristocrat that is a quote from E.B. White.
ROIMKEWZI WP U DOIUH HWTI PUFIO. ALK ZUB YLOT
PREJUDICE IS A GREAT TIME SAVER. YOU CAN FORM
LRWBWLBP SWHCLKH CUFWBD HL DIH HCI YUZHP.
OPINIONS WITHOUT HAVING TO GET THE FACTS.
https://toebes.com/codebusters/TestAnswers.html?test=1
11) [300 points] Decrypt this Affine Cipher that is a quote by Abraham Lincoln. The first two letters are "NE"
12) [200 points] Encode this phrase with the 2x2 Hill Cipher using the key "HILL".
https://toebes.com/codebusters/TestAnswers.html?test=1
10/14
13) [400 points] Decode this Xenocrypt.
QS FIMXNVB WV FI QAG CAFWV, ZAJF PAF AIXH FB
MI ESPAÑOL NO ES MUY BUENO, TUVE QUE USAR EL
ZHXEAÑZVH EF KVVKBF MXHX FIZV.
TRADUCTOR DE GOOGLE PARA ESTO.
14) [500 points] Decode this Patristocrat that is a quote by Mark Twain. The last word is "do".
FMLVF WWLNE HDESJ VSMWS AMGYY ZLJSE LIGHN RRSGV
TWENT YYEAR SFROM NOWYO UWILL BEMOR EDISA PPOIN
FLIZW FXLFX GVQHF XNFWS AIGIV FISFX NVZWF XLSVL
TEDBY THETH INGST HATYO UDIDN TDOTH ANBYT HEONE
HWSAI GIIS
SYOUD IDDO
Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do
https://toebes.com/codebusters/TestAnswers.html?test=1
11/14
15) [150 points] Encrypt this statement using the Affine Cipher with a key of (5, 11).
16) [200 points] Decode this message that is encoded with the Running Key cipher using the Gettysburg Address.
https://toebes.com/codebusters/TestAnswers.html?test=1
12/14
17) [200 points] Find the Decryption Matrix from this Encryption Matrix.
)
18) [600 points] Mykayla has faithfully followed the steps of the RSA key-generation algorithm. Here are the results:
p
= 47
q = 43
n
= 2021
Φ = 1932
e
= 421
Unfortunately, Mykayla doesn't know how to compute the value of d and needs you to do that final step for her.
Enter the computed value of d, NOT the formula.
1597
https://toebes.com/codebusters/TestAnswers.html?test=1
13/14
19) [600 points] Victoria and Hayley are accountants for a very large bank, and have started a friendship. They communicate via email, because they live thousands of miles apart. Hayley gets curious and asks Victoria the year that they were born. Victoria doesn't mind telling Hayley, but they know that the bank monitors all employee emails, and is afraid of being the victim of age discrimination. Therefore, Hayley suggests that they use RSA, and they provides their public key: (45792281, 6711197). Victoria replies with the ciphertext 9125223. Hayley's private key is 27885749. In what year was Victoria born?
Enter the answer:
1998
https://toebes.com/codebusters/TestAnswers.html?test=1
14/14 | <urn:uuid:88c8c446-7da8-4f2f-a63d-09819c55388b> | CC-MAIN-2020-40 | https://scioly.org/tests/files/codebusters_2020_c_ssss-someone1580_key1.pdf | 2020-09-27T08:10:42+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400265461.58/warc/CC-MAIN-20200927054550-20200927084550-00315.warc.gz | 590,266,906 | 3,395 | eng_Latn | eng_Latn | 0.897602 | eng_Latn | 0.996836 | [
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Created by
2010
Sue Lindlauf
Grand Forks Herald
HAPPY THANKSGIVING WORD SEARCH
See how many of these words you can find in the puzzle. The words can be forward, backward or diagonal.
1. THANKSGIVING
2. HOLIDAY
3. FAMILY
4. FRIENDS
5. THANKFUL
6. FOOD
7. TURKEY
8. POTATOES
9. STUFFING
10. SALAD
11. BREAD
12. YAM
13. PUMPKIN
14. PIE
15. VEGETABLES
16. HAM | <urn:uuid:2edba3a7-6d59-4c77-9e43-d5d1f3588b26> | CC-MAIN-2018-30 | http://nierocks.areavoices.com/files/2011/11/Thanksgiving-word-searchr.pdf | 2018-07-17T13:40:26Z | crawl-data/CC-MAIN-2018-30/segments/1531676589726.60/warc/CC-MAIN-20180717125344-20180717145344-00054.warc.gz | 258,071,622 | 133 | eng_Latn | eng_Latn | 0.819202 | eng_Latn | 0.819202 | [
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Whether it's relaxing by the pool, taking road trips, or cuddling up in bed at night there's no better time than summer to enjoy reading! Experts agree that children who read over the summer have a definite advantage over non-readers.
Reading opens the possibilities to learn and grow as an individual, to succeed in academics, to connect with others, to develop empathy, and to become an engaged participant in the civic life of the community (Allyn & Ernest, Every Child a Super Reader).
Recognizing the important role that reading plays in education, Saint Andrew's requires students in grades K-8 to participate in the summer reading program. Students may read individually or take turns reading with an adult.
During the summer months students entering third grade are required to read at least two chapter books of their choice (no graphic novels or Diary of a Wimpy Kid). Recommendations are provided, however the students may choose a book that is not on the list.
Assignment
Students entering third grade will pick two chapter books of their choice at their appropriate reading level. Students will use a reading log (attached) to track their progress on these books.
Reading logs are designed to help motivate readers to read more books, more minutes per sitting, and a greater variety of genres. For each day the student reads over the summer he or she should record the date, book title, and total number of minutes spent reading. Parent initials are required for each entry.
Students will be expected to turn in the reading logs on the first day of school.
*Chapter Book Recommendations
The World According to Humphrey (series) by Betty Birney
Hamster Princess (series) by Ursula Vernon
Dragonbreath (series) by Ursula Vernon
Sam the Man and the Chicken Plan (series) by Frances O'Roark Dowell
Ivy & Bean by Annie Barrows
Amelia Bedelia by Peggy Parish
Flat Stanley by Jeff Brown
Inspector Flytrap by Tom Angleberger
The Adventures of Sophie the Mouse by Poppy Green
The Haunted Library by Dori Butler
Puppy Place by Ellen Miles
*See the back of this brochure for more chapter book recommendations.
Shop Barnes & Noble for your summer reading books and earn money for the school library!
Date: Monday, May 21st Barnes & Noble Harbour Center or shop Bn.com/bookfairs and enter Bookfair ID#12314175 at checkout (5/21-5/26)
Further Recommendations
Chapter Books
Dory Fantasmagory (series) by Abby Hanlon
Guinea Dog by Patrick Jennings
Piper Green and the Fairy Tree (series) by Ellen Potter
I Survived ...(series) by Lauren Tarshis
Owl Diaries (series) by Rebecca Elliott
Franny K. Stein (series) by Jim Benton
The Last Kids on Earth (series) by Max Brallier
Bad Kitty (chapter book series) by Nick Bruel
Jedi Academy (series) by Jeffrey Brown
My Weird School (series) Dan Gutman
Saint Andrew's United Methodist Day School
Summer Reading for Students Entering Third Grade
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Jesus is the Good Shepherd
Parents, below are a few activities you can try together at home to help reinforce and continue teaching on this week's Bible story.
Overview:
Big Idea: Jesus is the Good Shepherd, so we should listen to His voice and follow Him.
Bible Basis: John 10:1-18
Key Verse: John 10:14
Grade 1-2 Activity: Sheep, Sheep, Wolf
Supplies: None
Directions: Sheep, Sheep, Wolf is played just like Duck, Duck, Goose. Have everyone sit in a circle. Choose someone to be the sheep. The sheep must walk around the outside of the circle while tapping on the heads or shoulders of each person they pass. If they tap and say "sheep," nothing happens. If they tap and say "wolf," the person who was tapped becomes the wolf and must chase the sheep around the circle. If the sheep makes it all the way around the circle and sits in the wolf's spot before being tagged, the wolf becomes the sheep and a new round is played. But if the wolf tags the sheep before the sheet sits down, the sheep must play another round as the sheep. Continue playing for as long as the time and interest allows.
Say: Our Bible story for today says that we are like sheep. But who is our Good Shepherd? That's right – Jesus is our Good Shepherd. He cares for us and protects us, so we do not have to be afraid!
Question
: How do you think Jesus cares for us and protects us like a Good Shepherd?
Grade 3-4 Activity: Stranger Danger
Say: Today we learned that Jesus is the Good Shepherd and we are the sheep. Being the sheep means that we know and follow Jesus' voice, not the stranger's voice. But do you know what Jesus' voice sounds like? In other words, do you know that kinds of things Jesus says to do in the Bible? Here is a game that will help us tell the difference between the things Jesus says in the Bible and the things that other people might say.
Directions: Have everyone huddle together on their hands and knees like sheep. Tell everyone that they will have to decide quickly if you're the Good Shepherd or a stranger. While standing 10-15 feet away, read one of the statements below. Some of the statements are things that Jesus said in the Bible, others are not. If the statement you read is from the Good Shepherd, everyone will have to race to you on their hands and knees. If the statement is from the stranger, everyone will have to race away from you to the opposite wall. For each "stranger" statement, ask how or why they knew it was something that Jesus did not say.
Statements:
* "You must love one another just as I have loved you." (Shepherd. John 13:34)
* "You must love those who love you and hurt those who hurt you." (Stranger)
* "There are many ways to get eternal life. Following the Son of God is just one of them." (Stranger)
* "Whoever believes in the Son of God has eternal life." (Shepherd. John 3:36)
* "Do not let your hearts be troubled. Trust in God; trust also in me." (Shepherd. John 14:1)
* "Blessed are those who tell small lies. They will get whatever they want." (Stranger)
* "Blessed are those who make peace. They will be called children of God." (Shepherd. Matthew 5:9)
* "Whenever you give to those in need, do it in secret so only God knows." (Shepherd. Matthew 6:3-4)
* "And know that I am not real, but only something that people have made up." (Stranger)
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Skilful Primary RE
Discussion activities linked to What is RE? a short film from NATRE
Skilful and creative RE
* Provide colleagues with a list of RE skills such as that provided here or from your Agreed Syllabus or faith community guidelines (aided schools).
* Use stills from the film as visual clues to support talk about the kinds of RE learning activities that can help children develop these important skills.
* Use the activity: 'What RE skills are pupils developing?' to help colleagues reflect on the quality of RE learning in your own school. Identify any requiring more focus.
Skills links:
The grid below will help you locate clips to use as visual clues for particular RE skills
1
Skilful Primary RE
Skills and the eight-level scale of achievement in RE
The chart* below picks out the 'skill words' from the eight-level scale in the Non-Statutory National Framework for RE (QCA 2004). Many local Agreed Syllabus and faith community guidelines make use of this scale or a version of it.
Good RE enables children and young people to develop and use the skills specified here. Activities developing some of these skills are shown or referred to in the films.
Activities:
* After watching the film/s, give colleagues a copy of the chart below and ask them to suggest which activities they have seen link with the following skills. (Further explanation of these skills can be found on following pages.)
Note: If pupils are given opportunities to increasingly develop and use the skills specified, the standards of their RE work will be good, they will be challenged and they will make progress. Their achievements can be monitored and assessed in a straightforward way.
*This chart is from A Teacher's Handbook of Religious Education, 3rd edn, ed. Rosemary Rivett, p.30. ISBN 978-1-904024-95-8 available from RE Today (www.retoday.org.uk).
2
What RE skills are pupils developing?
Look through the following activities and decide with a partner which RE skills are developed by each. Are some less skilful than others?
Tick any activities you have used during the last term.
Skills
Context
Progress in Religious Education is dependent on the application and developing use of general educational skills and processes.
The following skills are central to Religious Education and are reflected in a wide range of agreed syllabuses, programmes and approaches. Teachers should plan to enable pupils to make progress in the use and application of these skills through each key stage.
4
RE skills
Analyse – this includes the ability to:
* distinguish between key features of different faiths
* draw out essential ideas, distinguish between opinion, belief and fact
* recognise similarities and differences
Synthesise – this includes the ability to:
* make links between religion and human experience
* link significant feature/s of religion together in a coherent pattern
Express – this includes the ability to:
* identify and express matters of deep concern by a variety of means, not only through words
* explain concepts, rituals and practices
* respond to religious issues through a variety of media
Apply – this includes the ability to:
* apply what has been learnt from a religion to a new situation
Evaluate – this includes the ability to:
* debate issues of religious significance with reference to experience, evidence and argument.
* Contribute personal responses to statements relating to topics in RE (e.g. 'can of worms' activity)
* draw conclusions by reference to different views and using reason to support own ideas
Examples of teaching and learning activities
* Highlight key words or beliefs on a handout
* Identify the 'odd one out', e.g. a Hindu artefact within a set of Christian artefacts
* Sort out pictures of religious artefacts and symbols, matching them to the correct faith or festival
* Match quotations to different faiths studied
* Identify differences and similarities between religious practices of different faiths studied using, for example, a triad activity
* Talk about prayers, texts, places of worship and festivals, drawing conclusions about similar beliefs, values and practices
* Identify similarities and differences within religions, e.g. between different Christian denominations and between different religions
* Creative: drama, role-play, dance, mime, add percussion or actions to religious story or song; make a game
* Oral: use of audio recording or presentation or debate
* Visual: use of collage, colour, charts, diagrams, digital video, photography, IT presentation (e.g. PowerPoint)
* Written: poetry or reflective diary or letter or email or narrative story or newspaper report; questions for interview or visit
* Write a story to be acted out showing the meaning of a faith story or religious teaching in a different context
* Respond to a case study or dilemma, for example, think about what Jesus, Guru Nanak, Buddha might do or say; what a Muslim might do
* Design own symbols
* Use sorting and ranking strategies, such as diamond ranking statements according to what pupils think or what a Muslim/Christian/Jew/Buddhist/Sikh/ Hindu might think
* Respond to points of view on a scale of 1–10, followed by discussion, for example, a continuum or human bar chart activity.
This is an extract from A Teacher's Handbook of Religious Education, 3rd edn, ed. Rosemary Rivett. ISBN 978-1-904024-95-8 available from RE Today (www.retoday.org.uk).
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Come on kids – together we can reduce our water use!
Auckland is experiencing a drought and we have received less than half of our usual rainfall. We need you to use 20 litres less water, every day. That's about two buckets of water each!
Turn the tap off as soon as you've washed your hands.
Wash your paint brushes in a bucket or ice cream container of water instead of under a running tap.
If you see water leaking anywhere at school, tell your teacher.
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PUBLIC AWARENESS ANNOUNCEMENT
The City's Public Awareness Program is intended to educate the public about Natural Gas Safety and to avoid injuries or loss of life as a result of natural gas leaks or damage to underground pipelines.
CITY OF DEMING NATURAL GAS SYSTEM:
* 154 miles of underground piping
THE GREATEST THREAT TO THE NATURAL GAS SYSTEM IS DAMAGE CAUSED BY EXCAVATION:
* City Gas Department installs Natural Gas lines in City Right-ofWay
* City Customers are responsible for Natural Gas lines within own private property (yard lines), with few exceptions
NATURAL GAS IS SAFE WHEN HANDLED PROPERLY:
* Natural Gas is odorless colorless and tasteless
* An odorant much like the smell of Rotten Eggs is added so that it is readily recognizable. The smell aids in leak detection and helps people to notice leaking gas before it builds up to dangerous levels.
* Natural gas is Nontoxic (Nonpoisonous). However, natural gas can displace the oxygen necessary to support life in a closed environment.
* Natural gas is lighter than air. In the open, gas rises into the air. In a closed area, it will rise to the highest level and accumulate.
REPORTING ANY SUSPECTED GAS LEAK BY CALLING:
* 911
* City Hall at (575) 546-8848
* It is everyone's responsibility to help prevent damage to natural gas pipes.
* State law requires all individuals planning to excavate to "Call Before You Dig - 811", at least two days prior to digging
* The City's underground gas lines will be marked on the ground
* The law requires that these underground facilities be hand exposed before excavating with any mechanical equipment
LEAKS CAN BE DETECTED SEVERAL WAYS:
* Smell (Pungent odor much like that of Rotten Eggs)
* Dead vegetation or discolored soil, blowing dust or a hissing noise in the area near a gas pipeline
* Gas detection equipment is used by the City's Gas Department and Emergency Responders
IF A LEAK IS SUSPECTED:
* Leave the area immediately.
* Do not operate any electrical or battery operated deices that could create a spark including cell phones.
* Do not smoke or light a match
* Report the leak only after leaving the area.
