text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Diff Eqns: Homework Page 2 (7th edition/blue book)
Hints & Notes: 4.1 #26: Don't verify by solving the DE using techniques from later sections of the text. Rather verify by showing that the set meets the conditions of the definition of "fundamental set."
4.1 #31: Again, don't verify by solving the DE. Rather, identify the part of the solution that should be the fundamental set of solutions to the LH, then verify that they are. Then identify the part of the solution that should be a particular soln to the NH, and then verify that it is.
4.3: You should be able to do all of the problems from #1-39, but at the least you should practice with those that are assigned above.
Hints & Notes: 4.6: You should be able to do all of the problems from #1-22, but at the least you should practice with those that are assigned above.
Hints & Notes: A general note for those of us who have not had much (any?) physics training. The weight of an object and the mass of an object are not the same thing. The weight w is found by multiplying the mass m by the gravitational constant g of the appropriate scenario. i.e. w=mg. So, for example, if you are near the surface of the Earth and have an object with mass measured in pounds, you multiply by g=32 to convert to a weight in pounds. (Is that confusing, or what!!!) If your object has mass measured in Newtons (a metric system unit), then you multiply by g=9.8 to convert to a weight in kilograms. When you do your homework, pay good attention to whether they are giving you the weight or the mass.
5.1 #6: The first sentence gives you the info to find the spring constant k. A "weight" of 400 Newtons causes a displacement of 2 meters, so what must k be? After you find k, the first sentence is not needed for the rest of the problem.
5.1 #23 & #26: You may use the Excel worksheet from the class website to help you on these.
5.1 #30: A slug is an English unit of mass, to distinguish a pound of mass from a pound of force (or weight). SET UP THE DIFFERENTIAL EQUATION, BUT DO NOT SOLVE IT.
2/25/2020 Review for Exam 2
Thursday, 2/27/2020: Exam 2: Sections 4.1,3,5,6, & 5.1
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Texas A&M University - Department of Mathematics Math Fair Contest - April 20, 2013 Grades 5 - 6
Problem 1. What number should come next in the list 5, 4, 6, 3, 7, 2, 8, . . . ?
Problem 2. Calculate 2 3 × 3 4 − 1 5 . (Give the answer as a fraction in reduced form.)
Problem 3. What is the sum of all numbers from 1 to 20?
Problem 4. There are only two prime numbers between 1 and 50 that have sum of digits equal to 10. What is their difference?
Problem 5. Express 17 13 as a decimal number rounded to three decimal places.
Problem 6. What is the greatest common factor of 90 and 126?
Problem 7. What is the largest possible number that is smaller than 4000 and can be written by using each of the digits 2, 3, 5, and 6 exactly once?
Problem 8. In some intermediate school 35 percent of the students are walkers. How many students attend the school if it is known that there are 140 walkers?
Problem 9. I have some number of chocolates, my sister has twice as many as I have, and our friend has twice as many chocolates as my sister does. Altogether the three of us have 21 chocolates. How many chocolates does my sister have?
Problem 10. What is the perimeter of the following figure (the length of some of the sides is indicated with a number; all angles are right angles)?
9
2
Problem 11. What is the area of the figure in the previous problem?
Problem 12. A bag contains 6 white and 4 maroon balls. Jessica draws balls at random from the bag (she does not return the balls once she draws them) and she stops as soon as she draws a maroon ball. What is the probability that she stops immediately after the third draw? (You can leave the answer as a fraction without reducing it.)
Problem 13. Jane wrote all numbers from 1 to 150 on the board. What is the total number of digits she used to write all those numbers?
Problem 14. Bob and Sheila started playing their drums by making a sound, each on his/her own drum at the same moment. After that Bob made a sound on his drum every two seconds, while Sheila made a sound on her own drum every 3 seconds. How many sounds of a drum did their mother hear in the first 15 seconds of their playing? Note that, when Bob and Sheila hit their drums at the same time their mother hears only one sound.
Problem 15. In a certain intermediate school, fifth graders that are in the orchestra practice their instruments an average of 30 minutes per day, and sixth graders practice an average of 45 minutes per day. If there are 60 fifth graders and 40 sixth graders in the orchestra, what is the average number of minutes per day that the students in the orchestra practice?
Problem 16. Let A be the number obtained by multiplying all numbers from 1 to 25. The number A ends in several zero digits. How many?
Problem 17. Sam likes to count. His yard has the shape of a rectangle. There is a fence post in each corner of the yard and there are a few more posts supporting the fence. Sam walked around one day and counted the posts. He noticed that there were 17 posts along the front side and 15 posts along the back side of the yard. He also noticed that there were 13 posts along each of the other two sides of the yard. How many posts are there all together?
Problem 18. At some moment between 4 and 5 o'clock John looked at the clock and noticed that the large hand is exactly two minutes ahead of the small hand on the dial. What was the time at that moment?
Problem 19. Starting with the number 12, suppose you perform the following four operations: add 3, subtract 3, multiply by 3, and divide by 3, one after another, each exactly once, but not necessarily in that order. What is the largest number you can end up with?
Problem 20. The electricity went out and it is pitch-dark in your room (you cannot see anything). You are packing for a trip and you know that you have 6 white, 8 black, and 12 maroon socks in your drawer. What is the smallest number of socks you need to pack in your bag to make sure that you have packed at least one matching pair of socks? | <urn:uuid:222340fe-d0bd-4f1f-bc6a-b9b9a292039a> | CC-MAIN-2020-16 | https://www.math.tamu.edu/outreach/mam/2013-56.pdf | 2020-04-08T19:52:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00389.warc.gz | 1,022,711,806 | 988 | eng_Latn | eng_Latn | 0.999267 | eng_Latn | 0.999496 | [
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Lesson #4-34
Philippians 2:1-13
Sunday, May 13, 2018
Key Verse:
Philippians 2:8
He humbled himself and became obedient to the point of death—even death on a cross.
The Point:
Jesus' own life and death provides the foremost example of what it means to be humble and obedient for Christians.
Unit Theme (April 29 - May 20):
Living in Hope
Learn to help each other.
You will need:
Bible
Hula hoop
Instructions:
1. Last week Paul told the Philippians to tell others about Jesus. This week, he wants them to show other people what Jesus was like. Paul wants people to act like Jesus.
2. Let's listen to what Paul says. Read Philippians 2:1-13. If you have younger students, you may want to focus only on verses 1-5.
3. Paul talks about the people in the early church being like Christ. What do you think he meant by that? How did he want them to act? [He wanted them to help each other, love each other, be kind, serve each other.]
1
Learn to help each other.
4. We talk a lot about serving and helping other people, but we do not talk too much about working together to do that. So today we are going to practice all working together to help everyone do something.
6. Today you are going to work together to get your entire group through this hula hoop. But you have to go through all in one line, and keep holding hands the whole time. If someone falls, or someone lets go of someone else's hand, you will need to start over.
5. Have participants line up and hold hands. Show them the hula hoop.
7. Hold the hula hoop about a foot above the ground. Encourage the participants to work together, moving slowly and watching for when someone needs help. For adults or taller participants, move the hula hoop such that it is easier for them.
9. Paul tells us that we should be like Jesus, and Jesus helped other people. By getting our whole group to work together, you were helping each other just like Jesus would.
8. You made it! Was it hard to get everyone through the hula hoop? Allow answers. Would it have been easier if you could have just walked through all by yourself and not had to worry about the other people in the group? [Yes.]
Enjoy this? Check out Living the Word: Kids (PK-2nd) and other faith formation resources at SpiritAndTruthPublishing.com!
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16.5: Curl and Divergence.
OBJECTIVE
* Discuss Curl and Divergence.
In this section we discuss two operations that can be performed on vector fields.
Curl: If 𝐅= 𝑃𝐢+ 𝑄𝐣+ 𝑅𝐤 is a vector field and the partial derivatives of 𝑃, 𝑄, and 𝑅 all exist, then the curl of 𝐅 is the vector field defined by
How do I memorize this? Define the following vector operator:
Then what is ∇× 𝐅 ?
So we have
Example: Find the curl of 𝐅(𝑥, 𝑦, 𝑧) = ln(2𝑦+ 3𝑧) 𝐢+ ln(𝑥+ 3𝑧) 𝐣+ ln(𝑥+ 2𝑦) 𝐤 .
Fact: If 𝑓 is a function of three variables that has continuous secondorder partial derivatives, then
Corollary: If 𝐅 is conservative, then curl = 𝟎 .
Was the vector field in the above example conservative?
Theorem: If 𝐅 is a vector field defined on all of R 3 whose component functions have continuous partial derivatives and curl 𝐅= 𝟎, then 𝐅 is a conservative vector field.
Example: Determine whether or not 𝐅(𝑥, 𝑦, 𝑧) = 2𝑥𝑦𝑧 4 𝐢+ 𝑥 2 𝑧 4 𝐣+ 4𝑥 2 𝑦𝑧 3 𝐤 is conservative. If it is conservative, find a function 𝑓 such that 𝐅= ∇𝑓.
Divergence: If 𝐅= 𝑃𝐢+ 𝑄𝐣+ 𝑅𝐤 is a vector field and ∂P ∂x , ∂Q ∂y , ∂R ∂z all exist, then the divergence of 𝐅 is the function of three variables defined by
In terms of the gradient, we may write
Example: Find the divergence of 𝐅 if 𝐅(𝑥, 𝑦, 𝑧) = 𝑥 2 𝑦 𝐢+ 𝑥𝑦𝑧 𝐣+ 𝑥 2 𝑦 2019 𝐤 .
Note that if 𝐅 is a vector field, then so is curl 𝐅, so it makes sense to compute its divergence. Using the definitions, If 𝐅 is a vector field defined on all of R 3 whose component functions have continuous second-order partial derivatives one can show div curl 𝐅= 0
The Laplace Operator: If 𝑓 is a function of three variables, we have
where, due to its high frequency in applications, is often abbreviated by ∇ 2 𝑓 where the operator ∇ 2 = ∇∙∇ is called the Laplace operator because of its relation to Laplace's equation
Vector Forms of Green's Theorem: If we suppose all of the conditions for Green's theorem hold, we may rewrite Green's theorem as
-
Section 16.5:
Homework:
1-31 odds | <urn:uuid:09a74394-c2e0-4fa3-8d74-28d44dad00e7> | CC-MAIN-2020-16 | https://michaelrpilla.files.wordpress.com/2019/06/notes-16.5.pdf | 2020-04-08T18:52:48+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00391.warc.gz | 586,095,123 | 729 | eng_Latn | eng_Latn | 0.993066 | eng_Latn | 0.994757 | [
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Reviews - Phonics Stories for Older Learners
A great resource, these stories are brilliant to use with learners who struggle to read. They are short and focus on a particular sound - so they are great when extra practice is needed. The activity/question sheets are brilliant as well. Thanks - these have quickly become an essential resource for my teaching.
Dave Stacey (25 Oct 2015)
Phonics Stories for Older Learners is such a great resource! I am using it with a couple of groups now; we use the story as Guided Reading then the children complete the comprehension, sound search and writing task independently. All this achievable in half an hour and the children love it! Caron Callaghan – LSA in a primary school in Milton Keynes (Sept 2015)
Fantastic resource for older children with gaps on their phonic knowledge, I have found these stories a fantastic resource for pupils with gaps in their phonic knowledge. The short snappy stories and clear illustrations set within real life contexts motivate older pupils without patronising them and provide an excellent source of structured phonic support.
Drew Wilson (6 Jun 2014)
Brilliant resource for adult learners, I have been using these stories with adult learners and have found them invaluable. They feature scenarios that learners can relate to and the accompanying activities are great too. Feedback from learners was very positive as so often struggling adult learners are presented with material designed for children. I particularly liked the stories in Section Two where we could focus on a particular sound, and as I would usually photocopy the sheets for learners having the sound identified at the bottom of the sheet, as well as well as in the contents, made quick copying for rushed teacher easy. Quite honestly I don't know what I did without them. Sheila Mulvenney (3 Jun 2014)
Excellent stories - I'd be lost without them! I use these stories (along with Phoncics Resources for Older Learners) with my Pre-Entry ESOL students who have no or little reading and writing skills. The stories and related comprehension activites are an excellent and appropriate resource to use with adults. My students enjoy reading them and love the fact that they can actually read and understand a story in English. The stories are graded so you can gradually progress your students from simple cvc words to more complex phonemes. The same goes for the related activities so students may start with finding words in the text with particular sounds and progress to writing their own sentences. This also means that students can easily see their own improvements in reading which is so motivating for them. I use this book frequently in class and would be lost without it! Vicky Lloyd (8 Apr 2014)
Reviews - Phonics Stories for Older Learners
Excellent resource for older learners, another long awaited resource supporting the phonic work presented in the resource book 'Phonics for Older Learners'. It has been virtually impossible to find phonic entry level stories for adult learners, so this collection (each with accompanying comprehension) is very much appreciated. For teachers the introduction clearly outlines what is being taught in each story and for the adult learners the text is clear and simple and paced so that they will succeed.
Rachael (1 Feb 2013)
Excellent resource for adult learners! This book contains brilliant, clearly thought through resources for adult learners who struggle with reading, of which there is an ever increasing number. I use it frequently for just such learners in literacy classes and several of them have commented on how useful, and appropriate, the resources are. The comprehension and writing questions following each story allow the learners to put the theory of synthetic phonics into practice.
Kevin (30 Nov 2012)
I use your resources all the time, it saves me sooo much work. Thank you.
Paula Thomas ESOL tutor, Tower Hamlets (14 Jun 2019) | <urn:uuid:de12c533-171d-4fd9-815b-c7c821ac235c> | CC-MAIN-2020-16 | https://www.forwardwithphonics.com/Reviews%20-%20Stories%20Book.pdf | 2020-04-08T18:49:24+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00393.warc.gz | 914,991,169 | 783 | eng_Latn | eng_Latn | 0.997931 | eng_Latn | 0.998199 | [
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Bethel Christian Academy
th Grade Homework
7 March 16-20, 2020
Math
Lesson 77 (4-20 all), Lesson 78 (17-30 all), Lesson 79 (16-30 all), Lesson 80 (1-15 all)
English
Read pp. 183-184, 186-187, and 188.
Complete 9-1, 9-3, and 9-5.
Spelling
List 18. Write the words 2X each, for three days.
Complete the puzzles on p. 41.
Literature
Grammar of Poetry, p. 66
History
Read and outline the book from where we left off up to p. 312.
Do homework on pp. 305, 311, and 312.
Science
Read and outline sections 9.2 and 9.3.
Complete the homework for Lesson 64, p. 335, #1-7; lesson 65, p. 340, #1-10, and Activity 9A.
Bible
2.2.3 should be finished already
2.2.4 should be done this week.
Do the self-study on the Holiness of God (see pdf attachment)
(Pastor Brandenburg will give 5 bonus points for all students who mail completed work to him on Friday. Mail to 4604 Wildwood Ct., Richmond, CA 94803) | <urn:uuid:871cbbab-c052-4ada-9fe2-dc7e01952adb> | CC-MAIN-2020-16 | http://www.bcaelsobrante.org/uploads/3/0/6/9/3069848/7th_grade_march_16-20.pdf | 2020-04-08T18:24:45+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00392.warc.gz | 199,278,299 | 303 | eng_Latn | eng_Latn | 0.937119 | eng_Latn | 0.937119 | [
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Solve each problem.
1) The table below show the number of play tickets sold (excluding the first week).
556
In the first week there were 4 times as many tickets sold as there were in the next 4 weeks. How many more tickets were sold in the first week than in the remaining weeks?
3) The table below show the customers an arcade had leading up to the weekend.
Over the weekend they had 3 times as many customers as they did before in the previous 5 days. How many fewer customers they have in the previous 5 days than they had over the weekend?
2) A new fast food restaurant opened 4 months ago. The table belows shows the number of burgers they've sold so far.
9501
The next month (after spending some money on an ad) they sold 9 times as many as they had sold in the previous 4 months. How many more burgers did they sell after running the ad?
4) The table below shows the number of books Sarah read the first 3 months of school.
67
666
Math
If Billy read 3 times as many books as Sarah, how many fewer books did Sarah read?
www.CommonCoreSheets.com
10
1.
1,668
2.
76,008
3.
1,332
4.
134
Answers
1-4
75 50 25
0
Solve each problem.
1) The table below show the number of play tickets sold (excluding the first week).
556
In the first week there were 4 times as many tickets sold as there were in the next 4 weeks. How many more tickets were sold in the first week than in the remaining weeks?
3) The table below show the customers an arcade had leading up to the weekend.
Over the weekend they had 3 times as many customers as they did before in the previous 5 days. How many fewer customers they have in the previous 5 days than they had over the weekend?
2) A new fast food restaurant opened 4 months ago. The table belows shows the number of burgers they've sold so far.
9501
The next month (after spending some money on an ad) they sold 9 times as many as they had sold in the previous 4 months. How many more burgers did they sell after running the ad?
4) The table below shows the number of books Sarah read the first 3 months of school.
67
666
Math www.CommonCoreSheets.com
If Billy read 3 times as many books as Sarah, how many fewer books did Sarah read?
10
1-4
75 50 25
0 | <urn:uuid:040b476a-dedd-419a-8020-415a0a761792> | CC-MAIN-2020-16 | https://commoncoresheets.com/Math/Multiplication/Solving%20Multiplicative%20Comparison%20Problems%20with%20a%20Table/English/10.pdf | 2020-04-08T18:09:24+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00391.warc.gz | 410,692,501 | 546 | eng_Latn | eng_Latn | 0.99956 | eng_Latn | 0.999529 | [
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Involving young people in decision making in schools DESIGNING VOICE INITIATIVES
Designing Voice initiatives
Young people are very different, with a variety of needs, interests and experiences. They can differ in their levels of confidence and motivation to be involved in decision making in schools.
Designing interesting and worthwhile approaches to listening to and involving young people informed by the Lundi Model of Participation is important for building a positive culture of listening in schools.
Universal Design Principles
The Universal Design Principles can help in planning inclusive and worthwhile Voice initiatives in school, irrespective of the group of young people involved.
When the desire is to listen to and involve young people as a student community, you will need to think of as many ways as possible to allow young people to express their voices and different ways in which they can become involved. In this way you will maximise the voices and talents of the young people involved.
Consider the following in planning a Voice initiative:
Carry out impact research
Who are the young people that your planning to work with? What their particular needs and interests in the context of school? Explore how you need to cater for the inclusion of all young people in your target group. Check in with the young people involved from the outset to ensure you have identified all of the important considerations.
Representation
When you set out to involve young people and explain to them the purpose of your Voice initiative, where appropriate, consider
* Using multiple ways to share information
* Providing alternatives for auditory information
* Providing alternatives for visual information
* Defining vocabulary
* Explaining symbols
* Illustrating key concepts non-linguistically
* Providing background knowledge
* Highlighting critical features, big ideas and key relationships
1
INVOLVING YOUNG PEOPLE IN DECISION MAKING IN SCHOOL – DESIGNING VOICE INITIATIVES
Expression
You will want to encourage young people to articulate their responses and ideas in ways that best suit them. Where appropriate,
* Provide for written, verbal, visual or physical responses
* Allow for sign language
* Provide options for accessing tools and assistive technologies
* Consider individual or group responses
* Maximise digital technologies
Engagement
If you want to get your young people engaged in a campaign or project
* Provide options that increase individual choice and autonomy
* Ensure there are ways of being involved that are varied in levels of challenge and support
* Provide ways that foster collaboration and communication…..develop a team spirit
Adapted from materials at http://www.cast.org/our-work/about-udl.html#.Xd1L61f7TIU
National Youth Council of Ireland
Let's Act on Inclusion includes a video series which provides important insights and considerations before embarking on Voice initiatives with different groups of young people in your school:
The videos include guidance and suggestions for starting conversations with different groups of young people including
* Young people interested in mental health
* Young travellers
* Young LGBTI+ people
* Young people from minority ethnic backgrounds
* Young people with sensory or physical disability
* Young people with learning disabilities
2
INVOLVING YOUNG PEOPLE IN DECISION MAKING IN SCHOOL – DESIGNING VOICE INITIATIVES
For more ideas, check out Access All Areas – a diversity toolkit for the youth work sector.
Check out this resource for great suggestions and methodologies for including seldom heard young people, and young people more generally, in decision making.
The following methodologies can be useful in designing initiatives to listen to and involved young people in decision making in school. This list is not exhaustive and should only be seen as a start.
Jig Saw strategy
Think, pair, share
Blue Sky Thinking
Diamond 9
Brainstorm
Placemat
Ranking ladder
Dotmocracy
Finally, icebreakers are useful to include at the start of the Voice session. They allow young people to feel at ease and/or to get to know other young people in the group. For some ideas, click here.
3
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VIRTUAL kit: Music and Movement
kit QT
Using music and movement in your child care program can help young children with development, social interaction and language growth. Music should be offered to all ages of children, including infants, many times throughout the day. Music supports the growth of a child's development, such as; thinking, enhancing their language, supporting and developing their motor coordination and understanding their emotions. Music can teach children feelings, including empathy, and also be used to introduce children to different cultures in our world.
Music can also benefit mental health; as music, can soothe stress, teach confidence and boost enthusiasm. Providing movement with music can also help children not only help children feel good, but can also increase their overall physical health when children are actively moving with the music.
When teaching children with music, it can help children learn skills such as soft and loud, which can support a child in certain environments on how to respond. Music can also teach opposite, rhymes and counting. Children learn how to transition from activities with songs throughout the day. Playing music at naptime can be very soothing and can help children develop healthy sleep patterns.
SHOW ME NOW – I NEED IT TOMORROW
Music Activities Teach Important Skills to Children in Child Care
The Benefits of Music and Movement
Beyond Twinkle, Twinkle: Using Music with Infants and Toddlers
Music and Mood
Playing with Music at Home
Infant & Toddler Music Guide: Top Articles on Music Activities for the Classroom or Home
Music and Songs
The joy of music!
WHAT DOES THIS LOOK LIKE IN PRACTICE? (I HAVE A LITTLE MORE TIME TO READ ABOUT THIS)
Children and Music: Benefits of Music in Child Development
Preschool Music Academic Standards
The Importance of Early Childhood Activity
Optimizing Early Brain and Motor Development Through Movement
Impact of Music, Music Lyrics, and Music Videos on Children and Youth
Music and Movement - Instrumental in Language Development
Music exposure benefits babies' brains
Learn the Signs. Act Early
WHAT DOES THE ECRC HAVE ON THIS TOPIC
Benzwie, Teresa; (1987) Tucson, AZ: Zephyr Press
Stewart, Georgiana; (1993) Kimbo Educational
Karnes, Merle; (1992) Circle Pines, Minn: American Guidance Service
HOW CAN I FIND TRAINING/TRAINING MATERIALS ON THIS TOPIC?
Listen to the Rhythm: Books, Music, and Movement
Movement Through Music
Visit these links to collaborative training calendar:
KCCTO Training Calendar KITS Training Calendar
(To inquire about a specific class, contact the KCCTO office 785-532-7197 or visit KCCTO.org)
WHAT IF I STILL NEED HELP?
You may request technical assistance from the KCCTO-KITS Infant Toddler Network Specialists by calling the KCCTO office at 800-227-3578.
EVALUATION
Please take a minute to complete a brief survey to let us know what you think about this virtual kit, and what other topics you would like to see addressed in the future. https://www.surveymonkey.com/r/XSCCKGF
REFERENCES
Beyond Twinkle, Twinkle: Using Music with Infants and Toddlers. (2016). Retrieved from https://www.zerotothree.org/resources/1514-beyond-twinkle-twinkle-using-music-with-infantsand-toddlers
Children and Music: Benefits of Music in Child Development. Retrieved from https://www.brighthorizons.com/family-resources/music-and-children-rhythm-meets-childdevelopment
Impact of Music, Music Lyrics, and Music Videos on Children and Youth. (2009). Retrieved from http://pediatrics.aappublications.org/content/124/5/1488
Infant & Toddler Music Guide: Top Articles on Music Activities for the Classroom or Home. Retrieved from https://www.brighthubeducation.com/toddler-activities-learning/124567-sing-dance-and-playmusical-activities/
Milestone Moments. Retrieved from
https://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/milestonemomentseng508.pdf
Music Activities Teach Important Skills to Children in Child Care. (2015). Retrieved from https://articles.extension.org/pages/25592/music-activities-teach-important-skills-to-children-inchild-care
Music and Mood. (2010). Retrieved from https://www.healthychildren.org/English/healthy-living/emotional-wellness/Pages/Music-andMood.aspx
Music and Songs. (2018). Retrieved from https://www.naeyc.org/resources/topics/music-and-songs
Music and movement activities for infant, toddlers and preschoolers. (2017). Retrieved from http://www.activemomsnetwork.com/434-toddlers-preschoolers/2897-music-and-movementactivities-for-infant,-toddlers-and-preschoolers.html
Music and Movement - Instrumental in Language Development. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=601
Music exposure benefits babies' brains. (2016). Retrieved from https://www.medicalnewstoday.com/articles/309467.php
Preschool Music Academic Standards. (2012). Retrieved from https://www.cde.state.co.us/sites/default/files/documents/cpp/download/standards/prek_music_in _high_quality_settings.pdf
Optimizing Early Brain and Motor Development Through Movement. (2002). Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=360
Playing with Music at Home. (2008). Retrieve from https://www.naeyc.org/our-work/families/playing-music-home
The Benefits of Music and Movement. (2017). Retrieved from https://www.educationalplaycare.com/blog/benefits-of-music-and-movement/
The joy of music. Retrieved from https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/the-joy-of-music
The Importance of Early Childhood Activity. (2018). Retrieved from https://blog.schoolspecialty.com/importance-early-childhood-activity/ | <urn:uuid:c0e1b9d9-6fe7-4ee2-bd35-d2b6c45300ef> | CC-MAIN-2020-16 | http://kskits.org/sites/kskits.drupal.ku.edu/files/docs/Music_and_Movement_Virtual%20_Kit.pdf | 2020-04-08T19:04:16+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00395.warc.gz | 100,069,766 | 1,299 | eng_Latn | eng_Latn | 0.87659 | eng_Latn | 0.967018 | [
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OBJECTIVE
01
PROTECTING OUR HISTORICAL ARTIFACTS THROUGH AWARENESS RAISING
OYA KUTSAL
Photo Credit: Atila Karaderi
THIS ACTION INVOLVED
A research study on important historical artifacts in the northern part of Cyprus.
ABOUT OYA KUTSAL
A photographic documentation on the conservation conditions of historical artifacts (August 2016 to October 2016).
Publication and wide dissemination of a book entitled "The Country of Derelicts".
A Facebook page to raise awareness on the existence and preservation conditions of historical artifacts.
The activist, Oya Kutsal, is an English teacher at a "public" school in the northern part of Cyprus. She has been advocating against the destruction of historical artifacts and damage to the environment since 2012.
STORY OF THE ACTION
The purpose of the action was to raise awareness about the poor preservation of historical artifacts by documenting their current condition. Through the action, Oya Kutsal and her team gathered information on the historical and conservation conditions, took photographs of their condition and compiled them in a book entitled "The Country of Derelicts".
Oya Kutsal explains her motivations as follows:
"We don't feel that we belong to this country, or that this country belongs to us. We only have ownership of cars and the buildings we call home. Historical artifacts are the identity of society. Each artifact represents the community's DNA, and this is how begins the sense of belonging and uniqueness. The most important factor that keeps people together is the collective memory that they pass down to new generations. Trees cannot grow tall without strong roots. If we want a strong sense of identity, we must take care of our history. Historical artifacts are our roots. Destroying artifacts means destroying the community along with its culture and values; its truths and mistakes."
Before the action, Oya and her team researched the condition of historical artifacts in the northern part of Cyprus and found that many had been "misused" (e.g. converted in cesspools, barns or grasslands, among others). During the action, the team photographed fifteen artifacts in Nicosia, twenty-seven in Famagusta, sixteen in Kyrenia, six in Morphou/Güzelyurt, and finally six in the Karpasia/Karpaz area.
RIGHTS-BASED APPROACH
According to Oya Kutsal, the publication and the actions have raised awareness in both the Turkish Cypriot and Greek Cypriot communities. Once duty bearers agreed to distribute the publication, the artifacts were shield from misuse, and people started to get involved and demand protection of the historical artifacts in their communities. After the publication, Oya created a year-long TV programme on the subject that ensured a large dissemination of the message.
WHAT'S NEXT?
Oya Kutsal is still pursuing her goal of protecting the island's ten thousand years old history. After the successful implementation of the action, she intends to expand its scope and work with the "Directorate of Foundations in Cyprus (EVKAF)" to create a documentary that will be shared worldwide on the history of the artifacts. She is also organizing one-day tours open to public figures to promote the historical artifacts and continue raising awareness. She believes that their involvement will ensure that the issue remains high on the duty bearers' agenda.
"This publication represents our feelings and concerns. It is not meant to be a research project or a schoolbook. It only aims to spark an interest; to demonstrate that we inherit a history that we do not have a clue about, and that ten thousand years of history is drifting apart because we haven't been able to protect it. If we are able to show this, to raise awareness and get people excited; we will consider the publication a success." Oya Kutsal
This Project is funded
by the
European Union.
TO FIND
firstname.lastname@example.org
MORE ABOUT
THE ACTION
The content of this article is the sole responsibility of B&S Europe Consortium and does not necessarily reflect the views of the European Union. | <urn:uuid:a44094b7-7bab-49dc-b485-96a555fbc5b5> | CC-MAIN-2023-23 | https://civicspace.eu/wp-content/uploads/2021/10/Oya-Kutsal-ACM-Article-1.1.pdf | 2023-05-28T20:39:02+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00420.warc.gz | 213,839,996 | 836 | eng_Latn | eng_Latn | 0.998111 | eng_Latn | 0.998111 | [
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Time Drills (Adding 15 Minute Increments)
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Math www.CommonCoreSheets.com
9
Fill in the blanks for each problem.
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Math www.CommonCoreSheets.com
9
Name:
Answer Key | <urn:uuid:df394264-eb0d-4d18-8999-5bc1827f7440> | CC-MAIN-2020-16 | https://commoncoresheets.com/Math/Drills/Adding%20Minutes/English/9.pdf | 2020-04-08T19:49:54+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00394.warc.gz | 416,897,244 | 781 | eng_Latn | eng_Latn | 0.602033 | eng_Latn | 0.403419 | [
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This small parrot occurs in the arid woodland and scrub of the upper Marañón valley in north-central Peru, where it has recently declined seriously owing to trapping for trade and the apparent deterioration of its habitat.
DISTRIBUTION The Yellow-faced Parrotlet (see Remarks 1) is endemic to the upper Marañón valley in three departments from southern Amazonas and Cajamarca south into extreme eastern La Libertad, northcentral Peru. Records (north to south, with coordinates from Stephens and Traylor 1983) are from: (Cajamarca) Bellavista, 5°37'S 78°39'W (Dorst 1957a); both banks of the Marañón somewhere between the Vacapampa (= Huacapampa) valley and Leimebamba (Baron 1897), i.e. in this department and the next; (Amazonas) Bagua, 5°40'S 78°31'W (Dorst 1957a; see Remarks 2); Corral Quemado, where the Olmos–Marañón highway crosses the Marañón, 5°44'S 78°40'W (Krabbe 1979); Balsas, above and west of Cajamarca, 6°50'S 78°01'W (Krabbe 1984); (La Libertad) Chagual, 7°50'S 77°38'W (Bond 1955), also from July and August 1979 (five specimens in LSUMZ); Soquián, 7°51'S 77°41'W (Bond 1955); Viña (= Viñas), Huamachuco, 7°57'S 77°38'W (Salvin 1895).
POPULATION All the evidence is that this species was fairly common within its restricted range: its discoverer judged it "not rare" at the type-locality (Baron 1897), and it was later reported "particularly abundant and in large flocks" (Dorst 1957b), common (O'Neill 1981, 1987, Parker et al. 1982) or common in at least part of its range, and with its overall population "almost certainly stable" (Ridgely 1981a). However, in recent years it has suffered a serious decline, becoming notably rare around settlements and near roads (Riveros Salcedo et al. 1991).
ECOLOGY The Yellow-faced Parrotlet is a bird of the arid tropical zone of the upper Marañón valley, where it inhabits desert scrub, dry forest and riparian thickets (Parker et al. 1982), or in another version "cactus–Prosopis desert" (O'Neill 1987), at an elevation of 600 to 1,700 m (Ridgely 1981a). Baron (1897), who noted that the species flies in flocks, recorded the habitat at the localities where he encountered them as brushwood and cacti. Dorst (1957b), who also saw large flocks, noted its use of the tops of low trees and bushes, that it regularly occurred in cactus areas and that it sometimes settled on the ground. Near Balsas in 1975 the species was found in small flocks of several to more than a dozen individuals, in desert terrain with scattered bushes, small Acacia-like trees and numerous columnar cacti; one small flock fed on the seeds of a leguminous tree, and others were flushed from the tops of fruiting cacti; the species was also recorded in open, leafless forest dominated by a large species of Ceiba, and was noted flying in and out of willows Salix humboldtiana and other riverside trees (TAP). Birds feed on the seeds of balsas trees and cacti (Baron 1897). The only breeding data appear to be from captive birds, which have laid clutches of 3-6 eggs, with an incubation period of 21 days, a period of 35 days to fledging, another two weeks after that to independence of the young, and as many as three broods a year (Robiller 1990; see also Mitchell 1991).
THREATS Two factors (trade and habitat destruction) have contributed to the recent decline in this species; of the two it may be trade that is more to blame.
Trade This apparently did not exist as an influence in the late 1970s, Ridgely (1981a) being unaware of the species's presence in captivity, at least outside Peru. O'Neill (1981) ambiguously wrote of the absence of its persecution, presumably referring to trapping rather than to shooting for food or as a pest. However, while Mitchell (1991) considered them scarce in the U.K., Robiller (1990) revealed that in the late 1980s the species was relatively common in captivity, his earliest knowledge of it in trade (outside of Peru) dating from 1975. In 1988 research by Riveros Salcedo et al. (1991) showed that it was much valued in the pet trade within Peru and that, despite legal protection granted four years earlier, local commerce continued; the rarity of the bird near roads and villages was attributed to poaching.
Habitat destruction At the time of the species's discovery, cultivation of the Marañón valley was already proceeding apace, to judge from the comments in Baron (1897): the type-locality, Viña, was "a narrow strip of cultivated land, planted with coca and some fruit-trees". However, apart from a comment
1
by O'Neill (1981) that goat damage to the local vegetation might represent a problem, it took until 1988 before the progressive deterioration of habitat was identified as an issue (Riveros Salcedo et al. 1991).
MEASURES TAKEN The species was accorded legal protection around 1984 (Riveros Salcedo et al. 1991), although to little effect (see Threats). The timely survey of the species undertaken in 1988 was funded by AFA (Riveros Salcedo et al. 1991).
MEASURES PROPOSED Control of trade and proper law enforcement are regarded as essential to save the species (Riveros Salcedo et al. 1991). However, this would perhaps best be pursued alongside an educational campaign that highlights the biological endemism of the Marañón valley (see equivalent section under Peruvian Pigeon Columba oenops); moreover, further study of the parrot's year-round ecological needs appears still to be important, along with some clearer understanding of human land-use practices in the region, in order to determine appropriate management options.
REMARKS (1) This species is closely related to the Pacific Parrotlet Forpus coelestis, but was considered distinct in size and pattern (Salvin 1895); even during a period when the two were lumped it was regarded as "a very distinct form that would be regarded as a separate species by some ornithologists" (Bond 1955). (2) Ridgely (1981a) thought the species would be found north of Balsas although he believed no records existed; in fact, Dorst (1957a) had already proved him right.
1992 Threat categories | <urn:uuid:1759cae1-6097-46fe-ad19-af4188f6e0c3> | CC-MAIN-2023-23 | http://datazone.birdlife.org/userfiles/file/Species/AmRDBPDFs/Forpus_xanthops_eng.pdf | 2023-05-28T20:12:21+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00422.warc.gz | 8,730,062 | 1,571 | eng_Latn | eng_Latn | 0.991857 | eng_Latn | 0.991872 | [
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Senior Health and Wellness Newsletter
How to Protect Yourself Against Illnesses
Everyone gets sick, whether it is the cold or flu, and it is important to take precautions. A healthy immune system protects your body against illnesses, and there are ways to strengthen it.
limiting the amount of stress, and regular exercise.
One way to boost your immune system is to eat healthy by having a well-balanced diet. Try to incorporate a diet full of fruits, vegetables, whole grains, and lean meats such as chicken, turkey, and fish. Other ways to improve your immune system is to get enough sleep,
Exercise can include taking a quick walk, swimming, bicycling, yoga, lifting weights, etc. Regular exercise will lead to good health, decrease stress and therefore, strengthen your immune system.
As we age, our immune system may weaken. Other than following a healthy lifestyle, it is important to prevent the spread of germs. The following precautions will help protect against illnesses.
Tips for Preventing Spread of Germs
1. Avoid close contact with people who are sick.
2. Stay home when you are sick.
3. Cover your mouth/nose when coughing or sneezing.
4. Wash your hands often.
5. Avoid touching your face.
6. Clean high touched surfaces at home, especially when someone is sick.
The best way to prevent the seasonal flu is to get a vaccination annually.
The proper way to wash your hands is to lather them in soap and scrub for 20 seconds; this is as long as the Happy Birthday song twice.
Wash with warm, running water.
CDC: https://www.cdc.gov/flu/prevent/actions-prevent-flu.htm
Harvard: https://www.health.harvard.edu/staying-healthy/how-to-boost-your-
immune-system
Kentucky Cabinet for Health and Family Services Department for Aging and Independent Living 275 East Maine Street 3E-E
Frankfort, Kentucky 20621
Phone: 502-564-6930
https:chfs.ky.gov/agencies/dail/Pages/nutrition.aspx
State ADRC 877-925-0037 | <urn:uuid:e7c40cf7-d1ab-4f8e-877f-65aeff2e1e49> | CC-MAIN-2023-23 | https://www.chfs.ky.gov/agencies/dail/Senior%20Health%20and%20Wellness%20Newsletter/April2020NewsletterHowtoProtectYourselfAgainstIllnesses.pdf | 2023-05-28T20:28:33+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00424.warc.gz | 764,104,683 | 437 | eng_Latn | eng_Latn | 0.994989 | eng_Latn | 0.997193 | [
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iGoogle in the Classroom
Created by CUE and WestEd for Google
Get the tool:
http://www.igoogle.com
What is it?
iGoogle is a personalized home page that gives students and teachers at-a-glance access to key information from Google and across the web. Personalized gadgets can be added to this self-designed page, including Google News, local weather, a personal calendar, and many other time-saving tools. There are educational gadgets such as the SAT/ACT Word of the Day and powerful gadgets like Google Reader, which brings together information from many sources. Collected gadgets and tabs that are specific to a unit of study or personal interest can be shared via iGoogle, sparking class discussion and communication. Gadgets can even be added and removed as the class progresses through different subjects during the year.
Why use it?
Students can use iGoogle to:
* Stay informed with breaking news and current events.
* Add gadgets such as class calendars, to-do lists, encyclopedias, and dictionaries that will help them organize and complete their schoolwork.
* Create customized tabs for assignments, activities, or personal interests
Teachers can use iGoogle to:
* Keep up-to-date with blogs for their own professional development.
* Add gadgets for planning and organizing the instructional day.
* Develop a custom tab for access to their online professional learning network.
Expert Tip
Unleash students creativity by having them make their own iGoogle gadgets. Click on "Add stuff." Then under "Create your own gadget" click on "Try now."