Additional information is available at City Hall or at www.nmonecall.org | <urn:uuid:b848dc17-a276-4f2d-8c17-e00b6171a447> | CC-MAIN-2018-30 | http://cityofdeming.org/file/Gas%20-Public%20Awareness%20Announcement%202017_(1).pdf | 2018-07-17T13:18:29Z | crawl-data/CC-MAIN-2018-30/segments/1531676589726.60/warc/CC-MAIN-20180717125344-20180717145344-00061.warc.gz | 76,145,249 | 498 | eng_Latn | eng_Latn | 0.997754 | eng_Latn | 0.997754 | [
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Science
The Practice of Science
- Raise questions about the natural world, uses appropriate reference materials to obtain information, conducts both individual and team investigations through free exploration and systematic investigations and generates appropriate explanations based on those explorations
- Compare the observations made by different groups using multiple tools and seeks reasons to explain the differences across groups
- Explain that science does not always follow a rigidly defined method ("the scientific method") but does involve the use of observations and evidence
- Attempt reasonable answers to scientific questions and cites evidence in support
- Compare the methods and results of investigations done by other classmates
- Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations
- Recognize and explains that scientists base their explanations on evidence
- Recognize that science involves creativity in designing experiments
The Characteristics of Scientific Knowledge
- Explain that science focuses solely on the natural world
The Role of Theories, Laws, Hypotheses, and Models
- Explain that models can be three dimensional, two dimensional, a mental model, or a computer model
Earth in Space and time
- Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons
- Describe the changes in the observable shape of the moon over the course of about a month
- Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day
- Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected
- Investigate and report the effects of space research and exploration on the economy and culture of Florida
Earth Structures
- Identify the three categories of rocks; igneous, sedimentary, and metamorphic
- Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognizes the role of minerals in the formation of rocks
- Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable
- Describe the basic differences between physical weathering and erosion
- Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things
- Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind and solar energy)
Properties of Matter
- Measure and compare objects based on their physical properties (mass, shape volume, color, hardness, texture, odor, taste, attraction to magnets)
- Identify properties and uses of water in each of its states
- Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts
- Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets
Changes in Matter
- Identify changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting and cooking
Forms of Energy
- Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion
- Investigates and describe that energy has the ability to cause motion or create change
- Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates
- Describe how moving water and air are sources of energy and can be used to move things
Energy Transfer and Transformation
- Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature and identifies common materials that conduct heat well or poorly
Motion of Objects
- Recognize that an object in motion always changes its position and may change its direction
- Investigate and describe that the speed of an object is determine by the distance it travels in a unit of time and that objects can move at different speeds
Heredity and Reproduction
- Identify processes of sexual reproduction in flowering plants, (pollination, fertilization, seed dispersal, and germination) and explains that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment
- Recognize that animal behaviors may be shaped by heredity and learning
- Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants
Interdependence
- Compare the seasonal changes in Florida plants and animals to those in other regions of the country
- Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed on to them
- Trace the flow of energy from the Sun as it is transferred along the food chain through producers and consumers
- Recognize ways plants and animals, including humans, can impact the environment
Social Studies
American History
- Analyze primary and secondary resources to identify significant individuals and events throughout Florida history
- Synthesize information related to Florida history through print and electronic media
- Compare Native American tribes in Florida
- Identify explorers who came to Florida and the motivations for their expeditions
-
Describe causes and effects of European colonization on the Native American tribes of Florida
-
Identify the significance of St. Augustine as the oldest permanent European settlement in the United States
- Explain the purpose of and daily life on missions
- Identify the significance of Fort Mose as the first free African community in the United States
- Identify the effects of Spanish rule in Florida
- Identify nations that controlled Florida before it became a United States territory
- Explain how the Seminole tribe formed and the purpose for their migration
- Explain how Florida became a U.S. territory
- Identify the causes and effects of the Seminole Wars
- Explain the effects of technological advances on Florida
- Describe pioneer life in Florida
- Describe Florida's involvement in the Civil War
- Summarize challenges Floridians faced during Reconstruction
- Describe the economic development of Florida's major industries
- Summarize contributions immigrant groups made to Florida
- Describe the contributions of significant individuals to Florida
- Describe effects of the Spanish American War on Florida
- Describe the causes and effects of the 1920's Florida land boom and bust
- Summarize challenges Floridians faced during the Great Depression
- Identify Florida's role in the Civil Rights Movement
- Describe how and why immigration impacts Florida today
- Describe the effect of the United States space program on Florida's economy and growth
- Explain how tourism affects Florida's economy and growth
- Utilize timelines to sequence key events in Florida history
Geography
- Identify physical features of Florida
-
Locate and label cultural features on a Florida map
- Explain how weather impacts Florida
- Interpret political and physical maps using map elements
Economics
- Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy
- Explain Florida's role in the national and international economy and conditions that attract businesses to the state
Civics and Government
- Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government
- Discuss public issues in Florida that impact the daily lives of its citizens
- Identify ways citizens work together to influence government and help solve community and state problems
- Explain the importance of public service, voting, and volunteerism
- Identify the three branches of government in Florida and the powers of each
- Distinguish between state and local government
*****Ideas for helping your child at home with Social Studies:
1. Visit St. Augustine and other historical places with your child. Before taking a trip, plan your route on a map with your child. Look for places you may see on the way and discuss different routes to travel. Let your child use the map while in the car to follow the route.
2. Visit the county Courthouse and/or Tallahassee. Ask questions about the responsibilities of various government workers. Learn the names of important government officials.
A Parent's Guide to Florida Standards for Grade
Dear Parent or Guardian:
Walton County School District teachers have worked diligently to develop a comprehensive outline of what your child will learn at each grade level. These concepts, processes, and content are essential for students to know and be able to do as they complete each grade. The expectations have been compiled based on Florida Standards. Florida Standards are higher expectations that represent what Florida students are expected to know and be able to do.
We encourage you to be involved in your child's education. You can impact the academic success of your child by becoming familiar with the concepts and skills being taught at school and by learning how you can reinforce classroom activities at home.
HELPFUL HINTS FOR THIS BROCHURE:
1. Use this brochure as a guide throughout the school year. It will help you to help students achieve the Florida Standards.
2. The subject areas are listed at the top of each panel. READING AND LANGUAGE ARTS, MATHEMATICS, SOCIAL STUDIES AND SCIENCE are included in this brochure. Information about the other subject areas can be obtained at your child's school.
3. At the bottom of each panel is a description of activities that you can do with your child at home.
4. If you have specific questions regarding curriculum or school programs, please call your child's teacher or principal.
* Only major skills are included in this brochure. Additional skills are listed at your child's school.
Reading and Language Arts
Reading Standards for Literature
- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
- Determine a them of a story, drama, or poem from details in the text; summarize the text
- Describe in depth a character, setting, or event in a story or drams, drawing on details from the text
- Determine the meaning of words and phrases as they are used in a text, including characters in mythology
- Explain major differences between poems, drama, and prose, and refer to structural elements of poems
- Compare and contrast the point of view from which different stories are narrated, include 1st and 3rd person
- Make connections between the text of a story and a visual or oral representation of a story
- Compare and contrast the treatment of similar themes and topics in stories from different cultures
- Read and comprehend literature of appropriate complexity for grades 4-5
Reading Standards for Informational Text
- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
- Determine the main idea of a text and explain how it is supported by key details; summarize the text
- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on information from the text
- Determine the meaning of general academic and domain-specific words or phrases in a text
- Describe the overall structure of events, ideas, concepts, or information in a text
- Compare and contrast a firsthand and secondhand account of the same event; describe the differences
- Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text
- Explain how an author uses reasons and evidence to support particular points in a text
- Integrate information from two texts on the same topic in order to write or speak about the subject
- Read and comprehend informational texts of appropriate complexity for grades 4-5
Foundational Skills
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar words accurately
- Read on-level text with purpose and understanding
-
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Writing Standards
- Write opinion pieces on topics or texts, supporting a point of view with reasons and information
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
- Produce clear and coherent writing in which the development and organization are appropriate
- Develop and strengthen writing as needed by planning, revising, and editing
- Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting
-
Conduct short research projects that build knowledge through investigation of different aspects of a topic
- Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources
- Draw evidence from literary or informational texts to support analysis, reflection, and research
- Write routinely over extended time frames and shorter time frames for a range of tasks
Speaking and Listening Standards
- Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly
- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively , and orally
- Identify the reasons and evidence a speaker provides to support particular points
- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes
- Differentiate between context that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate
Language
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
-
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
- Use knowledge of language and its conventions when writing, speaking, reading, or listening
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases
- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
-
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
Mathematics
Operations and Algebraic Thinking
- Use the four operations with whole numbers to solve problems
- Gain familiarity with factors and multiples
- Generate and analyze patterns
Number and Operations in Base Ten
- Generalize place value understanding for multi-digit whole numbers
- Use place value understanding and properties of operations to perform multi-digit arithmetic
Number and Operations-Fractions
- Extend understanding of fraction equivalence and ordering
- Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
- Understand decimal notation for fractions, and compare decimal fractions
Measurement and Data
- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
- Represent and interpret data
- Geometric measurement: understand concepts of angle and measure angles
Geometry
- Draw and identify lines and angles, and classify shapes by properties of their lines and angles
*****Ideas for helping your child at home with Mathematics:
1. Help your child develop a better understanding of money. Provide opportunities for your child to practice making change after a purchase.
2. Have your child track the number of out-of-state license tags that the family sees. Develop a chart to record how many different states have been seen. Help them form questions, collect a data and communicate the results of the graph.
3. Practice using a ruler. | <urn:uuid:84d5bccf-3118-45d1-bd95-820ca982e66e> | CC-MAIN-2020-45 | https://mhs.walton.k12.fl.us/_cache/files/7/c/7caf0679-d8e3-46ef-bde8-cd573c2d35fd/EEBCA5F40B7A04DC49AA860099A75AEA.4th-grade-standards-brochure.pdf | 2020-10-31T21:40:43+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00710.warc.gz | 387,144,701 | 3,231 | eng_Latn | eng_Latn | 0.994874 | eng_Latn | 0.995193 | [
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Second page of syllabus must be returned and signed by Friday, September 11 th , 2020
Welcome to Science! We are the teachers responsible for helping your scholars understand, apply, and integrate their knowledge of science into their everyday lives Listed below and on the following pages, you will find:
* the name and contact information of your scholar's science teacher
* A general overview of content that will be covered this year
* classroom expectations
* materials required for class
* grading policy
Feel free to reach out to your scholar's teacher with questions about science class, and we look forward to working with you this year!
Contact Information
6 th Grade Science- Tasha Dixon
Email: firstname.lastname@example.org
Phone: (469) 530-0998
7 th Grade Science- Brenda Guzman
Email: email@example.com
Phone: (903) 914-0622
8 th Grade Science- Xochitl Fuentes
Email: firstname.lastname@example.org
Phone: (903) 884-5880
Conference Period (by appt only): 2pm-3pm
6 th Grade Science
Course Objectives:
The course is designed to help students become skilled thinkers and explorers through engagement with the following course requirements:
1. Perform the scientific method to perform experiments, including but not limited to bring able to form a testable question, create a hypothesis, research, perform experiment, graph data and write a complete conclusion.
2. Identify the Domain and kingdom for organisms and categorize them appropriately.
3. Perform basic chemistry using math skills in multiplication and division.
4. Research and defend the use of renewable and nonrenewable resources.
5. Perform basic physics through the analysis of force and motion
6. Be able to follow through the systems of energy transformation
7. Be able to relate to our universe and world through the study of Earth and space science.
7 th Grade Science
Course Objectives:
The course is designed to help students become skilled thinkers and explorers through engagement with the following course requirements:
1. Perform the scientific method to perform experiments, including but not limited to bring able to form a testable question, create a hypothesis, research, perform experiment, graph data and write a complete conclusion.
2. Diagram the flow of energy through living systems.
3. Illustrate the transfer of energy within an organism.
4. Demonstrate and illustrate forces that affect motion in organisms.
5. Examine organisms or their structures.
6. Identify the main functions and systems of the human body and the role that cells play within living organisms.
7. Observe and describe how different environments support different varieties of organisms.
8 th Grade Science
The course is designed to help students become skilled thinkers and explorers through engagement with the following course requirements:
1. Perform the scientific method to perform experiments, including but not limited to bring able to form a testable question, create a hypothesis, research, perform experiment, graph data and write a complete conclusion.
2. Describe the structure of atoms.
3. Interpret the arrangement of the Periodic Table.
4. Demonstrate and calculate how unbalanced forces could affect an object's motion and direction.
5. Demonstrate and predict the sequence of events in the lunar cycle.
6. Investigate how organisms and populations in an ecosystem depend on and compete for biotic and abiotic factors.
7. Differentiate between speed, velocity, and acceleration.
Materials
* Notebooks
* Writing utensils (pens/pencils/colors)
* Chromebook
Classroom Expectations
Scholars must:
1. Use their first and last name when logging into Zoom for class and for the duration of the class.
2. Log in on time for class and remain in the waiting room until the teacher arrives to avoid being marked tardy or absent.
3. Sit upright so they can actively listen and participate. This means all scholars should refrain from lying in their bed, lying on the couch or recliner, playing ball in their room, etc. while they are in class.
4. Keep cameras on. Keep microphones muted until called by the teacher to respond. Questions, comments, and concerns should be typed in chat and will be addressed when the teacher is able to check them.
5. Speak with respect to the teacher and peers. Make sure comments in the chat are directly related to the content.
6. Dress appropriately and refrain from wearing pajamas, hair bonnets, du-rags, and hats that obstruct any part of their face.
Science Fair (To Be Determined)
All scholars are required to complete with a written report and present a science fair project during class. Science fair projects must be completed independently. All experimentation and data collection for science fair projects must be completed AT HOME. Science fair projects will count for a major test grade.
Grading Policy
The weight of the grades will be determined by the type of assignments the scholars complete.
Summative Assessments-unit exams, projects, science fair
Formative Assessments-exit tickets, quizzes
Homework/ Participation-answering questions, taking notes, any work given to be done outside of class
Classwork- Independent practice
Late Work/ Absence Policy
In the event of an absence, scholars will be able to find the recorded lesson and any missing assignments in their classroom by going to Schoology and selecting their science class. The work must be submitted when the scholar returns to the following class day in order to receive full credit (Example, if the scholar misses class Monday and returns to school Wednesday, the work from the missed class is due Friday). Late work is due the following class day, so if a scholar has an assignment that is not submitted by 11:59pm on the day the assignment is due, they can submit it by the following class day for a late grade of no higher than a 70.
Treatment of Academic Dishonesty
If a scholar is suspected of plagiarism or any other form of academic dishonesty, the following procedure will be followed:
* The scholar's paper, exam, test, quiz, or assignment will be confiscated by the teacher.
* The paper, exam, test, quiz, or assignment will be submitted to an administrator for consideration.
* The scholar will be required to meet with the teacher and a Campus administrator for review of the scholar's work and, if found in violation of this policy and the Uplift Scholar Code of Conduct, receive appropriate consequences in line with the severity of the offense. These may include:
o Grade reduction on plagiarized work
o Re-do of plagiarized work
Reassessment Expectations
Scholars that score below mastery (80%) will have the opportunity to take reassessments at all Uplift campuses to improve their grade up to an 80%. Certain assessments may be excluded from the reassessment policy, through a joint decision of the teacher and his/her campus leadership team. Final exams and Uplift common assessments do not have opportunities for reassessment.
For any given assessment, providing at least one reassessment is required. After that, it is up to the discretion of the teacher and administration.
Reassessment Timeline
Scholars may be required to attend tutorials, complete test corrections, or perform other tasks prior to retesting, as expressed in the Individual Campus Supplement. Quarter grades, including all reassessment grades, shall be finalized by the deadline for completing grade verification sheets.
Test Format
The reassessment must cover the same material, or objectives, as the original assessment. However, the test or assignment may be in a different format or have new questions.
---------------------------------------------
CUT HERE AND RETURN TO
TEACHER--------------------------------------
Scholar Agreement:
I have read the class syllabus, and I understand the guidelines and policies. I understand that if I have any questions, I will proactively reach out to my teacher to clarify any concerns that I have regarding my learning.
Parent Agreement:
I have read the class syllabus, and I understand the guidelines and policies. I understand that if I have any questions, then I will proactively reach out to my child's teacher to clarify any concerns that I have regarding my child's education.
Printed Scholar Name:
Scholar's Signature
_________________________________________ Date:
_______________________
Parent's Signature
_________________________________________ Date:
_______________________
Science……
*** Due September 11th | <urn:uuid:5450228e-9d94-46e7-adf6-281ff5c6b26e> | CC-MAIN-2020-45 | https://www.uplifteducation.org/cms/lib/TX01001293/Centricity/Domain/2106/Science%20Department%20Syllabus%2020202021.pdf | 2020-10-31T22:04:53+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00716.warc.gz | 889,288,552 | 1,713 | eng_Latn | eng_Latn | 0.996538 | eng_Latn | 0.998276 | [
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Pre-Calculus B 120 Unit Test – Polynomials
Name: ________________________________
September 2016
1. Factor completely each of the following expressions…
[8]
a)
2
16
15
2
3
x x
x
b)
9
27
512 b a
2. Divide:
1
6
2 5
2
3
5
x
x x
x
[4]
3. Determine a polynomial equation that has the following roots:
3
2
2
1
4
5,
x
[5]
4. Solve the following polynomial equation…
10
2 5
2 3 3 3
2
2
2
x
x
x x
[5]
5. Expand the following using the binomial theorem:
4
4
6
5 3 y
x
[5]
6. Given that the binomial expression 14 7 10 3 2 y x is expanded, determine the numerical coefficient of the term that would have the variable part 56 60 y x . [3]
7. When the polynomial 1 2 3 2 2 3 kx x px is divided by the binomial 2 x the remainder is 5, and when divided by the binomial 1 x the remainder is 2. Determine the values of p and k. [6]
$$8. Solve the following: 1 2 5 2 3 36 6 6 x x x [4]$$ | <urn:uuid:5f22e870-63b0-446b-8c9a-45cc5cdaf7d2> | CC-MAIN-2020-45 | http://mvhs.nbed.nb.ca/sites/mvhs.nbed.nb.ca/files/noteattach/y2017/Jan/unit_test_-_polynomials_sept_2016_ver_2.pdf | 2020-10-31T21:26:58+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00717.warc.gz | 65,380,244 | 462 | eng_Latn | eng_Latn | 0.748566 | eng_Latn | 0.84566 | [
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An groundbreaking new time-travelling fiction adventure series that celebrates the courage and contribution of some of world's most inspiring pioneering women!
"This does more than acknowledge our female trailblazers. It teaches our daughters about them in a delightful and entertaining away. Gold!''
In this empowering new series fiesty tween and time-traveller Carly Mills discovers how the female pioneers paved the way to help change the world. Through gutsy determination, integrity and courage, trailblazing women such as Caroline Chisholm, Dr Lilian Cooper, Dame Nellie Melba, Florence Nightingale, Amelia Earhart, Marie Curie and Miles Franklin achieved remarkable things. In each adventure, Carly and her friends learn about the past and discover how to apply their examples of dignity, kindness and courage to modern life.
Book 1 – A New World – April 2020
It's not easy coming to the city all alone when you're a young country girl. It's even harder when a strange discovery sends you back in time to 1841! Carly Mills is about to learn how dangerous Sydney can be for a lonely colonial girl … and how hard it is to move in a corset! Caroline Chisholm tells her that kindness and friendship can make the world a better place. Could Mrs Chisolm be right?
Book 2 – Emergency! – August 2020
Carly learns just what it means to be strong and brave when her magical shawl takes her back to 1891 and into the path of Queensland's first female doctor, Lilian Cooper
More Books in the Series - 2021 & 2022
Superstar! - Dame Nellie Melba; The Lady with the Lamp - Florence Nightingale; Taking Flight - Amelia Earhart; X-Ray Vision - Marie Curie; Stella's Secret - Miles Franklin.
KEY SELLING POINTS:
* The clever blend of fiction and history brings Australia's past to life for younger readers and will appeal to children, including reluctant readers.
* A fast-paced series full of action, adventure and dialogue featuring the true stories of the pioneering women of Australia.
* Using excellent role models depicts that with perseverance gender stereotypes and barriers can be overcome.
* Features inspirational women from all walks of life: social reformers, musicians, writers, doctors, Aboriginal activists, politicians and more.
* Jane Smith is also the author of the ABIA shortlisted Australian Bushranger series and the Tommy Bell Bushranger Boy series – longlisted in the 2017 ABIA Children's Book of the Year Awards.
* While Carly and her friends are fictional, each adventure in the series is based on a true story.
Madonna King author and journalist.
ABOUT THE AUTHOR
Jane Smith is an award-winning author, who has children's books shortlisted by the ABIA and longlisted by CBCA. Her Australian Bushranger non-fiction series, and the contemporary and original Tommy Bell Bushranger Boy fiction series, have delighted young readers, parents and educators. Jane is a talented author, librarian, editor and historical researcher with a passion for bringing history to young readers in an easily accessible way.
ABOUT THE ILLUSTRATOR
Pat Kan is a talented and versatile artist, illustrator and graphic designer. He has illustrated several children's books including The Australian Bushranger series and the Tommy Bell Bushranger Boy series as well picture books: There's a Koala in My Kitchen, There's a Magpie in My Soup and Paint with Magic.
Distributor – Woodslane Pty Ltd, Sydney
10 Apollo St, Warriewood, NSW, 2102 T: (02) 8445 2300 F: (02) 9997 5850
firstname.lastname@example.org www.woodslane.com.au
www.bigskypublishing.com.au
Sample pages from A New World
A NEW WORLD
CHAPTER 2
A NEW WORLD
was so strange! And yet … she felt more excited than afraid.
'Hello there,' said a posh English voice. 'Are you lost?'
She stepped onto the road. No one took any notice of her. She took a deep breath – she was used to the smell of horse poo – and crossed the road. She wandered down the street, gaping at the sights.
Carly spun around. A lady smiled at her. She was tall and dressed in a long, brown gown with a white lace collar and white frills at her wrists. She had pale skin and grey eyes and reddish-brown hair that hung in ringlets at each side of her face. She was carrying a big carpetbag that made Carly think of Mary
Poppins.
A NEW WORLD
17:
Carly squealed and sprang to her feet.
'Found it!' Mrs Chisholm sang, and there was a tearing sound and a flare of light. Mrs Chisholm held a match to the candle, and an orange glow lit the room.
Mrs Chisholm was fumbling about in the dark, bumping into boxes and tripping on the mattress. Squeaks and the pattering of dozens of tiny feet echoed from the walls.
Hordes of rats romped about in the shadows.
Carly screamed again. Gross! At the farm, rats sometimes got into the chickens' grain,
CHAPTER 7
but the cats and the snakes usually took care of
42
CHAPTER 6
them. She'd never seen them swarming about like this before.
'Aargghh!' Mrs Chisholm yelped. Two rats had dropped from the rafters onto her shoulders! She jumped and clawed at her shoulders. The little bodies fell with a whump onto the floor and scuttled away.
43
'Get dressed and have some breakfast,' Mrs Chisholm said. 'Then we have work to do.'
'Here, let me help,' Mrs Chisholm said impatiently.
Carly picked up her corset glumly. She wondered if she could get away with not wearing it, but decided that Mrs Chisholm was too sharp-eyed to fool. She wrapped it around her middle and tugged on the laces.
The air whooshed right out of Carly's lungs as Mrs Chisholm yanked on the laces. 'Thank you,' Carly squeaked in a tiny voice. Then she stepped into her dress and Mrs Chisholm helped her do it up, which was a relief, because there were so many buttons to fasten. How she wished she could have just thrown on a t-shirt and pair of shorts!
49
For all media enquiries or review copies Sharon Evans | 02 9918 2168 | email@example.com
Woodslane Pty Ltd, Sydney
Distributor –
PO Box 303, Newport, NSW, 2106
E: firstname.lastname@example.org
T: 1300 364 611 F: (02) 9918 2396
10 Apollo St, Warriewood, NSW, 2102
T: (02) 8445 2300 F: (02) 9997 5850
email@example.com www.woodslane.com.au
www.bigskypublishing.com.au | <urn:uuid:87a60db4-e929-44cf-b2d7-76b226c9f82f> | CC-MAIN-2020-45 | https://ncwq.org.au/2020/wp-content/uploads/Carly-Mills-TP-1.pdf | 2020-10-31T21:35:50+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00716.warc.gz | 424,197,615 | 1,503 | eng_Latn | eng_Latn | 0.997943 | eng_Latn | 0.998328 | [
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Thank you to the families who came out to Family Reading Night! The kids seemed to have fun shopping for books at the Book Fair and doing various reading activities around the school. J Thank you to the families who donated books to our classroom library too!
The kids enjoy getting new books and we appreciate your generosity!
Phonics and Spelling (Unit Three–Module B)
Math
We will be working with long vowel e (detail, feet, bean, lucky).
Don't forget to practice your words at home! Unit Three-Module B words will come home on Wednesday, February 12 th . J
Reading (Unit Three–Module B)
This module focuses on asking and answering questions in regards to key details found in texts. By the end of the module your child should understand the importance of asking and answering questions about key details in the texts they read in order to better understand what they are reading.
Our first story for Unit Three-Module B is titled, Change Makers. Don't forget to practice your vocabulary words (pgs. labeled "Anchor Text") at home! All of Unit Three-Module B words will come home on Monday, February 12 th . J
Focus words: inventor, products, links, heap, scoop, sprinkling
Grammar (Unit Three–Module B)
We will be working with prepositions and conjunctions.
Writing (Unit Three–Module B)
We will work on Unit Seven: Whole Number Operations and Measurement and Data.
Social Studies
We will continue Chapter Four: Celebrating Our Traditions. We will learn about American stories including folk tales and tall tales.
Teacher and Specials Schedule
~ Upcoming Events & Reminders ~
Tuesday, February 1 th -Super Hero Day Dress like your favorite super hero
Thurs. February 13 th - Pass out Valentines in class
Friday, February 14 th - No School Institute Day
Monday, February 17 th - No School President's Day
This module focuses on using facts and details in writing. By the end of the module your child should understand that facts and details help develop topics in writing.
Friday, February 21 st Pilcher Park Field Trip
February Book-It Calendars are due Monday, March 2 nd – This is a REQUIRED homework assignment. Please make sure you are reading every night with your child!! J
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What is a health checkup?
Even during the COVID-19 outbreak
Continue to receive health checkups and vaccines for your baby
Checkups and vaccinations can protect your baby from serious illnesses
What is a vaccination?
It's for early detection of age-related diseases
Vaccinations can help prevent your baby from deadly infectious diseases
Points to note about health checkups and vaccinations
Consult your doctor and continue to receive routine individual health checkups and vaccinations.
Preventive measures for COVID19
Please be sure to arrive at the appointed time for checkups and vaccinations.
In areas where group health checkups have been canceled, you should take your baby for a checkup as soon as it is resumed. If you have any concerns regarding your baby, consult with your doctor or public health nurse even if group health checkups are cancelled. Information on child development can be found in the Maternal and Child Health Handbook.
&
Japanese only
Q
A
on
COVID-19
Japan Pediatric Society http://www.jpeds.or.jp/modules/activity/index.php?content_id=326
Make sure you don't have any symptoms such as a fever or a cough before visiting the doctor.
Do not bring grandparents and siblings with you, and visit with as few people as possible.
Adults should disinfect or wash their hands, and wear a mask as part of cough etiquette.
Do not change diapers at health care facilities.
Protect your baby with health checkups and vaccines! | <urn:uuid:c5828c92-c1e3-411c-90bd-2dff21193886> | CC-MAIN-2020-45 | http://www.ghp.m.u-tokyo.ac.jp/wp-content/uploads/2020/05/COVID19LP_vaccination_Eng.pdf | 2020-11-01T01:41:36+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107922746.99/warc/CC-MAIN-20201101001251-20201101031251-00001.warc.gz | 134,011,911 | 297 | eng_Latn | eng_Latn | 0.996703 | eng_Latn | 0.996703 | [
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Instructor: Ms. Breanna Scott 6 th Grade
E-mail: email@example.com
E-mail: firstname.lastname@example.org
Instructor: Ms. Laurasia Thomas 7 th Grade
E-mail: email@example.com
Instructor: Ms. Amber Peoples 8 th Grade
E-mail: firstname.lastname@example.org
Phone: 972-421-1982 Please ask to speak with the necessary instructor.
Office Hours: Monday, Tuesday, Thursday, and Friday 12:10p-1:10p
*Email is best form of communication; Please allow 24-48 hours (max) for a response on weekdays.
COURSE OVERVIEW:
ELA: Students will focus on Listening, Speaking, Reading, and Writing using multiple texts. Students use metacognitive skills to comprehend text with increasing depth and complexity.
The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands:
* Reading, where students read and understand a wide variety of literary and informational texts.
* Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information.
* Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail.
* Listening and Speaking, Students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups.
* Oral and Written Conventions, Students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they tend to standards for their grade level. In their next grade level, students will engage in activities that build upon prior knowledge and skills to strengthen their reading, writing, and oral language skills. Students will be expected to read and write daily.
*Novels we will read are: - 6 th Grade
1. The Outsiders – S.E. Hinton
2. Refugee – Alan Gratz
3. The Giver – Lois Lowry
4. Dreambender – Ronald Kidd
5. The Skin I'm In – Shannon Flake
6. Ms. Marvel Volume 1: No Normal by G. Willow Wilson and Adrian Alphona (graphic novel)
*Novels we will read are: - 7 th Grade
1. Orbiting Jupiter – Gary D. Schmidt
1
2. Wanting Mor – Rukhsana Khan
3. All the Broken Pieces – Ann E. Burg
4. Inside Out & Back Again – Thanhha Lai
5. Enrique's Journey – Sonia Nazario
6. Illegal – Eoin Colfer & Andrew Donkin
Novels we will read are: *8 th grade
1. The Marrow Thieves – Cherie Dimaline
2. How Dare the Sun Rise – Abigail Pesto
3. Monster – Walter Dean Myers
4. Long Way Down – Jason Reynolds
5. Night – Elie Wiesel
6. Maus – Art Spiegelman
*Parents we are recommending purchasing copies for your scholar. However, PDF versions of books 1-3 will be available for scholars.
SUPPLIES:
Each student must be prepared each day with the following materials:
1 Small dry erase board
Dry erase markers
Highlighters (any color) & writing utensils
Agenda/Notebook (to keep up with assignments)
VIRTUAL SUPPLIES/EXPECTATIONS: While virtually learning students are expected to have consistent access to the following:
Stable
Wi-Fi Connection
School issued Chromebook or another approved computer/device (phones/tablets are strongly discouraged)
G-Suite: students will be able to access and submit class documents via Google Docs and Google Slides
Schoology: All news, updates, and class materials will be posted here. This is also how students will need to communicate with teacher.
Zoom with microphone and camera access: Students are expected to be physically present on Zoom at all times.
Each nine weeks, grades in ELA will be determined by the percentage of total points earned in the weighted assessment categories below.
Grading Scale and Grade Point Scale for Secondary (Grades 6-12)
The grade scale at all Uplift Education Middle School campuses is as follows:
2
Summative assessments:
A summative assessment measures a scholar's level of mastery of the knowledge and skills acquired over a given unit.
In each unit of study, we will be working towards a large goal. To demonstrate understanding of the unit's objectives, scholars will complete a summative assessment of some kind at the end of each unit. Scholars will be assessed through either unit tests, projects, essays, etc. Summative assessments can vary based upon what is felt to be the most appropriate way to measure content learned in any given unit.
Formative assessments:
A formative assessment is a frequent measure of a scholar's progress throughout a unit to identify what adjustments to teaching need to be made to ensure every scholar reaches a mastery level of the knowledge and skills being acquired.
In each unit of study, we will be working towards a large goal. To ensure that true learning is taking place with every scholar, formative assessments will be performed often and in many ways. Examples of the different forms of the unit's objectives, scholars will complete a summative assessment of some kind at the end of each unit. Examples of the different approaches to formally assess scholars are quizzes, exit tickets, "do nows", and check for understandings. Formative assessments can vary based upon what is felt to be the most appropriate way to measure content being learned in any given unit.
HOMEWORK, LATE WORK, AND ABSENT WORK:
Secondary Division (Grades 6-12) Homework Expectations:
Scholars are expected to spend the maximum number of minutes on homework, excluding nightly reading as follows:
Our homework guidelines were determined from guidance from reliable research on the proper amount of homework for scholars per night (Barkley, 2006; Cooper, Robinson & Patall, 2006; Olympia & Andrews, 1994)
Homework Policies:
* Assigned independent reading shall not exceed an additional 30 minutes/night (Grades PK-5).
* There should be no homework over winter break
* Teachers shall conduct appropriate mid‐project checks
* Grade level teacher teams will coordinate homework across the grade level in order to be consistent with homework administration and collection
* Project due dates, test dates, and extra‐curricular activities/performances will be communicated to families in advance from each campus each month
In the event that homework is consistently exceeding the guidelines for your child, please contact your child's teacher to share your concern and set up a time to meet either in-person or virtually. Scholars and parents/guardians may obtain information about homework expectations through the school's websites, email, newsletters, and at Back‐to‐School Night.
Treatment of Academic Dishonesty
If a scholar is suspected of plagiarism or any other form of academic dishonesty, the following procedure will be followed:
* The scholar's paper, exam, test, quiz, or assignment will be confiscated by the teacher.
* The paper, exam, test, quiz, or assignment will be submitted to an administrator for consideration.
* The scholar will be required to meet with the teacher and a Campus administrator for review of the scholar's work and, if found in violation of this policy and the Uplift Scholar Code of Conduct, receive appropriate consequences in line with the severity of the offense. These may include:
o Formal Choice Management Referral write-up
3
o Grade reduction on plagiarized work
o Re-do of plagiarized work
o Counseling and attendance at Academic Integrity Roundtable with the Dean of Scholars
o Completion of community service hours
o Enrollment in academic probation
Severe instances of plagiarism or academic dishonesty may lead to suspension or expulsion.
Reassessment Policy (Grades 3-12)
Across all Uplift campuses, scholars should be given access to reassessment. The intent of this policy is to provide scholars with additional opportunities to demonstrate mastery of the content.
Reassessment Expectations
Scholars that score below mastery (80%) will have the opportunity to take reassessments at all Uplift campuses to improve their grade up to an 80%. Certain assessments may be excluded from the reassessment policy, through a joint decision of the teacher and his/her campus leadership team. The ICS should explain how teachers and campus leadership teams craft communications around assignments that are not eligible for reassessment or use a different reassessment policy. Final exams and Uplift common assessments do not have opportunities for reassessment.