Instructional Ideas
Elementary. Post a series of images and links to great reading activities that kids can do from home.
Middle School. Use a blog to post homework assignments and reflection questions, then ask students to respond in the comments.
High School. Students can use blogs across the curriculum to keep journals, lab notes, and other assignments online. When students post a response to an assignment, ask them to comment on their peers' writing.
iGoogle in Action
Project: Election Central
Grade/Subject: Middle or High School Social Science
Analyzing media coverage during an election is an important part of media literacy. By dedicating an iGoogle tab to a local or national election, students can add gadgets that bring in election news including election maps, polls, news, quotes and surveys. Students can share the collected gadgets with a class "Election Central" tab that serves as a basis for class discussion of media coverage on election issues. Consider adding the following gadgets: TechPresident, Candidate + Issue Matrix, Election Results - Google, U.S. Primary Results, Election News, Election Map from Google, Survey Google Gadget, & Poll Tracker CQ Politics.
Additional Resources
More Examples
Complementary Tools
Start a school media channel as an iGoogle tab. Students can add photos and videos of school events and share them as the year proceeds. They can add the daily bulletin or information from the school web site from within an iFrame gadget. http://tinyurl.com/477mhr
Teachers can tune in to national or local education trends by creating an education watch tab for their iGoogle and adding gadgets that complile Education news such as NEA focus: http://tinyurl.com/534jjq or the or the U.S. Department of Education: http://tinyurl.com/6xfpdh.
Keep up with Google tools and trends on your iGoogle by adding the "Google Tip of the Day Gadget" http://tinyurl.com/4kb8lc, or the "KML Gallery: Explore the Earth on Google" http://tinyurl.com/3kvk5t.
Blogger •
Google Groups •
Google News •
Google Reader •
Picasa • | <urn:uuid:9ee78005-e05f-4b70-b446-82011524e673> | CC-MAIN-2023-23 | http://innovate-educate.pbworks.com/f/Crib_iGoogle.pdf | 2023-05-28T20:32:48+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00423.warc.gz | 18,099,725 | 763 | eng_Latn | eng_Latn | 0.9971 | eng_Latn | 0.997494 | [
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Enforcing a 100% Tobacco Free School Policy
Tobacco use continues to be the leading cause of preventable death and disability in the United States. Over 80% of adult tobacco users started smoking before the age of 18. According to American Academy of Pediatrics the earlier someone starts using tobacco products, the more
likely they are to continue to use tobacco. i
100% Tobacco Free School policies provide opportunities for adults to role model tobacco-free lifestyles while reducing exposure to secondhand emissions from tobacco products. Research shows that 100% Tobacco Free School policies can reduce initiation of youth tobacco by up to 30%, when properly enforced. ii
Equally as important as passing the policy, however, is enforcement of the policy. One recent study found that "enforcement of school tobacco policies…was associated with fewer observations of tobacco use by minors on school grounds as well as lower rates of current smoking among students." iii
Below is information on how schools can increase student compliance with tobacco-free school policies and best practices on responding to student violations.
Note: In this document, the term tobacco product refers to combustible products such as cigarettes, cigars, cigarillos, smokeless products such as snuff, dip, and chew, and electronic cigarettes, such as JUUL, whether they do or do not contain nicotine.
Communication
The most important step your school can do to enforce a 100% Tobacco Free School is clearly communicate the policy to students, personnel and visitors.
1) Signage at any school-board owned property that includes but is not limited to the entrance to school grounds, at athletic fields and properties, and on entrances to school buildings.
2) Information clearly and visibly posted on school district and individual school websites.
3) Announcements read at the beginning and throughout athletic events.
4) Regular reminders on social media and school websites.
Progressive Discipline
Progressive discipline means that disciplinary procedures start with less punitive consequences and become more punitive with each violation. Ideally, tobacco prevention education and cessation opportunities should included in the discipline plan. Progressive discipline is important because tobacco use is more than a discipline issue; it is an addiction issue. Research shows that adolescents can quickly become addicted to nicotine, even if they are not daily tobacco users. iv Additionally, studies indicate that smoking policies that prohibit tobacco use and assist smokers in overcoming addiction are associated with lower smoking rates. v A progressive discipline policy can use a variety of strategies; the right combination should reflect the schools' philosophy, climate, and unique needs.
The following strategies can be combined to create a progressive discipline policy:
1. Verbal warning
2. Confiscation of tobacco product or e-cigarette device
3. Parent/guardian notification
4. Referral to guidance counselor, school nurse, or Youth Service Center
5. Conference with school administrator
6. Mandatory alternative to suspension tobacco education program
7. Academic assignments focusing on tobacco use
8. Referral to student court (if available)
9. Restorative justice practices
10. School/community service
11. In-school suspension
Legal Options
Some school districts may consider exploring legal options to minor possession of tobacco products. KRS 438.350 states that minors may not possess or use tobacco products, including e-cigarettes and alternative nicotine products.
A checklist of possession points to consider:
- School tobacco policy should indicate that it is against the law for youth under the age of 18 to possess tobacco.
- If schools or districts determine they will enforce a tobacco possession policy, it is recommended they implement a progressive disciplinary strategy, utilizing education options for first or second time offenders.
- The policy may indicate that schools will only enforce policies regarding "visible" possession of tobacco to prevent students from being searched.
- If lockers are being searched for other purposes and tobacco is found, the consequences should be outlined in the policy.
- The school/district should be aware of any possession ordinances in place in the community and work with local law enforcement or School Resource Officers (SROs) to coordinate messaging and enforcement practices.
Cessation
Nicotine dependence can start early in adolescents' tobacco use experience, so cessation resources should be offered to students as early as the first offense. Research has shown that most teen smokers do want to quit but have been unsuccessful in their previous attempts. vi
Cessation resources for teens:
- Quit Now Kentucky provides cessation resources for Kentuckians ages 15 and up. Go to www.quitnowkentucky.org or call 1-800-QUIT NOW (1-855 Dejelo Ya) to enroll.
- The American Lung Association's Not on Tobacco (N-O-T) teen tobacco cessation program is offered as an eight week group program. For more information, contact Tami Cappelletti at firstname.lastname@example.org.
- The National Cancer Institute offers text messaging and an app tailored for teens at http://teen.smokefree.gov.
- The M.D. Anderson Cancer Center offers an online cessation program called ASPIRE. More information is available at https://www.mdanderson.org/about-mdanderson/community-services/aspire.html.
- My Last Dip is an ongoing research project for web-based smokeless tobacco cessation available at www.mylastdip.com.
It can be tempting to require participation in a cessation program as one of the consequences in a discipline plan. Cessation programs should not be used as an alternative to suspension program. Participation in a cessation program should be voluntary as every person has to make their own decision to quit. Additionally, having an unwilling participant in a group setting can negatively impact willing participants in the program.
Alternative to suspension programs should include:
- The health consequences of tobacco use;
- Refusal skills
- Tobacco industry tactics
- Strategies for dealing with cravings
- Mindfulness and stress management.
Support/Education/ Community Service
Tobacco use is often an indicator of other issues in a student's life. One study found that adolescents who use tobacco are more likely to engage in risky sexual behaviors, risky alcoholrelated behaviors, to not wear seatbelts or use bicycle helmets. vii Students who use tobacco are also more likely to struggle academically. viii
Students who use tobacco may benefit from a meeting with the school counselor, nurse, or Youth Service Center, to develop strategies for dealing with stress, academic issues, or addiction issues that may have been overlooked.
Community service give tobacco users an opportunity to feel connected and provide positive message to support behavior change. Tobacco-related activities could include cleaning up cigarette butts or cleaning up other tobacco-related litter. Service can also be done at school or with local community organizations. The more options offered the more likely a student will find a meaningful way to be involved.
Students Leave School Grounds to Use Tobacco
Once enforcement is more consistent on school grounds, students may try to leave school property to use tobacco. This is a very challenging issue for schools. Often the use occurs where it is visible from the school or in close proximity to school grounds. The school does not necessarily have legal responsibility to address tobacco use off school grounds, but tobacco use off school grounds affects student attendance, health, and the tobacco-free lifestyle promoted by the school.
Here are some suggestions to address off-campus tobacco use:
- Involve the community decision making and enforcement of policy
- Use community and neighborhood groups for support
- Close the campus so students don't leave school grounds
- Work with local law enforcement, including the School Resource Officer (SRO) on options for actions off school grounds that are effective and not just punitive
- Clearly identify who will monitor school grounds and who will deal with violations
Athletics and Other Extracurricular Activities
Tobacco use, frequently in the form of smokeless tobacco by student athletes, is a major issue in some schools. 100% Tobacco Free School policies should be adopted and communicated to students, coaches, and visitors participating in school athletics and other extracurricular activities.
Consider the following options:
- Specify that school tobacco policies include school grounds and student-related school trips.
- Have students and parents participating in athletics and extracurricular activities sign a contract that spells out the school tobacco use policy.
- A progressive discipline policy should be implemented and resources provided if the student is ready to quit. Opportunities for cessation should be included as an alternative for being removed from the team or program in first or second offenses.
- Coaches and volunteers should role model tobacco-free lifestyles and should not use tobacco products on board-owned property, during athletic events, or during studentrelated school trips. Make sure coaches and volunteers understand this responsibility.
Enforcement with Staff
Staff contracts often contain provisions that prohibit them from using tobacco on school property or at school sponsored events. Staff should be informed of the policy and the specific provisions that apply to them. Consequences of violating the tobacco policy should be written in the staff handbook so personnel know in advance what to expect. In addition to policy and contract reasons, it is important that adults role-model tobacco free lifestyles for students.
If the school district has a worksite wellness policy or plan, tobacco education and cessation opportunities should be included. Tobacco is an addiction. Kentuckians ages 15 and older can go to www.quitnowkentucky or call 1-800-QUIT NOW (1-855 Dejelo Ya) for free tobacco cessation support. Additionally, staff can explore the cessation benefits offered through their health insurance.
The following elements can be combined to create a progressive discipline policy for staff:
- Verbal warning
- Education/support
- Enrollment in a tobacco education program
- Disciplinary action (e.g. written warning, formal reprimand or letter in staff file)
Enforcement with Visitors
A tobacco-free environment means no use by anyone, including parents and community visitors to the school. Enforcement with visitors can be intimidating for schools because it requires approaching someone outside the school system and requesting them to follow a school policy. This task gets easier as norms around tobacco use change in the community.
Some of the following tips may be useful:
- Place prominent signage publicizing the tobacco-free schools policy particularly in areas where visitor use occurs. Use positive, health-promoting messages.
- At athletic events, give announcements before events and throughout to remind visitors of the 100% TFS policy.
- Politely request the visitor stop using tobacco by:
o Verbal request by an administrator, parent, staff or community member, or
o Printed request using a small card containing a message referencing the 100% TFS policy
- If the visitor will not comply, ask them to leave the premises.
- If the visitor will not leave, contact law enforcement. If the school SRO or other security is present, ask him/her to assist.
Sample Statements
Not sure what to say when enforcing a tobacco-free policy? Try some of these statements:
- "I need to ask you to put away your cigarette/e-cigarette/dip/chew. We have a 100% Tobacco Free policy, which includes staff and visitors. Thank you for understanding."
- "We need visitors to comply with our school's tobacco-free policy. Our goal is to role model tobacco-free lifestyles to our students and to protect students, staff and visitors from secondhand smoke. Thank you for your help."
- "Allowing adults to use tobacco on campus makes it more difficult to enforce a notobacco use policy for students. Thank you for your cooperation."
- "You may not have noticed the signs, but our school is now tobacco-free. Please refrain from using tobacco while here."
- "Our tobacco-free policy extends to off campus events with students. To keep our healthy message consistent, please do not use tobacco of any kind during this event. Thank you for your cooperation."
Sample Progressive Discipline Policy
This is one example of a progressive discipline policy for students. Schools/districts must decide how quickly to ratchet up the consequences for students caught using tobacco at school.
First Offense:
- Confiscate tobacco
- Notify parent/guardian of infraction
- Hold conference with school administrator
- Refer to school counselor or nurse
- Refer to alternative to suspension program
Second Offense:
- Confiscate tobacco
- Notify parent/guardian of infraction
- Hold conference with school administrator
- Community service or in-school suspension
Third Offense:
- Confiscate tobacco
- Notify parent/guardian of infraction
- Hold conference with school administrator
- In-school or out-of-school suspension
- Provide cessation information
Citations
i Tobacco's Toll: Implications for the Pediatrician. Committee on Substance Abuse. Pediatrics Apr 2001, 107(4) 794-798; DOI: 10.1542/peds.107.4.794.
ii Moore L, Roberts C, Tudor-Smith C. School smoking policies and smoking prevalence among adolescents; multilevel analysis of cross-sectional data from Wales. Tobacco Control 2001: 10: 117-123.
iii Adams, Monica L et al. "The relationship between school tobacco policies and school tobacco use," Journal of School Health, Vol 79, No. 1, January 2009 pp. 17-23.
iv Klein, Jonathan, "Adolescents and smoking: The first puff may be the worst" Canadian Medical Association Journal, Vol . 175 (3) August 1, 2006 p.262-263.
v Sabistan, CM et al. "School smoking policy characteristics and individual perceptions of the school context: Are they linked to students' smoking status?" Journal of Youth Adolescence (2009) Nov (10); 38:1374-2387.
vi Centers for Disease Control and Prevention, "High school students who tried to quit smoking cigarettes—United States, 2007," Morbidity and Mortality Weekly Report, 58 (16); 428-431, May 1, 2009.
vii
Camenga, Deepa et al., "The changing risk profile of the american adolescent smoker:
Implications for prevention programs and tobacco intervention," Journal of Adolescent Health, Vol., 39, No. 1
July
2006.
viii Durant, RH, et al. "The relationship between early age of onset of initial substance use and engaging
in multiple health risk behaviors among young adolescents," Archives of Pediatric Adolescent Medicine,
1999 March: 153(3): 286-91 (U.S. Department of Health and Human Services CDC, 2008). | <urn:uuid:d4aeefa6-b597-4e3b-9371-b09665b4f8f6> | CC-MAIN-2023-23 | https://www.chfs.ky.gov/agencies/dph/dpqi/cdpb/hpdocs/TFSenforcement.pdf | 2023-05-28T18:58:44+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00427.warc.gz | 796,943,684 | 2,955 | eng_Latn | eng_Latn | 0.969376 | eng_Latn | 0.99645 | [
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Pithecellobium flexicaule Texas Ebony
Foliage: Evergreen
Mature Height: 15'- 30'
Mature Width: 15' - 20'
Growth Rate: Slow
Hardiness: 20 degrees F
Exposure: Full Sun
Leaf Color: Dark Green
Shade: Filtered
Flower Color: White or Yellow
Flower Shape: Flower Spike
Flower Season: Spring to Summer
Thorns: Yes
Box Sizes Produced: 24"
Propagation Method: Seed
Horticultural Qualities Pithecellobium flexicaule Texas Ebony
Arid Zone Trees, P. O. Box 167, Queen Creek, AZ 85242, Phone 480-987-9094 e-mail: firstname.lastname@example.org
Pithecellobium flexicaule Texas Ebony
A respected desert landscape designer once quipped that Texas Ebony trees were too green to be a desert tree. Due in part to a slow growth rate and chronic lack of saleable trees, Texas Ebony (Pithecellobium flexicaule) is among the most under-utilized and under appreciated arid landscape tree. The common name itself is a misnomer since the wood is dark mahogany to purple or brown, not black. The trees are highly drought tolerant, slow growing and are moderately cold hardy to 25 F and may be damaged or killed below 20 F. Leaves are madeup of clusters of shiny, dark green leaflets. Branches are highly spined and zigzag at each node. Branching is usually dense resulting in a thick canopy that casts dense shade. This combination of thorns and dense branching makes Texas Ebony ideal for security screen plantings. It is also used as an accent tree with its striking dark green leaf color, smoky grey bark and semi deciduous growth habit. The tree prefers well drained soils and full sun. Young trees require pruning to insure that they will mature with desirable shape. Clusters of fragrant yellow or white flowers are produced from May to October with 4 to 6 inch seed pods maturing within 30 days. Pods split open naturally to release most seeds. Reports suggest that Texas Ebony can grow to 15 to 30 feet.
Cultural Practices
Foster the development of a more dispersed root system and reduce the risk of wind throw by arranging irrigation emitters at varying distances from the trunk to encourage roots to "seek out" water and nutrients. Irrigation emitter arrangement along with other information on irrigations practices for desert trees can be found at www.aridzonetrees.com and click on the FAQ link.
Prune as needed to reinforce the structure and form of the tree. Periodic thinning is the most desirable method of pruning. Avoid hedging or heading back desert species, as this will only stimulate excessive branching. Do not remove more than 30% of the canopy during the summer as this can lead to sunburn injuries that can later be invaded by wood boring insects. Always use clean, sharp tools that are cleaned regularly in a 10% solution of bleach. For detail pruning guide see www.aridzonetrees.com and click on the FAQ interactive button.
Periodically insect pests can be a problem on some desert trees. On young trees, insect infestation can slow typical seasonal growth. Inspect trees during the growing season for common garden sucking insects such as aphids, thrip, whiteflies or psyllids. During dry months, (May and June) in dusty conditions, spider mites can appear. Monitor for infestation and apply controls as needed. Spray applications of water or water and Safer Soap give short-term control (3 to 7 days) for small insect population. For heavy infestation or longer control use federally registered insecticides. A contact insecticide application will kill existing adults. An application with a systemic soil drench will provide 8 to 12 weeks control for any post application insect hatchings or migration of insects. Before using pesticide for the first time or on new plants or cultivar, treat a few plants and check for phytotoxicty. Always read label and follow label instruction before using pesticides. For pesticide control recommendations contact a licensed pest control advisor . | <urn:uuid:c7c25e23-af2a-43fe-b050-68b523fbd712> | CC-MAIN-2023-23 | https://aridzonetrees.com/assets/pifle-06.pdf | 2023-05-28T20:25:21+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00430.warc.gz | 127,879,688 | 871 | eng_Latn | eng_Latn | 0.73909 | eng_Latn | 0.993685 | [
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Introduction to
Environmental Health
What is it?
Environmental Health Involves studying manmade and natural factors that contribute to our own health and communities' health. Environmental health scientists study these factors and how they positively and negatively contribute to the health of an environment, and how they impact the people that live within that environment.
Roles and Responsibilities
Work to find creative solutions to environmental risk factors through research, educational offerings and policy implementation.
Address environmental issues using costeffective, sustainable strategies that support public health.
Careers
Environmental health careers may be primarily field-based or involve policy work, legislation or other areas of environmental protection and regulation
Translate results of environmental health research into useful actions and public health interventions at local, state, national and global levels.
Environmental Health Specialists 1.
Environmental Health Technicians 2.
Public Health Safety Officers/Environme ntal Health Inspectors 3.
Public Health/ Environmental Engineer 4.
Academic Requirements
Bachelor's degree in environmental health, biology, chemistry, or other related natural sciences.
A common approach for environmental health professionals at the graduate level is to pursue a Master of Public Health (MPH) in Environmental Health.
Graduate degrees usually include study in a specialized area of environmental science, such as environmental policy,
microbiology, epidemiology, or food science.
Additional Resources
Click on the items below to visit it's corresponding link.
Kentucky Undergraduate Schools
Eastern Kentucky University Admissions
University of Kentucky Undergraduate Admissions
University of Louisville Undergraduate Admissions
Western Kentucky University Admissions
Industry Websites
Association of Food and Drug Officials (AFDO)
Association of Food and Drug Officials of the Southern States (AFDOSS)
Environmental Health - World Health Organization (WHO)
Kentucky Department for Public Health's Environmental Management Branch
National Center for Environmental Health (NCEH)
National Environmental Health Association (NEHA)
U.S. Environmental Protection Agency
U.S. Food and Drug Administration (FDA)
Note: The schools listed are in partnership with C4FH. Public Health education opportunities may be available at other colleges and universities.
Source:
1.
https://www.publichealthcareeredu.org/environmental-health/#main | <urn:uuid:bcf9b708-0940-4a00-8de2-4c89c2096d9f> | CC-MAIN-2023-23 | https://www.chfs.ky.gov/agencies/dph/wd/EnvironmentalHealthFactsheet.pdf | 2023-05-28T20:15:11+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00428.warc.gz | 779,385,928 | 440 | eng_Latn | eng_Latn | 0.930702 | eng_Latn | 0.970475 | [
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[1‐10] Select the one that most logically fits the sentence(s).
1. There are several forms of __________ hair loss, but scientists until now had been unable to find any of the genes responsible.
(A) acquired
(B) hereditary
(C) immune
(D) harmful
2. In scientific research, disappointments are not the exception, but the rule. The scientist keeps working in the hope that his research will __________.
(A) be an exception
(B) be popularized
(C) conform to the rule
(D) soon be completed
3. Though Adam Bede is presented to us by the author as __________ fiction, there are none of the life‐like meanderings of the story of Amos Barton.
(A) realistic
(B) imaginative
(C) educational
(D) entertaining
4. In South Africa, Indians did not have the same rights as others. Gandhi did not like this __________. At one time, therefore, he organized a strike of Indian miners. The Indian miners did not go to work.
(A) absenteeism
(B) sabotage
(C) regression
(D) racism
5. The quarterback raised his arm and hurled the football. The fullback grabbed the ball, __________ the tackle, and raced toward the goal line. It was truly a beautiful run as he avoided all the downfield defensive players.
(A) impaired
(B) distilled
(C) eluded
(D) reduced
6. The effects of the poverty of space are everywhere. In Japan a population half the size of the United State is packed into a land area about the same size as California, and only about 16 percent of that land is __________.
(A) edible
(B) habitable
(C) adaptable
(D) culpable
7. To forestall widespread loss of confidence and even a financial panic, the government should restore confidence by putting together a credible rescue plan for the __________ banks.
(A) insolvent
(B) delusive
(C) detrimental
(D) apathetic
8. Requirements for entry into some graduate schools have become more __________ because administrators perceive the need to compensate for __________ educational standards in undergraduate programs.
(A) severe
— strict
(B) stringent
— lax
(C) rigorous
— compliant
(D) moderate
— scholarly
9. The functions of the hands, eyes, and brain are so __________ that using the hands during early childhood helps to promote the child's entire __________ development.
(A) regulated — adolescent
(B) unalterable
— intellectual
(C) enigmatic — psychological
(D) intertwined
— perceptual
10. Biological clocks are of such __________ adaptive value to living organisms, that we would expect most organisms to __________ them.
(A) clear — avoid
(B) significant
— eschew
(C) obvious —
possess
(D) ambivalent — develop | <urn:uuid:cac9f30f-ad6c-4436-9f71-eef1e475abd9> | CC-MAIN-2023-23 | https://ingang.hackersut.com/Jr_M/event/2015/0430/down_3.pdf | 2023-05-28T19:56:31+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00427.warc.gz | 383,081,600 | 873 | eng_Latn | eng_Latn | 0.996744 | eng_Latn | 0.997535 | [
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SIXPENNY HANDLEY FIRST SCHOOL AND NURSERY
NEWSLETTER
IF WE BELIEVE, WE CAN ACHIEVE
COLLABORATION - CONNECTIVITY – INDEPENDENCE – INNOVATION – QUESTIONING –REFLECTION - RESILIENCE
Dear parents and carers,
A very warm welcome back to school this week.
This half term we will be exploring what it means/ feels like to be kind and this will culminate at the end of half term with an 'Acts of Kindness' week. In assembly time this week, we have watched clips from 'The boy,the mole,the fox and the horse' and explored how each of the characters supports the others. The key phrases we have emphasised are:
"What do you want to be when you grow up?" said the mole. "Kind," said the boy.
"What is the bravest thing you've ever said?" asked the boy. "Help," said the horse.
"Asking for help isn't giving up," said the horse. "It's refusing to give up."
We look forward to developing this theme across the next few weeks and would highly recommend (if you haven't already), watching the animation with your children.
Last term we awarded sparkly red stars to children who had shown an excellent approach to their learning. They didn't get their deserved mention on last term's newsletter so well done to:
Martha in Adventurers, Eva in Voyagers, Corey in Voyagers, Jack in Navigators and Ruby in Pioneers – congratulations – wear your stars with pride!
Given the current advice from health experts, we ask that if your child has a fever, they remain at home. Please don't dose them up with paracetamol and send them in as we want to reduce the risk of infection at school.
This half term, PE will be as follows:
AdventurersTuesday multi skills (Teamtheme)
VoyagersTuesday Bat and Ball (Teamtheme)
Wednesday Gymnastics
NavigatorsMonday Gymnastics
Wednesday Tennis (outside coach – Ian Griffiths)
PioneersWednesday Tennis (outside coach – Ian Griffiths)
Thursday Gymnastics
On Fridays Voyagers, Navigators and Pioneers have Forest Schools and need to have appropriate clothing.
Piano Lessons
These will recommence next Friday.
Clubs
As shared in parent mail this week, clubs will start up again next week. All children got their requested activities.
School Nursing Team
Attached to this newsletter is an information sheet for parents with contact details for the local nursing team who can be contacted confidentially for advice in term time.
Friday Fine Dining!
Congratulations to Ronan, Jack and Amara (Explorers) Indie (Adventurers), Jack and Freya (Voyagers), Lily S (Navigators) and Harry (Pioneers) who were selected to bring a friend to 'Friday Dining' today. They were chosen by their class teacher for displaying the qualities of our Jigsaw learning this week and for their excellent manners.
Support for families experiencing hardship
If you find yourself experiencing financial difficulty, please contact us as we can supply foodbank vouchers/ supermarket vouchers/ fuel tokens to families in need. You can also apply for additional support for your child by following this link:
https://www.dorsetcouncil.gov.uk/w/pupil-premium
A snapshot of learning for this week:
Explorers have been busy in their construction workshop outside – today was all about road management!!
Adventurers have been finding out about the moon landings and who first walked on the moon, as well as, exploring how the moon affects our tides.
Let's get to the moon!!
Voyagers have been geographers this week: learning to locate the continents and the oceans, using maps and globes and songs to help them. They have learnt about and described some arctic animals. They have also found out about the earth's Auroras and how they are made, and then painted their own!
Navigators and Pioneers have been exploring water resistance and identifying symbols on a variety of OS maps. The children have also chosen whether to write alternative endings, news reports, a book review, song lyrics, poetry or a comic strip about The Iron Man book. They have worked on their reading skills in guided reading.
A snapshot of learning for next week:
Explorers will be basing their enquiries next week on birds.
Adventurers will be asking, "What would you pack for hibernation"'
'Voyagers will be comparing the two polar regions and looking at weather patterns in both the UK and the polar regions. Year 2 will be starting a new text in English ('Lost and Found' by Oliver Jeffersno spoilers please!) and everyone will be having a 'let's write' focused on using powerful adjectives.
Navigators and Pioneers will be designing and constructing a bridge in DT and introducing their new history topic…. 'Great minds think alike'. Curriculum overview attached!
Upcoming Dates (all dates on website on the google calendar)
Wednesday 11 th January Whole school 'Wassailing' workshop Day 1
Wednesday 18 th January Whole school 'Wassailing' workshop Day 2
Reading Workshop (Years 3 and 4) 6pm
Wednesday 3 rd February Reading Drop In (Details to follow)
Friday 3 rd February NSPCC Number Day (Whole school Maths event) Donations
Monday 6 th February Act of Kindness Week
Wednesday 8 th February Y3/4 Athletics event (team to be selected) CMS
Thursday 9 th February School Disco (YR-Y4) Parents and Friends
Monday 13 th February HALF TERM
Monday 20 th February INSET (School and Nursery closed)
Tuesday 21 st February Back to school
Start of Fairtrade Fortnight
Friday 3 rd March World Book Day - Dress as a book character Kind regards, | <urn:uuid:28c48006-ef33-42d1-a887-8fbb3461aac5> | CC-MAIN-2023-23 | https://sixpennyhandley.dorset.sch.uk/files/newsletter-1-spring-2023.pdf | 2023-05-28T19:04:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00426.warc.gz | 577,695,003 | 1,234 | eng_Latn | eng_Latn | 0.998156 | eng_Latn | 0.999026 | [
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2020WoodruffCarolyn-abstract
Abstract
Children's literature has been around for centuries, yet this literature is not universally relatable to all children. Most children's literature reflects the perspective of majority groups while students from minoritized backgrounds have their perspectives ignored and/or misrepresented. In my time as a pre-service teacher, I have noticed, in particular, a lack of literature that supports bilingual students as well as a lack of literature that shows families that have been brought together by adoption. The book Becoming Familia was created to serve both of these purposes. I used research that showed the lack of diversity in children's literature to inform the process of how I wrote the book. Becoming Familia tells a story that is missing from children's literature while leaving space for readers to add their own reflections into the story. This is supported by research that indicates that students benefit from seeing their own perspective, and the perspective of others reflected in the literature that they read.
Honors College Ball State University Muncie, IN 47306 | <urn:uuid:69103b39-32da-4c61-8358-c27f916e7f25> | CC-MAIN-2023-23 | https://cardinalscholar.bsu.edu/bitstream/handle/123456789/202604/2020WoodruffCarolyn-abstract.pdf?sequence=2&isAllowed=y | 2023-05-28T20:05:33+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00427.warc.gz | 204,586,892 | 209 | eng_Latn | eng_Latn | 0.998868 | eng_Latn | 0.998868 | [
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Phonics and Spelling
Knowledge and Key Skills:
- I can segment spoken words into phonemes and record these as graphemes.
- I can identify phonemes in unfamiliar words and use syllables to divide words.
Reading
Knowledge and Key Skills:
Word Reading
- I can blend sounds in words that contain the graphemes we have learnt.
- I can recognise and read alternative sounds for graphemes.
- I can read accurately words of two or more syllables that contain the same GPCs.
Comprehension
- I can talk about and give an opinion on a range of texts.
- I can retell stories, including fairy stories and traditional tales.
- I can answer and ask questions about the text.
- I can draw (simple) inferences from illustrations, events, characters' actions and speech.
Writing
Knowledge and Key Skills:
- I can form lower-case letters of the correct size relative to one another.
- I can begin to use some of the diagonal and horizontal strokes needed to join letters.
- I show that I know which letters are best left un-joined.
- I use capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
- I use spacing between words that reflects the size of the letters.
- I can write narratives about personal experiences and those of others, both real and fictional.
- I can write for different purposes, including real events.
- I can plan and discuss the content of writing and record my ideas.
- I am able to orally rehearse structured sentences or sequences of sentences.
Year Two Curriculum Information For Parents Autumn 2022
World Kitchen
In Autumn Term, pupils in Year Two will learn about the origins of food from around the world. They will also research how household life has changed since Victorian Britain.
Mathematics
Knowledge and Key Skills:
Number
- I can count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.
- I can read and write numbers to at least 100 in numerals and in words.
- I can compare and order numbers from 0 up to 100; using < > = signs.
- I recognise the place value of each digit in a 2-digit number.
- I can identify, represent and estimate numbers using different representations, including the number line.
- I can use place value and number facts to solve problems.
- I can recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
- I can add and subtract mentally, including: a 2-digit number and ones, a 2-digit number and tens, two 2-digit numbers, adding three 1-digit numbers.
- I can add and subtract numbers using concrete objects and pictorial representations, including: a 2-digit number and ones, a 2-digit number and tens, two 2-digit numbers, adding three 1-digit numbers.
- I recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.
- I can solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and measures.
- I can solve problems with addition and subtraction applying my increasing knowledge of mental and written methods.
Measurement
- I recognise and use symbols for £ and p and combine amounts to make a value.
- I can find different combinations of coins that equal the same amount of money.
- I can solve simple problems in a practical context involving addition and subtraction of money of the same units, including giving change.
Science
Knowledge and Key Skills:
- I can explore and compare the differences between things that are living, dead and things that have never been alive.
- I notice that animals, including humans, have offspring which grow into adults.
- I can talk about the lifecycle of a human: baby, toddler, child, teenager, adult.
- I can find out about and describe the basic needs of animals, including humans, for survival: water, food, air.
- I can describe the importance for humans for exercise, eating the right amounts of different types of food and hygiene.
- I can raise and answer questions about the plants and animals within our local environment. E.g. Is a deciduous tree dead in the winter?
- I can identify and compare the suitability of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
- I know why materials are suitable or unsuitable for a purpose based on their properties.
Activity Ideas:
* Order the stages in animal life cycles.
* Care for the plants and vegetables in our allotment area ready for harvest.
* Investigate ways to keep ourselves fit and healthy.
Art and Design
Knowledge and Key Skills:
* I can mix paint to create all the secondary colours.
* I can create brown with paint.
* I can create tints with paint by adding white.
* I can create tones with paint by adding black.
* I can use different effects within an IT paint package.
* I can create a piece of art in response to the work of another artist.
Activity Ideas:
* Learn about the life and work of Pointillist artist Georges Seurat.
* Create a piece of art inspired by his painting, 'La Grande Jatte'.
Geography
Knowledge and Key Skills:
* I can name the continents of the world and locate them on a map.
* I can name the capital cities of England, Wales, Scotland and Ireland.
* I can describe a place outside Europe using geographical words.
* I can identify seasonal and daily weather patterns in the United Kingdom.
* I can identify the location of hot and cold areas in relation to the Equator, North and South Poles.
* I can explain how jobs may be different in other locations.
* I can use world maps, atlases and globes to identify continents of the world and the five oceans.
* I can complete fieldwork to identify seasonal and daily weather patterns in the United Kingdom.
Activity Ideas:
* Learn about the origins of different food that grows around the world.
Computing
Knowledge and Key Skills:
Design and Technology
Knowledge and Key Skills:
* I can select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
* I can explore and evaluate a range of existing products.
* I understand where food comes from.
Activity Ideas:
* To taste test food combinations of different food groups and make a tasty wrap that includes a healthy mix of protein, vegetables and dairy.
* To create a fabric pouch by using a simple running stitch to join two pieces of fabric together.
History
Knowledge and Key Skills:
* I can use words and phrases like: before, after, past, present, then and now.
* I can recount the life of someone famous from Britain who lived in the past.
* I can explain what they did earlier and what they did later.
Activity Ideas:
* Research the life and reign of Queen Victoria.
* Compare Victorian life to modern day life, including household gadgets.
* Investigate real Victorian artefacts to compare our life to Victorian life.
* Discover Victorian Christmas traditions and create our own traditional decorations to celebrate the festive period.
Personal Development
* I can organise digital content.
* I can retrieve and manipulate digital content.
* I can navigate the web to complete simple searches.
* I can select appropriate software to complete a given task.
Activity Ideas:
* Use subscription software to research, organise data, save and retrieve work about Queen Victoria.
Religious Education
Knowledge and Key Skills:
* I can identify some beliefs of Christianity and Buddhism.
* I can identify some ways in which Christians and Buddhists worship and celebrate special events.
Activity Ideas:
* Visit Lumley Methodist Church to learn all about Harvest Festival and to take part in the 'Christmas Journey'.
School values: D-R-E-A-M-S
'D' is for Determination
Working hard to achieve goals.
Challenge pupils to achieve a target.
'D' is for Democracy
Year One rules and routines.
Voting for school council members.
'R' is for Respectful
Learning about different disabilities. How to be a responsible friend.
'R' is for Resilience
Fire safety and road safety. Anti-bullying week.
Music
Knowledge and Key Skills:
- I can perform simple patterns, keeping a steady pulse.
- I can sing or clap increasing and decreasing tempo.
- I can choose sounds which create an effect.
- I can listen out for particular things when listening to music.
Activity Ideas:
* Listen, appraise and respond to music from the Victorian period.
* Create a short piece of music inspired by the Nutcracker Suite.
Physical Education
Knowledge and Key Skills:
* I can respond to a variety of stimuli through movement.
* I can move with actions and timing in response to a stimuli.
Activity Ideas:
* Engage in fitness and wellbeing coaching with Leanne Kemp.
* Take part in a local 'Halloween' school sports festival.
* Complete core dance tasks 'Cat Dance' and 'How does it feel?'. | <urn:uuid:d25ba507-0f43-43f0-ad0f-0f723552eb47> | CC-MAIN-2023-23 | https://www.lumley-infants.durham.sch.uk/wp-content/uploads/sites/266/2022/10/Year-2-Curriculum-Info-for-Parents-Autumn-2022.pdf | 2023-05-28T20:20:52+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00428.warc.gz | 973,461,934 | 1,861 | eng_Latn | eng_Latn | 0.998435 | eng_Latn | 0.99855 | [
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Customization Digital Path
How do I customize myView Literacy content on Pearson Realize ™ ? Follow this path to find out!
Digital Path
Sign in to
PearsonRealize.com.
Select Browse and click the myView Literacy tab.
level.
Locate the
Table of Contents for your grade
Upload a file.
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Microsoft ® is either a registered trademark or trademark of Microsoft Corporation in the United States and/or other countries.
Click to Discover
Click
Sign In.
You will see these options to customize content at the unit, week, and lesson level.
Click the arrow next to Create Content to display the drop-down menu.
Select Upload a file. You will be able to upload a file saved on your computer, a Google Drive ™ file, or a Microsoft OneDrive ® folder.
Click the question mark icon to learn more about the types of files you can attach.
Add a link.
Choose your file and then add a title. You can also add a description or directions for students if you would like. Click Add.
Your file will now appear under My Content and in My Library.
Click My Content and select the file. Now you can Assign it to students.
Click My Library to see all your custom content. You will find the links, lessons, and tests that you have created in Pearson Realize for all of your programs. You can narrow your results by content type or keyword.
Click the arrow next to Create Content to display the drop-down menu.
Select Add a link.
Enter the URL and then add a title. You can also add a description or directions for students if you would like. Click Add.
Your link will now appear under My Content and in My Library. Click My Content and select the link. Now you can Assign it to students.
Build a test.
Click the arrow next to Create Content to display the drop-down menu.
Select Build a test. Fill in the title and description. Select your responses to the questions. Click Next.
Build your test by adding questions. You can add your own multiple choice or gridded response questions.
You can also select questions from a test bank.
Choose the test bank and then click Add selected banks to test.
Rearrange content.
Click Rearrange to change the order or hide content. You can rearrange units or the minilessons and resources within lessons.
Drag and drop items to rearrange your lesson. Then click Save.
Clicking Edit while you are in a lesson allows you to remove items from the lesson or add links, files, or notes for your students.
NOTE: To explore different features on Pearson Realize, visit the other Digital Paths on MyPearsonTraining.com. | <urn:uuid:f9948ee1-0786-4617-a0c6-2a58ad868a08> | CC-MAIN-2020-16 | https://mypearsontraining.com/assets/files/documents/DigitalPath_Customization_myViewTX_2020_DiveIn_PD_v1_0_1568042149.pdf | 2020-03-29T00:07:33+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00384.warc.gz | 611,848,855 | 566 | eng_Latn | eng_Latn | 0.995958 | eng_Latn | 0.996703 | [
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Course Syllabus
Course Objectives:
The main objectives of the course are to:
* Develop students' critical ability to describe and articulate thoughts and experiences through architectural means and language
* Familiarize students with the cultural context within which design takes place and introduce students to working with a site and its conditions
* Foster students` confidence in manipulating a variety of forms in two and three dimensions
* Introduce materiality and the human scale into the design process
* Encourage experimentation with a wide variety of presentation techniques (written, verbal and graphic)
Learning Outcomes:
After completion of the course students are expected to be able to:
1. Identify simple elements of architectural design and their relationships in three-dimensional space and apply this knowledge to their own design proposals
2. Associate the cultural and social context within which design takes place with architectural proposals
3. Interpret the concept of dwelling in relation to social, economic and environmental issues
4. Integrate issues of scale, materiality, human senses and adaptability
5. Illustrate verbal and visual/written presentation skills
6. Apply model making, collage techniques, plans and section drawings, mixed media techniques in order to effectively communicate their design proposals
7. Develop strong arguments/hypothesis to justify their design proposals
8. Analyse in-depth their clients/users in context of their own 'cosmos' and investigations of the necessary conditions of the 'inhabitants'
9. Apply mixed media representation techniques
10. Develop an explorative design processes through a diversity of mediums (drawings, mapping, models etc.)
Course Content:
1. Case studies & research – interpreting these to help develop concepts and projects
2. Mapping techniques
3. Site analysis – investigating, reading and understanding the site
4. Space planning basics - investigating program and activities
5. Scale, distance, proportion – scale, size and relative size
6. Indoor/outdoor scales, programs for inhabitants/visitors
7. Form and spatial solutions
8. Materiality/atmospheric design
Learning Activities and Teaching Methods:
Lectures, demonstrations, various exercises, case studies, student presentations, workshops, individual instruction, pinups, group projects and discussions. Studio based discussions with guest lecturers/visitors where students are presenting their work individually. Midterm/final presentations with guest critics.