For any given assessment, providing at least one reassessment is required. After that, it is up to the discretion of the teacher and administration.
Reassessment Timeline
Campuses will determine when opportunities exist for scholars to retest. Scholars may be required to attend tutorials, complete test corrections, or perform other tasks prior to retesting, as expressed in the Individual Campus Supplement. Quarter grades, including all reassessment grades, shall be finalized by the deadline for completing grade verification sheets.
Test Format
The reassessment must cover the same material, or objectives, as the original assessment. However, the test or assignment may be in a different format or have new questions. The Individual Campus Supplement contains campus specific guidelines about the test format.
Communication to Scholars and Parents
The reassessment policies in the individual campus supplement should be shared with scholars and parents at the beginning of each school year. Teachers should communicate and plan for the retest within a reasonable time period after the teacher notifies the scholar of a grade eligible for reassessment.
Additional Guidelines for Reassessment
Campuses may determine additional guidelines to further specify the implementation of the reassessment policy.
---------------------------------------------
READ HERE AND COMPLETE AGREEMENT----------------------------------
Scholar Agreement:
I have read the class syllabus, and I understand the guidelines and policies. I understand that if I have any questions, I will proactively reach out to my teacher to clarify any concerns that I have regarding my learning.
Parent Agreement:
I have read the class syllabus, and I understand the guidelines and policies. I understand that if I have any questions, then I will proactively reach out to my child's teacher to clarify any concerns that I have regarding my child's education.
Please fill out the following Google Form to acknowledge that you and your scholar have read and understand the syllabus.
Link: https://forms.gle/LNvDpkFGTWvuYypQ7
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44
Story Retelling with a Twist
LEVEL: Lower Intermediate and above
TIME REQUIRED: About 45 minutes breaking them down into steps. In addition, we need to put them all together to be able to enjoy and understand the dance.
GOALS: To engage learners of all ages in listening and speaking practice; to have students comprehend and retell stories with a "twist"
MATERIALS: One or more jokes or very short stories with a surprising ending
OVERVIEW: Who doesn't like to listen to a good story or a good-natured joke? Stories hold our attention, and in language classes, they allow students to listen to a model of extended and connected talk or discourse. However, mere exposure to extended discourse is not enough for production. This is the same for any skill. Most of us cannot simply watch someone dance and be able to replicate the moves without an instructor
So, too, with language: in order to move our students beyond words and sentences, we need to expose them to longer and longer stretches of connected speech and have them participate in this type of talk as well. Story retelling is a motivating way to extend our students' speech with a well-scaffolded structure.
Story Retelling with a Twist is a cooperative extended-discourse task with built-in scaffolding. With a few adjustments to fit age, language levels, and cultural contexts, this is a versatile activity that will motivate your whole class and keep students engaged. "Twists"—unexpected and surprising endings—pique student interest. I learned about the activity from a Hungarian
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americanenglish.state.gov/english-teaching-forum colleague while working as an English as a foreign language (EFL) teacher in Debrecen, Hungary. I have also used it with Hungarian university students, with Latin American and Polish adult immigrants in communitybased programs in the United States, and with Mexican children in private elementary schools in central Mexico.
PREPARATION:
1. Find a very short story or joke with a twist. Make sure the story or joke is at your students' listening level. A few examples are provided at the end of this article; you can adapt them if you need to.
2 . Practice reading the story or joke so that you can read it fluently, with the correct timing for the twist at the end.
3. Identify potentially troubling grammar structures or new vocabulary. Decide how you will present these, whether with a quick drawing, gestures, the presentation of objects, or another method that you feel comfortable with. Keep in mind that the activity works best if students are already familiar with the grammar and vocabulary in the story.
PROCEDURE:
1. Tell students, "I am going to tell you a story." Then add, "You must listen carefully. After I finish telling the story, you will tell the same story yourselves."
2 . Divide the class into groups of no larger than four or five students. If it is not possible to move desks or for groups to go to another place in the room, make sure the group members are sitting next to one another.
distinguishing detail. These students will be the "storytellers." If it is not possible for students to go outside the room, give the storytellers a short task to complete as a group, such as a crossword puzzle or a word search.
4. After these students—the storytellers— are out of listening range, teach or review key vocabulary (and grammar, if necessary). Be sure to leave these words visible for easy reference during the group retelling. Again, you should try to keep new vocabulary and grammar points to a minimum.
5. Read the story once at a slow place, and then read it again normally. It is important to read the story to make sure you tell it in exactly the same way each time. You may want to read it a third time if students insist. You may also want to ask a few comprehension questions. I don't allow my students to take notes in this activity because I want them to focus on listening only.
6. Call the storytellers back into the room and have them return to their groups.
7. The group members tell the story to their storyteller once or twice, as needed. Do not give them a copy of the story. Emphasize that everyone is responsible for telling the story to the storyteller in the group. To make sure this happens, you might want to give each group a talking piece that is passed around the group. No one can have another turn until each member has contributed something. If someone needs assistance, though, other group members may help.
3. Choose one person from each group to step outside the classroom. You could do this by specifying the person with the longest or shortest hair, the one whose birthday is next, or some other
8. Send all the storytellers out of the room again except for one, who will stand or sit in the front of the room.
9. Have this first storyteller retell the story or joke to the class.
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10. Call the next storyteller into the room and repeat Step 9 until each storyteller has retold the story.
11. Have the class clap or snap after each retelling. You can have students who are listening let each storyteller know what he or she left out, as well as some things the storyteller did well.
12 . An optional step is to give each group a few minutes to choose the best storyteller or storytelling group and to provide reasons for the choice.
VARIATIONS
1. For large classes, after the storytellers have heard the story from their groups, have all the storytellers stay in the room but move to a different group to retell the story. You can repeat this process once.
2 . At the beginning of the activity, divide the class into three groups. In this version, everyone stays in the room. As you tell the story, have one group write down nouns in the story, another group jot down verbs, and the third group write adjectives. Then allow members of the same group to compare notes before putting members from each grammar group together to reconstruct the story orally.
3. Follow up the activity by having each group write down the story with as much detail as possible.
4. Have each group come up with its own twist for the story. You could leave the twist ending out during the original telling. (You can consider doing this the second or third time you try the activity, after students are familiar with it.)
5. After several story-retelling sessions, have groups choose their favorite story to act out in front of the class, with props. They can write a script beforehand.
Considerations for Choosing a Story
* Choose a story that you like. If you are genuinely enthusiastic about reading it, the students will be receptive.
* Make it short and lively. Although Variation 1 gives a suggestion for using the activity with large classes, it is not advisable to have too many groups retelling the same story. Hearing each group's version is fun, but five groups is the limit for a very short story or joke such as those included below.
* Stories with twists make listening fun and retelling motivating for your students.
* Simple stories are best. Choose stories at the students' listening and speaking level, not above. It is excellent practice for them to listen to an entire story and repeat it, especially if this is their first time doing so. Make sure you choose stories with no more than one or two new key words or phrases that are essential to understanding and telling the story.
* Find a culturally appropriate story. If you are not sure about this, ask someone from the culture and/or a supervisor.
SAMPLE STORY AND JOKES
A Story: "The Lady and the Mouse"
One day a lady went to her kitchen for a snack. When she opened her refrigerator, she saw a mouse running across the floor.
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She was frightened of mice, so she screamed and stood on a chair. The mouse was frightened by the lady's scream, so it ran away. So the lady climbed down from the chair, took her purse, and went to the store to buy a mousetrap. The man at the store gave her a mousetrap and showed her how it works. He told her to put a piece of cheese in the trap.
When she got home, she realized that she didn't have any cheese in her refrigerator. So she cut out a picture of a piece of cheese from a magazine. After she set the trap, she turned off the light and went to bed. The next morning, she saw that the mousetrap had worked! Inside the trap, next to the picture of the piece of cheese, was a picture of a mouse!
A Joke: "The Duck and the Grapes"
A duck waddles into a convenience store and goes up to the cashier.
The cashier says, "Can I help you?"
The duck says, "Yes, please. Do you have any grapes?"
The duck waddles away.
The next day at the same time, the duck waddles into the same convenience store and asks the same cashier, "Do you have any grapes?"
The cashier looks at the duck closely and says, "Hey! Weren't you the same duck that was here yesterday? Look, we don't have any grapes. OK? Like I said, there is a supermarket down the road."
The duck seems satisfied with the answer and waddles out the door and down the street.
The next day at the same time, the duck waddles into the same convenience store with the same cashier standing behind the counter.
The duck asks, "Excuse me, sir. Do you have any grapes?"
The cashier is visibly angry and yells, "Look. What's your problem? You came in here yesterday asking for grapes and I told you that WE DON'T HAVE ANY GRAPES! If you come in here again asking for grapes, I'm going to nail your beak to the counter. Now, GET OUT OF HERE!"
The duck's feathers are ruffled, and he quickly waddles out of the store and down the street.
The following day at the same time, the duck waddles into the same store and walks up to the same cashier, and the cashier says, "I told you to get out of here. What do you want?"
The duck asks, "Do you have any nails?"
The cashier looks at him strangely and says, "No, I'm afraid we don't. You might want to go to the supermarket down the road."
The cashier shouts, "No, of course we don't have nails!"
And the duck replies, "So, do you have any grapes?"
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A Joke: "The Man and the Penguin"
A man is driving down the highway with his pet penguin. He is driving fast, so he gets stopped by a police officer for speeding. As the officer hands the man a speeding ticket, she notices that he has a penguin in the back seat. She asks the driver, "Where are you going with that penguin?"
The man answers, "I'm taking it to the zoo."
The officer agrees that that is the best place for a penguin and lets them go.
One week later, the same man is stopped by the same police officer for speeding again. The officer notices the penguin in the back of the car again and says, "You told me last time that you were taking that penguin to the zoo."
The man answers, "Yes, I did take it to the zoo last week. Today we are going to the movies."
RESOURCE FOR JOKES
The Internet TESL Journal. "Jokes in English for the ESL/EFL Classroom: A Project of the Internet TESL Journal." http://iteslj.org/c/jokes-long.html (This site offers long jokes, short jokes, riddles, and other materials that can be used for teaching English.)
This activity was written by Wendy Coulson, a 2017–2018 English Language Fellow in Medellín, Colombia, who has served as an English Language Specialist in Jordan and Tunisia with Libyan teacher trainers. She is an education consultant who designs education programs for NGO development projects and creates EFL curriculum and teacher-training courses, specializing in teaching young learners, community-based education, and limited-resource classrooms.
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Year 9 History
Crime and Punishment through Time
Each student is given a revision booklet that covers their learning from Ancient Rome to the Twentieth Century.
Things you can revise:
The main crimes, punishments and methods of policing during the following time periods- Ancient Rome, the Middle Ages, Early Modern (Tudors and Stuarts), Industrial Britain and the Twentieth Century.
The types of people who created the laws during each period.
Examples of change and continuity in the nature of crime and punishment over time.
How people's ideas about crime and punishment have changed over time.
Useful websites for Crime and Punishment http://www.schoolhistory.co.uk/revision/
http://beta.tutor2u.net/history/blog/gcse-revision-quiz-crime-and-punishment http://www.slideshare.net/davew1968/crime-and-punishment-gcse-shp-revisionmindmaps
https://www.youtube.com/watch?v=Rj7amy5uFfQ
https://www.youtube.com/watch?v=QC5v8Y_5wPo&list=PLZAOewh7NZN1uUsPJ6Om7HIrM4qQ7dlt https://www.youtube.com/channel/UC7byK8Jcz-j3KxrKib6Ru8Q
Medicine through Time
Things you can revise:
1. Look at the main features of medicine for Ancient Egyptians, Ancient Greeks, Ancient Romans. How much did the Romans depend of the Greeks for medical ideas? Did they come up with any of their own? http://www.bbc.co.uk/schools/gcsebitesize/history/shp/ancient/
2. Look at ideas on the cause of disease from the time of the Ancient Greeks through to the late 1800s – gods/spirits/blocked channels/four humours/God/miasma/bad air/spontaneous generation/germ theory. Make notes on each one, explain the idea and put them in the right period.
3. Medicine in the Middle Ages – ideas and treatments used by doctors.
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/middleages/
4. Renaissance period – revise the work of Pare, Vesalius and Harvey. Consider the factors that helped their work AND who was more important in the history of medicine. BE SPECIFIC and DETAILED
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/middleages/
5. Surgery – what was early surgery like in the early 19 th century? What were the problems and how effectively were they overcome? What was done about pain between 1790 and Simpson's work (1847)? Why was there opposition to chloroform? BE SPECIFIC
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/modern/
(focus on surgery in 19 th century)
6. Study Joseph Lister and Alexander Fleming. What did each man achieve and who had the greatest impact?
Don't forget Worcesterjonny on Youtube, scroll through the list and pick out the relevant bits: https://www.youtube.com/playlist?list=PL04349AC9C197EC93
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Transmission of power
Remember Before beginning this chapter, you should be able to: ■ ■ determine the amount of magnetic flux passing through an area ■ ■ determine the average induced voltage in a loop from the flux change and the time in which the change took place ■ ■ describe and determine the following properties of an AC voltage: frequency, period, amplitude, peak-to-peak voltage, peak-to-peak current, RMS voltage and RMS current ■ ■ describe the relationship between charge, current, voltage energy and power in electric circuits ■ ■ use the formulae Q = It, E = VQ, E = VIt, P = VI, V = IR and P = I 2 R. Key ideas After completing this chapter, you should be able to: ■ ■ explain the operation of a transformer in terms of electromagnetic induction ■ ■ determine the voltage and current using the number of turns in the primary and secondary coils, assuming the transformer is ideal ■ ■ determine transmission losses using Vdrop = IlineRline and Ploss = Iline 2 Rline ■ ■ explain the use of transformers in an electricity distribution system ■ ■ explain the advantage of AC power as a domestic power supply. UNCORRECTED PAGE PROOFS
Transformers at a substation
8 CHAPTER
Unit 3
Electric power
Electric power is generated for a purpose — to provide lighting in streets and homes, and to operate motors in domestic and industrial appliances. But electric power is often generated very far from where it is consumed. This problem appears to be simply overcome: make the connecting wires from the generator to the light or motor longer and longer, even stretching to hundreds of kilometres, and you have your basic transmission line.
(0.43 A to two significant figures)
The current through the globe is 0.43 A.
Why not just extend the wires from your toaster all the way back to the power plant generator? This simple solution might work on the laboratory bench where the connecting wires are so short that their resistance is a very small fraction of the overall resistance in the circuit. However, when the wires extend over kilometres, their resistance becomes significant. So, too, does the power loss in them because of the I 2 R heating effect of the current. In addition, so much of the supply voltage now drops along the wires, that the remaining voltage across the devices is insufficient for them to operate properly. However, this power loss and voltage drop can be reduced with the use of transformers. Sample problem 8.1 A 100 W light globe uses 100 J of energy every second when the voltage across it is 230 V. (a) Calculate the current through the globe. (b) Calculate the resistance of the globe for this current and voltage. (c) (i) If the globe was connected to a 230 V power supply by 2.0 m of copper wire, what would be the total resistance of the circuit? The wire has a resistance of 0.022 Ωm − 1 . (ii) What would be the voltage across the globe? (d) (i) If the globe was connected by 100 km of copper wire, what would be the total resistance of the circuit? (ii) What would be the voltage across the globe now? (e) Comment on how the light globe would respond. (a) P = 100 W, V = 230 V I = P V I = 0.435 A Solution: UNCORRECTED PAGE PROOFS
The resistance of the globe is 530 Ω.
.
The total resistance of the circuit is 530 Ω
(e) The globe would not light up.
The voltage across the globe is 230 V. (d) (i) Rtotal = Rcopper + Rglobe = (100 × 10 3 m × 0.022 Ωm − 1 ) + 529 Ω = 2729 Ω to the nearest whole number (2700 Ω to two significant figures) The total resistance of the circuit is 2700 Ω. (ii) V = R R 230 V globe total × = 529 2729 230 V Ω Ω× = 45 V The voltage across the globe is 45 V. Transformers The transmission line transmits electrical energy from generator to appliance. The electrical energy is generated at a voltage set by the generator. The current drawn from the generator depends on the resistance in the appliances connected to the generator. Appliances are connected in parallel, so that they can all have the same voltage. Plugging in additional appliances is the same as adding extra resistances in parallel, with each appliance drawing its own current from the supply. The extra appliances in parallel reduce the total resistance in the circuit. With more appliances connected, there is a larger current drawn from the generator and therefore greater energy supplied. The amount of energy supplied by the generator every second, or electrical power supplied, is equal to the product of the voltage supplied by the generator and the current drawn from the generator. UNCORRECTED PAGE PROOFS
A transformer is a device in which two multi-turn coils are wound around an iron core. One coil acts as an input while the other acts as an output. The purpose of the transformer is to produce an output AC voltage that is different from the input AC voltage.
If the transmission lines are long, the energy wasted due to their resistance becomes a significant fraction of the energy supplied by the generator. If the same amount of energy every second (that is, the same power) can be sent along the lines but at a lower current, the energy loss will be less. In fact, since the power loss is given by I 2 R (current 2 × resistance of the lines), if the current through the lines is halved, the power loss is reduced by a quarter.
In 1831 Michael Faraday constructed a device to achieve this when he demonstrated that an electric current in one circuit had a magnetic effect that could produce an electric current in another circuit.
Faraday's transformer consisted of two sets of coils of wire wrapped around a ring of iron. One coil was connected to a battery by a switch, the other to a galvanometer, a sensitive current detector.
Weblink
Transformer applet
As with other examples of electromagnetic induction, the transformer works only when there is a change in magnetic flux in the coils and the connecting iron core.
With a battery connected to the primary coil, the secondary coil has a current only when the switch in the primary coil is either opening or closing. To produce a continuous current in the secondary coil, the current in the primary coil needs to be continually changing. The obvious candidate is AC current, but an AC generator was not developed until 1881 by Lucien Gaulard and John D. Gibbs.
A changing current, I, in the primary coil produces a changing magnetic field, B, in the iron core, which is propagated through the iron core to the secondary coil, where the changing magnetic field induces a changing emf in the secondary coil. How does a transformer work? Imagine an iron core shaped as a square. Around two sides are coils of wire. If an AC voltage is applied to the primary coil, an alternating magnetic field will be set up in the iron core. This alternating magnetic field will propagate through the iron core to the secondary coil. Here, the alternating magnetic field will induce an alternating voltage in this coil of the same frequency as the primary AC voltage. An AC voltage supplied to the primary coil produces an AC voltage at the secondary coil, even though there is no electrical connection between the two coils. How do the sizes of the two voltages compare? In other words, how do the RMS voltages compare? Comparing voltages When an AC voltage supply, Vprim, is connected to the primary coil, the current will be limited by the resistance in the coil — which will be proportional to the number of turns, Nprim, in the coil. The iron core has constantly changing magnetic flux throughout. So, applying Faraday's Law: to the primary coil gives V N t prim prim B Φ = × ∆ ∆ and to the secondary coil gives V N t . sec sec B Φ = × ∆ ∆ UNCORRECTED PAGE PROOFS
186
Unit 3
Rearranging gives
or
A step-up transformer produces an output (secondary) voltage that is greater than the input (primary) voltage.
This relationship means that two types of transformer can be built. One type, which produces a secondary voltage greater than the primary, is called a step-up transformer. In this, the number of secondary turns is greater than the number of primary turns.
A step-down transformer
produces an output (secondary) voltage that is less than the input (primary) voltage.
The other type is a step-down transformer, which features more primary turns than secondary turns. It produces a smaller secondary voltage than the primary voltage. Both types are used in the distribution of electricity from generator to home, and also inside the home.
As a matter of fact Low-voltage lighting is now quite common in instances where 230 V AC would present a safety risk (for example, Christmas tree lights or external garden lighting). In these cases, a step-down transformer converts the 230 V AC down to a safer 12 V AC. If there is no energy loss as the energy is transferred from the primary to the secondary side, then the power in to the primary coil will equal the power out of the secondary coil. Since power = voltage × current, this can be written as: Vprim × Iprim = Vsec × Isec. Using this relationship, the main design characteristics of any transformer can be determined. Sample problem 8.2 A step-down transformer is designed to convert 230 V AC to 12 V AC. If there are 190 turns in the primary coil, how many turns are in the secondary coil? prim = 230 V, Vsec = 12 V, Nprim = 190 turns, Nsec = ? V N prim = V N sec 230 V 190 turns = N 12 V sec Nsec = 12 V × 190 turns 230 V = 9.9, approximately 10 turns Revision question 8.1 A generator supplies 10 kW of power to a transformer at 1.0 kV. The current in the secondary coil is 0.50 A. What is the turns ratio of the transformer? Is it a step-up or a step-down transformer? Circuit diagram symbol for transformer Solution: UNCORRECTED PAGE PROOFS
V
Ideal versus real
All transformers lose some energy in transferring electric power from the primary side to the secondary. This energy loss occurs in two areas. The first area is in the wires that make up the primary and secondary coils. This loss is called either copper loss (because the wires are usually copper), or resistive or I 2 R loss. The loss is usually quite minor. If the transformer is being designed to take large currents, the wires on that side would be made thicker to take the high current and minimise the resistance.
An eddy current is an electric current induced in the iron core of a transformer. Eddy currents result in undesirable energy losses from the transformer.
The other area of energy loss in the transformer is in the iron core. The loss is due to induced currents in the iron core. These currents are called eddy currents, because they are like the swirls, or eddies, left in the water after a boat has gone by.
The changing magnetic flux in the iron core produces a changing voltage in each of the turns of the secondary coils. Iron is an electrical conductor, so it will behave in the same way as the turns of wire. A circular current will be induced in the iron in a plane at right angles to the direction of the changing magnetic flux.
(a) An eddy current induced in an iron core by a changing magnetic field, and (b) putting the iron core into layers reduces the currents. If the iron core was one solid piece of iron, these induced eddy currents would be quite substantial. As iron has a low resistance, it would lead to large energy loss. To minimise this loss, the iron core is constructed of layers of iron sandwiched between thin layers of insulation. These layers, called laminations, significantly reduce the energy loss. In practice, transformers used to transmit large quantities of energy are about 99% efficient. UNCORRECTED PAGE PROOFS
Transmission lines and towers near Melbourne
188
Unit 3
Power distribution and transmission line losses
Development of the transformer meant that the AC voltage from the generator could be connected to a step-up transformer to increase the voltage and decrease the current, and so reduce energy loss in the transmission lines.
However, at the other end of the transmission line, the high voltage would be unsuitable, and possibly dangerous, for domestic appliances. So a step-down transformer is used to bring the voltage down to a safe level for home use.
In Victoria, electricity is generated at a variety of voltages. In Yallourn, the voltage is 20 000 V (20 kV). In Newport, the generating voltage is 24 000 V. From the various generators around Victoria, the voltage is stepped up to 500 kV to transmit the electrical energy over the long distances to Melbourne. Because of the very high voltage, there is an increased risk of electrical discharge to the ground or the frame of the cable support, so tall towers are needed to hold the transmission cables high off the ground. Several porcelain discs are used to insulate the cables from the steel frame of the tower. When the cables reach the outskirts of Melbourne, the high voltage is stepped down to 66 kV for distribution within the suburban area. In each suburb, the voltage is then further stepped down to 11 kV, either for delivery to yet another step-down transformer or to a neighbourhood power pole. There it is reduced to 230 V for connection to all the houses in the immediate neighbourhood. UNCORRECTED PAGE PROOFS
The high-voltage transmission line feeds several outer suburban terminal stations, each of which passes the current to several zone substations. These substations each connect to hundreds of pole transformers, which then connect to hundreds of homes. As the distribution system spreads further and further down to the domestic consumer, the current in the transmission line at each stage gets less and less.
Unit 3
AOS 2
Topic 3
Concept 5
Unit 3
Transformers and reducing
power loss in electricity
distribution
Summary screen and practice
questions
Table 8.1Typical voltages in different sections of the transmission system
This means that the cables in each section need to be designed to handle the current in that section in a cost-effective way, maximising energy transfer while minimising the cost of doing so. To minimise energy loss, the resistance of the cable needs to be made as small as possible. physics in focus Transmission lines In transmission lines, the current actually flows through the outer surface of the line to a depth of about 1 mm. This is called the skin effect. It happens because the voltage is applied to the surface of the transmission line and the effect of the voltage decreases exponentially with distance from the surface. Transmission lines are bare, multi-layered, concentrically stranded aluminium cables with a core of steel or reinforced aluminium for tensile strength. The advantages of wires in a bundle over a single conductor of the same area are lower resistance to AC currents, lower radio interference and audible noise, and better cooling. The smaller the sag in a transmission line, the greater will be the tension in the line. As the transmission lines cool, they contract, producing greater tension. High winds also increase the tension. All these factors may need to be considered when designing a transmission system. The cost of building a transmission line is very nearly proportional to the input voltage, and to the length of the line. The cost to transmit each unit of power is proportional to the length and inversely proportional to the square root of the power. That is, if the power to be transmitted is quadrupled, it can be transmitted twice as far for the same unit cost. It is therefore uneconomical to transmit power over a long distance unless a large quantity of power is involved. The cost of constructing a line underground rather than above ground ranges from eight times as much as (at 69 kV) to 20 times as much (at 500 kV). Underground cables are usually stranded copper, insulated with layers of oil-soaked paper tape. Superconductive cables may make this a more economical proposition. Basslink uses subsea cables to transmit high-voltage DC between Victoria and Tasmania. UNCORRECTED PAGE PROOFS
Table 8.2Ways to reduce resistance
Solution:
Imagine that 400 MW of power was available to be transmitted along a transmission line of 4.0 Ω. How would the power losses due to the resistance of the transmission line vary with the voltage across the transmission line? The following table shows some typical values.
Table 8.3Transmission of 400 MW at different voltages
(iv) What is the voltage supplied to the lighting?
As a matter of fact Electric power was first transmitted in 1882 by Thomas Edison in New York and by St George Lane-Fox in London, both using a DC system for street lighting. The transmission was at low voltage with considerable transmission power line losses, and so limited to short distances. Later that decade, George Westinghouse purchased patents for AC generators. His company also improved the design of transformers, and developed an AC-based transmission system. In 1886 these new developments allowed power to be transmitted over a distance of a kilometre, stepping up the voltage to 3000 V and then stepping it down to 500 V. In the 1800s there was much debate on the relative efficiency of the AC and DC transmission systems as well as on their environmental effects. However, the superiority of the AC system was soon realised. By 1898 there was a 30 000 V 120 km line, and by 1934 the voltage was up to 287 000 V over 430 km. During World War II German scientists developed 380 000 V and overcame the effect of electrical discharge by using double cables. During the 1960s transmission voltages reached 765 000 V. Future voltages are expected to be at 1 000 000 V. Sample problem 8.3 (a) A 20 kW, 400 V diesel generator supplies power for the 400 V lights on a film set at an outside location. The 500 m transmission cables have a resistance of 5.0 Ω. (i) What is the current in the cables? (ii) What is the voltage drop across the transmission cables? (iii) What is the power loss in the cables as a percentage of the power supplied by the generator? (i) Current in the cables = current coming from generator For the generator: P = 20 000 W, V = 400 V, I = ? UNCORRECTED PAGE PROOFS
Note: Using V = IR with V = 400 V and R = 5.0 Ω is incorrect because the 400 V is across both the cables and the load at the end.
Unit 3
(iii) For cables:
I
=
50 A,
R
=
5.0
Ω,
P
loss
=
?
V
400 V
P
=
=
20 kW
(iv) What is the voltage supplied to the lighting?
As a percentage, % Ploss = 12 500W 20 000W 100 1 × = 62.5% Note: This answer could have been obtained by using P = VI, with V = 250 V from solution 2; however, there is a risk that 400 V may be used by mistake, so it is better to use I 2 R. (iv) Generator voltage = sum of voltages in circuit Vgen = 400 V, Vcables = 250 V, Vload = ? 400 V = 250 V + Vload Vload = 400 V − 250 V = 150 V At this distance the voltage drop across the cables is too much to leave sufficient voltage to operate the lights at their designated voltage. Given the noise of the generators, they cannot be moved closer. Therefore, step-up and step-down transformers with turns ratios of 20 are used to reduce the power loss in the cables and increase the voltage at the lights. (b) Repeat the calculations in part (a), but this time increase the generator voltage by a factor of 20 and, prior to connection to the lights, reduce the voltage by a factor of 20. (i) What is the current in the cables? (ii) What is the voltage drop across the transmission cables? (iii) What is the power loss in the cables as a percentage of the power supplied by the generator? UNCORRECTED PAGE PROOFS
Solution:
(i) Current in cables = current coming from step-up transformer
For an ideal transformer:
P
prim
=
P
sec
=
V
sec
I
sec
20 000 W
=
8000 V
×
I
sec
P
prim
=
20 000 W,
I
sec
=
?
generator
lighting
transmission
lines
(iii) For cables:
I
=
2.5 A,
R
=
5.0
Ω,
P
loss
=
?
.
So, in transmission line problems, the voltage across the output of the generator is different from the voltage across the transmission lines, which is different, in turn, from the voltage across the load at the end of the lines.
Ploss = I 2 R = 2.5 A × 2.5 A × 5.0 Ω = 31.25 W As a percentage, % Ploss = 31.25W 20 000W 100 1 × = 0.16%. This is 1 20 2 or 1 400 of the original power loss! This is an impressive reduction. (iv) Voltage supplied to step-down transformer = 8000 V − 12.5 V = 7988 V Voltage supplied to lighting: Vsec = 7988 V × 1 20 = 400 V Actually, the two-figure accuracy of the turns ratio means that the voltage 7988 V should be rounded to 8000 V. Revision question 8.2 A remote community uses a 50 kW, 250 V generator to supply power to its hospital. The power is delivered by a 100-metre cable with total resistance of 0.20 Ω (a) Answer the questions in part (a) of sample problem 8.3 as they apply to this question. (b) Transformers with a turns ratio of 10:1 are installed. Repeat (a) with this new ratio. Using Ohm's Law wisely The relationship V = IR (Ohm's Law) is very useful. It can be applied in many situations in the one problem. This usefulness can lead to error if Ohm's Law is not applied wisely. The errors occur when students assume that having calculated a value for V, that value can be used every time V = IR is used. Rather, V = IR should be remembered as: Voltage across a section = current through the section × resistance of that section. UNCORRECTED PAGE PROOFS
A well-labelled diagram can help avoid this confusion. Imagine the generator as a battery and the two lines and the load as three separate resistors sharing the voltage from the battery.
Circuit diagram and battery circuit
In any electric circuit the total resistance determines how much current is drawn from the power supply. If there are transformers in the circuit, this statement is still true, but there are different currents and voltages on each side of the transformer.
1 watt
As more appliances are turned on, there is a larger secondary current, which causes a larger primary current to be drawn from the power supply. This means the secondary current drives the primary current. When all the appliances are turned off, there is no secondary current and, so, no primary current.
However, the primary voltage determines the secondary voltage through the ratio of turns in the transformer.
eModelling
Modelling power transmission doc-0040
An electric circuit with step-up and step-down transformers
generator
appliances
step-up
transformer
step-down
transformer
With more appliances turned on, the current in the transmission lines between the transformers increases. The increased voltage drop across these lines means that there will be slightly less voltage across the primary turns of the step-down transformer. This will result in a slight drop in the voltage for each of the appliances.
=
1 joule per second, so
1 joule
=
1 watt
×
1 second, or 1 watt second.
1 kWh
=
60
×
60 kilowatt seconds
As 1 watt second is equivalent to 1 joule, then remember this Electric power is normally discussed in terms of watts or megawatts — for example, when comparing electrical generators or deciding between vacuum cleaners. However, the generator supplies energy, the cleaner consumes energy, and it is ultimately we who pay for energy. The power rating, or wattage, of an electrical appliance indicates the rate at which it uses electricity. The longer it is on, the more energy is used and the more it costs. By definition: 1000 watt seconds = 1000 J, or 1 kilowatt second = 1 kJ. If a 1 kW heater was on for 1 s, it would use 1 kilowatt second or 1 kilojoule of electrical energy. If it was on for 60 seconds, it would use 60 kilowatt seconds or 60 kilojoules. The common unit for energy supply and consumption in electricity is the kilowatt hour, which is the amount of energy consumed, for example, by a one-kilowatt heater for one hour. This unit is abbreviated to kWh (e.g. 60 kWh). Conversion from kilowatt hour to joules: = 3600 kilowatt seconds = 3 600 000 watt seconds = 3.6 × 10 6 joules = 3.6 megajoules. The power rating, or wattage, of an electrical appliance indicates the rate at which it uses electrical energy. UNCORRECTED PAGE PROOFS
Unit 3
Chapter review
Summary
■ ■ A transformer is a device in which two multiple-turn coils are wound around an iron core. One coil, the primary coil, acts as an input; the other, the secondary coil, acts as an output.
■ ■ The power losses in long-distance transmission lines can be reduced by using step-up transformers to increase the transmission voltage, thereby reducing the transmission current. Step-down transformers are then used to reduce the voltage supplied to homes and industrial customers.
Questions
Transformers
1. An ideal transformer has 100 turns in the primary coil and 2000 turns in the secondary coil. If the
primary coil was connected to 230 V AC, what would be the voltage across the secondary coil?
2. A transformer has 300 turns in the primary coil and six turns in the secondary coil.
(b) What is the power loss in the transmission cables?