Assessment Methods:
Attendance, participation & development, workshops and required production, pin-ups, final project, final exam and portfolio
Required Textbooks / Readings:
No required text. A reader is given to the students.
Recommended Textbooks / Readings: | <urn:uuid:4e750361-be0d-4a81-b66a-695c190a0d06> | CC-MAIN-2023-23 | http://www.unic.ac.cy/ECTS_Syllabi/ARCH-102.pdf | 2023-05-28T20:23:32+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00431.warc.gz | 93,822,562 | 524 | eng_Latn | eng_Latn | 0.989479 | eng_Latn | 0.991396 | [
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Carrie Prudence Winter Kofoid (1866-1942) Biography
Carrie Prudence Winter was born August 24, 1866 in South Coventry, Connecticut, a daughter of Rev. Alpheus Winter and Flora Damaris Thompson Winter. Her father was a congregational minister and headed the Connecticut State Temperance Association. She graduated from Hartford Public High School and received a Bachelor's Degree from Oberlin College in 1890. Her sister, Julia Flora Winter Hatch, was a teacher at Hampton Institute and later a missionary at the Mt. Salinda, Melsetter District in southern Rhodesia, where she died in 1908. The family had a wide acquaintance in missionary and temperance circles.
While at Oberlin College Winter and her classmate Charles Atwood Kofoid became engaged. They delayed their marriage while Kofoid completed his doctorate at Harvard University. During this period, Winter taught school in Middletown, Connecticut and in Honolulu, Hawaii.
Winter traveled to Hawaii under the auspices of the American Board of Commissioners for Foreign Missions and taught at Kawaiahao Seminary in Honolulu from 1890-1893; she formed many friendships in missionary circles there. She left her home on August 15, 1890 and traveled by train to Chicago where she met her missionary associate, Ida May Pope. Miss Pope was then principal of the Kawaiahao Seminary, but was later principal of Kamehameha School for Girls. They proceeded by train to San Francisco, where Winter saw the Pacific Ocean for the first time. They stayed at the Occidental Hotel for several days. Winter sailed on the steamer Zealandia which reached Honolulu in seven days.
During her years in Hawaii, Winter developed friends in missionary and church circles including the Atherton, Castle, Cooke and Waterhouse Families. Her closest associates included Rev. Oliver P. Emerson, Rev. William Brewster Oleson, Miss Irene Stiles, Miss Retta Hight, all affiliated with Kawaiahao Seminary or Kamehameha School.
During her years at Honolulu, Winter exchanged letters with her fiancé at Harvard. He wrote about his collecting trips, Harvard and his teachers, including Alexander Agassiz and E.L. Mark. She wrote about her students, the Kawaiahao Seminary, her travels in the islands, politics in Hawaii, and her associates and friends. He found her letters so interesting that he suggested she publish in the Hartford Courant. The Hartford Courant wrote Winter directly in 1893 to request articles describing events leading up to the overthrow of the Hawaiian monarchy, and general essays on the Hawaiian Islands. These were published as letters from Hartford Courant correspondent CPW and given titles, including "A Sketch of Cosmopolitan Honolulu," "Passion of the Natives for Flowers and Bright Colors," "Picturesque Scenes in the Capital City."
Winter stayed mainly in Honolulu during her years in Hawaii, but she took a trip to Maui and visited Haleakala Volcano on horseback in July 1891. She visited the leper colony on Molokai. She took a camping trip on horseback to Hilo and the island of Hawaii in July 1892. While in Hawaii, she collected photographs, botanical specimens and some objects as souvenirs. She left Hawaii in June 1893 aboard a sailing vessel S.C. Allen, arriving in San Francisco July 1, 1893.
Carrie Prudence Winter married Charles Atwood Kofoid on June 30, 1894 in Middlefield, Connecticut.
She accompanied him to Illinois where she completed an M.A. degree in history at the University of Illinois under Evarts B. Greene in 1906. Her thesis is entitled, "Puritan influences in the formative years of Illinois History." She also studied Russian at Illinois, and in 1903 began work translating The structure and classification of the infusoria Aspirotricha (Holotricha auctorum) by W. Schewiakoff. Mrs. Kofoid continued her historical research and published articles, both fiction and non-fiction, in magazines after settling in Berkeley.
In 1905, Julia Morgan designed and built a home for the Kofoids on Etna Street in Berkeley. The Kofoids lived in Berkeley, California for forty two years.
The Kofoids were active in civic and university life. They traveled extensively in Europe, India and Asia. During these trips, Mrs. Kofoid visited missionary groups and YWCA groups and often contributed funds for their support and corresponded with them after returning to her home.
Mrs. Kofoid was active in church affairs and taught Sunday school for many years at the First Congregational Church in Berkeley. During World War I she was a very active member of the Young Women's Christian Association, serving on the California Field Committee. At the time of her death she had served for twenty three years as President of the Woman's Board of the Pacific of the Congregational Church. She was particularly active within that organization on its Board of Missions.
She died of a heart attack in Berkeley on November 4, 1942 and was survived by her husband, a zoologist at the University of California in Berkeley. They had no children. | <urn:uuid:2b834c81-ed04-47ee-9885-89453ac8fb3d> | CC-MAIN-2023-23 | https://library.ucsd.edu/scilib/biogr/Kofoid_Carrie_Biogr.pdf | 2023-05-28T20:41:54+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00431.warc.gz | 420,155,199 | 1,112 | eng_Latn | eng_Latn | 0.992792 | eng_Latn | 0.995696 | [
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General Information & Communication Technology I (350101) Fall 2015
Michael Kohlhase
Jacobs University Bremen http://kwarc.info/kohlhase
September 9. 2015
Abstract
This document accompanies the python tutorial in GenICT. It contains a sequence of simple (but increasingly difficult) problems designed to practice the art of recursive programming.
The problems in this document are intended for self-study, they are supplied with solutions. As most students have never programmed python (or programmed at all), most students only manage to solve the first five. This is to be expected, and sufficient, since the purpose of the tutorial is to get students started at all and jointly remove the first roadblocks, so that they can continue alone (or in groups) after that.
The problems from the first three assignments should be doable after the first two lectures on python, the later problems can be tackled as the lecture progresses.
Practice Problems 1: Python Basics
Problem 1.1 (Maximum)
Define a function mymax that takes two numbers as arguments and returns the larger of them. Use the if-then-else construct available in python.
Note: It is true that Python has the max function built in, but writing it yourself is nevertheless a good exercise.
Solution: We make an if statement and check which number is bigger.
```
def mymax(a, b): if a > b: return a else:
```
```
return b
```
It is easily possible to write this in one line.
```
def mymax_smart(a, b): return a if a > b else b
```
Problem 1.2 (Sum to 10)
Write a function makes10 that takes two integer arguments and returns True, ifftheir sum is 10. Solution:
The idea is to define a function and then make an if statement.
```
def makes10(a, b): if a+b == 10: return True else: return False
```
1
We can also condense this into one line:
def makes10_smart(a, b): return a+b == 10 Problem 1.3 (Positive/Negative) Write a function posneg that takes two arguments and returns True, iffone is negative and one is positive. Solution: We can just use and if statement: def posneg(a, b): if (a < 0 and b > 0) or (a > 0 and b < 0): return True else: return False Alternatively can also use the mathematical property that the product of two numbers is negative iff exactly one of them is negative: def posneg_smart(a, b): return a*b < 0 Problem 1.4 (Squares) Write a python program that prints all the square numbers from 1 to 10. Solution: for i in range(1, 11): print(i*i) We can also use list comprehensions: [print(i**2) for i in range(1, 11)] Problem 1.5 (Printing a Square of Stars) Write a function printSquare that takes an integer n as argument and prints a square with n × n stars. For instance printSquare(6) would yield ****** Solution: We can do a straightforward loop: def print_square(n): for i in range(n): for j in range(n): print("*",end="") # The end argument stops print from printing a newline or space print() # Print a newline We can also use string multiplication. def print_square_smart(n): print((("*"*n+"\n")*n)[:-1]) Problem 1.6 (Squares to file) Write a program that prints all the square numbers from 1 to 10 to a file named squares.txt. Solution:
```
def squares_to_file(): with open("squares.txt", "w") as squares_file: for i in range(1, 11): print(i*i, file=squares_file) def squares_to_file_smart(): open("squares.txt", "w").write("\n".join([str(i*i) for i in range(1, 11)]))
```
2
Problem 1.7 (Membership)
Write a function member that takes a value (i.e. a number, string, etc.) x and a list l of values and returns True if x is a member of l and False otherwise.
```
Note: For example member(1,[1,2,3]) returns True.
```
Note: Note that this is exactly what the in operator does, but for the sake of the exercise you should pretend python lacks this operator. A for/in loop is OK though.
Solution: We can iterate through the list and check each element. If we do not find the element we are searching for we return False.
```
def member(x, the_list): for element in the_list: if element == x: return True return False
```
Python also has a built-in operator to do this in a smarter way:
```
def member_smart(x, the_list): return x in the_list
```
Problem 1.8 (Guessing Numbers)
Write a program where you guess a number. The program should draw an integer number (use n = random.randint(1, 100)) and then you should guess the number by inputting a number on the keyboard. The program should tell you then whether the your guessed number is smaller or bigger than the hidden number, and let you try again until you have sucessfully guessed the number.
Note: Keep in mind that you need to import the random module.
Solution:
```
def guess_me(): # we get a random number the_number = random.randint(1, 100) print("I picked a random number between 1 and 100. ") # we make a first guess while True: the_guess = input("Guess: ") try: the_guess = int(the_guess) break except: print("That is not a number. Try again. ") # while the guess is not correct, we keep guessing while the_guess != the_number: if the_guess < the_number: # if the guess is smaller than the number print("The number is bigger than", the_guess) else: # if not, it has to be bigger print("The number is smaller than", the_guess) # so we need to keep guessing while True: the_guess = input("Guess: ") try: the_guess = int(the_guess) break except: print("That is not a number. Try again. ") print("That's right, the number is", the_number)
```
It is also possible to shorten this code:
3
```
def guess_me_smart(): # get a random number between 1 and 100 the_number = random.randint(1, 100) print("I picked a random number between 1 and 100. ") # we define a function that reads a guess from the input def read_guess(): while True: try: return int(input("Guess: ")) except: print("That is not a number. Try again. ") # and then we keep reading the number until the_guess = read_guess() while the_guess != the_number: # we also shorten the code for printing a message. print("The number is %s than %d\n" % ('smaller' if the_guess > the_number else 'bigger', the_guess)) the_guess = read_guess() # we can say it is the right one print("That's right, the number is", the_number)
```
Problem 1.9 (99 Bottles)
"99 Bottles of Beer" is a traditional song in the United States and Canada. It is popular to sing on long trips, as it has a very repetitive format which is easy to memorize, and can take a long time to sing. The song's simple lyrics are as follows:
99 bottles of beer on the wall, 99 bottles of beer.
Take one down, pass it around, 98 bottles of beer on the wall.
The same verse is repeated, each time with one fewer bottle. The song is completed when the singer or singers reach zero.
Your task here is write a python program capable of generating all the verses of the song. Solution: We can just iterate over the number 0 to 99 in reverse order and then for each number print the appropriate line.
```
def ninety_nine_bottles(): """Prints the lyrics to "99 Bottles of Beer". """ for i in range(99, 0, -1): print(i, "bottles of beer on the wall,", i, "bottles of beer.") print("Take one down, pass it around,", i-1, "bottles of beer on the wall.") Using list comprehensions we can write this in one print statement def ninety_nine_bottles_smart(): [print("%d bottles of beer on the wall, %d bottles of beer. \n" + "Take one down, pass it around, %d bottles of beer on the wall. " % (i, i, i-1)) for i in range(0, 99, -1)]
```
Problem 1.10 (Recognizing Palindromes)
Define a function palindrome that recognizes palindromes (i.e. words that look the same written backwards). For example, palindrome("radar") should return True.
Solution:
```
def is_palindrome(word): # first we need to reverse the word # here we treat the string as a list, reverse that and then put it back together reversed_word = "".join(reversed(word)) # now we check if the reversed word is equal to the normal word return word == reversed_word
```
4 | <urn:uuid:f81a25ea-abb0-4e41-9b38-35dbb80159db> | CC-MAIN-2023-23 | https://kwarc.info/teaching/GenICT/py-tutorial-with-solutions.pdf | 2023-05-28T20:32:36+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00430.warc.gz | 395,541,063 | 2,039 | eng_Latn | eng_Latn | 0.984253 | eng_Latn | 0.993611 | [
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WEEK 15 • APRIL 15, 2023
Timor-Leste: Bino's New School
Proverbs 22:6—"Train up a child in the way he should go, and when he is old he will not depart from it."
Even before Bino was old enough to talk, his mom wanted him to study at an international school. Public schools in Timor-Leste are free, and the teachers speak Portuguese. Going to an international school costs money, and the teachers teach in English. Learning English is an advantage when the children are ready for university or international business.
Bino's dad found several international schools, but they were too expensive. Then one day he saw a sign on a church fence advertising the Timor-Leste Adventist International School. He called the school for more information and learned that this school didn't cost as much as the others he'd visited. Bino's parents were not Adventists, but they had heard that Adventists are good and trustworthy.
When Bino was ready for school, his parents enrolled him at the Adventist school, and soon he began to learn English. When Bino returned home after school, Mom asked him to teach her the English words that he was learning at school.
English was not the only thing that Bino learned at school. He learned Bible stories and told his mom about David and Goliath, Jonah and the big fish, and Jesus and the little boy whose lunch fed more than 5,000 people. Mom loved hearing her little boy tell Bible stories.
Bino's parents began reading the Bible. Sometimes they had questions about what they were reading, so they asked the pastor of the Adventist church to help them. The pastor helped them study the Bible.
Bino's parents began reading the Bible. Sometimes they had questions about what they were reading, so they asked the pastor of the Adventist church to help them. The pastor helped them study the Bible. The day came when Bino's parents asked to join the Adventist Church.
Today, Bino and his parents go to the school together. Mom and Dad work as the school's caretakers. Thanks to the Adventist school, the whole family now speaks English; but more importantly, they love Jesus with all their hearts.
Bino's school is growing rapidly. Many children wanted to attend the school but lived too far away. So, a dormitory was built so the children could live at the school and learn about Jesus.
Part of our Promise offerings will help this school grow and many people on the island of Timor-Leste learn about Jesus. Some of these children won't be from Adventist homes, but they will have a chance to learn about Jesus, and maybe they will give their hearts to Him.
Every time our Promise offering is distributed as suggested by the Combined Offering Plan, we partner Jesus in reaching people for Him locally, regionally, and around the world. | <urn:uuid:dde334c0-e5bf-4a8d-b63d-01de6d27fd96> | CC-MAIN-2023-23 | https://stewardship.adventist.org/binos-new-school.pdf | 2023-05-28T19:39:03+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644506.21/warc/CC-MAIN-20230528182446-20230528212446-00432.warc.gz | 603,346,366 | 596 | eng_Latn | eng_Latn | 0.998264 | eng_Latn | 0.998264 | [
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Physical Activity: SWIMMING
While participants are swimming, they are getting lots of health benefits. The information in this packet details those benefits, from the muscles swimming develops to the way it makes people feel.
This packet supplements what you will be doing during swimming. You do have to get participants to recognize that this activity is great for their physical and emotional health, but you can do that in the way that best works for your group and you. These materials offer lots of different ideas for incorporating the health components into your already fabulously planned session.
Read the Facilitator's Guide in order to understand Frost Valley's physical activity initiative, to effectively use the materials in your session, and for ways to encourage physical activity among your participants in and beyond Frost Valley.
This chart, also featured in the Facilitator's Guide, highlights each of the sections in this module. This can guide you in selecting what to focus on during the session.
DESCRIPTION
Swimming is one of the most popular sports in the United States among people of all ages and physical abilities! It works your whole body. And it is enjoyable!
In swimming, muscles and different body parts work together as you kick, push, and pull yourself through the water. This aerobic activity works muscles (especially core) harder because of water resistance. Swimming strengthens, lengthens, and brings more flexibility to your muscles, but does not stress them or the joints, so there is little chance of injury.
Swimming gets your heart pumping and your oxygen levels up, both of which help your muscles! It develops coordination (for example, it fine-tunes the timing of the arms, the core, and kicking movements) and endurance, enabling you to swim faster and longer, and making you more energetic in your daily life! Swimming also increases athletic ability.
Swimming is not only fun, it is also important for water safety. Knowing how to swim can prevent you from drowning because you know how to handle yourself in the water. And it's easier to learn how to swim when you are young. (Adults have a tougher time!) Once you can swim, you can do it all your life because it is low impact — easy on the muscles and the joints.
Swimming is a calming sport; people like they way the water makes them feel as they glide through it.
In camp, you will probably use five main swimming strokes: freestyle, backstroke, breaststroke, butterfly, and sidestroke. They all provide similar benefits, but each one also works certain parts of the body more than others.
And, most likely, you will just be having some fun in the water, instead of participating in structured swim instruction. This is great because water play is EXCELLENT for your health…and really fun, of course. Here are some of the terrific benefits of water play:
* Getting outdoors and in the sun (which is a great source of Vitamin D that helps the body absorb calcium and maintain adequate calcium levels)
* Doing all sorts of movements (jumping, diving, running, swimming, splashing)
* Strengthening muscles
* Exercising and burning energy
TYPE OF ACTIVITY: Aerobic
Swimming can be an easy, low-intensity activity or can provide highly rigorous aerobic training.
WHERE IT FITS WITHIN THE RECOMMENDED AMOUNT OF PHYSICAL ACTIVITY
Swimming can fulfill some or all of the recommendation of 60 minutes of daily physical activity, especially in the aerobics category. If you swim regularly at moderate intensity for at least 20 minutes, you will begin to see an increase in your stamina and in your lungs' ability to deliver oxygen to your body.
HOW IT MAKES YOU FEEL
* Relaxes you, especially from floating and sliding in the water
* Brightens your mood
* Makes you want to swim more because the sport is easy on the bones and joints
* Energizes you
SUGGESTIONS FOR WAYS TO INCORPORATE
DAY 1
1. When introducing the swimming program, begin by asking participants:
*
Who likes to swim? Tell us what you like about swimming.
* Where do you swim? Is that your favorite place to swim? Why?
* Do you swim by yourself or on a team? Do you just like to have fun in the water ⎯ splashing, jumping, diving, swimming underwater?
* How often do you swim?
* If you're just learning to swim, what do you think you might like about it?
* Is swimming just for fun, or is it also good for your body? Explain why you think it's good for your body.
Explain that swimming works the whole body. Ask questions like: What parts of the body does swimming affect? How does swimming make you feel, even when you are just playing around? Share benefits, building on participants' responses.
2. If introducing and modeling strokes, participants can learn about the different parts of the body involved in swimming. A participant, if preferred, can show everyone what a particular stroke looks like (this can take place on land or in the water). While the stroke is being modeled, ask the group what parts of the body seem to be getting a workout. Affirm what they say — arms, shoulders, etc.
3. Since it is most likely that participants will be involved in informal water play, have them share what they do in the water that is FUN and how they think that informal water activity benefits their health.
FOLLOWING SESSIONS
1. If swim instruction is part of the program, participants can learn a new stroke each day (including the sidestroke). They can compare the new stroke to the one(s) they have already learned to determine whether the same or different muscles are worked; the same or different parts of the body are used; which strokes are more difficult; if breathing is harder or easier, etc. Participants can decide which stroke they like best and/or is better exercise. They can add to this activity by doing the stroke they have just learned, then jumping up and giving a specific reason that it's a good exercise (works the back, good for breathing, etc.). They can do this several times, each time coming up with another reason.
2. Begin sessions with warm-up exercises/drills for building the skills and muscles connected with the last stroke(s) participants learned. See Swim Warm-Ups and Games below.
3. Games are a good way to engage participants at all levels of swimming. They not only bolster skills, but also get participants having fun and feeling more comfortable in the water. Participants can focus on specific muscles and/or breathing techniques in order to become more efficient swimmers. See Swim Warm-Ups and Games below.
4. Encourage participants to engage in some dry-land cross-training exercises or activities (i.e., soccer, dance, baseball/softball, volleyball, gymnastics, jumping rope, brisk walking) to build swimming muscles. They can incorporate these activities into their recommended daily 60 minutes of exercise.
SOME FUN IDEAS
1. Encourage participants to try a new activity at camp and to compare it with swimming.
2. Challenge participants to come up with a swimming game that works on a specific aspect of swimming —a stroke, a muscle, the use of a body part, breathing, etc. Have them try it out with their peers.
3. One way to measure the amount of daily physical activity is by counting the number of steps taken in a day. Typically, there are 2,000 steps per mile (about 30 minutes of continuous activity).You can measure steps with a pedometer for sports like walking, hiking, and running. But, you need to use a conversion chart for other sports, like swimming. Here is the minutes-step conversion for swimming:
There are recommended guidelines for the number of steps that provide moderate to physical activity and can add up to the recommended 60 minutes of daily activity. For young people, 9,000 steps is the magic number.
Participants can chart the number of steps they have taken in a day, including swimming, general walking (using a pedometer), and other activities. Post the Step Conversion Chart on page 12 of the Facilitator's Guide for participants to see, and/or distribute it so they can refer to it at the end of each day. Have participants share their step rates, looking at increased activity, the effect on their bodies, etc.
4. A variation on step-based measurement of physical activity is looking at equivalent miles: 2,000 steps equal one mile; 10,000 equal 5 miles. Post the Time Equivalent of 1 Mile or 2000 Steps for Various Activities chart on pages 13-15 of the Facilitator's Guide for participants to see, and/or distribute it so they can refer to it at the end of each day. Have participants share how many steps they took/miles they covered.
SWIMMING: Interesting facts
According to the U.S. Census Bureau's Statistical Abstract of the United States 2012, swimming is the most popular recreational activity for children and teens (ages 7–17); 36% of youth in these age groups participate in swimming at least six times a year.
Kyoko Iwasaki of Japan won the gold medal in the 200-meter breaststroke in the 1992 Summer Olympics in Barcelona, Spain, making her, at the age of 14 years and 6 days, the youngest swimmer ever to claim an Olympic title. i
In September 2014, Charlotte Samuels, a 16-year-old from Ridgewood, New Jersey, made history by becoming the youngest person ever to achieve the Triple Crown of open-water swimming. After circumnavigating Manhattan in July and swimming the 20-mile Catalina Channel off the coast of California in August, she swam across the English Channel in 20 hours, 44 minutes, and 27 seconds. ii
According to Olympic.org, the official website of the Olympic movement:
* Prehistoric man learned to swim in order to cross rivers and lakes, evidenced by Stone Age cave paintings found in Egypt that depict swimmers. Swimming was also referred to in Greek mythology.
* Swimming was not widely practiced until the early 19th century, when the National Swimming Society of Great Britain began to hold competitions. Most early swimmers used the breaststroke or a form of it.
* Swimming has been featured in all Olympic program editions since 1896. The very first Olympic events were freestyle (crawl) and breaststroke. Backstroke was added in 1904.
The world's largest outdoor swimming pool, completed in 2006, is located at the San Alfonso del Mar resort in Algarrobo, Chile. The pool, which is estimated to have cost more than $1 billion to construct, is 3,324 feet long, covering nearly 20 acres. iii
EVALUATION
1. How FUN would you say swimming is? Choose the number that shows what you think.
3 = A lot of fun
2 = Pretty fun
1 = A little fun
0= No fun
2. How HEALTHY would you say swimming is? Choose the number that shows what you think.
3 = Very healthy
2 = Pretty healthy
1 = A little healthy
0= Not healthy
3. Which parts of your body would you say got the best workout from swimming?
o Legs
o Hips
o Shoulders and neck
o Lower back
o Heart
o Lungs
o Whole body
4. How often might you participate in swimming again at Frost Valley? Choose the number that shows what you think.
3= Very often2= Pretty often1= Rarely0= Never
5. How often might you participate in swimming again after leaving Frost Valley? Choose the number that shows what you think.
3= Often
2 = Sometimes 1 = Not very often 0 = Hardly ever (everyday) (once a week) (once a month) (once a year)
ENDNOTES
i
iii Darcy, Oliver, "An Impressive Artificial Paradise: Take a Look at the World's Largest Pool — It's Probably Bigger Than You'd Expect" [Internet -WWW, URL] http://www.theblaze.com/stories/2014/07/12/animpressive-artificial-paradise-take-a-look-at-the-worlds-largest-pool-its-probably-bigger-than-youd-expect/, 12 July 2014.
Olympic.org, "Kyoko Iwasaki" [Internet -WWW, URL] http://www.olympic.org/news/kyoko-iwasaki/177542. ii http://www.nj.com/bergen/index.ssf/2014/09/ridgewood_teen_breaks_world_record_with_swim_across_eng lish_channel.html; http://www.northjersey.com/news/ridgewood-teen-becomes-youngest-to-complete-triplecrown-of-swimming-1.1082700. | <urn:uuid:d0efa1aa-75b3-4d45-aefc-1417e490246c> | CC-MAIN-2020-16 | http://frostvalley.org/wp-content/uploads/2015/05/Physical-Activity-Swimming-REV-1.12.2017.pdf | 2020-03-29T00:02:55+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00387.warc.gz | 79,662,488 | 2,697 | eng_Latn | eng_Latn | 0.993462 | eng_Latn | 0.998677 | [
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Coronavirus Advice - An Update
What's the risk of catching coronavirus in the UK?
The NHS and Public Health England are well prepared for outbreaks of new infectious diseases. The NHS has put in place measures to ensure the safety of all patients and NHS staff while also ensuring services are available to the public as normal.
The UK Chief Medical Officers have raised the risk to the public from low to moderate. But the risk to individuals remains low. If you have arrived back to the UK from mainland China and other specified areas, follow the advice for returning travellers.
How is coronavirus spread?
Like the common cold, coronavirus (also known as Covid-19) infection usually occurs through close contact with a person with novel coronavirus via cough and sneezes or hand contact. You can also be infected by touching contaminated surfaces if you do not wash your hands.
The risk of being in close contact with a person with coronavirus or contaminated surfaces in very low at the moment, as members of the public who have visited Wuhan, Hubei province, China are currently in isolation.
Symptoms of coronavirus
The main symptoms of coronavirus are:
* a cough
* a high temperature
* shortness of breath
When to call 111
Based on the scientific advice of the Scientific Advisory Group for Emergencies (SAGE) the UK Chief Medical Officers are advising anyone who has travelled to the UK from mainland China, Thailand, Japan, Republic of Korea, Hong Kong, Taiwan, Singapore, Malaysia or Macau in the last 14 days and is experiencing cough or fever or shortness of breath, to stay indoors and call NHS 111, even if symptoms are mild.
Do not go to a GP surgery or hospital. Call 111, stay indoors and avoid close contact with other people.
Please note that in some parts of Wales you may have to call NHS Direct Wales 0845 46 47
Read here for Latest Advice in full from Healthwatch
How to avoid catching or spreading germs?
Do:
* Cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze.
* Put used tissues in the bin straight away.
* Wash your hands with soap and water often – use hand sanitiser gel if soap and water are not available.
* Try to avoid close contact with people who are unwell.
Don't:
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Reading Is Thinking See The
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Pythagorean Theorem Project Due Date: _____ Directions: Choose one of the following scenarios Draw a model, solve, and write for full explanation for your answer Use the rubric as a guide Your drawings will be hung in the classroom Do your best! Scenario 1) You and your friend enjoy riding your bicycles Today is a beautiful sunny day, so | <urn:uuid:9633a14b-235a-4f54-8110-ea9513c9bd2d> | CC-MAIN-2020-16 | http://communitycoders.com/The_Pythagorean_Theorem_Assignment_Answers.pdf | 2020-03-28T23:51:09+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00385.warc.gz | 42,501,824 | 1,950 | eng_Latn | eng_Latn | 0.970223 | eng_Latn | 0.970457 | [
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Coronavirus - COVID-19 Virus
Neighbourhood Watch Encourages Protecting the Isolated and Vulnerable During the Covid 19 Outbreak
Dear Neighbourhood Watch supporters,
You will all be aware of the coronavirus (COVID-19) outbreak. Neighbourhood Watch exists to look out for communities across England and Wales and at a time like this we encourage you to consider ways to keep yourself, your loved ones and those in your community safe, particularly the isolated and vulnerable. We are following the advice from the government and encourage you to do the same: https://www.gov.uk/government/topical-events/coronavirus-covid-19-ukgovernment-response
10 ways you, as a Neighbourhood Watch supporter, can protect yourself, your loved ones and your community:
1. Meet with household members, other relatives, friends and neighbours to discuss what to do if a COVID-19 outbreak occurs in your community and what the needs of each person will be.
2. If your neighbourhood has a website or social media page, consider joining it to maintain access to neighbours, information, and resources. Alternatively, share phone numbers and email addresses particularly with those who are isolated or vulnerable.
3. Consider establishing a 'buddy' system within your community to ensure everyone stays connected to COVID-19 related news, services and can receive support safely, such as essentials deliveries.
4. Plan ways to care for those who might be at greater risk for serious complications.
5. Choose a room in your home that can be used to separate sick household members from those who are healthy.
6. Learn how to self-isolate. Guidance can be found on the NHS website: https://www.nhs.uk/conditions/coronavirus-covid-19/self-isolationadvice/
7. Create a list of local organisations that you and your neighbours can contact in the event that one of you need access to information, healthcare services, support, or resources. Consider including organisations that provide mental health or counselling services, food, and other supplies.
8. Create an emergency contact list of family, friends, neighbours, healthcare providers, teachers, employers, the local public health department, and other community resources.
9. Learn about the emergency operations plan at your child's school or childcare facility, and your employer's emergency operations plan.
10. Practice everyday preventive actions including regular hand washing.
1. The NHS provides guidance on how to wash hands: https://www.nhs.uk/live-well/healthy-body/best-way-to-washyour-hands/.
2. The World Health Organisation provides guidance on basic protective measures: https://www.who.int/emergencies/diseases/novelcoronavirus-2019/advice-for-public
3. The Centre for Disease Control and Prevention provides guidance on handwashing for families https://www.cdc.gov/handwashing/handwashing-family.html
Please note: whilst we encourage you to follow advice from UK Government we are also sharing links to organisations such as the Centre for Disease Control and Prevention an agency which works 24/7 to protect the safety, health, and security of America from threats here and around the world. Some of our key points above have been sourced from: https://www.cdc.gov/coronavirus/2019ncov/community/home/get-your-household-ready-for-COVID-19.html.
The Centre for Disease Control and Prevention also published (14th February 2020) Interim Guidance for Preventing the Spread of Coronavirus Disease 2019 (COVID-19) in Homes and Residential Communities which you may find useful: https://www.cdc.gov/coronavirus/2019-ncov/hcp/guidance-preventspread.html.
Regards and keep well, Central Support Team at Neighbourhood Watch
NEIGHBOURHOOD WATCH NETWORK
| Building Safer and Stronger
Communities
Email: firstname.lastname@example.org | <urn:uuid:73606717-b0f0-4a1e-ab94-caca0ddb7843> | CC-MAIN-2020-16 | http://www.fontmellmagnapc.co.uk/FontmellMagna-PC/UserFiles/Files/Misc%20Documents%202020/COVID-19%20Care%20Tips%20.pdf | 2020-03-29T00:40:37+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00385.warc.gz | 243,011,168 | 792 | eng_Latn | eng_Latn | 0.993681 | eng_Latn | 0.99608 | [
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Alabama on the Move
Today's children may be the first generation to have a shorter life expectancy than their parents. Alabama has the fifth highest adult obesity rate in the nation, and the ninth highest obesity rate for youth ages 10 to 17. Let's Change That.
Active Kids Learn Better
* When youth get more time for health, physical education and movement they do better physically, mentally, and emotionally.
* Physical activity policy should prioritize quality while, simultaneously and/or subsequently, trying to increase the amount of time children spend moving.
60 Minutes or More a Day Where Kids Live, Learn and Play
* The Physical Activity Guidelines for Americans recommend that children and youth ages 6 to 17 years participate in at least 60 minutes (1 hour) of physical activity every day of the week.
* Programs like the Alabama Champions for Healthy, Active Schools provide a way to meet physical activity goals before, during and after the school day.
* Policies that require physical activity in the school day delivered through quality physical education and supportive school environments can help youth achieve the recommended 60 minutes per day and build skills for lifelong physical activity participation.
Ready, Willing and Unfit to Serve
* 75% of Americans aged 17 to 24 are currently unable to enlist in the United States military with 27% due to being overweight.
* Unless we see significant change in physical activity and nutrition in America our national security will be affected.
* The most common barriers for potential recruits are failure to graduate high school, a criminal record, and physical fitness including obesity.
We All Deserve to Move
* All children – from all disability, racial, ethnic, and socioeconomic groups, through all grades, and in urban and rural settings – benefit from regular physical activity and good nutrition.
* 31% of adults in Alabama have some type of disability and account for $6.2 billion in healthcare expenditures per year in Alabama.
* Obesity rates for children with disability are 38 percent higher than for children without disability.
* Evidence shows that regular physical activity provides important health benefits for people with disability and reduces chronic disease. Inclusive school wellness policies help set children up for a healthy future by cultivating healthy eating and physical activity habits.
By addressing the quality, quantity and intensity of physical education and health in Alabama—the educational as well as the activity component—policymakers will maximize children's potential for a lifetime of physical activity, health and wellness. | <urn:uuid:63c5ebd0-baf8-477e-8716-33863d6f8002> | CC-MAIN-2020-16 | https://physicalfitness.alabama.gov/wp-content/uploads/2019/04/NCHPAD_ASAPHERD_Flyer-1.pdf | 2020-03-29T00:09:44+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00386.warc.gz | 661,150,315 | 491 | eng_Latn | eng_Latn | 0.996713 | eng_Latn | 0.996713 | [
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________________
EXPONENTIAL GROWTH AND DECAY | KEY FACTS
A quantity grows or decays exponentially when the rate of change is proportional to the quantity itself.
Mathematically, this is written as
EXPONENTIAL GROWTH AND DECAY | EXAMPLE-PROBLEM PAIRS
1E. A simple model of a population of bacteria states that the number of bacteria, 𝑁𝑁, grows exponentially, such that,
where 𝑡𝑡 is time, in minutes, since the start of the experiment. Initially, there were 2000 bacteria and after 5 minutes, this number has grown to 7000.
(a) Find the values of the constants 𝐴𝐴 and 𝑘𝑘.
(b) According to this model, how many bacteria will there be in the dish after another 5 minutes?
(a) t N = = When 0,
(b) t = When 10 (after another 5 mins)
1P. A nonlethal disease is spreading at a rate which can be modelled exponentially, such that,
where
𝑁𝑁
represents the number of infected people at a
𝑡𝑡
given time, hours, since the outbreak was first identified.
Initially, there are 200 people infected with the disease.
After 10 hours, there are 320 people infected.
(a) Find the values of the constants 𝐵𝐵 and 𝜆𝜆
(b) According to this model, approximately how many people will be infected 72 hours after the outbreak was first identified?
YEAR 1 | MODELLING EXPONENTIAL GROWTH AND DECAY
EXPONENTIAL GROWTH AND DECAY | EXAMPLE-PROBLEM PAIRS
2E. The temperature 𝑇𝑇 °C of a cup of coffee after t minutes is given by 𝑇𝑇= 20 + 60𝑒𝑒 −0.1𝑡𝑡 .
(a) What is the initial temperature of the coffee.
(b) What is the temperature of the coffee after 5 minutes?.
(c) After how long is the temperature of the coffee 25°C?
(d) What is the temperature of the room?
(d) Over time the coffee will approach room
temperature.
As
t
t
e
−
×
→∞
→
0.1 5
, 60
∴
→
*
Room temperature is 20°C
T
20
C
RATES OF CHANGE | KEY FACTS
To find the 'rate of change', we need to differentiate the original function. This must be done before substituting in a value for 𝑡𝑡.
RATES OF CHANGE | EXAMPLE-PROBLEM PAIR S
3E. A population of flies grows exponentially, so that its size can be modelled by the equation 𝑁𝑁= 𝐴𝐴𝑒𝑒 𝑘𝑘𝑘𝑘 , where 𝑁𝑁 is the number of flies after 𝑡𝑡 weeks. At the time 𝑡𝑡= 0, the population size is 2400 and it is increasing at a rate of 80 flies per week. Find the values of 𝐴𝐴 and 𝑘𝑘.
3P. The mass, in grams, of a substance in a chemical reaction is modelled by the equation 𝑚𝑚= 𝐴𝐴𝑒𝑒 −1.2𝑡𝑡 , where 𝑡𝑡 seconds is the time since the start of the reaction.
The initial mass of the substance was 72g.
(a) State the value of 𝐴𝐴.
(b) Find the rate at which the mass is decreasing 5 seconds after the start of the reaction.
0
2P. The temperature 𝑇𝑇 °C of the water in a kettle 𝑡𝑡 minutes after boiling is given by the equation 𝑇𝑇= 20 + 80𝑒𝑒 −0.5𝑡𝑡 .
(a) What is the initial temperature of the water?
(b) What is the temperature of the coffee after 8 minutes?
(c) After how long is the temperature of the coffee 30°C?
FURTHER EXAMPLES | EXAMPLE-PROBLEM PAIRS
4E. The value £𝑉𝑉 of a car is given by the formula 2 kt V A − = × where 𝑡𝑡 is the age of the car in years.
.
On 1 st January 2012, the car is valued at £14 200 On 1 st January 2015 it is valued at £9600.
(a) Find the values of the constants A and 𝑘𝑘.
(b) Find the year in which the car will be valued at less than £5800.
(a) When 0, 14200, t V = =
T
IP:
Taking logs of both sides with a base between 0 and 1 causes inequality signs to be flipped. To avoid potential mistakes, it is usually wise to take natural logs when inequalities are involved (see example 4E part b).
4P. The value £𝑉𝑉 of an initial investment £𝑃𝑃 at the end of 𝑛𝑛 years is given by the formula
where 𝑟𝑟% is the fixed interest rate.
£3000 is invested at a fixed interest rate of 4%
.
Assuming that the money was invested on January 1st 2017, find the year in which the value of the investment will exceed £14 000.
YEAR 1 | MODELLING EXPONENTIAL GROWTH AND DECAY
FURTHER EXAMPLES | EXAMPLE-PROBLEM PAIRS
5E. The number of radioactive atoms in a sample of radioactive material is decaying exponentially. It is modelled by the equation 𝑁𝑁= 𝑁𝑁 0𝑒𝑒 −0.08𝑡𝑡 , where 𝑁𝑁 is the remaining number of radioactive atoms of the substance 𝑡𝑡 years after the start of the reaction.
Find the time at which the number of radioactive atoms remaining is half of the original number of radioactive atoms.
Half of the atoms remain when 0 1 2 N N =
EXTENSION | EXAMPLE-PROBLEM PAIRS
The height of a particular species of plant is increasing exponentially, such that 5 20 20 t h e − = − , where ℎ is the height of the plant 𝑡𝑡 days after it is planted.
.
5P. An antiviral drug is being used to treat an infection. The number of remaining infected cells is given by 𝑁𝑁= 𝑁𝑁0 𝑒𝑒 −0.5𝑡𝑡 where 𝑁𝑁 is the number of infected cells 𝑡𝑡 days after the drug is first administered.
Find the minimum number of full days required for the number of infected cells to fall to less than 10% of the original number of infected cells.
A cup of tea cools exponentially. The temperature, 𝑇𝑇 °𝐶𝐶 after
𝑡𝑡 minutes is given by 15 20 75 t T e − = +
.
TIP:
It is usually easier to spot how to write the answer in the correct form if you do not simplify after differentiating.
It is often helpful to rearrange the original equation before differentiating.
REDUCTION TO LINEAR FORM | KEY FACTS
We can reduce exponential and polynomial equations to linear form if we use a logarithmic scale.
o log log log n y kx y k n x = → = + (plot log y against log x )
o log log log x y ka y k x a = → = + (plot log y against x )
REDUCTION TO LINEAR FORM | EXAMPLE-PROBLEM PAIRS
The relationship between two variables 𝑥𝑥 and 𝑦𝑦 is believed to be of the form 𝑦𝑦= 𝑘𝑘𝑥𝑥 𝑛𝑛 , where 𝑘𝑘 and 𝑛𝑛 are constants.
In an experiment, the values of 𝑥𝑥 and 𝑦𝑦 are recorded (see table below)
Verify that the model 𝑦𝑦 = 𝑘𝑘𝑥𝑥 𝑛𝑛 is appropriate and find the approximate values of the constants 𝑘𝑘 and 𝑛𝑛.
y-intercept = 0.3
gradient = −0.5
∴
= −
0.5
n
REDUCTION TO LINEAR FORM | EXAMPLE-PROBLEM PAIRS
The relationship between two variables 𝑡𝑡 and 𝑝𝑝 is believed to be of the form 𝑝𝑝= 𝑎𝑎𝑡𝑡 𝑏𝑏 , where 𝑎𝑎 and 𝑏𝑏 are constants.
In an experiment, the values of 𝑡𝑡 and 𝑝𝑝 are recorded (see table below)
Verify that the model 𝑝𝑝 = 𝑎𝑎𝑡𝑡 𝑏𝑏 is appropriate and find the approximate values of the constants 𝑎𝑎 and 𝑏𝑏.
REDUCTION TO LINEAR FORM | EXAMPLE-PROBLEM PAIRS
The relationship between two variables 𝑥𝑥 and 𝑦𝑦 is believed to be of the form 𝑦𝑦= 𝑘𝑘𝑎𝑎 𝑥𝑥 , where 𝑘𝑘 and 𝑎𝑎 are constants.
In an experiment, the values of 𝑥𝑥 and 𝑦𝑦 are recorded (see table below)
Verify that the model 𝑦𝑦 = 𝑘𝑘𝑎𝑎 𝑥𝑥 is appropriate and find the approximate values of the constants 𝑘𝑘 and 𝑎𝑎.
x
∴
y
=
3.2
×
2.5
x | <urn:uuid:5cf8c4b0-db96-4021-ae06-b3bbaf1175c8> | CC-MAIN-2020-16 | http://parkermaths.com/students/ALevel/BilboroughMaths/Year1/Notes/Year%201%20-%20Exponential%20Growth.pdf | 2020-03-29T00:17:09+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00389.warc.gz | 146,360,527 | 2,259 | eng_Latn | eng_Latn | 0.983434 | eng_Latn | 0.996057 | [
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No Fall Clean-up for This Garden
Through the winter this garden will continue to provide a refuge for butterflies, bees, fireflies, ladybugs, and other beneficial insects that overwinter. Birds will benefit from the seeds and cover left from plants allowed to stand through the winter. The leaves and stems will provide habitat in the spring and enrich the soil.
Allowing the plant material to remain in the garden promotes carbon sequestration. (More info: westcook.wildones.org) | <urn:uuid:6bde3da1-7828-4f8b-860a-a62e97bbdbac> | CC-MAIN-2020-16 | https://westcook.wildones.org/wp-content/uploads/sites/9/2019/11/No-Fall-Clean-Up-1-converted.pdf?ebf423&ebf423 | 2020-03-28T23:45:19+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00388.warc.gz | 789,962,901 | 98 | eng_Latn | eng_Latn | 0.997518 | eng_Latn | 0.997518 | [
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GUIDELINES FOR OLDER ADULTS
Coronavirus (COVID-19) is spreading globally and there have been instances of COVID-19 community spread within New York. While there remain no cases of COVID19 in Putnam County, the general strategies CDC recommends to prevent the spread of COVID-19 are the same strategies used every day to prevent the spread of other respiratory viruses like influenza. The most important thing you can do is to stay informed and be prepared.
Are you at risk?
Older adults and people who have severe chronic medical conditions like heart, lung or kidney disease seem to be at higher risk for more serious COVID-19 illness. Early data suggest older people are twice as likely to have serious COVID-19 illness.
If you are at increased risk for COVID-19 complications due to age or because you have a severe underlying medical condition, it is especially important for you to take actions to reduce your risk of exposure.
What can you do to prepare?
Stock up on supplies
- Contact your healthcare provider to ask about obtaining extra necessary medications to have on hand in case there is an outbreak of COVID-19.
- If you cannot get extra medications, consider using a mail-order pharmacy for medications.
- Be sure you have over-the-counter medicines and medical supplies (tissues, etc.) to treat a fever and other symptoms. Most people will be able to recover from COVID-19 at home.
- Have enough household items and groceries on hand so that you will be prepared to stay at home for up to 14 days.
Take everyday precautions to keep space between yourself and others
- Avoid close contact with people who are sick.
- Take everyday preventive actions.
- Wash your hands often with soap and water for at least 20 seconds, especially after blowing your nose, coughing, or sneezing, or having been in a public place.
- If soap and water are not available, use a hand sanitizer that contains at least 60% alcohol.
- To the extent possible, avoid touching high-touch surfaces in public places – elevator buttons, door handles, handrails, handshaking with people, etc. Use a tissue or your sleeve to cover your hand or finger if you must touch something.
- Avoid touching your face, nose, eyes, etc.
- Clean and disinfect your home to remove germs: practice routine cleaning of frequently touched surfaces (for example: tables, doorknobs, light switches, handles, desks, toilets, faucets, sinks and cell phones).
- Avoid crowds as much as possible
Since COVID-19 has been identified in the Hudson Valley, take extra measures to put distance between yourself and other people.
-
- Stay home as much as possible.
- Consider ways of getting food brought to your house through family, social, or commercial networks.
Have a plan for if you or a caregiver get sick
- If you have symptoms that are suggestive of COVID-19, consult with your healthcare provider for more information about monitoring your health.
- Stay in touch with others by phone or email. You may need to ask for help from friends, family, neighbors, community health workers, etc. if you become sick.
- Determine who can provide you with care if your caregiver gets sick.
Know the symptoms of COVID-19
- Pay attention for potential COVID-19 symptoms including, fever, cough, and shortness of breath. If you feel like you are developing symptoms, call your doctor.
- If you develop emergency warning signs for COVID-19 get medical attention immediately. In adults, emergency warning signs include*:
- Difficulty breathing or shortness of breath
- New confusion or inability to arouse
- Persistent pain or pressure in the chest
- Bluish lips or face
If you need to call for help, call before you go- you must tell your doctor or EMS that you suspect you have COVID-19
*This list is not all inclusive. Please consult your medical provider for any other symptom that is severe or concerning.
Outbreaks involving COVID-19 evolve quickly and recommendations from public health officials may change as new information becomes available. Please check the following websites often for updated information:
For the most up-to-date local information:
www.putnamcountyny.com/health www.facebook.com/putnamhealthny
www.twitter.com/putnamhealthny www.instagram.com/putnamhealthny
For more information:
CDC https://www.cdc.gov/coronavirus/2019-ncov/index.html NYSDOH https://www.health.ny.gov/diseases/communicable/coronavirus/ | <urn:uuid:0a58efb0-5b87-455f-825a-0003aec27bad> | CC-MAIN-2020-16 | https://www.putnamcountyny.com/wordpress/wp-content/uploads/2020/03/COVID-19-Guidelines-OLDER-ADULTS-03102020VD.pdf | 2020-03-29T00:14:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00393.warc.gz | 1,114,458,523 | 942 | eng_Latn | eng_Latn | 0.997681 | eng_Latn | 0.997959 | [
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Consumer Medicine Information
What is in this leaflet
Please read this leaflet carefully before your child is given INFANRIX-IPV.
This leaflet answers some common questions about INFANRIX-IPV. It does not contain all the available information. It does not take the place of talking to your doctor, nurse or pharmacist.
All medicines and vaccines have risks and benefits. Your doctor has weighed the risks of your child having INFANRIX-IPV against the benefits they expect it will have.
If you have any concerns about your child receiving this vaccine, ask your doctor, nurse or pharmacist.
Keep this leaflet with the vaccine.
You may need to read it again.
What INFANRIX-IPV is used for
INFANRIX-IPV is a vaccine used in infants from 6 weeks of age and over to prevent four diseases, diphtheria, tetanus, pertussis (whooping cough) and poliomyelitis (polio). The vaccine works by causing the body to produce its own protection (antibodies) against these diseases.
Diphtheria, tetanus, and pertussis are all serious life-threatening diseases caused by bacterial infection. Poliomyelitis is an infectious disease caused by viral infection.
Diphtheria
INFANRIX
®
-IPV
Diphtheria mainly affects the airways and sometimes the skin. Generally the airways become inflamed (swollen) causing severe breathing difficulties and sometimes suffocation. The bacteria also release a toxin (poison), which can cause nerve damage, heart problems, and death. The risk of serious complications and death is greater in the very young and elderly.
Tetanus (Lockjaw)
Tetanus bacteria enter the body through wounded skin. Wounds that are especially prone to infection are burns, fractures, deep wounds or wounds contaminated with soil, dust, horse manure or wood splinters. The bacteria release a toxin (poison), which can cause muscle stiffness, painful muscle spasms, fits and death. The spasms can be strong enough to cause bone fractures of the spine. The death rate is 30-40% of cases.
Pertussis (Whooping cough)
Pertussis is a highly infectious illness. The disease affects the breathing tract causing severe spells of coughing that may interfere with normal breathing. The coughing is often accompanied by a 'whooping' sound. The cough may last for 1-2 months or longer. Pertussis can also cause inner ear infections, longlasting bronchitis, pneumonia, fits, brain damage and death. The risk of severe complications and death is greatest in infants under 6 months of age. The death rate is 0.5% for infants under 6 months of age.
Poliomyelitis (Polio)
Polio is a viral infection that can have variable effects. Often it causes only a mild illness but in some people it causes permanent injury or death.
In its severest form, polio infection causes paralysis of the muscles, including those needed for breathing and walking. Polio infection can leave a person unable to breathe without the help of an iron lung machine, unable to walk without leg braces, or confined to a wheel chair. The limbs affected by the disease may be painfully deformed.
Vaccination is the best way to protect against these diseases. INFANRIXIPV cannot give your child diphtheria, tetanus, pertussis or polio infection. The vaccine will not protect against diseases caused by other types of bacteria, viruses or organisms.
Ask your doctor if you have any questions about why this medicine has been prescribed.
Your doctor may have prescribed it for another reason.
This vaccine is available only with a doctor's prescription.
There is not enough information to recommend the use of this medicine for children under the age of 6 weeks.
1
Before your child is given INFANRIX-IPV
When your child must not be given it
- Do not have INFANRIX-IPV if:
- your child has had an allergic reaction:
- to INFANRIX-IPV, or any ingredient contained in this vaccine. The ingredients in INFANRIXIPV are listed at the end of this leaflet
- to any other vaccine containing diphtheria, tetanus, pertussis or inactivated polio (such as Infanrix®, Triple Antigen™, Tripacel™ or Ipol™ vaccine)
Some of the symptoms of an allergic reaction may include:
- shortness of breath
- wheezing or difficulty breathing
- swelling of the face, lips, tongue or other parts of the body
- rash, itching or hives on the skin
- your child experienced a disease of the brain within 7 days after previous vaccination with a pertussis containing vaccine.
INFANRIX-IPV should not be given after the expiry date printed on the pack or if the packaging is torn or shows signs of tampering.
If it has expired or is damaged, return it to your pharmacist for disposal.
If you are not sure whether your child should have INFANRIX-IPV, talk to your doctor or nurse.
INFANRIX
®
-IPV
Before your child is given INFANRIX-IPV
Tell your doctor if your child has any of the following medical problems:
- after having INFANRIX-IPV or another pertussis-containing vaccine (such as Infanrix® or Triple Antigen™) your child had any problems, especially:
- a high temperature (40.0C) within 2 days of vaccination
- a collapse or shock-like state within 2 days of vaccination
- crying lasting 3 hours or more within 2 days of vaccination
- convulsions (seizures/fits) with or without a fever within 3 days of vaccination
- brain disease or central nervous system (CNS) disease (ie. epilepsy etc.)
- a tendency to febrile convulsions (seizures/fits due to a fever or high body temperature)
- a family history of Sudden Infant Death Syndrome (SIDS)
- your child has a severe infection with a high temperature. A minor infection such as a cold should not be a problem, but talk to your doctor or nurse about this before vaccination
- a bleeding problem or bruises easily
- allergy to the antibiotics neomycin sulfate and polymyxin sulfate.
- lowered immunity due to medical treatment or a medical condition
- your child has breathing difficulties. This may be more common in the first three days following vaccination if your child is born prematurely (before or at 28 weeks of pregnancy)
- your child fainted with a previous injection. Fainting can occur following, or even before, any needle injection.
Tell your doctor if your child has allergies to any other medicines, foods, preservatives or dyes.
If you have not told your doctor about any of the above, tell him/her before your child is given INFANRIX-IPV.
Taking other medicines
Tell your doctor, nurse or pharmacist if your child is taking any other medicines, including any that you get without a prescription from your pharmacy, supermarket or health food shop.
Your doctor and pharmacist have more information on medicines to be careful with or avoid when your child is given INFANRIX-IPV.
Having other vaccines
Tell your doctor or nurse if your child has received another vaccine recently.
Some vaccines may be affected by other vaccines. Your doctor, nurse or pharmacist will be able to tell you what to do if INFANRIX-IPV is to be given with another vaccine.
How INFANRIX-IPV is given
The doctor or nurse will give INFANRIX-IPV as an injection.
If you have any concerns about how this vaccine is to be given, talk to your doctor, nurse or pharmacist.
How much is given
The dose of INFANRIX-IPV is 0.5 mL.
How it is given
INFANRIX-IPV will be injected into the upper leg muscle in infants under 12 months of age. In children over 12 months of age the injection may
2
be given in the upper arm muscle instead.
Each dose of INFANRIX-IPV is for single use only.
Any residual vaccine must be discarded.
The vaccine should never be given intravenously.
When it is given
INFANRIX-IPV is usually given as a total of three doses as follows:
- First dose: 2 months of age
- Second dose: 4 months of age
- Third dose: 6 months of age
Each dose is given on a separate visit.
INFANRIX-IPV should not be given at birth.
It is also recommended that children up to 6 years of age receive a single booster (follow up) dose of INFANRIX-IPV.
It is important to return at the recommended times for follow up doses.
You should discuss with your doctor what is needed for your child.
If a dose is missed
If your child misses a scheduled dose, talk to your doctor or nurse and arrange another visit as soon as possible.
If you are not sure what to do, ask your doctor, nurse or pharmacist.
While being given INFANRIX-IPV
Things you must do
Keep your child's follow up visits with the doctor or clinic. It is important the follow-up doses of INFANRIX-IPV are given at the correct times. This will ensure the best effect of the vaccine in
INFANRIX
®
-IPV
protecting your child against diphtheria, tetanus, pertussis and poliovirus infection.
Side effects
Tell your doctor, nurse or pharmacist as soon as possible if your child does not feel well during or after having had INFANRIXIPV.
INFANRIX-IPV helps protect most children from diphtheria, tetanus, pertussis and poliovirus infection, but it may have unwanted side effects in a few children. All medicines and vaccines can have side effects. Sometimes they are serious; most of the time they are not. Some side effects may need medical attention.
The chance of your child having a serious side effect is very much less than the chance of your child having a permanent injury from the natural infections.
Do not be alarmed by the following lists of side effects. Your child may not experience any of them.
Ask your doctor, nurse or pharmacist to answer any questions you may have.
Most unwanted effects with INFANRIX-IPV are mild and usually clear up within a few days. These effects, as with other vaccines, generally occur around the injection site.
MILD EFFECTS
Tell your doctor if your child has any of the following that are troublesome or ongoing:
- pain, redness, swelling, a hard lump around the injection site
- fever between 38C and 39.5C, generally feeling unwell, runny nose or loss of appetite
- unusual crying (for more than 1 hour), nausea, vomiting, diarrhoea, headache
- sleepiness, tiredness, nervousness, restlessness, fussiness or difficulty sleeping
- skin rash, bruising, or purple or red-brown spots visible through the skin (purpura).
MORE SERIOUS EFFECTS
Tell your doctor immediately if you notice any of the following:
- fever greater than 39.5C
- crying for 3 hours or more
- collapse, or periods of unconsciousness or lack of awareness
- seizures (convulsions) or fits.
Contact your doctor immediately or take your child to the casualty department of your nearest hospital if any of the following happens:
- sudden sign of allergy such as rash, itching or hives on the skin, swelling of limbs, face, eyes, lips, mouth, throat or other part of the body
- shortness of breath, breathing or swallowing difficulties
- unusual tiredness or weakness that is sudden and severe.
These are signs of an allergic reaction. As with all vaccines given by injection there is a very small risk of such reactions. Allergy to INFANRIX-IPV is rare. Any such severe reactions will usually occur within the first few hours of vaccination.
Other events reported after INFANRIX-IPV vaccination, but not necessarily related to the vaccine include:
- coughing, respiratory infections, bronchitis or viral
3
- infection of the middle ear that may cause earache and temporary hearing loss
- toothache, sore throat.
Other side effects not listed above, can also occur during or soon after a dose of INFANRIX-IPV.
Check with your doctor or nurse if your child has any other side effects.
How to store INFANRIX-IPV
Storage
INFANRIX-IPV is usually stored at the doctor's clinic or surgery, or at the pharmacy.
If you need to store INFANRIX-IPV always:
- Keep INFANRIX-IPV in the refrigerator stored between +2C and +8C
THE PACK SHOULD NEVER BE FROZEN. FREEZING DESTROYS THE VACCINE
- Keep the vaccine out of the reach of children
- Keep INFANRIX-IPV in the original pack until it is time for it to be given.
- INFANRIX-IPV should be used immediately after opening.
Disposal
If the expiry date has passed, ask your pharmacist what to do with any vaccine that is left over.
Product description
What it looks like
INFANRIX-IPV comes in a prefilled syringe. It is a white, slightly milky liquid.
INFANRIX
®
-IPV
Ingredients
The active ingredients of INFANRIX-IPV are non-infectious substances from tetanus, diphtheria bacteria, purified proteins of pertussis bacteria and inactivated poliovirus.
The vaccine cannot cause these diseases.
Each 0.5 mL dose contains:
- 30 IU (25 Lf U) of diphtheria toxoid
- 40 IU (10 Lf U) of tetanus toxoid
- 25 micrograms of pertussis toxoid, 25 micrograms of filamentous haemagglutinin and 8 micrograms of pertactin
- 40 D-antigen units of poliovirus Type 1, 8 D-antigen units of poliovirus Type 2 and 32 Dantigen units of poliovirus Type 3.
The inactive ingredients in the vaccine are: aluminium hydroxide, medium 199, sodium chloride (salt) and water for injection. The residues in this vaccine are: polysorbate 80, formaldehyde, glycine, potassium chloride, sodium phosphate dibasic dihydrate, potassium phosphate monobasic, neomycin sulfate and polymyxin B sulphate.
The manufacture of this product includes exposure to bovine derived materials. No evidence exists that any case of vCJD (considered to be the human form of bovine spongiform encephalopathy) has resulted from the administration of any vaccine product.
Supplier
GlaxoSmithKline Australia Pty Ltd Level 4, 436 Johnston Street Abbotsford, Victoria 3067 Australia.
INFANRIX is a registered trade mark of the GSK group of companies.
© 2016 GSK group of companies. All rights reserved.
Date of Preparation:
19 May 2016
INFANRIX-IPV comes in a prefilled syringe (AUST R 159563)
Version 4.0
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DESIGNINGSTUDENT WORKSHEET FOR PROBLEM SOLVING TASK THAT ENHANCE STUDENT'S REASONING ABILITY AND CONCEPTUAL UNDERSTANDING
Muliawan Firdaus
Department of Mathematics, State University of Medan
E-mail :
firstname.lastname@example.org
Abstract
In this paper we detail our approach to designing a student worksheet to be incorporated into problem solving learning scenarios within our ongoing research project. The theoretical influences that inform our approach to design indicate that the processes of creating problem solving task requires a supporting document that would act as a cognitive scaffold for students in the initial stages of the problem solving process before they can internalize the metacognitive strategies and automate the use of these strategies when faced with a new problem. Accordingly, in this paper, we turn our attention to the design of the student worksheetthat can be used as a cognitive scaffold in problem solving tasks. To guide the development of the student worksheet for problem solvingtasks that enhance student's reasoning ability and conceptual understanding we use Pólya's problem solving model and a set of criteria for a good problem develoved by Lappan and Phillips.
Keyword : Student Worksheet, Problem Solving, Reasoning, Conceptual Understanding.
A. Introduction
Mathematical reasoning constitutes a powerful personal and social tool. Today's society, characterized by high demands, competition and constant change related to new scientific and technological developments, requires individuals who, in addition to knowledge, have the ability to solve the challenging problems they face in their lives. Many of those challenges are based in mathematics. It is the role of educators to instill mathematical reasoning abilities, thereby providing students with mathematical tools and processes required to solve everyday problems at home, during leisure and in various fields of work.
This paper addresses some of the most central mathematics learning goals: problem solving ability, reasoning ability and conceptual understanding. Problem solving is defined as "engaging in a task for which the solution method is not known in advance" (NCTM, 2000) and includes identifying, posing, and specifying different kinds of problems and solving them, if appropriate, in different ways (Niss, 2003). Reasoning is a fundamental aspect of mathematics (NCTM, 2000). It goes beyond constructing reasoning, and includes abilities like following and assessing chains of arguments, knowing what a proof is and how it differs from other kinds of reasoning, uncovering the basic ideas in a given line of argument, and devising formal and informal arguments (Niss, 2003). The notion of understanding is very complex (Sierpinska 1996), and will be used in a relatively intuitive way, referring to insights in the origin, motivation, meaning and use (Brousseau, 1997) of a mathematical fact, method, concept or other idea.
The development of a student's mathematical reasoning depends mainly on the experiences that they encounter in life. Students do not develop all of their mathematical abilities by simply memorizing concepts and carrying out routine procedures. Whatever topics are taught, students need to learn them in a way that deepens their mathematical
reasoning. An important question for educators is how teachers stimulate students to become thoughtful problem solvers.
A fundamental aspect of doing mathematics is to solve mathematics problems, and for this reason, mathematics education was held with the aim that students not only tounderstand mathematics but also to become efficient problem solvers. But in fact, result from preliminary study in our ongoing research we have identified several issues in student's reasoning ability and conceptual understanding that need to be addressed to facilitate the implementation of problem solving in schools.
Learning mathematical facts and contents is important but is not enough. Students should learn how to use these facts to develop their thinking skills and solve problems. If well facilitated, mathematical problem solving may help students develop and improve the generic ability to solve real life problems (Reys, et.al. 2001), develop critical thinking skills and reasoning (Schafersman, 1991) and gain deep understanding of concepts (Schoen & Charles, 2003).
To aid in the implementation of problem solving in schools, werealize that the design of specific problems or problem solvingtasks cannot be the only focus of problem solving; rather, cognitive scaffolds that allow students to solve a wider range of problems shouldalso be an important focus (Holton & Clarke, 2007). Hannafin et al. (2001) suggest that scaffolding is a process where learners are supportedwhile engaged in a learning or performance task. Traditionally teachers have scaffolded learners todevelop enhanced cognitive structures that assist them to solve problems. By building on theleamer's experiences, providing challenging authentic activities requiring reflective thinking andworking in collaborative groups, teachers can provide the scaffolding needed to bridge the 'zoneofproximal development' (Vygotsky, 1978). Scaffolding is generally regarded as support forlearners while they are engaged in activities just beyond their capabilities. It ranges from assistingwith an entire task to providing occasional support. As the learners' capabilities improve, theteacher gradually reduces the support until the learner becomes self-sufficient with the assignedproblem.Accordingly, in this paper, we turn our attention to the design of the student worksheetthat can be used as a cognitive scaffold in problem solving tasks.
B. Problem Solving Task
To develop mathematical problems that foster students' reasoning ability and conceptual understanding, we adopta set of criteria for a good problem develoved by Lappan and Phillips (1998). The following is such problem criteria:
In this paper, the term problem solving task refers to mathematical tasks that have the potential to provide intellectual challenges that can enhance students' mathematical development. Such tasks (problems) can promote students' conceptual understanding, foster their ability to reason and communicate mathematically, and capture their interests and curiosity (Hiebert & Wearne, 1993; Marcus & Fey, 2003; NCTM, 1991; van de Walle, 2003). Research recommends that students should be exposed to truly problematic tasks so that mathematical sense making is practiced (Marcus & Fey, 2003; NCTM, 1991; van de Walle, 2003). Mathematical problems that are truly problematic and involve significant mathematics have the potential to provide the intellectual contexts for students' mathematical development. Mathematical problems should be intriguing and contain a level of challenge that invites speculation and hard work so that give students the chance to solidify and extend what they know and stimulate mathematics learning. Most important, mathematical tasks should direct students to investigate important mathematical ideas and ways of thinking toward the learning goals (NCTM, 1991).
1. The problem has important, useful mathematics embedded in it.
3. The problem contributes to the conceptual development of students.
2. The problem requires higher-level thinking and problem solving.
4. The problem creates an opportunity for the teacher to assess what his or her students are learning and where they are experiencing difficulty.
6. The problem has various solutions or allows different decisions or positions to be taken and defended.
5. The problem can be approached by students in multiple ways using different solution strategies.
7. The problem encourages student engagement and discourse.
9. The problem promotes the skillful use of mathematics.
8. The problem connects to other important mathematical ideas.
10. The problem provides an opportunity to practice important skills.
Every problem that a teacher chooses should not have to satisfy all the above criteria; which criteria to consider should depend on a teacher's instructional goals. For example, some problems are used primarily because they provide students with an opportunity to practice a certain skill (criterion 10), whereas others are used primarily to encourage students to collaborate with one another and justify their thinking (criteria 6 and 7). But the first four criteria (important mathematics, higher-level thinking, conceptual development, and opportunity to assess learning) should be considered essential in the selection of all problems. The real value of these criteria is that they provide teachers with guidelines for making decisions about how to make problem solving a central aspect of their instruction.
The role of teachers is to revise, select, and develop tasks that are likely to foster the development of understandings and mastery of procedures in a way that also promotes the development of abilities to solve problems, reason, and communicate mathematically (NCTM, 1991). The following example illustrates how we modified a standard textbook problem in a way that both engages students in learning important mathematics (criterion 1) and also enhances the development of their problem-solving abilities (criteria 2, 3, 4, and 5).
Find the equation of the ellipse which has a minor axis of length 4 and a vertex at (0,4).
This kind of problem might be found in any standard textbook. It involves important mathematics, but in its present form, criteria 2, 3, 4, and 5 are not included.By making a revision, teacher can make the open-ended version using of the problem and by doing so raise the cognitive demand (criterion 2) and also satisfy criteria 3 and 4:
A semi-elliptical tunnel whose base has a width of 4 meters has to be of such a height that a truck with a height of 3,2 meters and width of 1,2 meters will just fit through it. What is the height of the tunnel?
319 |
Faculty of Mathematics and Natural Sciences
Character Building
The
University
This revised example illustrateshow equations, lines, and curves are models of the relationship between two real world quantities; how algebraic procedures and geometric concepts are related; how position in the plane can be represented using rectangular coordinates.We used the open-ended version in revising the original problem becausethe use of open-ended mathematics problems enabled students to develop and stretch their conceptual understanding (Capraro, Cifarelli, Capraro, & Zientek, 2006; Cifarelli & Cai, 2005). Modifying problems that already exist in textbooks is often a relatively easy thing to do but increases the learning opportunity for students.
According to Polya (1945): "One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else....The teacher should encourage the students to imagine cases in which they could utilize again the procedure used, or apply the result obtained",students can learn to become better problem solvers. Polya's (1945) presented four phases or areas of problem-solving, which have become the framework often recommended for teaching and assessing problem-solving skills. The four steps are: (1) understanding the problem, (2) devising a plan to solve the problem, (3) implementing the plan, and (4) reflectingon the problem. In our ongoing research, we use Pólya's problem solving model to guide the development of the problem solvingtasks.
Open-ended problem solving provides a free and supportive learning environment for students to develop and express their mathematical understandings The educational benefits for students are many. Since open-ended problems allow for different correct solutions, each student has opportunities to obtain her/his own unique solutions. Every student can respond to the problem in some significant way. It is important for every student to be involved in classroom activities and lessons should be understandable for every student. Students have more opportunities to make comprehensive use of their mathematical knowledge and skills. With many different solutions, students can choose their favorite strategies to obtain answers and create their unique solutions. Teachers in turn are able to conduct rich discussions with students that involve the various strategies students used to solve problems. Through comparing and discussing, students are motivated to give other students reasons for their solutions. This affords great opportunities for students to develop their mathematical thinking. Rich experiences allow students to have the pleasure of discovery and receive approval from fellow students (Sawada, 1997).
C. Student Worksheet for Problem Solving Task
1. Start with the instructional goal.
Based on the literature we drafted the following steps in designing a student worksheet for problem solving tasks:
2. Brainstorm the skills and knowledge needed.
4. Set up an example.
3. Decide how to review or teach the skills.
5. Write the solving steps.
6. Organize questions.
Brainstorming the skills and knowledge needed is useful to complete the instructional goal so teacher can see what he or she might need to review or teach the students in order for them to successfully do the worksheet.In order to prepare students for success with the worksheet, teacher should decide how to review or teach these skills.
A worksheet should includes at least one example and a series of questions to practice the instructional goal. The example is important because it models one way to solve the problem systematically and logically.To set up an example, we includethe
question, break down the process of solving the example problem into steps, and explain each step briefly.The following problem and its alternativesolution illustrates how teacher can set up an example.
Problem:
Two logs sit side by side so that they are tangent to the ground. Obviously there is enough room between the two logs to place another small log, also tangent to the ground. If the two larger logs are eight centimeters in radius, what is the radius of the smaller log? Generalize so that if the radius is x for the two larger logs, what is the radius of the smaller log?
Solution:
Logs are the real world models of circles. You can label the figure by first letting be the smaller circle with be the radius, and be the two larger circles with and be the radii of circles and respectively where = = 8.
Step1:
understanding the problem
Step 2: devising a plan to solve the problem
Let be the base of the triagle and is the midpoint of this base. Then asegment from the center of the smaller circle to the midpoint would be the altitude because the triangle is an isosceles triangle. For this reason, you can say that this altitude is prependicular to . If you draw this altitude, you will have a right triagle . It is clear that = − . It is also clear that = + = + .
You can draw three lines joining each center of the three circle to have an isosceles triangle with vertices , , and .
You can apply Pythagoras theorem to triangle to find the lengt of and then get the lenght of .
Step 3: implementing the plan
In general, if the radius is for the two larger logs, then
Radius of smaller log is 2 cm.
the radius of the smaller log is the radius of the larger logs.
Step 4: reflectingon the problem
If the radius of the larger log is 8 then × 8 = 2 is the radius of the smaller logs.
In writing solution steps for student worksheet, theacher should always use the same words to describe a particular action. This consistent wording could increases the student's efficiency in learning, makes patterns in problem solving easier to see, and makes problem solving strategies easier to remember.By breaking a problem down into its steps, we are modeling a strategy that student can apply tosimilar problems. Step-by-step thinking helps student to pay attention to the process that led themto getting the answer. By repeating the same basic steps, a habit is formed and student develop astrategy.
In organizing questions, the first few questions of the worksheet should be the same as the example. This means the wording of thequestions is the same but the numbers are different. Keeping the first few questions the same reinforcesthe skill, provides practice and builds confidence. Teacher can increase the difficulty of the questions by wording the questions differently, increasing the complexity of the numbers, or presenting a more complex situation/diagram/problem.The following is an example of such question.
Two logs have equal radii and are tangent to the ground. Another small log with four centimeters in radius, tangent to the two larger logs. If the two larger logs are eight centimeters in radius and the distance between the centers of themis 18 cm, what is the distance from the center of the smaller log to the ground?Generalize so that if x is the distancebetween the centers of the two larger logs, what is the distance hfrom the center of the smaller log to the ground?
Traditionally, the assessment of problem solving in the classroom has focused on assessing the products rather than the processes of problem solving. The assessment strategy must match it so as to drive the mode of teaching and learning of mathematics.Thus, the process of solving the problem is as important, if not more important, than the final solution of the problem. As such, assessment of problem solving should consider carefully the problem solving process.
D. Conclusion
The development of a student's mathematical reasoning and conceptual understanding depends on the experiences that they encounter in life. Students do not develop all of their mathematical abilities by simply memorizing concepts and carrying out routine procedures. Whatever topics are taught, students need to learn them in a way that deepens their mathematical reasoning. An important question for educators is how teachers stimulate students to become thoughtful problem solvers. The student worksheet holds promise for teachers who want to elevate problem solving to a prominent position in the mathematics classroom. Using the worksheet, teacher can encourage problem solving in their classes. Our task design, which includes the student worksheethas shown great potential in developing student self-scaffolding in problem solving.
E. References
Hannafin, M.J., Hannafin, K. M., McCarthy, J.E., & Radtke, P. (2001). Scaffolding Performance inEPSSs: Bridging Theory and Practice.In Annual Proceedings of the World Conference onEducational Multimedia, Hypermedia &Telecommunications. 658-661.
Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer AcademicPublishers.
Hiebert, J., & Wearne, D. (1993).Instructional task, classroom discourse, and students' learning in second grade. American Educational Research Journal, 30, 393-425.
Lappan, G., & Phillips, E. (1998). Teaching and learning in the Connected Mathematics Project. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 83-92). Reston, Va.: National Council of Teachers of Mathematics.
Holton, D., & Clarke, D. (2007). Scaffolding and metacognition. International Journal of MathemaicsEducation in Science and Technology, 37(2), 127-143.
Marcus, R., & Fey, J. T. (2003). Selecting quality tasks for problem-based teaching. In H. L. Schoen & R. I. Charles (Eds.), Teaching mathematics through problem solving: Grades 6-12(pp. 55-67). Reston, VA: National Council of Teachers of Mathematics.
NCTM.(1991).
Professional standards for teaching mathematics.
Reston, VA: Author.
National Research Council (2001). Adding It Up: Helping Children Learn Mathematics.Washington, DC: National Academy Press
NCTM. (2000). Principles and Standards for School Mathematics. Reston, Va.: National Council ofTeachers of Mathematics.
Niss, M. (2003). Mathematical competencies and the learning of mathematics: The Danish KOMproject. Third Mediterranean Conference on Mathematics Education, Athens (pp. 115–124).
Reys, R. E., Lindquist, M. M.,Lambdin, D. V., Smith, N. L. &Suydam, M. N. (2001). Helping Children Learn Mathematics6th ed., John Wiley & Sons, Inc., New York.
Pólya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: PrincetonUniversity Press.
Schafersman, S. D.(1991). An Introduction to Critical Thinking.http://facultycenter.ischool.syr.edu/wp-content/uploads/2012/02/CriticalThinking.pdf
Sierpinska, A. (1996). Understanding in mathematics. Routledge: Falmer.
Schoen, H. L. and Charles, R. I. (2003).Teaching Mathematics Through Problem Solving.NCTM.
Van de Walle, J. A. (2003). Designing and selecting problem-based tasks. In F. K. Lester, Jr., & R. I. Charles (Eds.), Teaching mathematics through problem solving: Prekindergarten-grade 6(pp. 67-80). Reston, VA: National Council of Teachers of Mathematics.
Vygotsky, L. S. (1978). Interaction between learning and development (M. Lopez-Morillas, Trans.).In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: Thedevelopment of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard UniversityPress. | <urn:uuid:e19db263-1aae-4eed-af32-c76387787cf1> | CC-MAIN-2020-16 | http://sitsefmipa.unimed.ac.id/proceeding2015/sitse2015/09_Science%20Education/SE24_Muliawan%20Firdaus.pdf | 2020-03-29T00:45:20+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00392.warc.gz | 160,244,128 | 4,325 | eng_Latn | eng_Latn | 0.906483 | eng_Latn | 0.994863 | [
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Aprendiendo Inglés en la Nube
IELTS Writing Task 1: Introduction examples
The three pie charts below show the changes in annual spending by local authorities in Someland in 1980, 1990 and 2000.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The charts show how much local authorities spent on a range of services in Someland in three separate years: 1980, 1990 and 2000.
The graph below shows the amount of money spent on books in Germany, France, Italy and Austria between 1995 and 2005. Write a report for a university lecturer describing the information below.
The line graph compares the amount of money spent on buying books in Germany, France, Italy and Austria over a period of ten years between 1995 and 2005.
The graph below shows the population change between 1940 and 2000 in three different counties in the U.S. state of Oregon.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The graph shows the increase in population of three counties, Columbia, Yamhill and Washington in the U.S. state of Oregon, between 1940 and 2000.
The map below is of the town of Canterbury. A new school (S) is planned for the area. The map shows two possible sites for the school. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The map shows two proposed sites for a new school for the town of Canterbury and the surrounding area.
The chart below shows the percentage change in the share of international students among university graduates in different Canadian provinces between 2001 and 2006. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The chart shows changes in the share of international students who graduated from universities in different Canadian provinces over a period of 5 years. | <urn:uuid:d90aa62c-6af3-413e-a95c-54353522ebee> | CC-MAIN-2020-16 | http://idoialeonardo.com/wp-content/uploads/2016/05/IELTS_Writing_Task_1_Paragraph_1_examples.pdf | 2020-03-28T23:34:14+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00393.warc.gz | 84,446,932 | 422 | eng_Latn | eng_Latn | 0.995455 | eng_Latn | 0.995455 | [
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January 3, 2024
Tiger Mission Statement
To provide the children of the North side a structured and nurturing learning environment that is focused on rigorous academic standards, character development, selfdiscipline, personal and social responsibility and family involvement.
- Don't bring mud in the classroom A Chef cooks in a kitchen?