■ ■ In a transformer, the iron core transfers the changing magnetic flux produced by an AC current in the primary coil to the secondary coil. The changing magnetic flux in the secondary coil induces an alternating voltage, producing an alternating current. ■ ■ The purpose of the transformer is to produce an output AC voltage that is different from the input AC voltage. ■ ■ A step-up transformer produces an output (secondary) voltage that is greater than the input (primary) voltage. A step-down transformer produces an output (secondary) voltage that is less than the input (primary) voltage. ■ ■ The relationship between the primary voltage and secondary voltage of a transformer is given by the equation: V V N N prim sec prim sec = ■ ■ An ideal transformer does not lose energy. The power output of the secondary coil is equal to the power input of the primary coil. Thus VprimIprim = VsecIsec. ■ ■ Real transformers lose energy in transferring electric power from the primary coil to the secondary coil. Some is lost in the wires that make up the coils. Some energy is lost due to induced currents (eddy currents) in the iron core. ■ ■ When AC electric power is transmitted over long distances, some energy is lost due to the resistance of the transmission lines. The rate at which energy is lost can be calculated using the formula P = I 2 R. (a) If 230 V AC is connected to the primary coil, what will be the voltage across the secondary coil? (b) If the secondary voltage is 9.0 V AC, what is the voltage across the primary coil? 3. Christmas tree lights need a transformer to convert the 230 V AC to 12 V AC. (a) If there are 50 coils on the 12 V secondary coil, how many turns are there in the primary coil? (b) If there are 20 globes connected in parallel to the secondary coil, each of 12 V and 5 W, what is the current in the secondary coil? (c) What is the current in the primary coil, assuming the transformer is ideal? 4. Explain why a transformer does not work with a constant DC input voltage. 5. Why is the core of transformers made of an alloy of iron that is easy to magnetise? 6. A transformer is used to change 10 000 V to 230 V. There are 2000 turns in the primary coil. (a) What type of transformer is this? (b) How many turns are there in the secondary coil? 7. An ideal transformer has 400 turns in the primary coil and 900 turns in the secondary coil. The primary voltage is 60 V and the current in the secondary coil is 0.30 A. (a) What is the voltage across the secondary turns? (b) What is the power delivered by the secondary coils? (c) What is the current in the primary coil? Transmission lines 8. An isolated film set uses a 50 kW generator to produce electricity for lighting and other purposes at 250 V RMS. The generator is connected to lights about 100 m away by transmission cables with a combined resistance of 0.3 Ω. (a) When the generator is operating at full capacity, what current does it supply? UNCORRECTED PAGE PROOFS
(c) What is the total drop in voltage across the two cables connected by the generator?
(d) What is the voltage supplied to the lights?
(e) Two transformers with a turns ratio of 20 are used to first step up the voltage from the generator to the cables, and then to step it down from the cables to the lights. Using this new information, answer (b) to (d) above again.
9. The appliances in a house would, if all turned on and connected to a power supply of 230 V, draw a current of 40 A.
(a) What is the effective resistance of the appliances in the house, when they are all turned on?
However, the house is some distance from the power lines and the connecting cables have a resistance of 0.20 Ω.
The power passes along transmission lines with a total resistance of 0.40 Ω.
(a) What is the current in the transmission lines?
(b) What is the power loss in transmission lines?
(c) What is the voltage drop across them?
(d) What voltage and power is available to the step-down transformer located at the end of the lines ?
(b) What is the total resistance of the circuit connected to the power lines? (c) If the voltage at the power lines is 230 V AC, what is the voltage at the house? (d) A 20 kW workshop which operates off the 230 V supply is installed in the garage in parallel to the house. Answer parts (b) and (c) again for the new situation. The owners now decide to install a step-up transformer and a step-down transformer, each with a turns ratio of 10:1, at either end of the transmission lines. (e) If the system draws 120 A from the grid at 230 V, will the voltage at the house and the garage be within 1% of 230 V for the appliances to work properly? (f) At night the workshop is turned off. Will the voltage at the house increase, decrease or remain unchanged? Give reasons. 10. A generator at a power station produces 220 MW at 23 kV. The voltage is then stepped up to 330 kV. 11. The maximum electrical power the generator at a power station can deliver is 500 MW at a voltage of 40 kV. This power is to supply the electricity needs of a distant city. Transmission lines connecting the station to the city have a total resistance of 0.8 Ω. At the city, the transmission lines are connected to a series of step-down transformers that reduce the voltage to 230 V. The city wants a two-step evaluation of the transmission system. (a) What percentage of the power delivered by the power station is lost in the transmission lines? The power loss can be reduced by stepping up the voltage at the generator with a transformer. At the substations on the city's outskirts, the voltage is stepped down. The voltage could be stepped up to 400 kV with a transformer with a turns ratio of 10:1. The same transmission lines could be used, but they would need to be raised higher off the ground and be better insulated at each pole. (b) What would be the effect on the power loss in the transmission lines? UNCORRECTED PAGE PROOFS
Unit 3 | <urn:uuid:8ee378fc-2235-4e64-91f6-a123e5077569> | CC-MAIN-2019-26 | https://www.wiley.com/legacy/Australia/PageProofs/Phy2_VCE_U3&4_c08_web.pdf | 2019-06-26T04:21:02Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00549.warc.gz | 948,145,238 | 7,386 | eng_Latn | eng_Latn | 0.994561 | eng_Latn | 0.997759 | [
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PEACE AND HUMAN RIGHTS
Jose Rico C. Mañalac Computer Science Department Universidad de Zamboanga-Ipil Zamboanga Sibugay Province, Philippines
My own perception of peace is ZERO arguments to other people, living a simple life with peace and harmony, having no enemy most of the time or no grudges to other people, welcomes ideas of other as well as free to do things that the heart desires.
Human are social being and interacts with fellow species most of the time. Each person plays an important role in this planet, as well as in the community. Each one of us must have a peace of mind so that it will result peace on earth. Each one of us must know the importance of peace for it has a lot of purposes in life. Peace plays an important role in our community as well as in the whole world. Peace is what everybody needs. Let's give it a chance.
Being friendly is a sign of peace as well as sharing some ideas, spending special moments with love ones, showing concern for others and avoiding conflicts as much as possible. But reality proved that conflict is inevitable. Bringing it to the minimum will also lessen the implication in interactions.
and such as freedom and has a right to live. Every human being has a right of what their endeavors, interests and chosen fields in life as what they think that what is right for them and also for others. In our history there is no human rights because many people have been abused, molested and treats like a slave, especially the poor people, only the rich and land owners have the power to rule the poor people whatever they like, because they have' money they use money and wealth to get the things they and wants in life.
Only rich people have justice and rights, unlike the poor ones, they must work hard for only to eat their meal three times a day, they serve and being slave by rich and powerful people for only to survive. Unlike nowadays we are in democracy, have justice to prevail, as well as human rights, if you do crimes, you'll be imprisoned. All people has right to live and have freedom as long as it is legal according to our laws, we have a right to choose our leaders for progress by the use of elections, we have governments program to support the poor people, for the people and by the people. We have a right to say our inside feelings due to our governments and our concern for the environment.
Some people choose to be a rebel to our nation to fight for their rights because their voice and their commitments are not being heard by our government for they are deaf in such that people observes their wrong doings. Some of our rebels would kill civilians in order to be heard by our government, their voice shouts for their rights, just like to the ordinary people when we see a wrong governance by our leader, it will have a rally happens, and if government trashes the right of the people, it would end up with war, killings and crimes.
Human right is not the hindrance to maintain peace and order, we must fight for our right in order for us to live in liberty, we will not only to keep in silence because no one will hear our feelings inside of ourselves through our heroes, we learn to fight for justice. Every human has a right to live, to pursue our dreams, we think for good first and ask, "Am I doing right?, because for our defensive, we hurt someone that we doesn't mean it. we must keep the peace in our minds and heart and control our temper. People have different principles in life and that principle is what the people think that is considered right for them, as long as that principle is worth fighting for.
Human rights has limitations, for example a person depends on his/her rights, not at all times that everyone agree with you, sometimes it will results injustice because you are unfair to the others, we must think for others also for it may break our silence and peace and results lasting. | <urn:uuid:721fa0b7-b7c6-4eb8-851d-ed9bd025944e> | CC-MAIN-2019-26 | http://www.worldcitizens.org.tw/awc2010/eng/F/2375.pdf | 2019-06-26T03:41:43Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00555.warc.gz | 307,350,598 | 809 | eng_Latn | eng_Latn | 0.995753 | eng_Latn | 0.994668 | [
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TIP #1: TRAVELING SAFELY WITH CHILDREN: THE BASICS
■ Everybody needs a child safety seat, booster seat, or safety belt!
■ There must be one safety belt for each person. Buckling two people, even children, into one belt could injure both.
■ People who are not buckled up can be thrown from the car or around inside the car, and seriously hurt themselves or others.
■ Never hold a child on your lap! You could crush him/her in a crash, or the child may be torn from your arms.
■ Never ride in the cargo area of a station wagon, van, or pickup! Anyone riding in the cargo area could be thrown out and severely injured or killed.
■ No one seat is 'best', The 'best' child safety seat is the one that fi ts your child and can be installed correctly.
■ Children age 12 and under should ride properly restrained in back.
CHOOSING AND USING THE CORRECT SEAT
New child safety seats and booster seats come with registration cards. Be sure to register your new seat so you will be notifi ed if there is a recall. If you don't have a card, call the safety seat manufacturer.
AGE: Birth to 1 year
WEIGHT: Up to 35 pounds
TYPE OF SEAT: Infant-only (A) or Rear-facing Convertible (B)
DIRECTION TO FACE:
Infants should ride rear-facing to at least 1 year of age AND at least 20 pounds, longer if possible. The seat should be at a 30-45 degree angle to keep the child's head from falling forward. Do not tip it too far back or the child could come out of the seat in a crash.
NOTE:
Infants who outgrow a smaller infant-only seat before 1 year of age should ride rear-facing in a child safety seat with a higher rear-facing weight limit (over 22 pounds).
AGE: Over 1 year to 4 years old
WEIGHT: Over 20 pounds, up to 40 pounds
TYPE OF SEAT: Convertible or Forward-Facing Only seat
DIRECTION TO FACE:
A child over 1 year of age AND over 20 pounds may ride facing forward. Use the upright position or the position recommended by the manufacturer.
NOTE:
Keep the child in a child safety seat with a full harness as long as possible, preferably until 4 years old. For children 40 pounds or more who are too young or too active to sit still in a booster seat, or if a vehicle has only lap belts, look for child restraints with harnesses labeled for use over 40 pounds.
AGE: 4 to 8 years old
WEIGHT: Over 40 pounds
TYPE OF SEAT: Belt-positioning Booster Seat, backless (D) or high-back (C)
DIRECTION TO FACE: Forward-Facing
NOTE: All children who have outgrown child safety seats should be properly restrained in booster seats until they are at least 8 years old, unless they are 4' 9" tall.
The back seat is the safest place in a crash. Children age 12 and under should ride properly restrained in back.
WARNING: Infants riding rear-facing must NEVER be placed in front of an airbag.
IS THE CHILD SAFETY SEAT IN THE VEHICLE THE RIGHT WAY?
■ Each child safety seat needs a safety belt or LATCH to hold it in place. LATCH (Lower Anchors and Tethers for Children) is a system designed to make safety seat installation easier.
■ Check the safety seat instructions and the vehicle owner's manual for tips on using the safety belts or LATCH to install a safety seat (E).
■ If using safety belts, put the vehicle safety belt through the correct belt path on the child safety seat (see F below). Check the child safety seat instructions or look for labels on the seat that mark the safety belt path. Use the correct belt path for the direction the safety seat is facing.
■ The child safety seat must stay tight at all times. Check for tight fi t by holding the seat at the belt path and by pulling the seat side to side and forward. The child safety seat should not move more than one inch sideways or toward the front of the vehicle.
IS THE HARNESS POSITIONED THE RIGHT WAY AND BUCKLED SNUGLY ON THE CHILD?
■ The harness straps must fi t on strong parts of the body: the shoulders and hips.
■ Use the correct slots for the harness (F). Using the wrong slots can cause serious injury. Check the manufacturer's instructions for the correct placement of the harness straps.
■ Keep straps on the child's shoulders, not arms. Keep straps fl at on the child's shoulders and snug enough to keep the child from moving forward.
■ Place the harness retainer clip at armpit level (F).
WHEN IS A CHILD READY FOR THE ADULT SAFETY BELT?
■ Until age 8, most children have not developed strong hipbones, and their legs and body are too short to allow for proper fi t of a safety belt. Safety belts are designed for adults.
■ To be able to fi t in a safety belt, a child must:
˛ Be tall enough to sit without slouching,
˛ Keep his/her back against the vehicle seat back,
˛
Keep his/her knees completely bent over the edge of the seat,
˛ Keep his/her feet fl at on the fl oor, and
˛ Be able to stay comfortably seated this way.
■ The lap belt must fi t low and tight across the upper thighs. The shoulder belt should rest over the center of the shoulder and across the chest (G).
■ Never put the shoulder belt under the child's arm or behind the child's back. This can cause severe internal injuries in a crash. If the safety belt does not fi t properly the child should use a belt-positioning booster seat.
■ Always check belt fi t on the child in every vehicle. A belt-positioning booster seat may be needed in some vehicles and not in others.
ALWAYS read and follow the child safety seat instructions and the vehicle owner's manual! | <urn:uuid:d5c0d3e1-ac58-4926-85ea-5abfc648185d> | CC-MAIN-2019-26 | https://www.cityofmitchell.org/DocumentCenter/View/458/CPSafetuTip1?bidId= | 2019-06-26T04:30:09Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00552.warc.gz | 696,361,650 | 1,278 | eng_Latn | eng_Latn | 0.99738 | eng_Latn | 0.997526 | [
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First Question: Why does anyone care about saving anyone?
First Answer: Whether or not one believes it, people all around the world are connected by some manner, whether it be political, environmental, familial, business related, etc. The fact that each and every human on Earth has some impact on the Earth, no matter how small the impact may be, means each and every human affects one another. The fact that teenagers in Japan pick up on new trends affects the coming and going of fads here in America. The fact that people in California are using up more water nowadays due to rising temperatures affects people in Colorado, the place where a lot of California's fresh water comes from. I personally believe in karma and what goes around does come around. Care about people in other parts of the world and they will care about you; neglect them, and they will neglect you. It's a simple golden rule to follow that many have yet to learn.
Second Question: What's in it for me?
Second Answer: A LOT. The expansion of cultures, people, business, economy, and so many more things can be obtainable through preserving human rights and aiding those across the world. | <urn:uuid:64723ace-7b31-405c-870e-26246e43282a> | CC-MAIN-2019-26 | http://www.worldcitizens.org.tw/awc2010/eng/F/1120.pdf | 2019-06-26T04:05:27Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00554.warc.gz | 321,396,838 | 237 | eng_Latn | eng_Latn | 0.998896 | eng_Latn | 0.998896 | [
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FSA GK Session
Equipment- Balls, Cones, Goals.
Warm Up (Individual Movements)
Goalkeeper:
1. Runs in a designated area with ball bouncing and catching in front of body.
2. Runs with ball and bounces and catches above head.
3. Throw's ball above head and they catch ball above head. High "W form" Catch
4. In a figure of eight with ball between their legs.
5. Puts ball on the ground and form a figure of eight with hand movement.
6. Rotates the ball around their waist clockwise/anti-clockwise.
7. Sits on ground bounces ball, gets up and catches before ball bounces twice.
8. Bounces ball through legs and catches at the front of body.
9. Rolls ball out in front of them and dives on the ball, rolls over and recovers.
10. Rolls ball out to the side of body and dives to catch it, then recovers.
Cone/Ball
Players stand facing the coach in a straight line one after another, on the coaches command left or right, players touch the cone line/ ball line and back to the middle line.
Pairs
1. Throw ball towards partner for them to catch ball with a high "W Form " catch.
2. Roll ball along the ground to each other for ground pick up. Legs closed or one down.
3. Throw ball around waist high for GK, to catch with palms facing up or down.
4. Stand around 5 feet away from each other and bounce pass the ball to catch.
5. Throw ball about 1 foot above the head to retrieve. Catch ball with one knee up.
Gk Reaction Skill
1. Gk 1 sits on ground facing partner, gk 2 throws ball to right / left / top / middle / bottom.
2. Gk 1 stands facing away from gk 2, gk 1 shouts "turn" and gk 2 turns and catches.
Shadow Goalkeeping
Players stand facing the coach about 5 yards away.
The ball will be thrown right or left. On the coaches command the Gk will react as quick as possible and make the dive to save it.
Two Goal Practice (Goalie Wars)
Goals around 10 feet away and the Gk, Have to try and score on each other.
Striker & GK. Session
3 Tier Shooting - Players shoot from 3 different places one after another.
1) Shot from edge of 18 yard box. 2) Pass from the right side of goal to you and shoot.
3) High ball from the left side of the goal for a header.
Crossing and finishing
-
balls come from left/right to a striker in the penalty area.
Reaction saves- 8-15 feet out from goal with different placement of shots to goal.
Two goal game
2 Goals 15 feet away facing each other and players try score point blank
4 Goal reaction game(4 Gk's)
Goals facing their back to each other. Reaction shots
Gk move round to the next goal in a clockwise movement after getting 5 shots each.
Gate Game 3v3/4v4
Players play in small area and have 3-4 gates with Gk who react to save the quick shots.
Crossing Game
Coaches cross in balls from different angles and the players try to score.
1 Point for a goal
2 Points for a save
Major League Soccer (MLS) Shoot Out
10 secs to run at Gk from halfway line and score.