Agendas should be checked daily because they are Letter: Dd, Sight Word — my
a means of communication. Behavior chart colors Story : "The Johnny Cake Boy"
are as follows: Math: Counts 1—11
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Chop—to cut with a knife
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Ask your child about the vocabulary words and try to incorporate them into your daily conversations. | <urn:uuid:3c343459-6ce9-473a-86b3-1505051a2a8d> | CC-MAIN-2024-26 | https://ymcatigeracademy.org/wp-content/uploads/Newsletter-January-01-2024.pdf | 2024-06-21T16:10:44+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00470.warc.gz | 962,162,299 | 391 | eng_Latn | eng_Latn | 0.993377 | eng_Latn | 0.993377 | [
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Double Spelling Words
A Common Sense Spelling Book
The Blue Book of Grammar and Punctuation
Spelling First
English Spelling Its Rules and Reasons
Building Spelling Skills 1
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Words Their Way
Highly Irregular
Activities for Any Spelling Unit
Spelling Rules!
Spelling Book
English Spelling: Your essential guide to accurate English (Collins Webster's Easy Learning)
Dictionary of the British English Spelling System
How to Dazzle at Spelling
Key Spelling
Spelling 101
Instant Spelling Words for Writing
The Peirce Spellers
The Messy Magpie
Easy Learning English Spelling: Your essential guide to accurate English (Collins Easy Learning English)
Flip for Word Work
3rd Grade Spelling Success Workbook
Spelling First
Key Spelling
English Spelling and Pronunciation Guide
Spelling, Words and Skills
Spelling 4
Spelling 1 - 2
Word Division and Spelling Manual
Spelling Works!
Spectrum Spelling, Grade 2
Spelling & Phonics, Grades 4 - 5
Spelling Research & Information
Learning and Applying Spelling Rules in Grades Three to Eight
A Survey of English Spelling
Torrent of Portyngale
Understanding Words
Double Spelling Words
OSBORN JAIRO
A Common Sense Spelling Book Christian Liberty Press
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the PDToolkit for Words Their Way® may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. Written for professional development facilitators and their program participants, literacy coaches, reading specialists, and classroom teachers, this text can also be used in the Reading Methods (Supplementary) or Phonological Awareness and Phonics course. Words Their Way is a hands-on, developmentally-driven approach to word study that illustrates how to integrate and teach children phonics, vocabulary, and spelling skills. Building on its best-selling approach, this edition of Words
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Their Way continues the phenomenon that has helped thousands of children improve their literacy skills. The keys to this successful, research-based approach are to know your students' literacy progress, organize for instruction, and implement word study. This Sixth Edition lists the Common Core State Standards for each activity, and features enhanced discussions, activities, and content. To offer teachers even more tools that will enhance their word study instruction, all new classroom videos and interactive PDFs are available on the PDToolkit site*. With its newly designed marginal icons that link readers to resources on the accompanying web site, Words Their Way, provides a complete word study package that will motivate and engage your students, and help them to succeed in literacy learning. *The PDToolkit is available free for twelve months after you use the password that comes with the book. After twelve months, the subscription must be renewed. To learn more, please visit: http://pdtoolkit.pearson.com.
The Blue Book of Grammar and Punctuation HarperCollins UK
Support spelling and make phonics fun for students in grades 4Ð5 using Spelling and Phonics: Daily Skill Builders. This 96-page book features two short, reproducible activities per page and
1
includes enough lessons for an entire school year. It covers topics such as consonant and vowel sounds, digraphs, blends, soft and hard sounds, long and short sounds, vowel pairs, commonly misspelled words, prefixes, suffixes, plurals, and possessives. Frequent reviews provide practice in a standardized test format, the activities align with state standards, and the book includes a matrix for selected states.
Spelling First Ginn
The spelling concepts presented in this workbook instruct children how to spell words with short and long vowel sounds, double consonants, special blends, digraphs oo and or, diphthongs, word endings, prefixes, suffixes, and compound words.
English Spelling Its Rules and Reasons Sylvan Learning Publishing
Flip your lid all over again with another comprehensive collection of literacy activities by Emily Cayuso! Flip for Word Work includes fifty phonics, spelling, and vocabulary lessons designed to expand literacy center work and enhance reading comprehension. The free-standing, table-top book design acts as a stand-alone literacy center that's perfect for small-group instruction. From
distinguishing the difference between simile and metaphor to recognizing onomatopoeia and homophones, Flip for Word Work will improve students' word knowledge and help them build stronger vocabularies.
Building Spelling Skills 1 Nelson Thornes
Spelling First is a differentiated programme designed to complement Write First and Grammar First. Each unit is based on a passage placing the spelling rule or strategy in context and contains differentiated activities for each objective. It develops spelling skills within a textual context targeting the Word Level objectives of the Framework for Teaching English, with a cross-curricular emphasis.
Learn to Spell AuthorHouse
This book is a complete, easy to follow and structured unique program with exercises to help your child practise spelling and increase their vocabulary during their primary school years.These days more than ever it is difficult for parents, teachers and tutors to create word lists that are both relevant and important to a child. The spelling words included in this book are carefully researched and selected from a large worldwide, genre-balanced and up-to-date corpus of contemporary English - reflecting the most common and important spoken and written words in the English language.This is a powerful tool! It will enable your child to quickly build up a vocabulary that is sound and relevant. All in all these exercises will assist in developing comprehension and communication skills in English, and great success in their primary years.Beautifully laid out, the program is set out over 2 volumes covering more than 4,300 words. Both books contain exercises with word lists for daily spelling practise. The child is encouraged to look up the meanings and usage of the words in the dictionary to further enhance their learning.Daily practise, repetition and structured exposure to new words are a critical part to help improve your child's spelling and vocabulary. This will assist in developing sound comprehension and overall communications skills in English, for life!To get the most out of this book, ensure your child completes in order, at least one set every week, practising dailyTake charge now, and with the help of this unique comprehensive program, your child will reap the benefits throughout their school years and beyond!
Building Spelling Skills Book 1 2nd Edition Andrews UK Limited
Collins Webster's Easy Learning Spelling is suitable for anyone who wants to improve their spelling and write more accurately and impressively. By describing the important features of English spelling, rules to use, and pitfalls to avoid, this e-book makes spelling easy.
Building Spelling Skills 2 HarperCollins UK
Give your second grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 2 provides progressive lessons in contractions, vowel sounds, compound words, word endings, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! Don't let your child's spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidence–and without assistance from digital sources. Complete with a speller's dictionary, a proofreader's guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
The Ultimate Spelling List (Book 1). Most Common and Important Spoken and Written Words in English Macmillan Education AU
Maybe you've been speaking English all your life, or maybe you learned it later on. But whether you use it just well enough to get your daily business done, or you're an expert with a red pen who never omits a comma or misplaces a modifier, you must have noticed that there are some things about this language that are just weird. Perhaps you're reading a book and stop to puzzle over absurd spelling rules (Why are there so many ways to say '-gh'?), or you hear someone talking and get stuck on an expression (Why do we say "How dare you" but not "How try you"?), or your kid quizzes you on homework (Why is it "eleven and twelve" instead of "oneteen and twoteen"?). Suddenly you ask yourself, "Wait, why do we do it this way?" You think about it, try to explain it, and keep running into walls. It doesn't conform to logic. It doesn't work the way you'd expect it to.
2
There doesn't seem to be any rule at all. There might not be a logical explanation, but there will be an explanation, and this book is here to help. In Highly Irregular, Arika Okrent answers these questions and many more. Along the way she tells the story of the many influences--from invading French armies to stubborn Flemish printers--that made our language the way it is today. Both an entertaining send-up of linguistic oddities and a deeply researched history of English, Highly Irregular is essential reading for anyone who has paused to wonder about our marvelous mess of a language.
Words Their Way Open Book Publishers
This book will tell all you need to know about British English spelling. It's a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce welldesigned materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/graphemephoneme correspondences keep company. Other unique features of this book include teacherfriendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.
Highly Irregular
Carson-Dellosa Publishing
Contains exercises at eight levels designed to familiarize elementary and intermediate school students with 1500 high-utility words and help them develop spelling and language skills needed to become better writers.
Activities for Any Spelling Unit
Curriculum Associates Incorporated
Published at a time when literacy and spelling are issues of topical concern, A Survey of English Spelling offers an authoritative, comprehensive, and up-to-date overview of this important but hitherto neglected area of the English language. The text brings together a vast body of knowledge, both synthesised from diverse sources and original, unpublished research. The emphasis is on a functional exploration of the spelling regularities and markers that underpin literacy in English. An extensive database has been used throughout to provide a wealth of examples, statistics and analyses. The carefully signposted text and detailed contents listing allow students, professionals, teachers and academics in all areas of English Language, Linguistics and Speech Pathology to access specific information with ease.
Spelling Rules! Twinkl
Contains reproducible lessons and mazes designed to help students improve their spelling skills. Spelling Book Ginn
Learn from anywhere with these kid-friendly, teacher-reviewed activities for 3rd grade spelling success! This colorful workbook is jam-packed with fun games and exercises for third-graders tackling spelling, reading, and vocabulary. Perfect for back to school--no matter what that looks like! Good spelling skills are essential for reading and writing success in 3rd grade and beyond. This 128-page workbook is full of enjoyable activities that strengthen a young reader's ability to recognize and work with words and spelling in a variety of ways. Each activity focuses on the skills needed to become a superstar at spelling, such as how to: • understand and identify syllable breaks • create and deconstruct compound words • recognize and employ multiple endings for verb tenses and plurals • use prefixes, suffixes, and silent letters ... and much more! With vibrant pages full of games and puzzles, 3rd Grade Spelling Success Workbook will help your child catch up, keep up, and get ahead—and best of all, to have lots of fun doing it! ***** Why Sylvan Products Work ***** Sylvan Learning Workbooks won a National Parenting Publications Awards (NAPPA)
Double Spelling Words
Honors Award as a top book series for children in the elementary-aged category. NAPPA is the nation's most comprehensive awards program for children's products and parenting resources and has been critically reviewing products since 1990. The Award recognizes Sylvan Learning Workbooks as some of the most innovative and useful products geared to parents. Sylvan's proven system inspires kids to learn and has helped children nationwide catch up, keep up, and get ahead in school. Sylvan has been a trusted partner for parents for thirty years and has based their supplemental education success on programs developed through a focus on the highest educational standards and detailed research. Sylvan's line of educational products equips families with fun, effective, and grade-appropriate learning tools. Our workbooks and learning kits feature activities, stories, and games to reinforce the skills children need to develop and achieve their academic potential. Students will reap the rewards of improved confidence and a newfound love of learning.
English Spelling: Your essential guide to accurate English (Collins Webster's Easy Learning) Mark Twain Media
Collins Easy Learning English Spelling is suitable for anyone who wants to improve their spelling and write more accurately and impressively. By describing the important features of English spelling and rules to use, this e-book makes spelling easy.
Dictionary of the British English Spelling System Teacher Created Resources Spelling First is a new, differentiated programme designed to complement Write First and Grammar First. This supplementary series of textbooks and teachers files for Years 7, 8 and 9 uses a 'keep it simple' approach enable both specialist and non-specialists to teach writing for their own subject.
How to Dazzle at Spelling
Nelson Thornes
You can't take your spell-checker everywhere you go. But today's competition demands sure and decisive writing--without errors that make you look careless and unprepared. Whether you write essays exams, business letters, e-mail or thank-you notes, this book will ensure crisp, confident, well-spelled writing.
Key Spelling
Oxford University Press
Essential skills practice for better reading and writing
Spelling 101 Routledge
Vocabulary lists made for EFL/ESL learners that reinforce phonemes, sentence building and phonics skills. Each list of words has several exercises and use common consonant and vowel combinations. The lists coordinate grade to grade and within the other subject workbooks of Grammar, Reading and Composition from B.E.S.T. Academy for the same level. This is the fourth in a series of 6, where the vocabulary recycles but increases for each level, and the lists are longer for each progressing book. Designed for primary/elementary grades. For more programs or digital licensing for Classroom use please consult www.bestacademyefl.com! For teacher information and resources about this book, please email us at info@bestacademyefl.com!
Instant Spelling Words for Writing Scholastic Inc.
The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easy-tounderstand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reflects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning. Clear and concise, with easy-to-follow explanations, offering "just the facts" on English grammar, punctuation, and usage Fully updated to reflect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation offers comprehensive, straightforward instruction.
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Lesson 508: Colombia: Cartagena and a Hidden Palenque
https://intheamericas.org/works/508-colombia-cartagena-and-a-hidden-palenque/
transcontinent
Colombia's Caribbean coast was once a source of the wealth of the Caribbean. The city of Cartagena was the most important City in the entire region. Now a home to monuments a half millennium old, the city and coast are home to a wide variety of cultures, including a palenque, or village founded by escaped slaves. They continue to practice a self-sufficient way of life. | <urn:uuid:f1978028-c66d-4637-8c8a-1a920e00e37d> | CC-MAIN-2024-26 | https://intheamericas.org/wp-content/uploads/2022/01/In-the-Americas-Season-5-Lesson-Episode-8.pdf | 2024-06-21T16:09:00+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00467.warc.gz | 270,456,499 | 128 | eng_Latn | eng_Latn | 0.996976 | eng_Latn | 0.996976 | [
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Could current agricultural practice be tailored to combat climate change?
Dr William Stiles: IBERS, Aberystwyth University.
Manmade emissions of greenhouse gases such as carbon dioxide and methane have resulted in considerable increases in global atmospheric concentrations of carbon, which have modified natural carbon cycles. Such changes to the carbon cycle can influence and alter numerous global systems. For example, increases in carbon input to the oceans, absorbed from the atmosphere, can have an acidifying effect as carbon dioxide dissolves into water to create carbonic acid, changing the existing pH of oceans which may be harmful to marine life. More famously, atmospheric carbon concentrations also have the potential to influence climate systems as increasing levels of these greenhouse gases enhance radiative forcing, increasing global temperatures.
Warming of the world's climate is now unequivocal. This is driven by changes to the existing balance between incoming energy in the form of radiation from the sun and what portion of that energy is returned back to space. Radiation from the sun is in part absorbed by the Earth's surface and then re-emitted as infrared (long-wave) radiation. This infrared radiation is largely absorbed by certain atmospheric greenhouse gases, which in turn re-emit radiation in all directions. The radiation redirected downwards serves to heat the lower layers of the atmosphere and the Earth's surface, which is commonly referred to as the 'greenhouse effect'. Thus, as concentrations of these greenhouse gases increases, then the proportion of radiation which can escape our atmosphere decreases and global temperatures rise accordingly.
Greenhouse gases are natural and essential components of the atmosphere, which govern global climate and serve to make the Earth habitable for life. However, changes in greenhouse gas concentrations do have significant influence on climate. Recently concentrations of atmospheric carbon dioxide passed 400 parts per million, which is seen by many climate scientists as a significant milestone and represents levels which are higher than at any other time in human history.
Environmental responses to the change in atmospheric carbon concentrations are difficult to precisely predict due to the complex and chaotic nature of the climate system and due to the influence of interacting factors such as deep ocean temperature which remain poorly understood. Increases in global temperature is expected to manifest as greater frequency of extreme weather events, which could have sizable implications for industries such as agriculture. In addition, increased availability of atmospheric carbon dioxide may have unexpected influence over plant growth and health as greater availability may augment rates of photosynthesis and therefore primary productivity, which is referred to as carbon fertilisation. However, this effect may be limited as it is dependent on the availability of other resources, such as nutrients.
Why is this important?
The effects of climate change are already being witnessed around the globe. From widespread decline of coral reef systems such as the Great Barrier Reef in Australia as a result of rising sea temperatures and acidity, to reductions in sea ice extent and global averages for glacial ice coverage. These indicators may seem far removed from UK ecosystems, however these serve as bellwethers of global environmental change, the like of which is unprecedented. Closer to home the effects of
climate change are expected to be characterised by increasingly unpredictable weather patterns, particularly rising temperatures and changes in patterns of precipitation. This is very likely to have physical and economic influences on UK agriculture.
For the future, there is a great and pressing need to reduce atmospheric carbon concentrations, both via reductions to gaseous emissions and also through capture and sequestration of existing atmospheric gas. As temperatures rise, the melting of sea and land ice sheets becomes increasingly inevitable, resulting in consequent sea level rise. Perhaps of greater concern is the potential for positive feedback mechanisms to increase the rate of change in natural systems beyond which human influences have already done so. As an example, the melting of permanently frozen soils (permafrost), which cover a large proportion of high latitude regions of the globe, can release significant amounts of methane (which is a more potent greenhouse gas than carbon dioxide) from deposits formerly trapped in the frozen soil or via the decomposition of organic matter as it begins to thaw. This effect constitutes a positive feedback as increasing temperature results in greater methane release from thawing soil, which results in further increases in temperature. Even water vapour, which is a less well recognised but also important greenhouse gas, has atmospheric concentrations which are directly dependent on Earth's temperature. As temperatures increase, more water vapour is created through evaporation from the oceans, amplifying the warming effect.
The point where any of the above mechanisms (there are also others which are not mentioned here, such as the perturbation of ocean currents) would constitute what has been referred to as a 'tipping point', whereby the effects of climate change further increase climate change, until ultimately there is a irreversible transition to an alternative climatological state, remains debated and controversial. How close we are to such an event is unclear, but what currently is certain is that this outcome has the potential to be avoided should appropriate measures be taken.
How can agriculture help?
In simple terms, management must focus on reducing atmospheric carbon concentrations whilst limiting the emission of additional greenhouse gases. In the context of agriculture, this could be achieved by increasing carbon input and reducing carbon loss from soil, and by improving carbon sequestration in live vegetation biomass by increasing on farm resources of vegetation such as hedgerows and trees.
The Glastir Small Grants and Glastir Woodland Creation schemes are examples of initiatives to increase farmer involvement in reducing atmospheric carbon concentrations. These schemes are designed to increase the potential for agricultural carbon sequestration by increasing the resource of trees and shrubs on farms, which absorb carbon dioxide as they grow removing carbon from the atmosphere and incorporating it into vegetation biomass.
Vegetation absorbs carbon from the atmosphere during photosynthesis and retains that carbon in tissue. Trees can approximately incorporate in the region of up to 3 tonnes of carbon depending on species, which although could be considered small in comparison to current UK carbon emission rates, when considered alongside other environmental and ecological benefits of such an approach this presents an opportunity to influence climate change through relatively uncomplicated and easy to initiate land management practices.
Combating climate change is potentially the greatest challenge facing humanity and in tackling this issue the agricultural industry has the potential to take a leading role. Nevertheless, whilst measures
such as tree planting to sequester carbon are important, these remain only a part of the picture. Fundamentally, if a meaningful attempt to reduce or eliminate the impacts of climate change is to be made, then this must begin with reductions in the emissions of carbon and greenhouse gases to the atmosphere, from industry and land use change. | <urn:uuid:dd6099f2-4a7c-4296-bf26-5689ef02e9a9> | CC-MAIN-2024-26 | https://www.farminguk.com/content/knowledge/Could-current-agricultural-practice-be-tailored-to-combat-climate-change-(7923-9302-1571-8766).pdf | 2024-06-21T18:15:56+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00469.warc.gz | 655,492,524 | 1,320 | eng_Latn | eng_Latn | 0.997546 | eng_Latn | 0.997127 | [
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Lesson 101
TEXT Acts 6:1-6; 8:5-8,26-40
SUPPLEMENTAL SCRIPTURES Matthew 16:24; Luke 14:33; 1 Timothy 3:1-13
OBJECTIVE
The students will be able to give reasons why it is needful to be filled with the Holy Spirit, and to be consecrated to do His work before they can be used extensively in His service.
KEY VERSE FOR ANSWER
Thou shalt be his witness unto all men of what thou hast seen and heard. — Acts 22:15
KEY VERSE FOR SEARCH
And they went forth, and preached every where, the Lord working with them, and confirming the word with signs following. — Mark 16:20
Used of God
REFERENCE INFORMATION
Summary of Acts 6:1-6: In A.D. 34 the number of Christ's followers had greatly multiplied. Up to this time it seems that the Apostles administered all the business affairs for the Church as suggested in Acts 4:37, ". . . and brought the money, and laid it at the apostles' feet." The Greek-speaking, non-Palestinian Jews in Jerusalem complained of unfairness. So the Apostles' answer to their complaint was to let them choose seven of their own number to oversee practical matters, men of spiritual caliber, who would be a credit to the Church.
Summary of Acts 8:5-8: The first part of chapter 8 took place in A.D. 38 and records one of the first persecutions of the Church in the stoning of Stephen and Saul's threatening and laying waste the Church. These persecutions devised by Satan to destroy the Church became,
YOUR OPENER
instead, an instrument of its dispersion and establishment.
Summary of Acts 8:26-40: At the height of Philip's flourishing Samaritan campaign, God called him away to meet the needs of an individual.
Gaza is approximately fifty miles southwest of Jerusalem, being situated on the great coastal highway from Mesopotamia to Egypt. It is at the edge of the desert and at the junction of a trade route from southern Arabia. The Ethiopian eunuch was converted on the road from Jerusalem to Gaza. A Jewish proselyte and treasurer of Candace, queen of Ethiopia, he was converted to Christianity through Philip the evangelist. Nothing is known of him after his return to Ethiopia.
43
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RESPONSES
1. Philip was called upon to administer the physical necessities to the widows of the church and to serve tables. This task was important in that it would give the Apostles opportunity to spend their time in the Word of God and prayer. At the same time it would solve a problem that had arisen in the church. Discuss with the students why it is necessary for the ministers of the Gospel to have help in the work of the Lord. As your students discuss what types of helpers are most needed in the church today, they should conclude that every worker is important and needed. If we do our work faithfully, we will be rewarded accordingly, whatever our task may be.
2. The Church of Jesus Christ is a spiritual organism. Only those who are born of the Spirit of God and are serving God in Spirit and in truth are eligible to work for the Lord. These men were called upon to serve in the church and for the church, though their tasks may have seemed somewhat menial. It is obvious that those called by God are worthy of the respect of all the body of believers. Discuss with the students that each and every call or appointment is significant and exacting. We must give our best to the work if we are to be considered faithful in it; and in so doing we will be taking a step toward greater and more exacting responsibilities.
3. Encourage your students to give their answers. Possibly they will list the qualifications given in the text: honest report, full of the Holy Ghost and wisdom. What does it mean to have an honest report? No doubt it has to do with the appraisal of those who know a person. Perhaps a person did not always have an honest report, but after he was saved he became honest, and people were soon aware of that fact. Ask the students what it means to be full of the Holy Ghost. Guide the discussion to the thought that a person has not only availed himself of the graces and gifts that God has provided, but he is using those blessings. There is a difference between receiving and using the experiences that God gives. It is significant that the word "wisdom" is mentioned here in connection with the Holy Ghost. The wisdom that we must have, if we are faithfully going to execute the service of God, is that wisdom which comes from Above. This wisdom is "first pure, then peaceable, gentle, and easy to be intreated, full of mercy and good fruits, without partiality, and without hypocrisy" (James 3:17).
44
Used of God
TEXT:
Acts 6:1-6; 8:5-8,26-40
SUPPLEMENTAL SCRIPTURES: Matthew 16:24; Luke 14:33; 1 Timothy 3:1-13
KEY VERSE: And they went forth, and preached every where, the Lord working with them, and confirming the work with signs following. — Mark 16:20
It is good, especially in the work of the Lord, if responsibility can be distributed among as many people as possible. This is sound practice for several reasons. In the first place, there are to be no "lords over God's heritage" (1 Peter 5:3), but all are to be "subject one to another," and "clothed with humility" (1 Peter 5:5). Like the stones that were cut and shaped in the quarries and then brought to the Temple site, the saints of God are prepared by God for a specific place in His Church. This is accomplished through the consecration of one's self to God and the seeking of His gifts and graces. All of God's people have a place in the work of the Lord. None are excluded; none are forgotten; none are to be inactive. None are considered unworthy of some place in the service of God in a capacity that fits their capabilities. Each one, then, will be rewarded for the manner in which he fills his God-given responsibility.
ADDITIONAL DISCUSSION NOTES
21
1. What was the first recorded task Philip was asked to do for the Lord? Why was this task so important? What types of helpers are most needed in the church today?
2. The duties to which Philip and the other six men were appointed consisted of ministering to a physical rather than a spiritual need. Why, then, would the Apostles require spiritual qualifications? See John 4:23,24.
3. In your own words define the spiritual qualifications required by the Apostles for this task.
YOUR WRAP-UP
22
4. What circumstances brought Philip to Samaria (Acts 8:3-5)? How did he seem to react to his circumstances?
5. Philip was the first called upon to help the Apostles, and in Acts 8:14,15 we read how two of the Apostles came to help Philip. In what way did Peter and John help Philip? How did their actions set an example for us?
6. Give a specific example of how a person was used of God to help you.
7. In today's lesson, how did being full of the Holy Ghost help Philip?
8. Philip was living his life to be used of God when suddenly he had the opportunity to speak to one who wanted to hear the message he had. God gave him that privilege because he was living a spotless life, filled with God's Spirit. Many people have similar opportunities today only to be passed by because their ears aren't in tune with God's directing Spirit. How can you insure that you will be alert to the opportunities God sends your way?
4. There was great persecution against the saints in Jerusalem, so they were scattered abroad. Philip seemed to make the best of an unfortunate situation and went to Samaria to preach the Gospel. Discuss with the class that often something which seems to be adverse to one's spirituality can in reality become a blessing to oneself and to others. If a person keeps himself consecrated to the Lord's will, being full of His Spirit, God is able to turn any sort of situation that He allows into a glorious result. Many have been pronounced incurably ill, only to have a divine touch and be restored to perfect health. Many have been persecuted almost beyond endurance, only to see the Lord deliver completely and to His honor.
5. Peter and John prayed for the new Christians in Samaria that they might receive the Holy Ghost. They also testified and preached the Word while they were there. Ask those in your class who are saved if they had help when they prayed for salvation, for sanctification, for the baptism of the Holy Ghost. More often than not those who have received experiences from the Lord had help when they prayed and were thankful for that help. Why is this so? Jesus said, "If two of you shall agree on earth as touching any thing that they shall ask, it shall be done for them of my Father which is in heaven" (Matthew 18:19). Discuss with the class that being full of the Holy Ghost and helping others pray and receive the Christian experiences is one of the highest callings that a person can have. It takes consecration to spend the time and effort to be an effective helper at the altar of prayer.
6. Encourage your students to give their answers. They may bring out that others have been helped through a testimony, or through encouragement to seek the Lord. Many times young people are able to influence their peers to pray through to salvation. Sick people have received healing because of the united prayers of Christians. Hopefully, your students will enter into the discussion and many thoughts will be discovered as to how an individual can be used of God to be a helper to others on the pathway that leads to life eternal.
7. The Holy Ghost first taught him, later spoke to him, then led him, gave him boldness to approach the eunuch, helped him to expound the Book of Isaiah, gave him power to be a witness, and finally guided him on to his next job. This example should reinforce the need for having the baptism of the Holy Ghost.
8. This question should cause self-examination. There is a price to pay to be used of God—it doesn't just happen. It takes consecration, dedication, practice, study, time, self-denial, and a determination to go through to the end.
45
SUPPLEMENTAL QUESTIONS
Why does God use people to work for Him?
What are some of the things we can do for Jesus?
What are the qualifications for those who will be used by God?
In our Bible text, Philip left a great revival. Why? What does this tell us about the value of one soul?
Did Philip know why he was going when the angel of the Lord told him to go to Gaza? Why did he not protest and question the will of God?
What does it mean to be faithful?
What does consecrated mean?
In our ANSWER story, we learned about a young man named George. What were some of the jobs he did for the Lord?
Name some of Brother George's attributes that pleased God.
Name some things which the Lord could call you to do for Him today, whether they be in church or elsewhere. Discuss how you can prepare yourself to be ready.
When should a person consecrate his life to God?
THINGS TO DO
Bring a set of blueprints to class. Did the finished building turn out just like the blueprints? Usually there are some changes. Discuss how, for our own good, God sometimes makes changes in the plans we have for ourselves.
Bring a school yearbook or a clipping from a newspaper about a famous person— the birth of a child, a wedding, an obituary, etc. Read of the accomplishments, honors, or awards he obtained. Has it changed your life? Do you remember him? Will he be remembered 200 years from now? Talk about the accomplishments of some of the people in the Bible, such as Philip, Peter, Noah, Elijah, John, and Paul. How has what they did hundreds of years ago affected your life today? Will their works last? Why?
Bring items to class, such as the following: a pen to represent writing ability; a musical instrument to represent musical talents; a tape recording of someone singing to represent singing ability; a set of paints and a paint brush; pencil and drawing paper; a broom. Explain that each object represents special talents God gives to different individuals.
Help your students make a checklist of talents, abilities, and special skills which they can consecrate to the Lord. Make the lists attractive enough so that the students can hang them on their bedroom walls.
Answers for ANSWER
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QESixth
Why study Spanish?
Spanish is the second most widely spoken language in the world. More people speak Spanish as their first language than speak English. It is spoken in over 40 countries worldwide and in the USA nearly 15% of the population speak Spanish as their first language. Spain itself is also historically one of the most important countries in Europe, and its language, culture and society has influenced the development of other societies around the world. Latin America is now emerging as one of the global markets of the 21st century.
Learning a language at A-Level helps you really become an independent, confident language speaker. It is challenging, but speaking a language at this level will be a huge asset to you in whatever path you follow. Speaking another language well is exciting and will help you see the world in a new light.
What will you be learning?
A-level covers a wide range of interesting topics involving language, culture, history, art and politics. These varied topics will offer you the chance to learn more about Spain and Latin America as well as the Hispanic World's place in the modern world. To help further your understanding of Spain and the Spanish identity, we will be studying a classic modern film – Ocho Apellidos Vascos – in year 12 and a classic of Spanish literature – La Casa de Bernarda Alba - in year 13.
Alongside what you will learn about the country and the culture, we will be focusing on developing your language skills so you become a confident and competent language speaker. To help in this you will also have a half-hour spoken language session with a Spanish native speaker once a week.
Assessment:
We will be taking all of our exams at the end of the two years. These will consist of:
One Reading, Listening and Translation paper covering all of the topics from the two years. One Written paper. You write two essays on the film and book you have studied, as well as doing some English to French translation.
One oral exam in which you discuss the topics you have been learning about, as well as your independent research which you will undertake over the course of the two years.
What are lessons like?
In lessons you will come across a wide range of activities which will test your developing language skills. You might give presentations, take part in debates and role plays as well as more complex listening and reading texts. Often you will be looking at how issues relate to society in Spain or Latin America.
In addition to lessons you will also have one half-hour of spoken Spanish class per week.
In 6th form you will be taking more initiative in organising your own studies. As well as set homework you will have self-study packs to help you with your listening and reading skills.
What can it lead to?
An A-level in Spanish is vital if you want to go on and study Spanish at university, but having an A-level in a language shows you as a competent linguist and is sought-after by employers in all spheres of work. It is more than just a qualification though, and we hope that it will be the catalyst for exploring the language, culture and history of the Spanish-speaking world.
Want to know more?
To find out more about the course and discuss your suitability please contact firstname.lastname@example.org
December 2023
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Conflict Resolution Worksheets For Grades 1 5
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Conflict resolution worksheets and printables for students of all ages. Helping students with conflict resolution skills is essential. You'll find a variety of worksheets and graphic organizers to help students resolve their conflicts effectively. See the Social Skills Worksheets as well. Avoid Conflict Worksheet. Barriers to Conflict Resolution. Conflict Resolution Worksheets & Teaching Resources | TpT
Activities help students understand characters, setting, plot, conflict, resolution, climax, rising & falling actions. Activity 1: 30 sentence cards to match to 5 different story element cards and an answer key - Characters - Setting - Conflict - Plot - Resolution Activity 2: 8 def Conflict Resolution Activities TeacherVision Conflict Resolution Dealing with conflict is an important social skill. These lesson plans, worksheets, activities, response prompts, folktale plays, and posters help kids handle conflict and emotions. Conflict Resolution - Level Q Children's Story | K5 Learning Teacher's Guide: Conflict Resolution (PreK to Grade 2) Subject: The activities in this Teacher's Guide will help your students understand and practice healthy ways of resolving conflicts. Keywords: conflict, resolution, disagreement, disagreements, conflicts, argue, argument, arguments, fight, fights, fighting Created Date: 5/10/2007 3:58:58 PM
Updated to new 2017 VA English SOLs to include conflict/resolution, author's purpose in nonfiction only, and main idea in nonfiction/theme in
K to Grade 2 • Personal Health Series Conflict Resolution
Page 1/2
fiction!Hands-on Test Prep in a Nutshell!Great
Conflict Resolution Activities: Effective Ideas for ...
and gray. Ask each student to choose a color or group of colors that she thinks represents conflict.
?Bible Study Message 14/12/2020:
Resolving Conflicts among Saints by
Scriptural Standards
CONFLICT
resolution
RESOLUTION Counselor teaching conflict
Learn How To Resolve Conflict
\u0026 Restore Relationships with Rick
Warren
Grade 6 Lesson 22: Resolving
Learning)
Serious Conflicts Miss Coll's Classroom: Conflict Lesson (3.23.20 Distance
Resolving Student Conflicts |
Teaching Ideas | Teacher Vlog review that really helped with hands-on test prep for my students this past year. ?Bible Study Message 14/12/2020: Resolving Conflicts among Saints by Scriptural Standards CONFLICT RESOLUTION Counselor teaching conflict resolution Learn How To Resolve Conflict \u0026 Restore Relationships with Rick Warren Grade 6 Lesson 22: Resolving Serious Conflicts Miss Coll's Classroom: Conflict Lesson (3.23.20 Distance Learning) Resolving Student Conflicts | Teaching Ideas | Teacher Vlog Conflict to Resolution in 4 StepsKindness Classroom Unit 5 - Conflict Resolution Strategies Resolving Conflict Teaching the five finger rule for conflict resolution Lesson Plan with Me // School Counselor // Conflict Resolution and Growth Mindset Conflict Management Funny \"A Faith That DeEscalates Conflict\" with Pastor Rick Warren Conflict Resolution - XSEED English Grade 5 Block 9 LP 3 Episode 22 EQ Principle of Social Skills, Teaching Conflict Resolution in Schools and Breonna Taylor Episode 57: Teaching Conflict Resolution to Young Children Teaching students' conflict resolution skills trough games How to Navigate Conflict in Teams: A quick lesson in conflict management
Conflict to Resolution in 4 StepsKindness Classroom Unit 5 - Conflict Resolution Strategies Resolving Conflict Teaching the five finger rule for conflict resolution Lesson Plan with Me // School Counselor // Conflict Resolution and Growth Mindset Conflict Management Funny \"A Faith That De-Escalates Conflict\" with Pastor Rick Warren Conflict Resolution - XSEED English Grade 5 Block 9 LP 3 Episode 22 EQ Principle of Social Skills, Teaching Conflict Resolution in Schools and Breonna Taylor Episode 57: Teaching Conflict Resolution to Young Children Teaching students' conflict resolution skills trough games How to Navigate Conflict in Teams: A quick lesson in conflict management
Conflict resolution activities and strategies for the classroom. Teach kids to solve problems peacefully and resolve conflicts independently. Conflict resolution is an important skill that students need to learn – beneficial to them within the classroom as well as in everyday life.
Prudy's Problem and How She Solved It Conflict Resolution Worksheets | Teachers Pay Teachers
Types of Conflict Worksheets - Ereading Worksheets
Teacher's Guide: Conflict Resolution (Grades 3 to 5) Subject: You can help your students solve problems without fighting by teaching them conflict resolution skills. The activities in this Teacher's Guide will help
June, 21 2024
Prudy's Problem and How She Solved It Worksheets > Reading > Grade 4 > Leveled Stories > Conflict Resolution. Level Q2 Story and Reading Comprehension Worksheet. Conflict Resolution is a sample story from our level Q2 leveled reading workbook. Conflict Resolution For 1st Grade Worksheets Learny Kids
DOCX (24.19 KB) This worksheet is designed to enhance a Conflict Resolution lesson (PowerPoint lesson is available). Students will be introduce to the three main conflict styles that a person can use to respond to any given conflict (Confrontation, Avoidance and problem solving). Students have to decide, if they th.
Conflict Resolution Worksheets Show "The Conflict Resolution Song" video. Review the steps for conflict resolution with your child after the video: Step 1: Take a deep breath to calm down. Step 2: Communicate and talk it out. Step 3: Compromise; you each have to give to get a solution you can both live with.
Cut up a large quantity of 4x4 constructionpaper squares in a wide variety of colors. Be sure to have plenty of red, black, brown,
CONFLICT RESOLUTION WORKSHEET - USDA ARS
Conflict Resolution Worksheets For Grades 1 5
your students identify potentially explosive scenarios, and develop strategies for dealing with them.
Conflict Resolution Worksheets For Grades Grades 9 to 12 • Personal Health Series Conflict Resolution Whether it's an argument with a family member or a misunderstanding with a friend, everyone has conflicts from time to time. These activities will help your students learn how to manage their anger, communicate their feelings, and constructively solve problems. Related KidsHealth Links
CONFLICT RESOLUTION WORKSHEET Getting to the resolution of conflict involves the true understanding of four elements of the conflict: 1. The Issue. 2. Your Position. 3. The Other Person's Position. 4. The Context of the Issue. Use the following set of questions to review these key elements in order to plan and resolve a conflict ... Resolving Conflicts | Activity | Education.com This is the fourth conflict worksheet in a series of four. These conflict worksheets will help students achieve mastery of this basic reading skill. Students will read the short plot descriptions, identify the main character and the opposing force, and determine the conflict type. Suggested reading level for this text: Grade 4-8.
Third Grade Plot And Conflict Worksheets Learny Kids
Conflict Resolution - Scholastic Displaying top 8 worksheets found for - Third Grade Plot And Conflict. Some of the worksheets for this concept are Plot 3rd or 4th plot end, Types of conflict work 2, Types of conflict work 1, Lesson skill identifying internal and external conflict, Work 1 series and story blurb development, Grades 3 to 5 personal health series conflict resolution, Sequence plot chart, Literary terms 8th grade
Grades 9 to 12 • Personal Health Series Conflict Resolution
...
Sep 18, 2012 - Explore Kim Peterson, MA, LPC-S's board "Conflict Resolution", followed by 7955 people on Pinterest. See more ideas about conflict resolution, school counseling, social skills.
Conflict Resolution For 1st Grade. Displaying top 8 worksheets found for - Conflict Resolution For 1st Grade. Some of the worksheets for this concept are K to grade 2 personal health series conflict resolution, Conflict resolution skills, 10 lessons for teaching conflict resolution skills, Grade 4 reading comprehension work story and exercises, Grades 3 to 5 personal health series conflict resolution, Lesson skill identifying internal and external conflict, Week 3 rr lesson plan ...
Conflict And Resolution Reading Passages Worksheets ...
Grades 3 to 5 • Personal Health Series Conflict Resolution
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Conflict And Resolution As Story Elements Worksheets ...
PDF (7.83 MB) This resource is a set of conflict resolution coloring sheets for helping elementary students learn and master conflict resolution strategies. It's a great extension activity for small group counseling or for class lessons on conflict resolution! Looking for a complete curriculum on conflict resolut.
Conflict Resolution Worksheets For Grades 1 5
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Difference Between Gene Sequencing and DNA Fingerprinting
www.differencebetween.com
Key Difference – Gene Sequencing vs DNA Fingerprinting
Sequencing of DNA is an important technique in molecular genetics where the nucleotide sequence of a particular DNA sequence or the whole genome of an organism is determined. This enables the researcher or the diagnostician to determine the mutations of DNA sequences and to distinguish one organism from another based on their genetic composition. Gene sequencing is the sequencing procedure of a gene or a DNA fragment via Sanger sequencing or Next generation sequencing. DNA fingerprinting involves a technique known as Restriction Fragment length polymorphism (RFLP), where DNA samples of two or more subjects are fragmented and analyzed to determine the identity of a person. This is the key difference between gene sequencing and DNA fingerprinting.
What is Gene Sequencing?
Gene sequencing is done to determine the nucleotide sequence of a particular gene. If the whole genome is sequenced, it is referred to as Whole Genome sequencing. Initially, gene sequencing was done using chemical methods which used harmful chemicals such as Pyridine; this technique was soon discontinued due to the toxic nature of the experiment. At present, sequencing of a gene is mostly done using a method known as Sanger sequencing, which utilizes a chain termination step by deoxyribonucleic acids. The reaction is carried out in four separate test tubes where in each test tube the primer is labeled using a fluorescence marker which will finally determine the sequence of the particular fragment. Automated Sanger sequencing uses a detector to detect the fluorescence signals and deliver the results.
Next Generation sequencing is the most recent development of sequencing methods and is a high throughput technique which is equivalent to performing 1000 Sanger sequencing reactions at one time. The main features of Next Generation Sequencing are;
- Highly parallel – many sequencing reactions take place at the same time.
- Microscale – reactions are tiny, and many can be done at once on a chip.
- Rapid – since reactions are done in parallel, results are ready much faster.
- Shorter length – reads typically range from 505050 -700700700 nucleotides in length.
Gene sequencing is mainly used to determine the sequence of a novel gene or to analyze mutations of a gene present in diseased states and to confirm the genetic basis of diseases. It is also applied in the field of agricultural biotechnology to determine new varieties of plant species and to identify plant genes responsible for beneficial agronomic traits such as pest resistance, disease resistance, and drought resistance.
What is DNA Fingerprinting?
DNA fingerprinting is a technique mainly used in forensic studies to confirm the identity of a person involved in a forensic investigation. In early days, DNA fingerprinting was done using a hybridization technique using fluorescent or radio labeled markers. At present, DNA fingerprinting is done using the technique RFLP. This technique uses restriction enzymes, which are enzymes capable of chopping DNA at specific sequences. When two samples are brought for analysis, both samples are digested with the same restriction enzymes to yield fragments. If the two samples are similar, the electrophoresis gel image should be identical for both samples. If it is not similar, the gel images will not be identical. Thus, the identity of a person could be confirmed through this technique.
DNA fingerprinting is most often used in finding the true suspect of a crime scene by analyzing the available biological samples at the crime scene. DNA is extracted from these available samples (hair/semen/spit/blood) and analyzed with the DNA samples of the suspects to determine the true culprit.
What are the similarities between Gene Sequencing and DNA Fingerprinting?
- In both cases, the sample analyzed is a DNA sample.
- Electrophoresis is used to determine the results in both techniques.
What is the difference between Gene Sequencing and DNA Fingerprinting?
Summary – Gene Sequencing vs DNA Fingerprinting
Gene sequencing and DNA fingerprinting have become two popular tests which are performed to characterize a particular gene or to identify a particular person using the person's genetic fingerprint. These techniques are accurate and rapid and are performed by skilled personnel in order to derive confirmed results. The difference between gene sequencing and DNA fingerprinting is that gene sequencing focuses on finding the exact nucleotide order of the gene while DNA finger printing focuses on confirmation of the identity of individuals in forensic studies.
References:
1."DNA fingerprinting." Britannica.Com. Available here. Accessed 6 Sept. 2017. 2."DNA Fingerprinting – GeneEd – Genetics, Education, Discovery." U.S. National Library of Medicine, National Institutes of Health, Available here. Accessed 6 Sept. 2017. 3. "DNA sequencing." Khan Academy, Available here. Accessed 6 Sept. 2017
Image Courtesy:
1. "Radioactive Fluorescent Seq" By Abizar at English Wikipedia (CC BY-SA 3.0) via Commons Wikimedia
2. "Dna fingerprinting" By Shruthi.n.christ – Own work (CC BY-SA 4.0) via Commons Wikimedia
How to Cite this Article?
APA: Difference Between Gene Sequencing and DNA Fingerprinting. (2017, September 14). Retrieved (date), from http://differencebetween.com/ difference-between-genesequencing-and-vs-dna-fingerprinting/
MLA: "Difference Between Gene Sequencing and DNA Fingerprinting" Difference Between.Com. 14 September 2017. Web.
Chicago: "Difference Between Gene Sequencing and DNA Fingerprinting." Difference Between.Com. http://differencebetween.com/ difference-between-gene-sequencing-and-vsdna-fingerprinting/ accessed (accessed [date]).
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DNA of Change: Empathy Map Worksheet
Name:
Date:
What do they THINK?
What do they SEE?
MARKET
HAPPENING AROUND THEM
What do they SAY? TO COLLEAGUES TO CUSTOMERS TO BOSS
What do they DO?
BEHAVIOR
WHAT REALLY COUNTS MAJOR PREOCCUPATIONS WORRIES & ASPIRATIONS
What do they HEAR?
WHAT CUSTOMERS SAY
WHAT BOSS SAYS
ON THE STREET
IN THE OFFICE
What do they FEEL?
EMOTIONS
Empathy Mapping for organizational insight is a valuable tool to ensure change is designed in a people-centered way. Call it user-centered design or human-centered design; the principle is to start with the people who will directly experience change and design with their needs in mind.
Segment your organization. Identify the relevant audiences impacted by the change. Possible segmentations include geography, function, hierarchy, or stakeholder type
For each segment, put yourself in the shoes of people in that segment. Imagine what they think about on a daily basis, what they see, say, do, hear, and feel.
Better yet, meet with them, observe them, interview them, and engage them. Once you fill out an Empathy Map, show it to several people in that segment. Invite them to validate and challenge your assumptions.
Segment your organization. Identify the relevant audiences impacted by the change. Possible segmentations include geography, function, hierarchy, or stakeholder type
ATTITUDE
©2019 XPLANE | www.xplane.com
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Wellington Christian School Policy
________________________________________________________
ANTI-BULLYING
RATIONALE
Wellington Christian School seeks to provide a safe and supportive environment for all students and to respond in a caring and procedurally fair manner for all concerned when bullying is reported or alleged.
THE BIBLICAL MANDATE
The Bible very clearly commands that Christians must act lovingly towards others. To be followers of Christ, one must be willing to love, forgive, feel empathy, protect and be willing to serve others in all contexts. In Mark 12, Jesus teaches His followers about the greatest commandments:
your strength. (verse 30) and Love your neighbour as yourself. (verse 31)
Love the Lord your God with all your heart and with all your soul and with all your mind and with all
Jesus states that there are no other commandments greater than these. To love God with all your being implies that you will treat others well. To love God is to live a humble, gracious, servant-hearted life that self-sacrificially seeks the betterment of others (i.e. Philippians 2:1-4, Colossians 3:5-9). The second command to 'love one another' is to love unconditionally.
If loving God and loving others is to be at the centre of the Christian life, and therefore Christian education, bullying cannot be tolerated.
In 1 Corinthians 13, the Apostle Paul enunciates the elements of love.
"Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It is not rude, it is not self-seeking, it is not easily angered, and it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes; always perseveres."
Bullying is the antithesis of love: it is often spiteful, impatient, unkind and envious. Bullying is selfish. Bullying tends to hide the truth and refuses to protect those in need.
If the command to love is paramount, and that love is characterized as it is in 1 Corinthians 13, then it is clear that the Bible mandates a no-tolerance approach to bullying in a Christian environment. As such, an anti-bullying stance should be at the centre of caring for students at Wellington Christian School.
We expect every member of our community to give and receive care and respect. This reflects that we are all created in God's image: created uniquely and with dignity. When we are bullied, or when we bully others, the School Community is damaged. For Wellington Christian School, bullying involves acts of behaviour that diminish and/or devalue a person's sense of worth and identity.
Bullying cannot be tolerated because it:
* does not build a positive and caring community
* is not Christlike behaviour
* is the opposite to the attitudes and values found in the Bible.
Forgiveness and restoration are important aspects of working through bullying in a Christian school and students and parents will be encouraged to forgive (Matthew 6:24, Mark 11:25). Restoration of relationship and reconciliation are also important goals in this process. While often difficult and complex, it is obedient to Christ to practice this (Matthew 5: 23-24, Matthew 5: 44, Romans 12: 18-21, Colossians 3: 12-15).
PURPOSE
This policy applies in all cases of student bullying behaviour, including cyber bullying, that occurs in the school; and off school premises, and outside of school hours, where there is a clear and close relationship between the school and the conduct of the student.
THE LEGAL MANDATE
Wellington Christian School has a legal mandate to implement policies and procedures to provide a safe and supportive environment in which students can learn. A safe environment is one where the risk of harm is minimised and students feel secure. Harm relates to several potential aspects of school including violence, physical threats, verbal abuse, threatening gestures, sexual harassment and racial vilification. A supportive environment fosters the social, academic, physical, emotional and spiritual development of students.
The Wellington Christian School Anti-Bullying Policy operates in conjunction with the Student Welfare Policy and Child Protection Policy. It reflects general principles adopted to deal with complaints or grievances, with specific reference to processes for raising and responding to matters of concern identified by students, teachers /staff or parents. As such, it follows procedural fairness. Procedural fairness refers to what are sometimes described as the 'hearing rule' and the 'right to an unbiased decision'.
The 'hearing rule' includes the right of the person against whom an allegation has been made to:
* know the process by which the matter will be considered
* know the allegations related to a specific matter and any other information which will be taken into account in considering the matter
* respond to the allegations
* know how to seek a review of the decision made in response to the allegations.
The 'right to an unbiased decision' includes the right to:
* an absence of bias by a decision-maker
* impartiality in an investigation and decision-making
Support Services
Various agencies support Wellington Christian School's endeavour to provide students with a safe and supportive learning environment.
School Liaison Police: Orana LAC'S SLP Telephone (direct line) 02 6883 1568 or 0437 884475
Other support services available to our school community (See Appendix 1).
PART 1: WHAT IS BULLYING?
As defined by the NSW Education and Communities legislation 'Bullying: No Way!', 'Keep them Safe' and the 'National Safe Schools Framework', bullying is:
"…repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on sex, race, disability, homosexuality or transgender or spiritual beliefs."
Bullying usually involves an abuse of power – it can be planned, spontaneous or unintentional. It results in the diminishment of another person.
Bullying can be seen in a variety of forms. These are:
It can include:
* Sending hateful or threatening comments or pictures electronically
* Annoying/repeated phone calls
* Using modern technologies to engage in the social exclusion of someone and in hate group recruitment
* Posting rude, explicit or embarrassing messages or pictures about someone on the internet
* Putting pressure on a person to send revealing or compromising pictures of themselves
* Identity fraud or other harm
* Covertly filming, recording or taking pictures of someone and posting the images on the internet to cause hurt
* 'Flaming' and multi-messaging to clog up a person's electronic system and to cause
* 'Outing' and disseminating confidential or defamatory information about someone
them distress
* Engaging in cyber-stalking and the invasion of privacy
* Using aliases and pseudonyms in chat rooms and on social networking sites in order to harass and upset
Indicators of Bullying
Students who are being bullied or harassed may not want to talk about it with their teachers, friends or with the school psychologist. They may be afraid that it will only make things worse or they may feel that it is wrong to 'tell tales'.
Parents and teachers have an important part to play in helping the school and the student deal with bullying. A change in behaviour in students may be a signal that they are being bullied or they have some other concern. Some signs that a student may be being bullied:
* unexplained cuts, bruises or scratches
* vague headaches or stomach aches
* damaged or ripped clothing
* refusal to go to school
* tearfulness, anxiety or difficulty sleeping
* asking for extra pocket money or food
* 'hiding' information on mobile phones, emails or in comments on their social networking pages
PART 2: OUR RESPONSE TO BULLYING
Wellington Christian School is committed to providing an educational environment in which students are valued and feel secure. Wellington Christian School rejects all forms of bullying.
(a) The school does not tolerate, condone or trivialise bullying.
(c) All students and staff have the right to be treated fairly and with dignity in an environment free from disruption, intimidation, harassment, victimisation and discrimination.
(b) All students and staff have the right to feel and be safe in the school grounds, and when travelling to and from school.
(d) No student, employee, parent, caregiver or community member should experience bullying within the learning or working environments of the school.
(f) Each member of the school community has a responsibility to ensure the safety of each other member of the community.
(e) All members of the school community contribute to preventing bullying by modelling and promoting appropriate behaviour and respectful relationships.
(g) Victims of bullying, and witnesses to bullying, are encouraged to report the incident.
(h) All reports of bullying will be taken seriously and investigated according to principles of procedural fairness.
(i) Cyber bullying which is engaged in while not at school, which impacts upon the learning of any student, will be addressed by the School, in conjunction with parents. The appropriate response will depend on circumstances.
(k) Serious incidents, or threats, of violence may be reported to the Commission for Children and Young People, as required by law; and to the Police, depending on circumstances.
(j) The school will have a suitable program of education for the prevention of bullying.
In our responses to bullying, we seek to:
* Protect groups (students, teachers, and parents)
* Protect individuals
* Follow procedurally fair investigations
*
* Enforce our code of conduct
Teach wisdom by rebuking and diminishing foolishness
* Assist, guide and admonish the bully and protect and support the victim
* Help all students understand and act with empathy and compassion
* Teach, model and live the Christian perspective on love
* Discipline where necessary with the goal of life transformation
* Offer and assist in facilitating redemption and reconciliation where possible and appropriate.
PART 3: RESPONSIBILITIES
Wellington Christian School aims to prevent bullying from occurring by utilising and practising a variety of strategies. We do this by focusing on the groups of people that comprise our school community.
RESPONSIBILITIES
EVIDENCE OF COMPLIANCE
Ensure students involved in bullying are supported eg. School Psychologist
TEACHERS
Include anti-bullying content in PDHPE programs
Teaching Programs
PART 4: PREVENTION STRATEGIES
There are a variety of strategies to prevent bullying.
These include a range of curricular and co-curricular strategies, school-wide and year group focused strategies, regular programs and responsive strategies depending on circumstances.
PART 5: RESPONSIVE STRATEGIES TO BULLYING INCIDENTS
General Process
In the event of a bullying situation, the following are strategies which will be employed to respond to the situation. The principles of procedural fairness must govern the response process. Procedural fairness includes making available to students and parents or caregivers the policies and procedures under which disciplinary action may ultimately be taken. It also includes providing details of an allegation relating to a specific matter or incident. This will usually involve providing an outline of the allegations made in witness statements and consideration of witness protection.
5.1 Personnel involved and immediate response
5.1.1 In the event of a situation arising, either in the form of being noticed by a teacher, witnessed by a student, reported by a parent, the incident is referred to the Principal as soon as possible. At the discretion of the Principal, and depending on the confidentiality and seriousness of the situation, other staff may be involved to assist in the following process.
5.1.3 Parents of the students involved will be informed immediately about a matter of serious concern.
5.1.2 If the situation is volatile, all parties are immediately separated and contained to promote safety and protection.
5.1.4 The suggested process for investigation will be explained to the parents.
5.2 Reporting
When a bullying situation becomes apparent, it is to be reported to the Principal as soon as possible. Where appropriate, a written report is requested. It can be done either in the form of a letter or email. Parents are encouraged to contact the Principal. They may compose a letter or email firstname.lastname@example.org or use the 'Contact Us' link on the Wellington Christian School website. All modes of communication will be kept confidential and treated with due care and diligence.
Except for a general inquiry, classroom teachers who become aware of a possible bullying situation cannot conduct a personal investigation without the approval of the Principal. A procedurally fair investigation process must occur before a decision is made and sanctions are carried out.
All alleged bullying situations must be referred to the Principal especially in the event of a mandatory reporting situation.
5.3 Investigation
Once a report has been made, the situation has been temporarily neutralized and all parties are safe, an investigation can begin. Normally this will involve a management plan (Refer Bullying Procedures). Generally, this is the longest part of the process and has no time constraint. The Process:
5.3.1 An investigation commences with the unbiased judgement and hearing rule firmly established as guiding principles. Confidentiality and witness protection will also be provided during the process.
5.3.2 An investigation plan is devised. (Refer Anti Bullying Procedures).
5.3.3 General principles of the investigation process include:
188.8.131.52 It will be reinforced that no conclusion has been made prior to the interview. The process aims to gather information about a situation. Therefore, procedural fairness is provided.
184.108.40.206 Students will be offered a support person during the interview.
220.127.116.11 Parents of students involved will be regularly updated about the development of the process.
5.4 Explanation of the Findings of the Investigation
5.4.1 An interview is arranged between the Investigator, Adjudicator and the parents of alleged victim. The process and findings of the investigation are discussed. If the allegation is sustained, a variety of supportive measures will be provided for the victim.
5.4.2 An interview is arranged between the Investigator, Adjudicator and the parents of the alleged bully. The process and findings of the investigation are discussed. If the allegation is sustained, the proposed consequences will be discussed with the parents and the student. The student involved is made clearly aware of why their behaviour was wrong, why it cannot be continued and how they will prevent it in the future. Ideally, the student should be able to articulate why they are receiving a consequence.
5.4.3 In extremely serious cases of a proven allegation, either related to excessive violence, longterm verbal or emotional abuse, sexual misconduct or serious cyber bullying, the police will be contacted, and they will lead the investigation. In these cases, the school will inform parents of their right to contact the police.
5.4.4 In the event of a police investigation, the school will provide all records pertaining to the investigation.
5.5 Discipline
Once an unbiased judgement is established by the Adjudicator and all parties given the right to be heard, a consequence is issued. The discipline chosen will depend on the severity of the incident. Every endeavour to protect the privacy of the bully will be done. Without divulging unnecessary details, to protect all parties involved, it is sometimes necessary to inform staff about a specific management plan for student interactions in classrooms and in the playground.
5.6 Appeal Process
In the event of a parent being dissatisfied with the process or outcome of the investigation, the parent is to be directed to the school's Grievance policy.
5.7 Process of Reconciliation
Once discipline has been completed and an adequate amount of separation time has been given, the relevant parties will be provided with an avenue to begin a reconciliation process. This will only occur if both parties and their parents grant consent.
The School will make reasonable effort to promote/encourage reconciliation for the parties concerned.
In a Christian School community, it's important to be prepared to forgive and be reconciled.
In order to ensure a safe and welcoming environment for all, and that bullying ceases, monitoring of relationships will occur after a bullying incident to ensure no re-occurrence. The nature of this will be mutually negotiated and depend of the individual circumstances.
In serious cases, long-term plans will be put in place to protect all parties and help prevent bullying from recurring.
PART 6: BULLYING REGISTER
WCS maintains a Bullying Register that contains records of all bullying investigations.
APPENDIX 1
COUNSELLING AND SUPPORT OPTIONS FOR STUDENTS AND FAMILIES
Following is a short list of some services and options that may be helpful. Please note that inclusion in the list does not imply endorsement by the school and families will need to make their own enquiries. However, we hope this helps:
Psychological & Mental Health Support
If your child requires support beyond the School Psychology service, the following options are available:
Better Access (Medicare)
The Better Access program (through Medicare) allows people to access up to ten sessions with a Psychologist for mental health treatment. There is still usually a fee to pay, but part of the cost will be covered by Medicare. To access this service, you will need to see your child's GP, who will created a Mental Health Care Plan and make the referral. The school psychologist is available to further explain this process, and can provide a letter to your child's GP outlining concerns in the school environment. A list of local psychologists can also be provided by the school psychologist. It can be helpful when booking in with your GP to let them know that you would like to discuss obtaining a Mental Health Care Plan so that they can allow adequate time to discuss emotional/behavioural concerns, present circumstances and best treatment options.
Child and Adolescent Mental Health Service (CAMHS) Wellington
CAMHS provides cost-free mental health support to children and adolescents up to 17 years of age experiencing moderate to severe behavioural and emotional difficulties. Children can be referred by their parents by calling the number listed above. Alternatively, the school psychologist or your child's GP can complete a referral. Please note that only moderate to severe presentations will be seen by CAMHS, so not all students will be eligible for this service.
Ph: 6881 4000
Headspace Dubbo
Headspace provides cost-free mental health support to adolescents aged 12-25 years. Service providers include Psychologists and Mental Health Social Workers. An appointment can be made by phoning the number listed above.
Ph: 5852 1900
National Association of Loss and Grief (NALAG) Wellington
NALAG provides counselling support to people of all ages who have experienced some form of loss or grief (e.g., death of a friend or family member, parental separation etc). NALAG also run support groups. An appointment can be made by phoning the number listed above.
Ph 6882 9222
Crisis/Urgent Assistance
In cases where someone is suicidal, either phone an ambulance or take them to accident and emergency at your local hospital.
In the event of an emergency, dial 000.
Phone Support
This is a state-wide 24 hour mental health telephone access service. Carers can also use the Mental Health Line for advice about a person's clinical symptoms, the urgency of the need for care and local treatment options.
Mental Health Line: 1800 011 511
Kids Helpline (ages 5-25)
1800 55 1800 or www.kidshelp.com.au
Available to children and adolescents to talk to someone about anything that's going on in their life. Kids Helpine has phone counselling available 24 hours per day, as well as online text chat
Eheadspace (ages 12-25)
1800 650 890 www.eheadspace.org.au
Available to adolescents to talk to someone about anything that's going on in their life. Telephone counselling and online chat is available.
: Free, professional help for parents and carers of children 0-18 years who live in NSW.
Parentline
1300 1300 52. www.parentline.org.au
Web-sites
Resourcing Parents provides parenting education information to parents and carers of children aged 0-18 years. The calendar of Parenting Education programs is current and the site is funded by the NSW government to support families
Australian Parenting Website: http://raisingchildren.net.au/
Australian resource for parenting newborns to teens
Resourcing Parents: http://www.resourcingparents.nsw.gov.au/
: www.youthbeyondblue.org.au
Youth Beyondblue www.biteback.org.au
Biteback:
Beyondblue's dedicated site for young people. Information, resources & support for young people dealing with depression and/or anxiety.
The Black Dog Institute's site for young people
Local Family Support Services & Family Counselling
138 Darling Street Wellington
www.interrelate.org.au
Interrelate Family Centres Ph: 6815 9650
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World Health Organization President's Letters
Chairing Style
Hello Delegates and welcome to the Saint Bonaventure University 2018 Model United Nations Spring Conference. My name is Bilawal Rafi-Iqbal and I will chair this committee. I have competed in multiple Model United Nations conferences in high school and here at Saint Bonaventure University. This is the second time I chair a Model UN committee. My goal by the end of this conference is to ensure that you have gained a better understanding of the procedures used in debate as well as a better understanding of the topics at hand. I advise all of you to become familiar and to gain as much knowledge as possible of the World Health Organization, its functions and its role and I can't emphasize enough how much important it is to thoroughly understand your country's policies. It is a basic element of our conference that you represent your country's policies faithfully.
Topics
Access to Healthcare Coverage
Universal health coverage (UHC) is the idea that all individuals should receive basic health services without suffering financial hardship. UHC includes a wide range of basic health services such as health promotion and prevention, treatment, rehabilitation, and palliative care. As part of the Sustainable Development Goals, all United Nations member states have agreed to try to achieve universal health coverage by 2030.
According to the World Health Organization, at least 400 million people all across the world do not have access to basic and essential healthcare coverage or services. More than 100 million people become poverty-stricken due to out-of-pocket expenditure on health services. About 32% of each country's health expenditure comes from people paying out of their own pockets. An estimated 18 million health workers will be needed by the 2030 in order to help meet the World Health Organization's Sustainable Development Goals.
The scope of universal healthcare does not include providing all health services to individuals free of charge. It also does not solely focus on the financial aspect of providing health services to individuals, but also providing population-based services such as public health campaigns.
It is up to you and your fellow delegates to decide, on behalf of the World Health Organization, the future of universal health coverage for millions of people all over the world.
Questions to Consider:
1. What is your country's current healthcare policy? Is your country making steps towards universal health care?
2. How can your country make progress towards universal health care?
3. Has your country assisted in the World Health Organization's Sustainable Development Goals?
4. What is the role of the United Nations in achieving those goals?
5. Is the UN capable of really making a contribution to universal health coverage?
6. Does your country have a proposal to deal with this issue?
7. Does your country think that this is better left to individual countries rather than international organizations?
References:
http://www.who.int/universal_health_coverage/en/
Obesity
Obesity is defined as abnormal or excessive fat accumulation that presents a risk to health. Obesity is measured by a body mass index called BMI. A BMI of 30 is considered obese while a BMI of 25 is considered overweight. Obesity and being overweight have become an increasing health issue in high-income countries. In these countries, more and more people are being diagnosed as obese and as well as being overweight. But these issues are not limited to high-income countries: middle and poor-income countries as well started to see their rates of obesity and overweightness gradually rise.
According to WHO, the worldwide obesity rate has tripled since 1975. In 2016, there were more than 1.9 billion adults, 18 years and older, who are overweight; of these 1.9 billion adults, 650 million are obese. But the most growing concern is the rate of children living with obesity and being overweight as well. As of 2016, over 340 million children and adolescents aged 5-19 were overweight or obese. But the most startling is that 41 million children under the age of 5 were overweight or obese in 2016 as well. The numbers speak for themselves. Obviously, this is a very serious matter that needs attention on all levels.
There are many factors that determine if a person is overweight or obese. Individual factors such as behavior and genetics are some of the factors. Behavior however can be seen as the main cause. Behaviors include dietary patterns, physical activity (or inactivity), medication use, environment, education, etc... The health consequences of obesity can extremely alter one's life. Obesity can cause death, type 2 diabetes, heart disease, stroke, gallbladder disease, breathing problems, and low quality of life, to just name a few.
Questions to consider:
1. What could be done to deal with the problem of obesity and overweight?
2. Does your country suffer from this problem? How serious it is in your country?
3. Did your country take any steps to deal with this issue?
4. What are the steps countries can take to help educate their citizens about the dangers of obesity?
5. What are the steps nations can take to help lower the rate of children being obese or overweight?
6. Does your country believe that the WHO could help resolve this issue? How?
Sources
"Obesity and Overweight." World Health Organization, World Health Organization, www.who.int/mediacentre/factsheets/fs311/en/.
"Overweight & Obesity." Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 29 Aug. 2017, www.cdc.gov/obesity/adult/causes.html.
https://www.cdc.gov/obesity/adult/causes.html http://www.who.int/mediacentre/factsheets/fs311/en/
https://en.wikipedia.org/wiki/Obesity http://www.heart.org/HEARTORG/HealthyLiving/WeightManagement/Obesity/Obesity- Information_UCM_307908_Article.jsp#.WiYdn0xFxo0
http://ec.europa.eu/eurostat/statistics-explained/index.php/Overweight_and_obesity_- _BMI_statistics https://jakubmarian.com/percentage-of-obese-population-by-country-in-europe-map/
https://www.theguardian.com/society/2014/sep/21/obesity-africas-new-crisis http://www.genre.com/knowledge/publications/uwfocus14-2-cheong-en.html
HIV/AIDS Epidemic
The human immunodeficiency virus (HIV) infects cells of the immune system, leading to progressive deterioration of the immune system. This weakens people's defense systems against infections and some types of cancer. The most advanced stages of HIV infection are known as acquired immunodeficiency syndrome (AIDS). While important advances have been made regarding HIV and AIDS, such as scaled-up access to treatments and a decline in the number of children born with the virus – prevention rates among adults around the world have largely stalled.
HIV continues to be a major global public health issue, claiming more than 35 million lives so far. There are currently 36.7 million people living with HIV with 20.9 million people receiving antiretroviral therapy. Almost 1,800 young people a day are being newly infected with HIV. There is no cure for HIV infection, however antiretroviral drugs can control the virus and prevent transmissions so those infected can enjoy healthy, long and productive lives.
Anti-retroviral therapy (ART) is the current treatment for the disease and saves lives, prevents other illness, saves money and promotes development. The Global ART coverage for pregnant and breastfeeding women living with HIV is high at 76%. Just last year, six Caribbean islands eliminated mother-to-child transmission of HIV.
It is estimated that currently only 70% of people with HIV know their status. HIV infection is diagnosed through rapid diagnostic tests (RDTs). These tests provide same day-results and are imperative for same-day diagnosis and early treatment and care. The WHO wants to reach the target of 90% of those infected knowing their status. This means an additional 7.5 million people need access to HIV testing services.
While some regions have been successful in treating and diagnosing HIV and AIDS, there are many regions of the world struggling with the virus. The African continent is the most affected region, with 25.6 million people living with HIV in 2016. The African continent accounts for almost two thirds of the global total of new HIV infections.
Although between 2000 and 2016, new HIV infections fell by 39% and HIV-related deaths fell by 13.1 million lives, the push for RDTs and ART treatment needs to continue. The United Nations want to end the epidemic of AIDS by 2030, securing healthy lives and well-being for all. In order to reach this goal, education, information and services to people living with HIV including the young, vulnerable and marginalized must be provided.
Even though we have achieved significant progress in dealing with this terrifying disease, much still needs to be done.
Questions to Consider
1. Is AIDS still a prevalent problem today in your country?
2. How can the WHO provide efficient testing for all of those affected by HIV?
3. What are the measures of prevention that could help eliminate the spread of HIV? Did your country implement a clear plan?
4. How is your country helping the UNAIDS 2016-2021 strategy to end the AIDS epidemic by 2030?
5. How can the WHO increase awareness of HIV while respecting cultural beliefs and norms?
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Chapter 1
Maris da Pais
1410
Vila do Conte, Portugal
On her fifth birthday Maris stood on a high scaffold with her father watching his boat builders hammer ribs into the skeleton of his new caravel. A light breeze ruffled her hair and the triangular sails on the model ship she held in one hand. She cradled it against her, and listened as Father told her what the men were doing. She loved the smells of freshly cut wood and piles of sawdust under the sawhorses next to the ship. Father had brought a sawhorse home for her and hammered a frayed rope on one end for a tail. She called it her pony and sat on it in the sunny courtyard of their home, imagining she was galloping down the beach like horseback riders she had seen.
The sounds of the shipyard were music to her, shouts and hammering, occasionally a warning cry if someone dropped a tool or sent a piece of wood flying.
Her birthday was just like any other day, but it made her feel special to be old enough for lessons from Father. He promised to start her soon on mathematics, Latin, and mapmaking, just like Tomas her brother.
© Susan Moger 2024. All rights reserved. This work is provided for educational purposes only and should not considered 'published' work. If the chapter is accepted for publication, it will be removed from the website at the author's request.
"I have named this ship Three Sisters," Father said.
"But I have a brother, not sisters," Maris said without thinking. She knew better than to question Father, really, she did.
Father smiled down at her. "You will," he said. Then he waved and shouted to the men below, "Send Alfonso up here."
Maris wriggled with anticipation and waved her model ship at the white-haired man who climbed the ladder to join them.
"Maris, my star of the sea," the old man exclaimed, pretending to pull a nail from his ear and handing it to her. "If only your father and mother had named you Stella Maris."
Maris giggled and showed him the model. "Father cut the pieces, but I put it together," she said. "I will name her Stella Maris."
"Your father has told me of your skills." He studied the model and fingered the sails.
"Nicely sewn, I suppose your grandmother helped with that?"
"No," she said. "I cut and sewed the sails."
Father smiled and patted her head. Then he said, "Alfonso, tell me the truth. What is holding them up? Surely the ship should be farther along by now."
Maris held her caravel up to the blue sky and watched the breeze fill the sails. She smiled, imagining it sailing out beyond the clouds.
After the three of them climbed down from the scaffold, Alfonso crouched beside her.
"Don't ask me how I know this," he said, "but when you grow up, you will sail a big boat like The Three Sisters. Would you like that, little one?"
Maris froze. Being a real sailor was her secret wish. How did Alfonso know?
Father laughed. "She is five years old today, let's not look too far ahead."
Alfonso stood. "Good evening, Captain," he said to Maris, then nodded to Father, touched his cap and hurried away.
Please let my secret be safe, Maris thought. She studied Father's face.
"He has no business making fake prophesies to you, daughter. Forget them." Father took her hand. "Come, we'll walk by the ocean and clear our heads."
On the beach, they walked down to watch little waves lap the hard sand and leave white foam moustaches. As the sun set, the calm ocean water was streaked red and pink, like the sky. Maris breathed in the salt air and felt as she always did near the ocean, as if a giant hand was cupping her as she cupped her Stella Maris.
Alfonso called me "Captain," she thought and pointed at the bright line of the horizon. "I want to sail there," she said.
Father said gently, "But the horizon can never be reached. When you sail that far, it will be in front of you again, as far away as before. No one can get there."
"I can and I will," Maris said.
She knelt on the sand and, as foaming wave came up, she pushed the little ship into the shallow water. The receding wave carried it a short distance and left it lying on its side in the wet sand.
Father said, "We can find a calm tide pool and sail her there."
Maris picked Stella Maris up and brushed sand from her sail. "No," she said. "Stella Maris belongs in the ocean." | <urn:uuid:4f4b8c50-d7d5-4c9d-a417-8001bcc92559> | CC-MAIN-2024-26 | https://gutsygreatnovelist.com/wp-content/uploads/2024/03/Susan-Moger.pdf | 2024-06-21T17:48:02+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00476.warc.gz | 250,497,607 | 1,013 | eng_Latn | eng_Latn | 0.999571 | eng_Latn | 0.999834 | [
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Roof Ventilation Calculation
How to calculate the number of vents required for a roof.
Building Control will usually specify High Level (Ridge) or Low Level (Eaves) airflow requirements for the roof – eg. 5mm continuous airflow, or 25mm continuous airflow.
To find out how many vents to install at what centres, we need to convert this figure from "mm of airflow" to "number of vents" and "centres for roof vents".
1. Find the total airflow required.
How long is the ridge of the roof in mm?
Multiply the length in mm, by the continuous airflow required.
Eg – for a 10m long roof, requiring 5mm continuous airflow
Do 10m x 1000 = 10,000mm long roof
Then 10,000mm x 5mm = 50,000mm2 airflow.
2. Work out the number of vents required.
How many vents would it take to provide the same amount of airflow?
Divide the total airflow (calculated above), by the amount of airflow per vent.
Eg – for a CV20K vent with an airflow of 20,000mm2
Do 50,000mm2 ÷ 20,000mm2
This makes 2.5. We do not supply half vents, so 3 vents would be required.
3. Work out the centres for the vents.
How far apart do the vents need to be?
Divide the length of the roof by the number of vents.
In this case 10,000mm long roof ÷ 3 vents = centres of 3,333mm. | <urn:uuid:88f1b77c-c665-441c-bfcd-e0f85678c904> | CC-MAIN-2024-26 | https://www.roofingventilation.co.uk/Graphics/files/How%20to%20Calculate%20Number%20of%20Roof%20Vents%20Required.pdf | 2024-06-21T18:00:31+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00472.warc.gz | 836,265,979 | 341 | eng_Latn | eng_Latn | 0.997842 | eng_Latn | 0.997842 | [
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Story General Information
Importance of SPECtacular Brain Health in Adolescence ( A Brain Health Story) (5 th Grade – 10-11 yrs.)
This story describes the importance of focusing on all aspects of brain health as hormones enter the picture.
* Adolescence marks a major change in the way that your brain works. Hormones cause changes in behavior because they cause changes in both the structure and function of your brain.
* It is important to learn how hormones affect your SPEC health and to remember all the ways we have to cope with changes in our SPEC health during adolescence.
* Understanding the importance that SPEC plays in keeping your brain healthy is especially important during this transitional time in life. By helping your brain to stay healthy, it also helps you to stay happy and healthy.
The facilitator begins by introducing themselves, neuroscience, and the program, Brain Health: It's SPECtacular. Brain Health is about maintaining a happy, healthy brain to feel good. The beginning letters of SPECtacular (SPEC) each represent a component of Brain Health the children have learned about in previous stories. The facilitator reviews each component (Social, Physical, Emotional, and Cognitive) and its importance to staying healthy and happy. This summative story reviews the major concepts covered in the previous fifth grade stories while focusing on the changes the children will experience as they enter the new life stage of adolescence.
Whether it is exciting or scary, changes are all around. From the physical environment to people, to the inside and outside of the body, having a healthy and happy brain helps facing and managing changes easier. As fifth graders, these children are on the cusp of big and significant changes in their lives. The facilitator explains some of those changes to the children. The more information they have, the better prepared they can be.
They discuss how the physical world the children know is changing. The school they attend, the access they have, the responsibilities they carry, and the activities they are interested in all shifts. Preparing for these changes can make transitions easier.
Some of these changes are due to outside circumstances. Some of these changes are due to the brain and body developing. But most of these changes are out of their control. If change is difficult for someone, learning how to COPE and implementing methods to alleviate stress is key.
The facilitator explains some of the physical changes going on in the body during adolescence. Inside the brain, the hypothalamus is beginning to release hormones. These chemicals change the body and the brain. Because the brain is changing, behaviors change too. Hormones affect someone's SPEC Health. These changes all occur to prepare the brain for adulthood and can last until the mid 20's. Understanding SPEC Health helps to navigate the effects on the brain during this period of change.
Everyone's brain is different; therefore, everyone's experiences with hormones are different. The timing of release, the kind released, and the amount of hormones released all differ. How people respond to hormones is unique too! The facilitator helps the children review each component of SPEC Health with an emphasis on changes due to adolescence.
Socially, hormones can change someone's "sense of self," self-esteem, and feeling of self-worth. The facilitator stresses the importance of being aware of these potential changes, making smart choices when it comes to friendships, and relying on trustworthy people (support system) for guidance and support. By being around people and doing things that make someone happy, a high level of Social Health is maintained.
Physically, hormones affect appetite and energy levels. The brain and body are doing lots of growing and they need lots of energy. Adolescents are often tired and hungry. Eating foods with high levels of nutrients is beneficial to the brain. Getting lots of sleep and having a regular routine improves energy levels. The more sleep, the more energy available to do all the activities on the to-do list. The facilitator also shares with the children they should not be alarmed if they experience achy bodies. Growth spurts or growing pains are common and can be alleviated through movement.
Emotionally, hormones affect how someone "sees" their world, which affects motivation of behaviors. During this period of time, it can be a challenge to identify triggers for feelings. Emotions also tend to come in extreme waves and sometimes for what feels like no reason. The facilitator shares a relatable scenario with the children about an extreme reaction to a classmate clicking their pen. Accepting that these emotions occur, trying to identify triggers or eliminate them, and finding COPEing mechanisms to lessen the intensity of emotions or control the response are important to maintaining Emotional Health during adolescence.
Cognitively, hormones affect the way someone thinks. Hormones can change perspective and decision-making skills. The facilitator and children discuss how perspective changes everything someone thinks about (who they like, what they like to do, what scares them, and what they like to eat, etc.). A change in decision-making skills can lead to more risky behaviors. Weighing pros and cons is helpful but, it is important to remember that protecting oneself should be the first factor in making a decision. Confidence in decision-making is driven by good choices, which elevates Cognitive Health.
Finally, the facilitator and children review how hormones affect each area of SPEC Health. Awareness of changes occurring, understanding the impact of hormones on the brain and body, and implementing strategies for coping and decision-making help make the adolescent brain happy and healthy. A happy, healthy brain is a SPECtacular brain!
Story Objectives:
* Students will identify some changes they will experience during adolescents (physical and environmental).
* Students will identify and define the hypothalamus.
* Students will define hormones.
* Students will define adolescence.
* Students will explain the importance of understanding hormones, changes, and how to cope to maintain good SPEC health.
* Students will describe how peoples' experience with hormones are similar and different (time, kind, & amount).
* Students will explain how hormones affect their Social Health and ways to build self-worth and selfesteem.
* Students will describe how hormones affect their Physical Health and the importance of eating right, prioritizing sleep, and moving their body.