Penalty Shoot out
Spot Kick like in the world Cup
Coaches Challenge
Beat the Goalie Competition
Juggle and shoot - juggle from 25 yards out and shoot on goal.
Always end the sessions on a high note | <urn:uuid:3027558c-7f86-4323-9636-5e79ecdd6908> | CC-MAIN-2019-26 | http://northmetrosoccer.org/_files/coaches-amp-managers/FSA%20GK%20&%20Strikers%20Clinic.pdf | 2019-06-26T04:50:06Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00558.warc.gz | 123,936,553 | 778 | eng_Latn | eng_Latn | 0.995612 | eng_Latn | 0.997368 | [
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DYNAMIC BALL CONTROL
This is an excellent 6 vs. 6 drill for improving teamwork and communication.
To start, set up one player at each corner of the net with a setter in the middle of the court at the 10ft line. A fourth player should line up in the middle back position and the 5th and 6th players should line up outside of the court behind the 4th player. After each contact, the player will follow their pass and take over the spot of the player they passed the ball to (follow their ball).
A coach initiates the drill by throwing a ball to either corner of the back row. The player in the middle back position moves to the ball and passes it to the setter in the middle of the court. The setter sets/passes to the player at the net on the opposite side of where the ball was first played. The player at the net should play the ball straight back to the corner they are facing and the process will continue. Players need to remember to follow their ball to take the position of the player they passed to. Players at the net will return to the back of the line after their contact.
To add communication, players should call out the name of the person they are passing to every time they touch the ball. The drill can continue until the group as a whole has completed a certain number of consecutive touches.
WATCH VIDEO
DRILLS | SCOUTING REPORTS | IDEAS
DRAW, ORGANIZE & SHARE LIKE NEVER BEFORE | <urn:uuid:ede36b59-a6a7-4f2b-91aa-b0aac544b82c> | CC-MAIN-2019-26 | https://www.theartofcoachingvolleyball.com/wp-content/uploads/2017/05/Dynamic_ball_control.pdf | 2019-06-26T04:13:13Z | crawl-data/CC-MAIN-2019-26/segments/1560628000164.31/warc/CC-MAIN-20190626033520-20190626055520-00559.warc.gz | 925,107,136 | 307 | eng_Latn | eng_Latn | 0.998943 | eng_Latn | 0.998943 | [
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Readers Theatre – Women of the West
Narrator –
During the 1800's many people moved from the established East to the land of unknown in the West. Some people went for gold, some as missionaries and some for the promise of land. The Smith family – Pa, Ma, Elizabeth, Rachael, Nathanial and little Paul – went west for land. Hurry up now. Pa will be back in a few minutes and he'll be hungry. Help me get the pots onto the fire, Beth.
Ma (to the Elizabeth) -
Elizabeth (hurrying towards Ma) – I'm sorry, Ma. Little Paul was playing with them and I had to wrestle them away.
Ma (looking around) – Where's Rachael? I told her to look after him while you and I got supper ready.
Elizabeth –
She was talking to Nathanial about how far we have come since we left Independence. She seems to think that in a few more days we will reach Salt Lake. I tried to tell her that we still hadn't reached Devil's Gate along the Sweetwater but she wouldn't listen.
Ma (sighing) –
I wish your Pa would stop telling her how close we are and be honest with us. Talking with Mrs. Peabody, I found out that we still have another six weeks before we make it to Salt Lake. And that once we get there, we may have to travel further outside of Salt Lake before we find a place to settle down.
Elizabeth –
I know Ma. But we've made good time, haven't we? I mean we left Independence early in the spring and now we are almost to Independence Rock. We are making good progress?
Ma –
Yes, yes we are. I just hope that Rachael is prepared to cross the Rockies. We have a lot of hard work ahead of us and if she thinks that we are going to be there in a few days she may loose hope.
Elizabeth –
I will go and fetch Nathanial, Rachael and Paul. We can tidy up the wagon before supper.
Narrator –
While Elizabeth fetches the other children, Ma begins to fry up some bacon to make bacon sandwiches. She makes flour tortillas to use for bread and then she begins to serve up supper.
Pa (walking towards Ma from outside of the wagon corral) – Boy am I hungry. Ted Wilkins was having a tough time with one of his oxen and I had to help steer the thing in the right direction. When we stopped we found that he had thrown a shoe and so I helped him put a new one on. Mmmmmm….. smells good.
Ma –
You need to talk to Rachael and set her straight on how far we still have to go. She is telling Nathanial that we will be in Salt Lake in
a few days and I am worried that she will lose heart and become a burden trying to get across those darn mountains. You must stop talking like we is so close.
Pa (with bread in his mouth) – I will. I just get so excited about how far we've come that I
forget that we still have a long way to go. I'll talk with her the minute
I see her. Now sit down and eat before the young ones show up.
Narrator –
The trip west was tough on everyone but especially tough on women.
They typically had to care for their children, cook, clean, mend clothing, find firewood and occasionally herd a cow or two that the family may have brought with them. They were generally the first one awake and the last one to sleep each day. If that wasn't enough, if another woman in the train became ill, the other women were expected to do the ill woman's work too.
Rachael -
Pa, Pa, Pa! I told Nathanial that we would be crossing the Sweetwater today. I told him that it is going to be cold and that we might get swept downstream if we aren't careful. Tell him that that is true, Pa. Tell him.
Pa -
Whoa… hang on there a minute. You and I need to talk. While Pa spoke with Rachael about the facts of the trip, Ma fed little Paul and Nathanial. Elizabeth sat down on a rock and thought about all of the things that they had left behind in Virginia. Grandma and Grandpa Smith were still on the farm with Aunt Nat and Uncle Pat and their boys. Grandpa and Grandma Johansen were a few miles down the road with Uncle Bill. She could still remember the sound the cows made at night when Bill sang to them.
Narrator -
Elizabeth –
Ma, when is Uncle Bill coming out west? He said that he would join us as soon as he could.
Ma –
Uncle Bill said that he would come when the time was right. Granny and Pop-Pop need him still. They are getting on in age and aren't able to take care of the farm on their own. They need Uncle Bill, besides Nancy Mills said that she would marry Bill in the fall. He can't leave without her and her Ma and Pa won't let her come until she is wed.
Narrator –
Elizabeth remembered how excited she had been when Uncle Bill had told her of the wedding and that Nancy had asked her to be the flower girl. She had been so excited to get a new dress and now they were almost 1,200 miles away from home. She missed her friends, her room above the kitchen, even that stinky Jed Cowsley who lived over the hill.
Narrator -
If she closed her eyes, she could still see her Ma working in the yard, feeding the chickens when he had come racing down the hill yelling at
Narrator -
Ma -
Elizabeth. She remembered how he had caused the chickens to run all over and how he had nearly smashed into Ma. Ma had been so mad that Elizabeth thought she was going to burst. Elizabeth couldn't help chuckling.
At that moment the sound of a ringing bell could be heard from the front of the wagon train.
Well, we best clean up quickly and get ready to go again. Maybe when we reach the rock we will be able to stop for a few days. I can never seem to get caught up on all of the chores that need doing. Elizabeth, help me put out the fire and get the pots clean real quick. | <urn:uuid:0900c360-d13f-4ea7-b95b-df040442a9be> | CC-MAIN-2019-26 | https://www.uen.org/core/socialstudies/fourth/downloads/ReadersTheatre.pdf | 2019-06-26T05:52:17Z | crawl-data/CC-MAIN-2019-26/segments/1560628000175.78/warc/CC-MAIN-20190626053719-20190626075719-00001.warc.gz | 913,698,550 | 1,296 | eng_Latn | eng_Latn | 0.998476 | eng_Latn | 0.999004 | [
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DEFINING ABUSE
1. Physical Abuse – non-accidental injury of a child that leaves marks, scars, bruises, or broken bones.
Physical indicators of physical abuse: unexplained bruises, burns, human bites, broken bones, missing hair, scratches.
Behavioral indicators of physical abuse: wary of physical contact with adults, behavioral extremes (aggressive or withdrawn), frightened of parents, afraid to go home, cheating, stealing, lying (a sign that expectations in the home are too high), layered clothing.
2. Neglect – failure of parents or caretakers to provide needed, age appropriate care including food, clothing, shelter, protection from harm, and supervision appropriate to the child's development, hygiene, and medical care.
Physical indicators of neglect: constant hunger, poor hygiene, excessive sleepiness, lack of appropriate supervision, unattended physical problems or medical needs, abandonment, inappropriate clothing fro weather conditions.
Behavioral indicators of neglect: begging or stealing food, frequent sleepiness, lack of appropriate supervision, unattended physical problem or medical needs, abandonment, inappropriate clothing for weather conditions.
3. Sexual abuse – any inappropriate sexual exposure or touch by an adult to a child or an older child to a younger child. This includes, but is not limited to: fondling, sexual intercourse, sexual assault, rape, date rape, incest, child prostitution, exposure, and pornography. It does not matter whether the victim was forced or tricked into any of the above, it is considered sexual abuse by the state of Utah.
Physical indicators of sexual abuse : difficulty in walking or sitting, torn, stained, or bloody underclothing, pain or itching in genital area, bruises or bleeding in rectal/genital area, venereal disease.
Behavioral indicators of sexual abuse: age-inappropriate sexual knowledge/sexual touch, abrupt change in personality, withdrawn, poor peer relationships, unwilling to change for gym or participate in physical activities, promiscuous behavior/seductive behavior, drop in school performance/decline in school interest, sleep disturbances, regressive behavior (i.e., bed wetting).
4. Emotional abuse – parental behavior, such as rejecting, terrorizing, berating, ignoring, or isolating a child, that causes, or is likely to cause, serious impairment of the physical, social, mental, or emotional capacities of the child.
Physical indicators of emotional abuse: speech disorders, lags in physical development, failure to thrive.
Behavioral indicators of emotional abuse: habit disorders (sucking, biting, rocking), conduct disorders (withdrawal, destructiveness, cruelty), sleep disorders or inhibition of play, behavior extremes (aggressive or passive). | <urn:uuid:95a200e7-1af1-45be-82a1-5052f1cd6553> | CC-MAIN-2019-26 | https://www.uen.org/lessonplan/download/8907?lessonId=4309&segmentTypeId=6 | 2019-06-26T05:42:56Z | crawl-data/CC-MAIN-2019-26/segments/1560628000175.78/warc/CC-MAIN-20190626053719-20190626075719-00001.warc.gz | 913,750,936 | 540 | eng_Latn | eng_Latn | 0.989641 | eng_Latn | 0.990678 | [
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Language Assessment:
Guidance for Speech/Language Pathologists
Language: a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings.
Language Impairment: A significant deficiency which is not consistent with the student's chronological age in one or more of the following areas:
(a) a deficiency in receptive language skills to gain information;
(b) a deficiency in expressive language skills to communicate information;
(c) a deficiency in processing (auditory perception) skills to organize information; and
(d) a deficiency in the social use of language (pragmatics) and the rules that govern that usage.
Approaches to Language Assessment
Darley identified the 'Appraisal and Diagnosis' approach to assessment in 1991. This two-stage process entailed collecting information from a variety of sources including the direct assessment of the student during what was termed the 'appraisal phase'. Once this data is collected the Speech and Language Pathologist (clinician SLP) engages in the determination of a diagnosis based on the information ('diagnostic phase').
More recently, emphasis has been placed on utilizing a more descriptive-developmental approach whereby the SLP seeks to collect relevant information from multiple sources and then describes how the student is functioning in comparison with a typical communication and developmental trajectory.
Eligibility determination for specialized language services in North Carolina is a process that combines both approaches. It requires the SLP to utilize a wide variety of assessment tools (formal and informal) to build a case for or against the determination that a student is language impaired. In some cases that determination is relatively non-complex. In other instances, however, that decision is not as clear. The identification process in North Carolina allows the SLP to pull information from many sources and use a descriptivedevelopmental approach to build that case for or against services.
SLPs are most often called upon to determine the existence of a language disorder and whether that disorder/disability impacts a student's ability to access the standard course of study and function appropriately in the school's social context. The purpose of this guidance document is to assist SLPs in maximizing effectiveness and efficiency in the selection of assessment materials/processes and the interpretation of results.
Elements:
The following elements will be found throughout this site to highlight critical information.
Part I: THE REFERRAL PROCESS
Referrals to the SLP may occur through several channels.
a. Teacher Requests for Assistance: It is not unusual for a teacher to request assistance from the SLP. If the teacher provides information concerning the student and solicits input from the SLP to determine appropriate instructional strategies to implement the curriculum, the clinician is free to assist. This is not considered an evaluation or part of the special education process. There is no documentation required by the Department of Public Instruction for this assistance.
Note. As schools implement Responsiveness to Instruction (RtI) models, knowledgeable staff, including the SLP, may be asked to provide technical assistance in the development of (general education) instructional strategies/interventions. At both Tier I and Tier II levels of RtI, these interventions may become the evidence for a subsequent referral to the Student Assistance Team (Tier III).
b. Parent/Teacher Referral: Parents, teacher or other involved parties may request an evaluation for language (or other) specialized services. This must be provided in written format with specific information regarding the concern and the student's strengths and considered needs. This referral should be presented to the principal or other district official representing the Local Education Agency (LEA).
Note. Upon receipt of this written request a 90-day timeline for completion of the eligibility determination is initiated.
Note. Frequently a parent request for an evaluation occurs in the midst of general education interventions (i.e., Tiers I, II, or III of RtI). Unless the parent withdraws the request, the evaluation process must take place concurrently with the general education interventions.
c. Student Assistance Team Referral: The process of providing educational interventions was designed to meet the needs of students, whenever possible, through the general education program. If these efforts find a student resistant to regular instruction then an evaluation for special educational services may be requested.
Note. One major role of the Student Assistance Team is to provide technical assistance to teachers in the development of strategic interventions for a struggling student. This is accomplished through the collaboration of knowledgeable and experienced staff at the school. The typical pathway to special education services is through the Student Assistance Team. It is here that a final determination is made regarding the need for an evaluation for specialized education, i.e., the student is not able to progress through general education interventions/support.
The diagram below illustrates the RtI model. At each level the general education interventions become increasingly more intense. It is at the top and final level that the Student Assistance Team does its work. The SLP may assist in developing interventions at any level.
Some RtI models include a Tier IV which specifies that the student qualifies for specialized education or modifications/accommodations via a Section 504 Plan.
Part II: CREATING AN ASSESSMENT PLAN
Identifying the Core Language Issues or Problems:
Gathering Relevant Information in Preparation for Assessment
Purpose:
The major purpose at this stage is to identify the reasons why a language assessment is considered necessary and to gather relevant information about the student for the purpose of developing a meaningful assessment plan.
Points to Ponder:
- No single source of information is comprehensive or unbiased. It is worth investing the time to review all available information and data.
- Children's behaviors, knowledge and skills change rapidly particularly between birth and age 9 – 11 years. Non-recent sources of information may be out of date and potentially inaccurate.
Language Modalities and Domains
A comprehensive assessment may need to include information regarding each domain within each of the language modalities (see graphic below). This does not preclude the possible necessity for capturing information in areas highly related to language, e.g., early literacy skills, written expression. The more background information that can be obtained and reviewed, the more the evaluative process can be tailored to the individual student. This could save substantial time and effort during the assessment as you work to target your assessments.
Sources of Information:
Probe for information that:
- identifies or clarifies which modality/domain may be impacting language function,
- provides a rationale for other areas that may need to be screened or comprehensively assessed and/or,
- establishes a baseline from which growth may be determined.
DEC 1: The DEC 1 (Special Education or Preschool Referral Forms) captures information from parents, teachers or other service providers on the student's
communication strengths and needs. This form is completed by the individual making the referral. It should be noted that in most cases this document will be generated once the Student Assistance Team (SAT) has determined that the student is resistant to general education interventions and a formal evaluation is requested. Periodically this form will be generated prior to the conclusion of the general education (intervention) process. In this case, the special education evaluation and the general education intervention process will be concurrent.
SAT Data: Careful review of the SAT data will provide important insight as to the reason for the initial referral and what interventions were (or were not) effective.
School-Based Screenings and Assessments: Review all appropriate data provided through screenings, quarterly assessments and EOG/EOC testing. Many school districts are using screening tools such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS) that can provide information on phonological awareness, for example. The classroom teacher may have additional information, e.g., common formative assessments, that can be reviewed.
Cumulative Folder: The student's cumulative record may include a summary from preschool assessments and pertinent medical information (e.g., history of otitis media). The cumulative folder will include information on any special programming such as English as a Second Language (ESL) services or a previous 504 plan. The student may also have a previous special education file that should be carefully reviewed.
Upon review of existing sources of information the SLP may consider obtaining additional information prior to the selection of formal, standardized measures. The following list identifies some sources of additional information.
Observations: Observations can be strictly descriptive or the SLP may utilize more formalized tools such as checklists to systematically identify communicative skills and function. (See the Functional Communication Checklist as an example.)
Interviews: A student, parent and/or teacher interview can yield important insight. As with observations the information can be documented descriptively or obtained using more formal procedures, e.g., use of checklists or surveys.