* Students will explain how hormones affect their Emotional Health and cause extreme emotions and behaviors.
* Students will describe how hormones affect their Cognitive Health by changing their perspective and their ability to make decisions.
* Students will identify several different coping mechanisms to help navigate the changes caused by hormones and maintain a healthy brain and body. | <urn:uuid:5bfe1c54-b310-4ceb-9112-811b10c46338> | CC-MAIN-2024-26 | https://sites.krieger.jhu.edu/mnf/files/2023/04/G5-BH-SGI.pdf | 2024-06-21T17:33:46+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00481.warc.gz | 476,307,516 | 1,317 | eng_Latn | eng_Latn | 0.996626 | eng_Latn | 0.996772 | [
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1
2
3
4
(in 4 easy steps)
right hand hi-hat/right foot bass drum.
right hand hi-hat.
right hand hi-hat/left hand snare drum.
right hand hi-hat.
-repeat these four steps over and over.
-play slowly.
-space the steps evenly.
-listen to "back in Black" by ac/dc to hear one example of how this beat should sound.
-practice this beat sooooo much that you can play it in your sleep and without looking at this sheet.
-send this pdf to someone else who you think wants to learn to play drums. | <urn:uuid:7fb91ad4-a226-4e7a-abbd-5a04593a725b> | CC-MAIN-2024-26 | https://bangthedrumschool.com/wp-content/uploads/2024/03/your-first-drum-beat.pdf | 2024-06-21T17:54:07+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00481.warc.gz | 118,817,352 | 124 | eng_Latn | eng_Latn | 0.998237 | eng_Latn | 0.998237 | [
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Episode 1 - The Power to Protect
Kerllen Costa: It's a place of life, death and mystery, and it's called the Okavango Delta. The life is the water, and the water knows no borders. It twists and turns through Angola and Namibia until it converges in Botswana, spreading into one mighty freshwater delta called the Okavango.
The Delta, and the rivers that feed it, are the beating heart of water for the inhabitants of three countries in southern Africa. Thousands of Elephants. Millions of birds. And hundreds of hippos. But sometimes the water doesn't fill The Delta and no one really knows why.
For centuries, during the driest parts of the year, seasonal floods have interrupted the Kalahari Desert, the largest continuous stretch of sand on the planet. Without the water, the desert takes over. The reeds choke the channels, and the animals and the people wander inward, deeper and deeper, searching. Sand becomes layered with trash and animal corpses. That is the death. And as for the mystery? I can't even pretend that there is just one.
Koketso Mookodi: Setswana - Where does the water come from?
Cat Jaffee: Where does the water come from?
Koketso Mookodi: Setswana - What happen to it?
Koketso Mookodi: What happens to it?
Koketso Mookodi: Setswana - Who exactly relies on it?
Cat Jaffee: Who exactly relies on it?
Koketso Mookodi: Setswana - And what if all of a sudden, it stopped?
Kerllen Costa: And what if all of a sudden it stopped?
Kerllen: Over the last decade, people around the Delta have started asking these questions more frequently, and so one man decided he will go find the answers. And while on his mission, he uttered a phrase that has become both a gift and a curse. To this day, it is broadcast to millions of people across the world.
Steve Boyes: I will do everything in my power to protect this place.
Kerllen Costa: This is Dr. Steve Boyes, who is also my boss. Steve is a South African zoologist whose family has lived in the Cape for over 200 years. I'll play it again.
Steve Boyes: I will do everything in my power to protect this place.
Kerllen Costa: He says it quickly, but it's a loaded statement. And with it, Steve has tied the fate of the Okavango water system to his own, and in some ways to mine. I'll tell you more about Steve in a minute. First, let me introduce myself.
My name is Kerllen Costa. I'm an Angolan biologist. I started working with Steve in this region in 2016, first as a volunteer helping to collect wildlife data in Eastern Angola, where the waters of the Delta start. Over time, I convinced Steve to bring me onto his team as a camera trapper.
Camera trapping involves setting up motion activated cameras to take photos of the animals wandering around the forest, the ones we cannot seen the light of day. Angola spent the last 40 years either fighting a war or recovering from it, not conducting scientific surveys. So we have decades of research to catch up on, including knowing what animals live here.
The more time I spent in these villages, the more I realized that science is just one piece in solving the mysteries of this region. Many of the clues live in the stories told by local people — in legend, myth, magic.
One day, I was placing these cameras in the highlands of Eastern Angola. Although I was in the middle of a dense forest, I could sense someone else was there. I turned my head. An Indigenous hunter was watching me. He was athletic, shredded with thick muscles. His hands were calloused. His eyes were the kind that looked straight into your soul. He had a bow and arrow strapped to his back. I motioned him to sit with me on the spongy forest floor. The hunter shared his name, Sarabecca, and then cautioned me, "This is not the place for me to tell your stories. I first need to absorb you. Then I will share things. Or not."
I followed the hunter to his village and he sat around the huge fire. I remember having this sensation that the stars and the moon were sitting with us, because they were so close. We don't speak the same language. I grew up in Luanda, Angola's capital, where we were raised with Portuguese. Sarabecca spoke to me in Luchaze, an older language of Angola. There were long silences and then finally he said, "I thought you were chindelle." This means a foreigner or a Westerner. He went on, "Although you look different, I can feel that you're somehow part of us. I think I can share some things with you."
In the morning, Sarabecca and I walked deeper and deeper into the forest. There was no light, no paved roads. Landmines from Angola's 40 years of war were buried in the sand around us. Rusting tanks along the route, another reminder of the conflict, were the closest thing to a road sign. And then there was a clearing. And right in the middle of it, a stretch of water so calm it had no color. It mirrored everything below it and around it. It was a lake, and it was suspended atop the sand, almost like it should disappear any minute.
This was the first time I had ever seen anything like it. And to me, it felt like it was all held together by magic. And it is. Because this is one of the more than 20 source lakes in Eastern Angola. Each one feeds a river flowing across Southern Africa. Some of them end up in the Okavango Delta and some flow into Victoria Falls.
These lakes are some of the most important bodies of freshwater on this part of the continent, and yet so few people know they exist. While the local community obviously has spent time in this place, I mean, Sarabecca is the one who brought me here, there is not a single structure or boat near the lake shores. It looks untouched, pristine, a conservationist's dream. And I learned, it is this way for one big reason: Mukisi...
Staring down at the lake, Sarabecca told me the story of Mukisi in a whisper. Mukisi is a myth passed between generations of local people over campfires and bedtime stories. It is a dragon that lives in the source lakes and terrorizes any person who comes close to its shores.
Mukisi is a demon. It kills, it destroys. It strikes fear in the hearts of local people. But honestly, I think we've overlooked something about Mukisi — something that could hold an important clue to the secrets of this place and how we can protect it.
This podcast is the story of the guardians of the water and their secrets. These guardians have a monumental task: trying to protect the remote, near pristine environment, facing threats from all sides. Threats like wildfires, drought, habitat destruction, industrial development, and over-hunting and charcoal production; as well as generational wounds from a history of colonialism, war and displacement of Indigenous people. What have we done to each other in the name of wilderness? Is there any place left in the world we can save from ourselves? And if so, will this water system be it?
You're listening to Guardians of the River. I'm your host, Kerllen Costa, and we're a podcast exploring how to protect some of the most remote and wild places on the planet, starting with the Okavango Delta and the Source lakes.
So how did Steve, the zoologist from South Africa, become so entwined with the Okavango Delta?
Steve Boyes: They listen to me going, eeee, ahhh!
Kerllen Costa: This is the sound of Steve when he's on expedition around 10 p.m.
Steve Boyes: It is the cold, freezing cold buckets just before bed and midnight yoga. Just bah, cleanses you.
Kerllen Costa: Steve is tall and wiry. And the way he talks, it's like he's rushing to complete his thoughts before something more fleeting makes an appearance like a bird. That's because ever since Steve was a kid growing up on the Cape, he's kept an eye out for parrots.
Steve Boyes: I thought parrots belonged on parrots shoulders and in cages, not free flying in Africa. And that captivated me.
Kerllen Costa: Entranced by the Cape Parrot and then its cousin, the Meyor's parrot, Steve pursued degrees in forestry, conservation, ornithology and zoology.
Steve Boyes: Within two and a half months of meeting the Meyer's parrot, I was doing a Ph.D. on them. That's how fascinated I was by this bird.
Kerllen Costa: Steve followed the Meyer's parrot to its home in the Okavango Delta. And there he found something he'd been looking for his whole life.
Steve Boyes: I fell in love with the Delta because of the wildness, the sense of place, real wilderness. And at the age of 20, 21, when I first arrived there, I had not experienced that yet. I come from a family obsessed with wild places and National Parks. And our family wasn't wealthy, so we didn't fly into the Kruger National Park or these other places in South Africa and other countries. We drove there. And my first experience of the Delta, I flew in there. I stayed at the Lodge. I never stayed in Lodge before and had only ever camped. And I remember I didn't even get into the bed. I would lay on top of it. I don't want to ruin it. But that night I lay in absolute paradise. The sounds of the floodplains wrapped around me. I didn't sleep at all. It was lions calling. It was the wildest place I'd ever been. And when I got back to South Africa, I just turned around, gave up on writing up my master's there, and I went straight to the Delta. It was very clear to me that's what I needed to do.
Kerllen Costa: To pay his bills, Steve worked at a tourist lodge in the Delta named Vudumtiki Camp. And when he wasn't washing dishes or making beds, he was out exploring islands in the Delta — first by foot and eventually using a traditional dugout wooden canoe known as a mokoro. And mokoro is more like a paddle board than a boat. You can steer it by standing up and pushing it across shallow water using a specialized wooden pole, called a ngashi. Steve learned how to survive in the delta from the WaYei. They are indigenous river bushmen that are as comfortable pulling a mokoro across a waterway as they are walking on land.
Steve Boyes: I was... now 19 years working in the Delta. And for the longest time, that was all I cared about.
Kerllen Costa: If it sounds like Steve is steering a mokoro now while he's talking, that's because he is.
Steve Boyes: All I wanted to know was every single plant, tree, bird, insect. That was my obsession. In 2011, I was counting parrots every day. My life was very, very simple. And a Nat Geo filmmaker came, and he had been touring around the whole of Southern Africa. Visited like 40 odd projects. He was looking for, his brief was to make videos for each of the projects to promote them and then find one person to bring back to do something with. To create media with, a film or something.
Kerllen Costa: The filmmaker was named Neil Gelinas and he wanted to know what kind of stories Steve would tell about your Okavango Delta if he could. In that moment, Steve remembered a piece of advice he had received.
Steve Boyes: A friend of mine said, actually, Steve, just think bigger, think bigger.
Kerllen Costa: And so Steve pitched Neil something huge.
Steve Boyes: Explore the sources. See where the water comes from. And what's happening to it across three countries. This vast ecosystem protected in its entirety.
Kerllen Costa: Steve believed that if the world could see the Delta and follow its story right from the start up in Angola, that maybe he could better understand what was happening to the water. Where did it come from? Where was it going and how could we protect its future?
Steve Boyes: We signed a kind of contract on it on a napkin late at night drinking whiskey where I promised to help him make his first feature film, and he promised to help me for the Okavango project that we called it at the time. That was kind of the trigger for this massive change. I kind of was really happy kinda quietly living the simple life. And life's not simple.
Steve Boyes and team: (pushing mokoro) One, two, three! Wait, wait, wait.
Steve Boyes: You are broken physically, mentally. The main thought is: I've made an incredible mistake.
Kerllen Costa: That's what Steve sounds like in the middle of an expedition when his life is anything but simple. At a glance, the objective of it all seemed clear enough: learn more about how the water flows from Angola to Botswana, count and identify the species that live in and around the Delta, and capture all of it for a National Geographic film. But in action, this plan felt like a mess. For one, the team had to travel through Cuito Cuanavale. This is the site of the largest tank battle in Africa since the Second World War. The fighting ended in 2002, but stark reminders of the war remain embedded in the landscape.
To this day, the area is strewn with landmines and unexploded bombs. Bullet holes, pockmark buildings. Battle tanks remain stranded on the side of roads. And police review travel permits at checkpoints for any non-Angolan moving through the countryside. To pull off an expedition like this, Steve needed a parade of Land Cruisers filled with scientists and National Geographic filmmakers, all towing a dozen mokoros. So instead of his usual wardrobe of muddy khakis, Steve quickly found himself in his nicest blazer. Palms sweating, he waited to make a case for the expedition to the local politicians. Their permission would make or break the expedition.
Steve Boyes: We had opportunity before the expedition to go and secure the support of the governor of Cuando Cubango, Higino Carneiro. He's a very imposing person, very powerful, probably the third most powerful person in Angola at the time. And we went to his palace. He was in a kind of lavender safari suit, ivory cane, kind of stereotypical African leader with his entourage, all in black suits and dark glasses. Very impressive. The whole palace that he was in smelled of jasmine.
Kerllen Costa: For forty five minutes. Steve explained what he planned to do.
Steve Boyes: And I sat there and I spoke to him about my passion for the Okavango Delta, explaining some of the science, some of the past work we had done. The work with National Geographic, the plan to make a film and the film crews coming... all these things. And he put his hand up, he said, and this is in Portuguese, but a very deep voice, he said, "Stop. I have one very big problem with this project." And I'm like, oh, God, here we go. And he said he wanted National Geographic to announce the reemergence of Angola. Angola had been locked up in four decades of armed conflict — landmines — and it was stigmatized. The policies of the wartime government were highly isolationist, and he wanted to see an opening up. And National Geographic puts countries on maps, whether it's South Sudan as a new country or Angola. And he wanted that.
Kerllen Costa: What Steve proposed was considered impossible. He wanted to travel from the source of the Okavango following rivers with mokoros all the way to the Delta. They would cover 1500 kilometers with a team recruited from Botswana, Angola, Namibia, South Africa and Zimbabwe. And all along the way, they would count and identify wildlife. He had thought there was no way the Angolan government would allow it. But the mission was approved. And now, it was time to assemble the team.
Adjany Costa: Steve asked a lot of different people about an Angolan researcher that could join the project and one of my university teachers thought I would be crazy enough.
Kerllen Costa: This is my sister, Adjany. She was the only Angolan biologist on this first expedition. Like me, Adjany grew up in the capital, Luanda, and something about growing up in the city during the Civil War is that you ache for the rest of Angola, but you don't exactly know what's there.
Adjany Costa: Hope is not something that most Angolans have. Everywhere throughout the world, we are seen as the super corrupt country where no good will happen to it. Our personalities, our culture, all comes back to the war itself. I did not believe in Angola, period.
Kerllen Costa: And she definitely did not know what to think of Steve.
Adjany Costa: It's this white guy coming from this very developed nice place, hoping to get an adventure.
Kerllen Costa: But she decided to go anyways.
Adjany Costa: It was almost a responsibility, the dual responsibility as an Angolan and as a scientist.
Kerllen Costa: Steve's next pick for his team was a river guide, someone he had known since his days running small research expeditions from Vudumtiki Camp.
Water Setlabosha: My name is Tumuletso Setlabosha. I live in the center of the Okavango Delta. It's wonderful. The people call me Water.
Kerllen Costa: Water belongs to the WaYei tribe in Botswana. And his name comes from the story of his birth. His mother was walking between two villages when she went into labor. To deliver her baby, she found a small puddle of water to sit in, and so she named her new son Water. Almost like a birthright, he's now one of the best mokoro polers in the delta. That's why Steve convinced him to join as a guide.
Water Setlabosha: I was very interested and then said to me, he's going to go into Angola. And then I think about how about this trip myself. I wanted to go into Angola.
Kerllen Costa: Water and what's the delta flow less and less over the years. And like Steve and Adjany, he wanted to know where it came from and where it was going. These three, along with a handful of scientists, WaYei polers, and a film crew, formed the final expedition team
The first real surprise of the expedition came right at the start.
Steve Boyes:
It's a doozy of a forest.
Team member: See this is here, that's it. That's the floodplain.
Steve Boyes: And I remember there was no road, there's no track, there's nothing. It was just cut marks and trees. As we're going along through dense forest, we discover a minefield and get through it very slowly. And about eight hours later, we have that moment where the trees open to the first clearing that we had found in that whole eight hour drive, we'd just been deep inside this forest. And it was a lake. The water was so crystal clear that we were looking straight through it and looking at the green bottom, all the algal gardens and everything below. It's like a little piece of Caribbean Ocean in the middle of this giant vast forest.
Kerllen Costa: If it sounds like the lake I visited with Sarabecca earlier in this story, that's because there are over 20 lakes in this area. Each one feeds critical rivers in the region. But like most outsiders including myself, Steve didn't know that yet. He was expecting a spring. Not a valley filled with a lake.
Steve Boyes: And go down to the lake for the proper first time, and quiet and everything's quiet. And touch the water. And it was this lake... just seemed ancient and powerful.
Kerllen Costa: Then he also heard about the great legend of Mukisi.
Steve Boyes: You learn about Mukisi in those lakes. You understand why people would have thought and maybe they still are. Maybe we'll find them. There were these big serpent mythical creatures in there because of the power and the sense of place.
Kerllen Costa: Steve and the team launched their mokoros onto the water and began polling through cold mist. It parted like curtains, letting the boats pass. This was the perfect start. Too perfect. When they reached the end of the lake, the water had changed. It became a small, narrow trickle, enough to fill a bottle, but not enough to carry a boat loaded with hundreds of kilos of expedition gear.
Steve Boyes: (breathing heavy) Oh okay...All right, so,
Kerllen Costa: Steve and the team had to pull each fully loaded mokoro using harnesses strapped to their shoulders for 14 days.
Adjany Costa: I'm questioning everything in life at this point. I'm questioning the whole efficiency of the project. I'm questioning why didn't Steve come here before and check this out, so we didn't have to endure through all of this.
Kerllen Costa: Adjany wasn't the only one wondering what they were doing here. Steve almost wanted to call the whole thing off. But then...
Steve Boyes: A lot of the time you find yourself knee deep in what you think is the wet edge of the river. But I mean, as soon as we caught into it, this is peat. These are peat deposits.
Kerllen Costa: The team made their first discovery. Peat, a marshy layer of decaying plants and mud. And while satellite images showed the path of a river, nothing but dragging boats across boggy land exposes the truths of the landscape. How else would they have learned about the existence of Peat if they weren't standing waist deep in it?
Steve Boyes: These peat bogs hold as much as 25 times their own dry weight in water before slowly releasing it. We are literally walking on top of the sponge, holding the water that eventually floods the Okavango Delta.
Kerllen Costa: It took 12 kilometers and two weeks until the team finally made it to open water.
Steve Boyes: (pulling mokoro)
1,2, 3. Woo!
Kerllen Costa: Even though Steve and his crew could now paddle the river, they faced more hardship. Fires. Smoke. It was suddenly everywhere.
Steve Boyes: It's burnt all the way down the channel, all the way south. Now it's close to camp. We're going to watch it burn as the wind has turned now. It's almost start, and it's going to burn this way faster and faster to the edge of the water.
Kerllen Costa: Fires are a common occurrence in Eastern Angola. Villagers use them to clear land for their crops and to hunt. But what Steve and the team saw felt out of control. Flames roared across the shores, forcing trees to crowd the riverbeds, which meant, by the way, the team hacked the branches to open the channel.
Steve Boyes: OK, nothing. Blockage, blockage, blockage there.
Water Setlabosha: Nothing. Yeah.
Steve Boyes: Just trees, just a forest. Blockage. Escaping the fires, trees are one growing into the river, choking it.
Kerllen Costa: And by night, they watched flames dance across the peat, turning into charred dry sand. Steve's urgency to do something grew.
Steve Boyes: Without forests, without peat deposits, we lose the water. It isn't stored somewhere. It's gone.
Kerllen Costa: Uneasy, but pressed to carry on, the crew continue past great stretches of forest cleared for agricultural development, and the river deepened and widened enough to sustain larger forms of life.
Steve Boyes: That morning we leave early and we are seeing all the crocs. Still out of the water. Biiig crocs.
Kerllen Costa: Steve and his crew were floating on the water.
Steve Boyes: And my brother behind me, he calls like "The reeds, the reeds are moving!"
Kerllen Costa: They couldn't see anything under or around them, but their senses screamed that something was there.
Steve Boyes: And I had to call cuena, which is crocodile for the WaYei guys. I can see a trail, no sign of a cross and nothing. See this big swirl on the right. I call cubu, hippo..
Kerllen Costa: Not a crocodile. A hippo. And not a curious hippo. A hippo who is frightened and circling back to defend himself.
Steve Boyes: And as I'm waving back...you look and the water on the left just lifts up, like a big breath. It's about a meter and a half, you know, six, seven, eight foot of clearwater and its face appears there. And it's the next is like WAAA. Now, you're like underwater, just bubbles everywhere.
Kerllen Costa: Splashing through the water, swimming for their lives, Steve and a crewmate was also in the overturned mokoro, knew the hippo was in the water with them. But they couldn't see where.
Steve Boyes: Swim, swim, swim!
Kerllen Costa: They made it safe to shore and the team retrieved the broken boat, punctured by the forceful bite of hippo tusks.
Steve Boyes: We had a social media team, they were tweeting after this had happened. And I wanted Kirst, my wife, to hear from me before hearing from them. And I'd walked like 200 yards away with the satellite phone. I was like phoning, phoning, phoning. And she eventually answers. And I hear a voice. And it's just I can collapse and start crying and shaking. I couldn't talk to it. I couldn't tell what was going on. You really realized what we're doing
Kerllen Costa:
This hippo attack changes Steve.
Steve Boyes: Never fall in the water, never swim, never put soap in water, nothing. I don't touch the water.
Kerllen Costa: This is why instead of swimming in the river like many others do, Steve takes his baths with buckets of cold water: his midnight yoga. But this respect doesn't exactly come from fear.
Steve Boyes: Like I call the hippos the guardians of these rivers, of these systems because they connect us to the water — makes us focus every second on the water.
[MUSIC BREAK]
Kerllen Costa: Connection might be the most important thing for Steve, linking the start of the water, the source lakes, with the Delta. Joining together people from all countries of the water system on one expedition. Binding the history of a place with the potential of its future. For him and the team, the thing that does this perhaps most profoundly are elephants.
Adjany Costa:This land was so famous because of its elephants and they were just as important as the diamonds in the country. That's gone. Over a hundred thousand elephants were completely eliminated. That piece of the puzzle that connected Angola to the rest of the world is gone.
Kerllen Costa: The team spotted and identified many animals on the journey. Of course, the hippos and the birds.
But as they near the border, the chances of seeing elephants became slimmer and slimmer.
Adjany Costa: I mean, we spend two months seeing tracks of animals, but not really seeing wildlife. And you kind of start wondering the amount of effort you'll have to put in to see one. Just one. And when hope was almost gone.
Kerllen Costa: Elephants.
Adjany Costa: We have elephants in Angola. We actually finally found them. This is amazing. It's really amazing.
It's a symbol that connects our past to our potential future.
Kerllen Costa: Riding on the euphoria from encountering elephants a few days later, the crew crossed the border over into Namibia. Although Namibia has the highest population density along the river, the water only runs through 60 kilometers of the country before another border crossing into Botswana. That's where the river widens and widens until it begins spreading across the land like an enormous hand. That hand is the delta.
Water Setlabosha: And I can smell, I can smell Delta now.
Steve Boyes: Add another 10 white faced duck, one yellow billed stork.
Kerllen Costa: For four months and 1500 kilometers, the team traced the water from Angola through Namibia down to Botswana.
Steve Boyes: We're now part of the water. We are now part of the system. We've been drinking this water four months. Our atoms or literally this place.
Kerllen Costa: As they made it to the edge of the delta where the water evaporates into sand, the team fell into each other's arms in hugs, exhaustion and tears.
Steve Boyes: Today was the fulfillment of a dream.
Water Setlabosha: Oh, I dreamed this place for a long time. Now we are right here. This is the place we're looking for.
Adjany Costa: I think that expedition bought this vision that Angola is worth it, that as an Angolan, I have the responsibility to help protect what is mine and what is ours, what is everyone's. And all of a sudden I saw myself spending my whole life working in Angola, specifically in the Okavango.
Kerllen Costa: By the end of the expedition, the team had discovered 38 new species in Angola and 24 potential new species to science, they had logged over 30000 geotagged wildlife sightings.
Adjany Costa: We need data to explain and to describe, which was very important at the time because there was no data, especially current data, modern data.
Kerllen Costa: But Adjany quickly learned that there was something far more powerful than data for inspiring people to take action. And she was right at the center of it. A really good story.
Gary Knell: I think I've seen the documentary about 17 times by now, so I could probably narrated myself.
Kerllen Costa: This is Gary Knell. He was the CEO of the National Geographic Society when Steve and Neil Gelinas's released the documentary.
Gary Knell: You know, I can't take credit for being the person who found Steve Boyes, but I think certainly when I did hear about this bigger dream and this bigger project, it absolutely inspired me as one that was a prototype for what National Geographic could be.
Kerllen Costa: This prototype Gary is talking about this, the documentary Steve and Neil ended up making about the expedition. It's called Into The Okavango. It was nominated for an Emmy and it screened at the Tribeca Film Festival. And the greater team won the 2019 Rolex National Geographic Explorer of the Year award.
As the documentary reached millions of viewers, suddenly, it wasn't just a ragtag team of explorers, scientists, and WaYei guides who wanted to protect the Okavango Delta. International donors, NGOs and average viewers watching the movie on in-flight entertainment and Disney Plus all felt moved to conserve the delta and its Source Lakes. The prestige and attention of the documentary even helped nudge US Congress to pass the Delta Act, a bill committing to protect the wildlife in and around the delta.
Adjany Costa: Everyone has a personal interest to be there. Everyone wants a piece of the landscape for themselves, whatever that means, whether it is money, but it is personal well-being, whether it is, you know, leaving a legacy.
Kerllen Costa: All this energy transformed Steve's ten thousand dollar research expedition into a 16 million dollar multinational conservation effort. National Geographic created a whole new project dedicated to conserving this wilderness called the National Geographic Okavango Wilderness Project, now known as NGOWP. And this project has become one of the top most funded projects in the National Geographic Society's 150 year history.
Steve became its leader and I became the Angola Country Director. While I'm still in charge of our photo trapping efforts, my primary role is guiding our relationship building with local communities. I'm the translator between local people's desires and their concerns with the project
Regedora: Luchaze
Kerllen Costa: They are not saying that they don't want you to work there. They have reservations. They very much welcome you with both hands. And they're aware that the attention of the country, of the world is on the project to work here and to implement their ideas. So everyone is watching and they are watching.
Steve Boyes:
Thank you very much.
Kerllen Costa: The more I listen to the villagers' concerns, myths and traditions, the more conflicted I feel about how an outside organization can best protect this place. That's why I pay such close attention to Mukisi.
José Vitanga:
Mukisi. Conhecemos o Mukisi.
(transated) Mukisi, we know the Mukisi.
Kerllen Costa: I'm sitting with Jose Vitanga, a 78 year old elder who lived through the war in Tempué, a town in Eastern Angola. When Vitanga smilas you can see every single tooth in his mouth.
José Vitanga:
Mukisi é se chama em Portugues um dragão.
(translated) Mukisi is like a dragon.
José Vitanga:
Quer dizer ele vive na água.
(translated) I mean, it lives in the water.
José Vitanga:
Ele também responde, você escuta
(translated) You hear the noise it makes.
José Vitanga:
Click, click, click.
Kerllen Costa
: Tem pessoas que já viu com os olhos mesmos?
(translated) Is there anyone who has actually seen Mukisi with their own eyes?
José Vitanga:
A pessoa não pode ver com os olhos.
(translated) One cannot see it with their own eyes.
José Vitanga:
Não vai viver com os olhos.
Kerllen Costa:
Cómo sabe que existe?
(translated) So how do you know it exists?
José Vitanga:
Aqui o milagre o ele faz.
(translated) Because of the miracles it performs, you will realize you are in his presence.
José Vitanga: Havia um grupo de crianças que ia fazer a circuncisão e quando foram levadas a lagoa para tomar banho, todas ficaram lá.
(translated) There was once a group of children, we're going to get circumcision done and when they were put in the lake to bathe, they all got stuck there. And nowadays when one gets to that lake, even if using a canoe, you won't go past the middle of the lake, you have to offer something to be able to get out.
Kerllen Costa: Is it crazy to call it dragon swallowing a group of children a miracle? To me, it sounds like it belongs in the list of threats that the expedition team faced.
But I think there is something more here. Wisdom that is hundreds of years old that can transform our way of thinking, from protect to respect.
When the cameras stop rolling and the boats are stored away, how do Steve, Koki, Water, Vitanga, the villagers of Tempué, and myself all come together? This podcast will follow what happens when worlds connect and at times collide.
Next time, we go looking for the lost ghost elephants of Angola and experience why finding them is so complicated.
You're listening to Guardians of the River, a podcast about the quest to safeguard one of the world's most remote and wild lands. I'm your host, Kerllen Costa. The story was written and recorded by Cat Jaffee and House of Pod in partnership with the National
Geographic Okavango Wilderness Project. This podcast is funded through a National Geographic storytelling grant and the Wild Bird Trust. If you're new to podcasts, you can find a guide on how to listen to this show and support the project at WildBirdTrust.com.
You can also find this podcast on Spotify, Google Play, Apple podcast, SoundCloud, Stitcher, or wherever you listen to great audio. We owe an enormous thanks to Neil Gelinas and Kaya Ensor for allowing us to use recordings from their documentary into the Okavango. Our fact checker is Aimee Machado. Our producer Juliette Luini. Our illustrator is Fernando Hugo Fernandes. Our audio editor and sound designer is Jason Patane. Our Angolan producer is myself, Kerllen Costa and our Motswana producer is Thelafung Charles. We had story editing help from Rebecca Mendoza Nunziato. And our composer is Victor Gama, who is also the voice ofJosé Vitanga. Sadly, José Vitanga passed away a few days after our interview, and we are so grateful to have had the chance to hear him speak.
Thank you to the team at Geração 80 for letting us record in their studios. And Televisão Pública de Angola for permitting our use of their recordings.
And thank you always to Dr. Steve Boys and John Hilton of the Wild Bird Trust, who have sponsored and supported this production.
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BLOOMERS TO BALLOTS
Grade Levels: 7-13+
29 minutes
CHIP TAYLOR COMMUNICATIONS 1999
DESCRIPTION
Women had to go against the church, their fathers and husbands, and society's expectations to gain the right to vote. Focuses on the women's suffrage movement in Wyoming and Colorado during 1870-1896. Old photos, reenactments, and many quotes from men and women leaders of that time lend flavor to this historical review of the first major step to giving women the right to vote.
INSTRUCTIONAL GOALS
1. To introduce the sentiments, social pressures and politics that were typical during and before the women's suffrage movement.
2. To depict the difficulties that women had to overcome to get the vote in western states.
3. To study important players and locations in the initial stages of American women's suffrage.
4. To compare modern life for American women to life in the late 1800s.
VOCABULARY
1. abolition
2. battalion
3. buxom-holed
4. clandestinely
5. disenfranchised
6. disillusion
7. heady
8. legally inferior
9. logic
BEFORE SHOWING
1. Describe what life is like for women around the world.
a. What are basic human rights?
b. Where are places in the world where women are oppressed? How?
c. What legal differences exist for women around the world?
1
10. obligation
11. opposition
12. prevail
13. refuge
14. sojourn
15. straw vote
16. teamster
17. tirade
2. Hypothesize what life was like for women in the 1800s in America.
a. What legal, social, and religious rights did American women have?
b. What events in American history afforded women more rights?
c. How did women survive and sometimes flourish during times when their rights were unclear or unavailable?
AFTER SHOWING
Discussion Items and Questions
1. Discuss the role of women in America prior to gaining suffrage.
a. What did a woman surrender when she married?
b. What did the Constitution say in regard to the role of women in American society?
c. Why did some consider universal suffrage to be a delusion and a snare?
d. Why were mothers considered to be avoiding duty when they worked outside the home? Why were men called "helpful" when caring of their own children?
e. Who else was unable to vote at this time besides women?
f. Why did the emancipation of women not begin in the cities?
g. What interest did the industrialized northeast have in women?
h. What role did the Seneca Falls women's rights conference play in women's suffrage?
2. Discuss the role of the church in women's suffrage.
a. What was the role of the Christian church in the roles of women? Why did the church offer little solace to women fighting for suffrage in the late 1800s?
b. What was hypocritical about the Archbishop Machebeuf's concern about a woman leaving her children to go to the polls to vote?
c. What is reprehensible about Archbishop Machebeuf's accusation that women wanting suffrage are battalions of old maids?
d. How did Archbishop Machebeuf inadvertently help women's suffrage?
e. What did other clergy of the time have to say about women suffrage?
f. How did Archbishop Machebeuf and Father O'Ryan disagree about the relationship between the purity of women and their involvement in politics?
3. Discuss the relationship between abolition and women's suffrage in America.
a. Why were women attracted to the abolition movement?
b. Why did women join clandestinely?
c. What did women learn as they struggled to free African-American slaves?
d. What humiliation happened to women who attended the World Anti-Slavery Convention in London in 1840? How did this benefit the women's movement?
e. What was Frederick Douglas' relationship with women's suffrage?
f. What stigma did The Home Physician Handbook attribute to small-breasted women? Why did this book warn against too much intellectual stimulation for young girls?
4. Discuss the relationship between fashion and women's rights.
2
a. How did women's fashions create a hindrance?
b. What was the importance of bloomers to those campaigning for women's suffrage? Why were bloomers condemned by critics?
5. Discuss civil disobedience practiced by suffragists.
a. What happened to a woman who ran for president?
b. Why was Susan B. Anthony arrested for entering a polling place and attempting to vote?
c. How were early suffragists ill prepared for their role as public speakers?
6. Discuss the impact of the Civil War on women's rights.
a. What did Abe Lincoln say about the role of women in the war?
b. What roles did women play during the war?
c. What was the impact of the Civil War on gender roles and women's issues?
d. Why did these doors close after the Civil War ended? How may individual women have responded to that?
7. Discuss why the western United States was more open to granting women equal rights.
a. Why was there no time for vanity or frailty for women pioneers in the American West?
b. Why didn't the early pioneers of the American east embrace the same ideas of women's rights?
c. How did the West embrace new settlers?
d. Why was the battle for suffrage in the American West so different from the East Coast? Why did the West ultimately succeed?
8. Discuss Wyoming's role in women's suffrage.
a. Why was Wyoming desperately wooing women and stable families?
b. Why was Esther Morris a force to be reckoned with?
c. What was courageous about the Wyoming legislatures early response to being denied statehood because of women's suffrage?
d. When did Wyoming give women suffrage?
Applications and Activities
1. Find primary texts of leaders of equal rights movements. Consider women's rights, black rights in South Africa, the 1960's civil rights movement in America, Native American rights, Hispanic rights and the gay rights movement.
a. What role did rhetoric, poetry, music and stories play in inspiring those in favor of equal rights and informing those unsure of change?
b. What current genres of words influence the ways that people think and feel about themselves and others?
c. Why are human beings so resistant to change?
2. Evaluate the following quotes to determine what caused the speaker's sentiment, if the statement is still believed by some today, and how it might apply to minority groups other than women.
a. It'll be a cold day before I ever vote for a woman.
b. Women, like children, have but one right and that is the right to protection. It involves the obligation to obey.
c. A woman is a nobody. A wife is everything. We trust that women will maintain their rights as belles, virgins, mothers and not as a woman.
d. I have been tried by law, made by men, interpreted by men, administered by men, in favor of men …resistance to tyranny is obedience to God.
e. Women are greatly to blame for folding their hands and permitting this state of things.
f. A man who quarrels with his wife for holding a different political opinion should be disenfranchised as incapable of appreciating the fundamental principles of our government.
g. Woman is all purity. Take away purity and modesty and nothing is left to her worthy of God or man.
h. All of the evils of society are caused by the bad management of men.
3. Create a visual representation of women prior to gaining suffrage. Use some of the following images from the video.
a. Every fiber of my being rebelled …
b. The oppression I saw everywhere swept across my soul …
c. We hold these truths to be self-evident that all men, and women, are created equal.
4. Research the following events and people related to women's suffrage.
a. The World Anti-Slavery Convention held in London in 1840
b. The Seneca Falls Declaration of Sentiments
c. Susan B. Anthony
d. Elizabeth Cady Stanton
e. Charlotte Woodward
f. Archbishop Machebeuf
g. Ellis Meredith
5. Plan a trip to a place where individuals will experience being in the minority. What is the relationship between experiencing minority status and compassion? Anger? Activism?
6. Identify issues of personal, local, national or global importance where individual's rights are being trampled. Make an action plan considering the following idea: a small step but all things begin that way.
7. Using Jessie Butler's remembrances of her mother, write a true or fictionalized personal account from one of the following perspectives.
a. Actual recollections of small steps one's mother took to stand for something she believed in.
b. Plans of action that one would want her children or grandchildren to remember her for.
4
RELATED RESOURCES
Captioned Media Program
* An American Revolution: Women Take Their Place #8430
* A Century of Women: Social Justice #8054
World Wide Web
The following Web sites complement the contents of this guide; they were selected by professionals who have experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally relevant, and "kid-safe" sites. However, teachers should preview them before use. The U.S. Department of Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and are not responsible for their content.
* THE HISTORY CHANNEL'S THE HISTORY OF WOMEN'S SUFFRAGE IN AMERICA
http://www.historychannel.com/exhibits/woman/
Includes pictures and text in the following categories: introduction, exhibits, firsts and timeline.
* THE AMERICAN'S EXPERIENCE ONE WOMAN, ONE VOTE
http://www.pbs.org/onewoman/one_woman.html
Highlights moments in seventy-two years of the suffrage movement.
* WOMEN'S SUFFRAGE
http://www.spartacus.schoolnet.co.uk/USAsuffrage.htm
Scroll down to see the text and numerous links to numerous photos and text covering all aspects of the women's suffrage movement.
* WOMAN SUFFRAGE AND THE 19TH AMENDMENT
http://www.nara.gov/education/teaching/woman/home.html
The National Archives and Records Administration provides primary sources, activities and links to related web sites for educators and students.
* VOTES FOR WOMEN - LIBRARY OF CONGRESS
http://lcweb2.loc.gov/ammem/rbnawsahtml/nawshome.html
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The UNSW Educational Strategy recognises the need for broader implementation of blended learning and teaching, while acknowledging there isn't a "one size fits all" approach. The active-learning classroom (flipped classroom model) brings together advances in education and technology to provide a personalised, engaging learning experience for every student – whatever their learning style, pace, or ability. Active learning classrooms enable teachers to provide an environment for learner-centred and blended approaches supported by current educational technologies. Quick tips, presenting modes and ideas for activities that make the most of the pod configurations, screens and whiteboards are provided in this guide.
Inform students that you have requested to teach in an active learning space and why it is beneficial for their learning. Involve students in a discussion about how you plan to use the room and the different teaching approaches the students may experience.
- Acknowledge that this is a new environment for you (if relevant) and the students. It is a big change and there may be some teething problems.
- Provide students with opportunities throughout the course to give feedback on group activities.
- Embrace flexibility. Active learning classrooms facilitate increased participation and the identification of issues/ areas where students may not have grasped a concept. This can be addressed in an immediate sense and may require adjustment to a lesson plan.
- Active learning spaces are not effective for delivering lectures. Long lectures should be broken up by activities and group work. See 'Mini-lecture' activity in Section 3 below.
- Students comment positively on the improved access to their teacher during group work activities. This also allows less-confident students to ask questions in an environment that is not as intimidating as whole class discussions.