Surveys or Checklists (other than used during interviews): If an interview is not possible, the SLP may request the parent, teacher or, in some cases, even the student to complete a survey or checklist. Carefully consider the individual's ability to complete the survey accurately. Be sure to include a contact number on the instrument as well as a date by which the information needs to be returned.
Note. See Resource Page 1 for a sample of surveys and questionnaires.
Action Steps:
1. Review relevant information from as many sources as feasible.
2. With parent consent (DEC 2), distribute surveys and questionnaires.
- Offer assistance to individuals who might have difficulty completing the instrument on their own.
- Provide a timeframe for completion.
- Include your contact information on any document provided to parents/guardians
3. Hearing screening: This is a mandated procedure and should be performed prior to other assessments.
4. Arrange for student observation(s) and the observational tool/technique
5. Identify areas of student strengths and needs and the skill consistency across environments and tasks.
6. Develop a working hypothesis regarding the student's communication problems that specifies the following:
- the modality/domain(s) of concern
- possible etiology
- the onset of the problem(s)
- impact on educational performance and access to the grade level curriculum.
7. Identify areas for formal or informal assessment.
What Assessment(s) Should be Utilized?
Identifying the Assessment Tools
Purpose:
The objective is to develop an assessment plan that:
- utilizes measures that are as authentic or natural as possible,
- provides the information necessary to respond to the identified need(s) of the student,
- places the student's behavior within a developmental framework if possible, and
- meets the guidelines established by the Department of Public Instruction for eligibility determination.
Points to Ponder:
- All assessments are samples of behavior.
- Be very familiar with the assessments to be used. Review the assessment manual.
o How an assessment was standardized or normed can be very important.
o What is the assessment really measuring?
Criteria for Language Assessment
The North Carolina eligibility process for language has changed from one that focuses primarily on use of formal test scores or standardized measures to one that requires that the SLP develop a strong case for the need for specialized language services. The eligibility guidelines (NC 1503-2.5 under "Speech or Language Impairment) require the following:
- Use of at least two measures, one test assessing receptive and expressive language and another measure (e.g., test, subtest, checklist) in the specific area of concern (e.g., vocabulary, word-finding, morphology)
- The assessment findings (e.g., standardized test scores or other findings) (must) suggest a language disorder. (Standardized scores must be 1.5 standard deviations or more below the mean.)
- Multiple data sources should be gathered.
- A negative impact on academic/functional performance must be documented.
Assessment Options
- Authentic Assessments
-
- Standardized or Norm-Referenced Measures
Criterion-Referenced Measures
- Informal Assessments: Caregiver Questionnaires, Checklists, Structured Observations, some Structural Play Interactions
- Screening Tools
A. Authentic Assessments
An authentic assessment is one that taps into the language used in activities of daily living. These types of assessments reveal the variation in language skills/abilities in different communication environments. Whereas indirect tests (e.g., most standardized tests) are more efficient and lend themselves to psychometric analyses, authentic assessments aim at capturing 'real' language skills in use in 'real' communicative environments.
Authentic assessments may ask students to read real texts; to write for authentic purposes about meaningful topics; and to participate in authentic literacy tasks such as discussing books; keeping journals; writing letters; or communicating their wants,
needs and feelings with parents or teachers. Both the material and the assessment tasks look as natural as possible. Furthermore, authentic assessment values the thinking behind work, the process, as much as the finished product (Pearson & Valencia, 1987; Wiggins, 1989; Wolf, 1989).
Authentic assessments can provide meaningful evidence for or against the need for specialized language services despite not often yielding a standardized score.
- Language sampling is a powerful authentic assessment especially when samples are compared across multiple environments. Obtaining and "scoring" a language sample is less difficult than most SLPs realize. Click here for more information on language sampling. (INSERT LINK TO LANGUAGE SAMPLING HERE)
- Checklists, surveys or rubrics of language use in various communication environments (e.g., classroom) can reveal important dimensions of the student's language skills. A checklist of language function scored by multiple raters or across multiple environments can provide supportive documentation for the SLP.
B. Standardized or Norm-Referenced Assessments
A standardized test is one that is administered in a consistent or standard fashion. The assessment is developed by experts or specialists and is based on developmental or performance norms. The tests are designed in such a way that the items, testing
administration, scoring, and interpretations of results are performed in a predetermined, standard manner.
Interpreting Scores from a Standardized Assessment
The SLP must consider the following when using an assessment that provides a standard score:
- How do the authors of the assessment identify atypical or abnormal from normal? While North Carolina utilizes 1.5 standard deviations below the mean as the cut point for a disability, it is important to review the assessment manual to identify how the authors define an abnormal score.
- Does the assessment have face validity? Face validity refers to whether a test appears to measure what it is supposed or purported to measure. With the growing availability of assessments (e.g., web-based measures) the SLP must consider this factor.
- Does the assessment have concurrent validity? Put differently, do the results cohere with scores from other assessments?
A norm-referenced test is a form of standardized test that yields an estimate of the position of the student within a pre-defined population with regards to the trait being evaluated. Worded differently, a norm-referenced test compares a person's score against the scores of a group of people who have already taken the same assessment, called the "norming group." The score typically falls on a bell-curve distribution.
Bell Curve Distribution 101: A Reminder
- Bell curve distributions are common for naturally occurring phenomenon. Measures of cognition, language and perception in the population, for example, take on the shape of a bell-shaped curve.
- Regardless of whether the curve is relatively flat or high peaking, the percent of the population or sample that falls between 1 standard deviation above and 1 standard deviation below the mean of the curve is equal to 68%. Likewise, the percent of the population falling above +2 standard deviations or below -2 standard deviations is always 2.3% of the population. This is what makes standard scores "standard."
- The use of 1.5 standard deviations below the mean on an assessment as the cut point for "abnormal" or "atypical" is somewhat arbitrary. However, years of experience with standard scores strongly suggest that a student scoring 1.5 standard deviations below the mean are very likely to have significant difficulty in the area being measured compared with students scoring closer to the mean.
Language Module 10
Points to Ponder
- Standard scores, percentiles, NCE (normal curve equivalents) and other scores all identify a point along the normal curve or population distribution. The number attached to the results will differ depending upon what scale is being utilized. For example a z-score of '0' and a percentile of '50' represent the same point along a normal curve.
- Use the test manual to identify what scale is being used and show care in how the score is reported. Many assessments will allow the clinician to report scores in multiple ways.
- If possible, report all assessments using the same scale, e.g., all standard scores, all NCEs, or some combination. This assists with interpretation especially for those not accustomed to dealing with formal test scores.
C. Criterion-Referenced Assessments
These assessments do not directly compare a student's performance to other students' performance. Instead, these measures help determine whether a student has attained a certain, specified level of performance. Criterion-referenced assessments are often used to establish a baseline for a given area, provide a goal for that area and monitor progress as an intervention is being provided. Criterion-referenced tests typically have a pre-set standard for performance and scores are frequently reported in percentages. Student achievement is reported for individual skills.
Note. Norm-referenced and criterion-referenced assessments are often confused for one another. They differ in the following ways:
D. Informal Assessments
Some assessments do not yield standardized scores but provide valuable descriptive data. The American Speech, Language and Hearing Association (ASHA) provides the following information:
Results of standardized tests provide the speech-language pathologist with valuable information regarding the communication abilities in specific
Language Module 11
areas. However, ASHA recognizes that standardized tests are only one component of a comprehensive assessment process. Non-standardized or informal assessment procedures, including behavioral and pragmatic observations in natural contexts and spontaneous and structured language sampling, provide valuable information that standardized tests alone may not.
Sampling communication in a variety of situations gives speech-language pathologists a more accurate profile of an individual's functional communication ability.
An informal assessment can also be an authentic assessment. These are not mutually exclusive categories. In the absence of or unavailability of a norm-referenced, criterionreferenced or standardized assessment the SLP may utilize more informal measures of which language sampling is one type.
Important Points on Informal Assessments
- When possible utilize developmental milestones as reference points for observed or non-observed behaviors. Example: "This student exhibited five one-word utterances during the thirty-minute observation. The average mean length of utterance for a two-year-old is "2" or greater.
- Informal measures linked with a baseline can yield important information. Example: "During a twenty-minute observation during a classroom group activity the student would not engage in any form of interaction with any peer and even avoided eye contact. This behavior has not changed since a similar observation one year ago."
- In a descriptive analysis be specific and avoid subjective comments.
- The most cogent informal assessments are those that cohere with more formal assessments and, thus, have face validity. If the informal measures do not cohere with the more formal findings the resulting explanation can yield important information about the student, e.g., if the mean length of utterance (MLU) of a language sample varies dramatically from one environment to another.
Eligibility for Language Services: Two Final Points
- Lack of Instruction and Qualification for Services
Though often difficult to differentially diagnose, the SLP must consider whether the communication disorder is caused by the lack of opportunity to develop language skills. It is not acceptable to qualify a student for specialized services if the absence of a skill(s) is due to lack of stimulation. This is the major rationale for quickly implementing targeted, general education interventions.
Language Module 12
Evidence of the student's resistance to growth in the area of language via targeted instruction and/or intervention(s) in the general education classroom would assist in demonstrating the need for specialized services.
Note. The presence of a language delay due to inadequate environmental stimulation does not mitigate the public school system's responsibility to close developmental gaps. The initial responsibility for this is through the regular or general education process. If the student is found to be resistant to instruction then consideration for specialized education can (and should) take place.
- Considering Cognitive Function on Qualification for Services
Should all students with significant language delays receive specialized language services? This is a fundamental question for students with significant cognitive impairment.
Consider the following statement in the 2006 NC Guidelines for Speech/Language Pathology:
"Many students, including those with developmental disabilities and, in particular, those classified as mentally disabled, exhibit limitations with expressive and/or receptive communication skills. Not all such students are considered to have a speech-language impairment and in need of therapeutic intervention from the speech-language pathologist. The speech-language pathologist and other members of the IEP team should consider the efficacy of therapeutic intervention for each student and, in determining such, should consider whether or not enrolling a student for speech-language services will significantly change his/her ability to communicate." (Page 7)
Important Points
- An eligibility determination method that has had a long history is the comparison of the language assessment standardized scores with the scores from psychological (cognitive) assessment to identify "student potential." There is significant overlap in the two areas of human function, i.e., linguistic and cognitive. The determination, however, must be made on the basis of the student's current functional level and his/her ability to access the current curriculum.
- A relatively long history of language therapy with no substantial growth in skills might negate the argument for continued language services or re-instituting therapy.
- The assessment results must be considered in light of the student's curriculum. Skills that are deemed functional for the curriculum (e.g., vocational versus
Language Module 13
college preparatory curriculum) could mitigate the necessity for language therapy even if the student's skills are not considered at age/grade level.
Action Steps
- Review NC Policies Governing Services for Children with Disabilities: Section NC 1503
- Review DEC 1 and other student data
- Complete assessment and review results comprehensively. Follow the evaluation timeline.
- Develop an assessment plan and obtain parental permission with the DEC 2
- Document the assessment results on the DEC 3. The SLP may augment the DEC 3 with a diagnostic report.
- If the student is eligible for language services, draft goals based on the student's language status and needs with regard to social function and accessing the curriculum.
Part III: RE-EVALUATION
N.C. policy (NC 1503-2.4) states the following:
A public agency must ensure that the reevaluation process for each child with a disability is conducted in accordance with NC 1503-2.4 through NC 1503-3.5
1. If the LEA determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant additional evaluation data; or
2. If the child's parent or teacher requests additional evaluation data.
Purpose:
The bottom line is that a re-evaluation of the student's language status may be necessary to:
- determine if the student continues to qualify for specialized services,
- ascertain if additional information is necessary to more completely diagnose the disorder and more accurately determine language function in the educational environment, and/or
- provide additional information to produce a meaningful IEP.
The re-evaluation must take place no more than once per year and at least once every three years.
Points to Ponder:
Language Module 14
- Has the educational environment changed? If so, additional assessment information may be necessary to inform therapeutic decision-making.
- How valid is the information from the last evaluation?
While a re-evaluation is time-consuming, the SLP will want to make an objective determination as to whether additional evaluative information will provide meaningful input into the development of the IEP. | <urn:uuid:81fd7199-66d0-4ebd-afbb-180b7a898040> | CC-MAIN-2019-26 | http://csd.wp.uncg.edu/wp-content/uploads/sites/6/2012/12/Language9.271.pdf | 2019-06-26T06:01:52Z | crawl-data/CC-MAIN-2019-26/segments/1560628000175.78/warc/CC-MAIN-20190626053719-20190626075719-00002.warc.gz | 36,175,555 | 4,994 | eng_Latn | eng_Latn | 0.989508 | eng_Latn | 0.993056 | [
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We all have mental health... even infants and young children! When we talk about infant and early childhood mental health (IECMH), we are talking about a
* Form safe, secure relationships with adults and peers.
child's ability to:
* Experience, manage and express a full range of emotions.
* Cope with stressors.
1
in
4
CHILDREN
Unfortunately, mental health issues are becoming an increasing problem for many of our children.
* One in four (26%) children in Ottawa are behind in their development as they enter school
* Since 2010, mental health emergency visits at the Children 's Hospital of Eastern Ontario have increased by 75%.
* Children who experience high levels of daily stress without a caring supportive adult are at higher risk of depression, suicide attempts, alcohol and drug abuse.
The good news is that starting early can change the path of a child's mental health. A child's mental health is impacted by family, community, experiences and culture. Healthy balance in a parent or caregiver's life can help. This includes balancing social, physical, spiritual, economic, and mental health.
IECMH includes several factors, which will help set the stage for who the child will become.
A healthy brain starts to grow during pregnancy. The first 2000 days of life is the most critical time of brain development. It makes over 1,000,000 new connections every second and is always changing and developing… so remember it's never too late to build positive mental health! 1 MILLION
NEW BRAIN
CONNECTIONS
A key part of positive mental health is about the special bond a parent or caregiver has with a child. How we respond to a baby can actually help build the physical brain. Being able to consistently respond in a warm and sensitive way to a baby's needs is attachment. A secure attachment promotes the development of healthy relationships and better outcomes in school, work and life.
Each of us has our own way of responding to the world around us. We are born with our own individual personality traits is temperament. Understanding yourself and discovering who a child is and how they interact with the world can impact mental health. tur e
choices safely is sense of agency. How well we are able to deal with stressors and get back to being ourselves is self-regulation. It takes time to learn and develop.
Every parent or caregiver wants the best for their child. Although it may be hard to see a child go through stress, in small doses can be a good thing… in fact it is part of learning key skills for positive mental health. Providing a safe space for a child to learn and explore through play is key. Being able to try things for ourselves and explore
A child will look to you to learn how to cope with stress and build this important skill. There
are times in everyone's life where we go through periods of adversity or hardships. There is no way to completely remove stress from life. Being able to bounce back from adversity in a positive way is called resiliency.
Life can be stressful. Just remember:
Pause. Moments matter in the life of a child. Learn more about what you can do to support and model positive mental health for your child. | <urn:uuid:05e61220-62f8-4df0-9698-278a785f2d83> | CC-MAIN-2020-16 | https://www.ottawapublichealth.ca/en/professionals-and-partners/resources/Documents/iecmh/iecmh-intro-poster-en.pdf | 2020-04-08T17:56:45+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00385.warc.gz | 1,088,012,770 | 657 | eng_Latn | eng_Latn | 0.998591 | eng_Latn | 0.998591 | [
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Cahuilla Elementary School CHARACTER COUNTS! Self-Manager Rubric
Student Name: _____________________________________
Date:
___________________
Possible Rubric Scores
5
Always
Models
4
Almost
Always
Models
3
Sometimes
Models
2
Seldom
Models
1
Not a
Model
Actively applies the Six Pillars of Character in all aspects of school life—in and out of the classroom.
Class RTI Custodian Music Parent or
Each adult should score and initial each character trait. Teacher Teacher Café PE Library Guardian
Trustworthiness—
I always speak the truth in all situations.
I do what I say I am going to do.
I act with respect and integrity in everything I do.
I strive to model the No Excuses Pledge.
Respect —
I show respect for myself, others, and property.
I keep my hands, feet, and objects to myself.
I act like a scholar when I am in class.
Responsibility —
I stay in supervised areas at all times.
I walk when moving from place to place on campus.
I listen to and follow the directions the first time.
I arrive to school on time.
I take responsibility when I make mistakes.
I demonstrate social etiquette when online.
Fairness —
I always follow the rules when playing.
I always produce quality and original school work.
I take turns and allow others a fair chance.
Caring —
I am kind.
I show people I care in my words and actions.
I maintain a focus on safety when playing.
I respond when someone is hurt or needs help.
Citizenship –
I use school property and playground equipment safely.
I am not a bystander when it comes to bullying.
I wear my uniform every day.
I use technology appropriately.
I return lost items to lost and found.
I take extra effort to keep our campus clean.
Total Score
(Requires Minimum of 24 pts in each column)
Grand Total Score (Requires minimum of 144 pts)
"I hereby award this student with all of the benefits and privileges associated with being a self-manager."
Principal Signature: _________________________
"CHARACTER COUNTS!" and the "Six Pillars of Character" are service marks of the Josephson Institute of Ethics. © 2006 Josephson Institute www.charactercounts.org
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