- Familiarise yourself with the technology in the space before your first teaching session. Learning Environments offer a number of face-to-face AV sessions prior to the start of each semester. Support is also available during semester.
- Familiarise students with the screen connectivity functionality in the first week or two of session. Learning Environments has created a short instructional video for you to share with your class.
- Students feel uncomfortable with their backs turned to the teacher, particularly if they are also supposed to be looking at the screens mounted at each pod.
o make your expectations clear i.e students do or don't need to face you when you're speaking.
o students don't mind either way, they just prefer to know what you expect
- students benefit from being able to see the work of other groups during group activities, this keeps each group on task and facilitates idea-sharing and general learning from peers.
- use the screen-sharing functionality to project the student's work on all screens
- ask groups to pair up and present to each other
- ask students to walk around and view the screens/ whiteboards of other pods instead of presenting group work to the class
- encourage use of the whiteboards for group brainstorming/activity planning/problem solving
- pod sharing: where there is limited time for all pods to present on an activity, pair 2 pods and have each pod group present to the other
- photograph the group work and post in Moodle using the Media Gallery
- see also 'Week-to-week presentations' in 'Activities'.
A) A concept map is a 2-dimensional node-link representation that depicts the most important concepts and relationships.
- Construct a Focus Question that clearly specifies the problem the concept map should resolve
- Ask each pod to identify, list and rank order 15 to 25 key concepts/ ideas that relate to the focus question.
- Students can use this is as a preliminary concept map, enabling them to understand the relationship between key coursework terms.
Once each pod has these connections in place, the class comes back together and discusses how the concepts, framed by the terms, themselves form positions in dispute around central questions or rival answers. If terms are ambiguous, or ambiguously used by different authors, this will helpfully come out; and then disagreement and disambiguation follow.
The following is an example of mapping the concept of integrative learning:
Ask students to wheel their chairs into the centre of the class with a focus on a presentation from the main projector. This is useful for longer face-to-face sessions. It's worth noting that most learners can listen for 90 minutes with understanding, 20 minutes with retention and need to be involved every 8 minutes.
This group discussion format can be used in a week that covers several big concepts, each of which can be discussed along a similar ("parallel") sequence of discussion questions.
The steps are:
- Prepare a set of concepts and related discussion questions
- Assign one concept to each group
- Give groups time to discuss the questions on the concept among themselves.
- Tell the groups they will be asked to present the conclusions of their discussion to the class, and to end their presentation with a discussion question that they want to throw out to the class, they can write this on the whiteboard
- Groups take turns presenting their discussion conclusions to the class in 5-7 minutes
- The class discusses the discussion question chosen by the group for a few minutes. (Typically, groups end by asking for help with one of the questions they received, but sometimes they think of their own discussion questions too.)
This type of activity first asks students to consider a question on their own, and then provides an opportunity for students to discuss it in pairs, and finally together with the whole class. It is similar to the above parallel discussion activity except that students get individual thinking time. The success of these activities depends on the nature of the questions posed. This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group discussions are critical as they allow students to articulate their thought processes.
The steps are:
- Pose a question, usually by writing it on the board or projecting it.
- Have students consider the question on their own (1 – 2 min).
- Then ask them to discuss the problem in their pod groups (5 min).
- Re-group as a whole class and solicit responses from some or all of the pods (5 min).
Advantages of think-pair-share include the engagement of all students in the classroom (particularly the opportunity to give voice to quieter students who might have difficulty sharing in a larger group), quick feedback for the teacher (e.g., the revelation of student misconceptions), encouragement and support for higher levels of thinking of the students.
Every week before class, students are encouraged to communicate a question and idea related to the current topic to the teacher. This activity is used to engage students, especially those that are less talkative or confident.
The questions and ideas are ungraded and can be about anything related to the week's topic. The activity is deliberately unstructured to encourage creativity and participation. The teacher reviews the questions and comments before face-to-face time and chooses some of the most interesting points. A
few students are called upon in class to repeat their questions or ideas and open it up for discussion. Students often apply their questions and thoughts to papers.
Excerpt from the syllabus:
Weekly Emails (Other Moodle activities (e.g. glossary, database, forum or chat) or Padlet wall embedded in Moodle could also be used)
To help generate discussions, I would like each person to send me an email on a weekly basis with one question and one original idea about the week's topics. The idea doesn't have to be earthshattering. You can single something out that you thought was particularly interesting, criticise something you think was off the mark, or say how something applies to current events – whatever you like. You don't have to send me more than one or two sentences on each, grades will not be awarded for your emails. However, if you're a student who is not comfortable contributing in-class, this can be a good opportunity to show that you're engaging the course material.
These emails are also useful for me in structuring each class, and they are useful for you in order to help you develop your opinions about the course material. In return, I send the class a handout each week saying what aspects of the reading are important, and how you can best prepare for discussion.
Students are given a group work task in the latter half of a face-to-face class that requires the development of a PowerPoint presentation. They are given a week to finesse their work and must present at the following week's tutorial. This encourages student discussion outside class time and is useful for shorter sessions in the active learning spaces. Consider issues that might come up for students around equity in their contributions and provide support prior to setting any group tasks.
In classes that require students to work through mathematical problems, assign each pod to a particular problem and ask them to work through this on the whiteboard. Students then present their solutions to the whole class.
The presenter will have access to a touch panel that will look no different to the panels in CATS classrooms and theatres. The presenter will be able to select their input, for example internal computer and select send to screen 1, they will then be able to teach to the class as they would in any CATS room.
After selecting 'internal PC' on the touch panel, the presenter can select 'send to pods', this will turn on all the pod monitors and display the presenter's materials to all monitors, the presenter can also select send to screen 1 so that all monitors and Projector will have the presenter's materials. Please note that the student can always choose to go back to their own content being displayed on local monitor.
Students will be able to connect their laptops to the pod monitor closest to them; on the keypad they can select the 'on' button, turning the monitor on, and display whatever content is being delivered by local laptop input plate to that screen alone.
There will be a button on the touch panel labelled 'Collaborate mode ON/OFF', this will unlock the share button on each of the keypads, as the presenter walks around the classroom looking at students material they can ask the student to press the share button, the content on their monitor at the time will be shared with the rest of the class and projector. The presenter can then turn off collaborate mode and continue presenting material to the projector and/or pods.
For a detailed guide, please refer to the CATS Touchscreen Quick Start Guide for Active Learning Spaces.
The UNSW Teaching Gateway has more information on the following topics:
Teaching for Learning: https://teaching.unsw.edu.au/teaching-approaches-and-strategies
Flipped Classroom: https://teaching.unsw.edu.au/flipped-classroom
Embedding Group Work in your Course:
https://teaching.unsw.edu.au/embedding-group-work
The Value of Group Work:
https://teaching.unsw.edu.au/group-work-value
Incorporate Reflection into Group Work Skills Development: https://teaching.unsw.edu.au/group-workreflection
Group Work: https://teaching.unsw.edu.au/group-work
Group Work Case Study: https://teaching.unsw.edu.au/group-work-case-study
Book a consultation with an Educational Developer from the PVC(Education) Portfolio please use the PALS Moodle Forum – Consultation Scheduler.
UNSW Learning and Teaching Community Networks
- Faculty Educational Developers (UNFED)
- Work Integrated Learning Educators (WILEd)
- TELT Admin & Support Network (TAN)
- Flipped Classroom Community of Practice
- Student Resilience and Success Community of Practice
- Global Citizenship Community of Practice
- Peer Evaluation Community of Practice
More information on these networks can be found here. | <urn:uuid:f8063b1f-c30b-41f8-893f-bfebe5516b33> | CC-MAIN-2024-26 | https://www.learningenvironments.unsw.edu.au/sites/default/files/documents/9.%20Active%20Learning%20Spaces%20Best%20Practices%20Sharing.pdf | 2024-06-21T17:21:57+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862132.50/warc/CC-MAIN-20240621160500-20240621190500-00481.warc.gz | 761,937,503 | 2,359 | eng_Latn | eng_Latn | 0.996608 | eng_Latn | 0.998336 | [
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Y ou know that Joseph Smith was the first prophet in these latter days, but did you know that he loved to laugh and make people laugh? or that he and his wife, Emma, adopted twins? Here are a few other things you might not know about the Prophet Joseph:
Meet Brother Joseph
* Joseph Smith Jr. was born on December 23, 1805, in Sharon, Vermont, USA, and was named after his father. Joseph's siblings, in order of age, were Alvin, Hyrum, Sophronia, Samuel Harrison, Ephraim, William,
Katherine, Don Carlos, and Lucy.
* When Joseph was seven, he had typhoid fever. He recovered from the fever but was left with an infection in his left leg. Nine pieces of the bone were removed without any anesthesia (pain killer). He walked with a slight limp the rest of his life. 1
* Joseph was 14 when he first prayed aloud and saw Heavenly Father and Jesus Christ (see Joseph Smith—History 1:17).
* Joseph's oldest brother, Alvin, died when Joseph was 17. Almost 13 years later Joseph saw Alvin in a vision of the celestial kingdom (see D&C 137:5–7).
* Isaac Hale, Emma's father, didn't approve of Joseph and didn't want them to get married. Joseph and Emma decided to elope and were married on January 18, 1827. 2
* Emma and Joseph were married for 17 years and had 11 children, 6 of whom died as children.
* After his tooth was chipped when he was attacked by a mob in 1832, Joseph spoke with a lisp. 3
* Joseph enjoyed playing games. Such games included playing ball, wrestling, throwing snowballs, fishing, and pulling sticks. 4
* An early Latter-day Saint described Joseph's voice as being like "the thunders of Heaven." 5
* Joseph was strong and tall, around 6′2″ (1.9 m), and weighed about 200 pounds (91 kg). 6
* Joseph wasn't only the President
of the Church, but he also ran for president of the United States. 7
* After Joseph was martyred, Elder John Taylor (1808–87), then of the Quorum of the Twelve Apostles, wrote of him, "Joseph Smith, the Prophet and Seer of the Lord, has done more, save Jesus only, for the salvation of men in this world, than any other man that ever lived in it" (D&C 135:3). ◼
NOTES
2. See "Life of the Prophet: Joseph and Emma,"
1. See Presidents of the Church (Church Educational System student manual, 2003), 3–4.
JosephSmith.net.
4. See Alexander L. Baugh, "Joseph Smith's Athletic Nature," in Joseph Smith: The Prophet, the Man, ed. Susan Easton Black and Charles D. Tate Jr. (1993), 137.
3. See "Life of the Prophet: Friend of Man," JosephSmith.net.
5. Joseph L. Robinson, in "Life of the Prophet: Teacher of God's Truth," JosephSmith.net.
7. See "Life of the Prophet: Leading with Love," JosephSmith.net.
6. See Baugh, "Joseph Smith's Athletic Nature," 138–39.
JOSEPH SMITH,
BY DEE JAY BAWDEN;
BY DEL PARSON © IRI
JOSEPH SMITH AND NAUVOO'S YOUTHS, | <urn:uuid:e0af5599-8763-47d9-8d9d-b131d49f0244> | CC-MAIN-2020-40 | https://media.ldscdn.org/pdf/lds-magazines/liahona-december-2011/2011-12-22-meet-brother-joseph-eng.pdf?lang=eng | 2020-09-18T10:07:44+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00571.warc.gz | 686,953,806 | 750 | eng_Latn | eng_Latn | 0.996028 | eng_Latn | 0.996028 | [
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Chemfax Balancing Equations Answers
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When you find difficulty in balancing the equation in the balancing chemical equations worksheet, you can miss it with a fraction of ½ and that will easily balance the equation. But the problem is that you cannot have a fraction for the co-efficient, this is why doubling all coefficients will help you balance the equation.
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Keeping this law in mind greatly helps you while balancing equations. Whenever you find an element which has more or less number of molecules, you can easily place a coefficient to balance it. Start With Independent Elements – When you start to balance the equation, start by balancing the independent elements. These are the elements which appear in individually in the equation.
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Balancing Chemical Equations –Answer Key. Balance the equations below: 1) 1N. 2. + 3H. 2 → 2NH. 3. 2) 2KCIO. 3.
Balancing Chemical Equations Answer Key
Tips for Balancing Equations When balancing equations, remember chemical reactions must satisfy conservation of mass. Check your work to make certain you have the same number and type of atoms on the reactants side as on the products side. A coefficient (number in front of a chemical) is multiplied by all the atoms in that chemical.
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Balancing Equations: Answers to Practice Problems. 1. Balanced equations. (Coefficients equal to one (1) do not need to be shown in your answers). (a) 2Fe+3Cl2−−→2FeCl3. (b) 4Fe+3O2−−→2Fe2O3. (c) 2FeBr3+3H2SO4−−→ 1Fe2(SO4)3+6HBr (d) 1C4H6O3+1H2O −−→2C2H4O2.
Balancing Equations: Practice Problems
Steps to balance a chemical equation through inspection (ESAED) When balancing a chemical equation, there are a number of steps that need to be followed. Identify the reactants and the products in the reaction and write their chemical formulae. Write the equation by putting the reactants on the left of the arrow and the products on the right.
Balancing Chemical Equations | Representing Chemical ...
A balanced chemical equation gives the number and type of atoms participating in a reaction, the reactants, products, and direction of the reaction. Balancing an unbalanced equation is mostly a matter of making certain mass and charge are balanced on the reactants and products side of the reaction arrow.
How to Balance Equations - Printable Worksheets
Instructions on balancing chemical equations: Enter an equation of a chemical reaction and click 'Balance'. The answer will appear below; Always use the upper case for the first character in the element name and the lower case for the second character. Examples: Fe, Au, Co, Br, C, O, N, F. Compare: Co - cobalt and CO - carbon monoxide
Balance Chemical Equation - Online Balancer
Balancing Chemical Equations –Answer Key. Balance the equations below: 1) 1 N. 2. + 3 H. 2 2 NH. 3. 2) 2 KClO. 3 2 KCl + 3 O.
Balancing Chemical Equations – Answer Key
2Fe2O3(s) + 3C(s) ---> 4Fe(s) + 3CO2(g) Comment: one way to look at this is that using the 3/2was just a mathematical artifice to balance the equation. The chemical reality of atoms reacting in ratios of small whole numbers is reflected in the final answer. Another way to look at the coefficients is in terms of moles.
ChemTeam: Balancing Chemical Equations: Problems #1 - 10
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Ca (OH) 2 + H 3 PO 4 ---> Ca 3 (PO 4) 2 + H 2 O. Answer ». There are three calciums on the right but only one on the left, and the calcium is in a single chemical species on each side . Put a 3 in front of the Ca (OH) 2 on the left hand side. 3Ca (OH) 2 + H 3 PO 4 ---> Ca 3 (PO 4) 2 + H 2 O.
Examples of How to Balance Chemical Equations
Balancing Equations Notes An equation for a chemical reaction in which the number of atoms for each element in the reaction and the total charge are the same for both the reactants and the products In other words, the mass and the charge are balanced on both sides of the reaction Symbol Meaning + used to separate one reactant or product
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Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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Count Around
When seated together at meal time (or any other time!), practice counting with a game called Count Around! You need at least 3 people for this game, but if you don't have enough people, use stuffed animals or dolls or other toys!
1. Choose a starting number (e.g., 10) and a target number (e.g, 20).
2. The youngest person says the starting number, then going around the table in order, each person says the next number in the sequence until someone gets to the target number. The person who says the target number is "out" and doesn't count in the next round.
3. Start counting around again with the next person saying the starting number, but this time around the table skip the person who is "out." Count around until you reach the target number again. Again, the person who says the target number is "out," so in the next round two people don't count.
4. Continue until there is only one person who is still counting. Then choose new starting and target numbers and play again!
Add to the fun by using different counting voices (baby voice, scary voice, quiet voice, etc.). Vary the challenge level and extend your child's counting skills by providing challenges, such as:
* Using higher numbers (e.g., starting number 85 and target number 101)
* Counting backward (e.g., starting number 10 and target number 1)
* Skip counting
o Counting by 10s (10, 20, 30, 40, 50, …)
**extra challenge: count by 10s from different numbers (e.g., 2, 12, 22, 32, 42, …)
o Counting by 5s (5, 10, 15, 20, 25…)
o Counting by 2s (2, 4, 6, 8, 10, 12, 14, …)
Find more activities like this at: http://www.ucreadysetstem.com Ready, Set, STEM is developed at the University of Chicago and sponsored by The Boeing Company | <urn:uuid:03b17d02-ee2f-490d-b314-920201226dbe> | CC-MAIN-2020-40 | https://www.ucreadysetstem.com/uploads/1/2/0/2/120295706/wk5_count_around_eng.pdf | 2020-09-18T10:13:19+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00570.warc.gz | 1,480,026,882 | 446 | eng_Latn | eng_Latn | 0.997243 | eng_Latn | 0.997243 | [
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The Light from a Star
For many years I had the great fortune of serving with Rev. Akio Miyaji, who is now retired and living in Japan. Often in his funeral sermons, Rev. Miyaji used to share a true story about an experience he had many years ago while serving at the Seattle Betsuin. While serving there, he had to conduct a very sad and tragic funeral for a young Japanese couple who were both killed in a car accident while traveling to go skiing. This couple had a young son, only 7 or 8 years of age. The boy survived the accident, but the parents didn't. After the funeral service, the little boy went up to Rev. Miyaji and asked him the question, "Where did my parents go? Where are my parents now?" Such a sad and difficult question to answer to a young child who had lost both of his parents.
Rev. Miyaji could have given a doctrinal answer like they are in Nirvana, or they are in the Pure Land, but instead, he took the little boy outside of the temple, and he pointed up in the night sky. He pointed to a very bright star shining in the evening sky. He said to the boy, "Your parents are there. They are that bright star. When you miss your parents, just look up at the shining star and you will be with them." The boy seemed to be consoled. He returned to Japan to be raised by his uncle.
When I attended college at the University of Oregon, I took a class on Astronomy, as an elective. It was a fascinating class in which we learned about planets and stars and galaxies. I remember learning that many of the stars that we see at night, those stars have actually died, but because they are so far away from us, light years away, that we continue to receive the light from a star that has actually died long ago.
For years and years, every New Years, Rev. Miyaji used to receive a Season's greeting card from that boy, who had grown up to be a young man. He used to write in his card, "Sensei, I have never forgotten that lesson that you gave me that night at my parents' funeral."
We might lose dear loved ones, but they too continue to give us light, like a star that has already perished, but continues to illuminate the sky.
Thich Nhat Hanh, the great Vietnamese Buddhist master, also gives a similar teaching. In one of his books, he talks about the light of a candle. A candle burns vertically, and we think that when the wax is gone, and the flame has been extinguished that the "life" of the candle is also gone. But Thich Nhat Hanh says, "No, the candle, as it has been burning, is giving out light and warmth. Even when the flame is gone, the light and warmth that the candle has been giving, continues to spread out into the world.
What a beautiful image that is for us as we live in a world that often becomes dark and cold. The light of the Buddha, the light of the Dharma, the light of wisdom, is an unobstructed light. There is nowhere that it cannot reach. There is no one or nothing that does not receive or is embraced in that light. We may not see it, or be aware of it at all times, but it reaches everywhere, even into the darkness of my own heart.
If we come to receive, to encounter that light in our lives, then like a candle, our life too will give light and warmth to others. May we come to receive, to encounter the light of the Buddha, the light of Namuamidabutsu, and may that light be shared with all beings.
Namuamidabutsu,
Rev. Marvin Harada Bishop Buddhist Churches of America | <urn:uuid:f021ff4e-f97b-485d-ae40-c6760120eb4f> | CC-MAIN-2020-40 | https://www.buddhistchurchesofamerica.org/wp-content/uploads/2020_06_22_light_from_a_star.pdf | 2020-09-18T10:00:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00571.warc.gz | 1,044,933,641 | 793 | eng_Latn | eng_Latn | 0.999727 | eng_Latn | 0.999727 | [
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Name ________________
PHOTO 1 STUDY GUIDE
Photoshop:
Selecting tools - https://youtu.be/BlopjLjaFjQ
Where are they?
What do they do?
Examples:
Adjustment Tools - https://youtu.be/RMK9hCAjyuA
Where are they?
What do they do?
Examples:
To change exposure
1)
2)
Manipulation Tools - https://youtu.be/CqjToio-AXM
Where are they?
What do they do?
Examples: colored pencil, mosaic, photocopy
Transform Tools - https://youtu.be/EQRnbO6V4z4
Where are they?
What do they do?
Examples:
Fixing Tools - https://youtu.be/MA4pSK_qEBM
Where are they?
What do they do?
Examples and How do you use them?:
Layers - https://youtu.be/_bfjtqmKEec
Why use layers?
How to create new layer?
How to move layers up and down?
Layer blending modes (like in hand coloring project): https://youtu.be/LW-K7Lj7zJY
What is and how to use a clipping mask: https://youtu.be/C3yrNPNVfxw
Layer Masks - https://youtu.be/ku0bgwv9L10
Benefits of using a layer mask?
How to create a layer mask?
How to use a layer mask?
Be able to explain how you download photos and turn them in.
Photography Concepts and Camera Controls
Active Choices - https://youtu.be/ckuhpDN9PK8
1) 4)
2) 5)
3)
More Composition (Photo Commandments) – https://youtu.be/_HkdC1JRSU4 - explain the following
Rule of thirds:
Eyespace:
Timing:
Clutter:
Shutter Speed - https://youtu.be/5IoYfA2tfZc
1) slow effect camera setting:
2) fast effect
camera setting:
Aperture - https://youtu.be/5IoYfA2tfZc
1) shallow d.o.f. effect
camera setting:
2) greater d.o.f. effect
camera setting:
Color Temperature / White Balance - https://youtu.be/fas0b3YRqDY and https://goo.gl/EM9BMg
What is it?
Why is it important?
When would you use it?
How do you use it?
Macro Setting - https://goo.gl/nu7Hhw
What is it?
When would you use it?
How do you use it?
Principles and Elements of Design - https://youtu.be/r9ik3pz-5Es - List the 6 we learned about:
1)
4)
2)
5)
3) 6)
Color Schemes - https://youtu.be/VkGnc245RXQ
1)
2)
3)
Commercial Photography – name and add a trick/technique for that kind of photography
1)
2)
3)
4)
5)
6) | <urn:uuid:33ed416b-3d42-4793-bb70-98e032eb28e6> | CC-MAIN-2020-40 | http://highschoolphoto.org/wp-content/uploads/2019/08/photo-1-Study-Guide-with-Videos.pdf | 2020-09-18T10:34:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00576.warc.gz | 85,038,000 | 633 | eng_Latn | eng_Latn | 0.785204 | eng_Latn | 0.891962 | [
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Women of the Nation Arise! Staten Islanders in the Fight for Women's Right to Vote
Women in the United States won a long-fought national victory in 1920 when the 19 th Constitutional Amendment establishing their right to vote was ratified.
Use this guide to uncover stories of Staten Island suffragists and the four tactics they used to win the right to vote:
Educate, Organize, Agitate and Publicize!
Handbills were used to recruit both working women and women in the home to the suffrage cause.
- What ideas are they sharing?
- What problems did women face?
- Do the arguments surprise you?
- Are these arguments relevant today?
- Create a handbill on the importance of voting today.
SUFFRAGE- the right to vote
SUFFRAGIST- someone who fights for a groups right to vote
Visit INTRODUCTION in the online exhibit and view the gallery to explore additional handbills and learn more about the issues that women faced before they could vote.
EDUCATE
Staten Island suffragists had to educate both men and women that women's views mattered and that they had a right to participate in government by:
Changing Norms
Women were politically active long before they had the right to vote. They joined in national movements advocating for the abolition of slavery and temperance in alcohol consumption. However, both laws and social norms kept women from participating fully in civic life.
Elizabeth Neall Gay attended the 1840 World Anti-Slavery Convention in London, at which women were barred from entry. She was dedicated to ending slavery, active in the Underground Railroad and committed to women's rights.
Changing Laws
New York women earned the right to vote in 1917, after the three-year Empire State Campaign "Victory in 1915" fell short.
Changing Strategies
Local suffragists, like Mary Otis Willcox, participated in automobile tours and open-air meetings, seeking to unite women from the various towns on Staten Island in an active campaign for the vote. Their aims were to engage with voters, recruit women to the cause, and encourage women to talk about suffrage with the men in their lives, since only men's votes could secure woman suffrage.
Elizabeth Burrill Curtis was an advocate for voting rights and civic education for women. At the 1894 New York State Constitutional Convention, Curtis argued, "Because the protection and safety of the home are so vital to most women…I plead for the power to effectually guard that home." Curtis founded the Political Equality Club, "the first organization on Staten Island to preach the equality of women and men," in 1895. She continued the legacy of her father, George William Curtis, who supported universal suffrage, the extension of voting rights to men and women regardless of race or color.
Design your own pennant to encourage people to vote! Use words, images and colors to share your message.
Visit EDUCATE in the online exhibit to learn more.
ORGANIZE
Prior to the 19th Amendment, laws barred women from voting, but not from organizing. Staten Island women founded church groups and women's clubs that debated issues, voted on decisions, and elected officers. Suffragists used these networks to organize their campaign for suffrage.
In 1910, local activists organized the Staten Island Woman Suffrage Party (SIWSP) to campaign for women's right to vote in New York State. SIWSP leaders used the Island's powerful political, social, and economic networks to recruit over 10,000 registered members by the time New York State voters passed the amendment giving women the vote in 1917.
African- American women
High School Suffrage Organizing
Teachers and students at the island's high schools participated in the woman suffrage movement. Mary Otis Willcox moderated a High School Suffrage League for students interested in helping the cause. Several teachers at Curtis High School attended party meetings and marched in New York City's suffrage parades.
One Curtis student, Margaret Macklin, made her yearbook quote: "Her chief ambition is 'Votes for Women'."
What will your yearbook quote be?
Some people, even some women, organized the York State Association Opposed to Women's Suffrage. Prestonia Mann Martin, an author, speaker and newspaper contributor from Grymes Hill, argued against women's suffrage.
on Staten Island created their own activist networks through clubs, sororities, and parish communities. Florence Spearing Randolph, future pastor of Rossville AME Zion Church, was dedicated to education, temperance, "race history,"
and, of course, suffrage.
Decorate a button for suffrage! What colors and symbols will you use?
Can you think of any reasons to oppose women's suffrage?
Explore the gallery in the link below to view iconic memorabilia like buttons, sashes and pennants that helped to unify suffragists and make their cause recognizable.
Visit ORGANIZE in the online exhibit to learn more.
AGITATE
Staten Island's suffragists brought the movement from neighborhood parlors to the streets of New York City and even to the skies above it. Suffragists locally and across the nation took bold action to raise awareness about their cause by organizing marches, protests, and spectacles to create momentum for legislation.
Suffragists on Parade
Seven Staten Islanders participated in the first suffrage parade in New York in 1912 and many hundreds participated in the last.
Can you find the youngest parade marcher in the 1912 New York City Suffrage Parade?
Visit AGITATE in the online exhibit to explore images of a parade "duster" and shoes worn by marching suffragists.
How are these clothing items different than todays' fashion norms?
General Rosalie Jones led her "suffrage army" on two hikes for suffrage, from the New York area to Albany in December 1912 and New York to Washington D.C. in March 1913 to join the suffrage parade.
Suffrage Takes Flight!
On May 20, 1913, she made a spectacular debut in Staten Island, where she became the first suffragist to fly for the cause. She was seated in a biplane decorated with "Votes for Women" banners, scattering suffrage leaflets along the way.
Was flying in an airplane breaking a social norm for women of this era? Why?
In December 1916, suffragists schemed to interrupt President Wilson's ceremonial lighting of the Statue of Liberty by flying over the president's yacht and "bombing" it with suffrage leaflets to point out that women still lacked the full rights and liberties of American citizens. The plane took off from Staten Island but crashed in the local marshland without carrying out its mission. No one was seriously hurt.
How can you advocate for a cause in your community?
PUBLICIZE
Women claimed space in newsprint and published their own periodicals, arguing passionately in favor of women's political equality. Suffragists staffed booths at carnivals and county fairs to distribute this literature and recruit supporters.
The Suffrage Press
By publishing their own periodicals, suffrage organizations retained control of their message and reached new audiences. They communicated their position to readers through news articles, editorial columns and political cartoons from the local organizations that were on the front lines of the suffrage fight.
Compare the covers of these two publications. What are the images saying?
The Woman Citizen was published by the National American Woman Suffrage Association (NAWSA). They used the messaging that those who served the country deserved voting rights and that women served the country in war in many different roles including as nurses, military phone and radio operators, and most significantly as mothers who sent and often loss their sons to war.
The Suffragist, published by National Women's Party, adopted a militant approach of protesting the white house directly. They argued that they had a constitutional right to vote no matter if they supported the government or spoke out against it. Suffragists are picketing the White House, demanding a basic civil liberty - the right to vote, from the president whom they often called a tyrant, comparing him to Kaiser Wilhelm, the autocratic ruler of Germany.
Create a cartoon to enlist others to support your cause. You can design it as a cover for a magazine or a social media post. What contemporary catchphrases and expressions can be adapted to encourage voters to support your goal?
Visit PUBLICIZE in the online exhibit to read additional issues of these periodicals.
VOTE
On August 26, 1920, the 19th Amendment became law. Empowered by state and federal legislation that gave millions of new women voters access to the polls, women participated at all levels of government. Still, because individual states could affect local voting laws, discrimination based on race, class, and ethnicity kept millions more Americans from voting for another forty-five years. The effort to achieve equitable access and representation continues to this day.
Who still did not have the right to vote? To learn more, visit the Voting Rights Timeline.
After the Amendment
Women of color, including Drusilla Poole of Shiloh AME
Organizations that campaigned for woman suffrage focused their energy on teaching women about their new rights. The New York Woman Suffrage Association became the New York League of Women Voters, an organization with civic education as their main mission. While many Staten Island suffragists remained involved, women of color continued to be excluded from the organization.
Zion Church, stepped in to fill this gap in educational resources. They founded the Women's Civic and Political Union, an organization with the goal of teaching African American women about politics and encouraging them to exercise their right to vote.
Women in Government
Some women took civic participation to an even higher level, running for local, state, and federal elective office, but it wasn't until 1973 that Elizabeth Connelly became the first woman elected to public office on Staten Island, when she won her campaign for the New York State Assembly. Today, women occupy between 20 and 30 percent of elective legislative or executive offices at the local, state, and federal levels. Watch the video "Passing the Torch: Women Who Lead" to hear more about the importance of voting and civic participation as a way to honor those who fought so hard for women's suffrage.
Take the Suffragist Personality Quiz
What role would you have played in the fight for Women's Right to Vote?
What are some current issues or causes that you care about?
How can you use the tactics of educate, organize, agitate and publicize to engage in civic participation and improve your community?
Visit VOTE in the online exhibit to view the Take Action Card gallery and find ways that you can have a positive impact in your community.
Image Credits:
Three Suffragists casting votes in New York City, 1917. Library of Congress, Prints and Photographs Division.
Elizabeth Neall Gay, Reproduction Photograph. Collection of the Massachusetts Historical Society.
Resting between street‐meetings while touring the state for suffrage. Bryn Mawr College Special Collection.
Votes for Women Pennant, 1910‐1920. Collection of Historic Richmond Town.
Florence Spearing Randolph, Encyclopedia of the Colored Race 1919. University of California Libraries.
S.I. Woman Suffrage Party Sash, 1912‐1917. Collection of Historic Richmond Town.
Votes for Women Political Ribbon. Collection of Historic Richmond Town.
Votes for Women Pin Button, 1910‐1915. Collection of Historic Richmond Town.
Vote No On Woman Suffrage Button, 1910‐1915. Collection of Historic Richmond Town.
Margaret Macklin, Curtis High School yearbook, 1913. On loan Curtis High School Library.
Youngest parader in New York City suffragist parade, Photograph, c. May 6. 1912. The Library of Congress General Rosalie Jones Photograph, ca 1910. Library of Congress Prints and Photographs Division.
Suffragist Portrait: "Just before a flight for the purpose of 'bombarding' the city with suffrage literature", Photograph. Bryn Mawr College Special Collections
Votes for Women Flyer. Courtesy of Columbia University.
Drusilla Poole, Shiloh AME Church Bulletin. Gift of Debbie‐Ann Paige
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Harvest Management of early season varieties focusing on Royal Gala
Steven Spark, AgFirst Consultants Nelson Ltd, New Zealand February 2007
Harvesting is the culmination of a years work. It is often been stated that the post harvest quality of fruit is determined during its development on the tree and the way it is harvested. Even the most specilised storage can do no more than preserve existing fruit attributes for a defined period. Therefore care and attention needs to be taken if harvesting is to provide the fitting end to a season of fruit growing.
Leading into harvest there are many things to consider and prepare.
1. Fruit destination/markets. Fruit destination and market can influence harvest decisions. Fruit that is destined for quick sale may not require the same maturity indices as fruit destined for storage and later sales. Determining fruit maturity can aid in deciding which blocks have the desired attributes for long term storage and which blocks are better suited for short term storage. (See Tables 1 & 2)
2. Harvest planning. Choosing which blocks to pick first is often dictated by the maturity of the fruit. However many factors influence the way fruit mature: -
* Crop load e.g., (light crop load may encourage early harvest, heavy crop load a later harvest).
* Tree health –healthy foliage encourages colour development whereas poor tree health can restrict colour development.
* Pest & Disease –Pests such as mites can reduce the efficiency of leaves and slow colour development in fruit. Trees affected will be slow to develop colour but will still be maturing.
* Tree Nutrition- (same as tree heath), also excessive nitrogen can promote increased vigour which can delay fruit colouration.
* Harvesting schedule – amount of bins/tonnes to be picked.
* Climatic conditions-
* Orchard location –
* Hail/bird netting – can delay colour development
* Irrigation – Avoid irrigation immediately prior to harvesting as this can soften fruit and make them susceptible to bruising. In some countries, restricting irrigation 2-3 days before harvest reduces picking bruises.
* Fruit Size – Trees with larger fruit often develop colour faster and mature earlier than trees with small fruit and therefore require picking earlier. (Fruit size may be influenced by crop load and therefore crop load rather than fruit size is influencing fruit maturity).
* Others- Retain (AVG) delays harvest by 1-2 weeks by inhibiting ethylene production which can assist with fruit size development and delaying of fruit maturity.
3. Machinery maintenance. Undertaking a thorough maintenance program on all harvest machinery prior to harvest can save valuable time and avoid fruit spoilage.
* Picking bins should be checked and cleaned prior to use. Wooden bins require each bin being checked for protruding or loose nails and damaged boards should be replaced.
* Picking ladders checked for cracks and defects.
* Picking bags checked and fixed.
4. Staff. Attracting and retaining suitable staff for harvesting is becoming more and more difficult everywhere. Smarter ways of attracting staff involve: -
* Advertising using the internet
* Providing suitable accommodation
* Advertising in boarding houses
Training staff for picking can be frustrating but is money well spent if done correctly. Proper training assist with achieving the desired fruit quality.
Wage rates must be enticing to attract and hold staff. A fixed hourly wage rate or contract bin rates with incentives to encourage productivity of quality fruit are commonly used in many countries. How these are structured can affect production and staff harmony.
Supervision of staff is also key to maintaining the desired quality and ensuring a smooth harvesting season. Supervisors require good people skills to be effective.
Contract picking can lead to poor quality fruit without the right structures in place to monitor each picker e.g., regular bin audits.
5. Other factors affecting harvest.
Tree size and rootstock can influence the way fruit mature. With a variety like Gala, some rootstocks such as MM106 and MM793 encourage a larger tree size, which usually develop fruit with varying degrees of fruit maturity. An example of this is the fruit on the tops and outsides of trees can be have better colour development than fruit from the bottom of the tree, however colour development does not indicate fruit maturity and eating quality. Pay attention in larger trees to fruit maturity using the maturity parameters below rather than colour. (Background colour can assist pickers to differentiate between fruit ready to pick and immature fruit, however pickers should be tested for colour blindness, as red and green are often difficult to distinguish for some people).
Dwarf or smaller trees grown on M9 often promote more even fruit maturity from top to bottom providing the right tree structure and architecture is employed compared with the more vigorous rootstocks.
Harvest maturity and fruit quality assessment guidelines
– (Source: Apple & Pear Growers Association of SA Inc. Rural Solutions SA & Department of Primary Industries Victoria)
Apple maturity and the decision to harvest should ideally be based on at least three maturity parameters. The most reliable are;
* Starch Content
* Sugar Content (total soluble solids)
* Fruit Firmness
* Background Colour for Jonathan, Golden Delicious and Granny Smith.
The section below describes procedures for measuring the total soluble solids, the firmness and the starch score of apples. Harvesting for export should only take place when the results of the above tests and fruit colour (red area) meet the export standards. To assist the harvest decision, record the results from successive samplings.
The information contained in Table 2 and 3 can be used as a harvest guide for Australian apples. Tests can be carried out on each piece of fruit in the order of fruit firmness, sugar content and starch content.
Table 2. Harvest maturity parameters for controlled atmosphere and long-term cold storage. The starch index values relate to the Washington scale.
Table 3. Harvest maturity parameters for apples destined for immediate marketing. The starch index values relate to the Washington scale.
1 recommended minimum values are higher than current Australian standards to allow for declining firmness during marketing
2 values in brackets are using the Victorian Jonathan Colour Chart > more than.
Selecting a representative sample of fruit from the orchard
To test these maturity parameters a sample of 20 fruit needs to be collected from each orchard block.
1. Select five typical trees spread throughout the block
2. Pick four apples of typical size around each tree of shoulder height.
3. A mix of fruit should be selected from the inside and outside of the canopy and from a North, South, East and Westerly direction. Damaged fruit should be avoided. This includes sunburn and rubs. A total of 20 fruit should be picked.
Note that the above sampling procedure should be done a number of times over the weeks or days leading up to harvest to determine the optimum harvest date. To get consistency between results, sampling should be done at a similar time of day (preferably mid morning).
It should be noted that to achieve best results the sample of apples must be tested immediately after picking, in the field if possible.
The tools to perform the 3 main maturity tests include a penetrometer, a refractometer, a sharp knife, iodine solution (2%), a flat dish to dip apples, a cutting board, tissues, pen, disposable gloves, distilled water and record sheet. | <urn:uuid:912c8209-9464-4805-9c34-644741136b23> | CC-MAIN-2020-40 | https://apal.org.au/wp-content/uploads/2019/09/fo-ow-0207-early-season-var-harvest-mgmt-rg.pdf | 2020-09-18T11:26:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00575.warc.gz | 362,846,259 | 1,467 | eng_Latn | eng_Latn | 0.995147 | eng_Latn | 0.996371 | [
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Chemical Changes In Food During Processing Ift Basic Symposium Series
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Read Your Google Ebook. You can also keep shopping for more books, free or otherwise. You can get back to this and any other book at any time by clicking on the My Google eBooks link. You'll find that link on just about every page in the Google eBookstore, so look for it at any time.
Chemical Changes In Food During
Chemical Changes in Food During Processing. Editors: Richardson (Ed.) Usually dispatched within 3 to 5 business days. This volume results from the Eighth Basic Symposium held by the Institute of Food Technologists in Anaheim, California on June 8-9, 1984. The theme of the symposium was "Chemical Changes in Food during Processing."
Chemical Changes in Food During Processing | Richardson ...
Chemical reactions are useful in cooking and help to improve the taste of food. Cooking and chemistry have quite a bit in common. The starting materials in a chemical reaction are called the...
Chemical reactions in cooking food - KS2 Design and ...
Chemical Changes During Processing and Storage of Foods presents a comprehensive and updated discussion of the major chemical changes occurring in foods during processing and storage, the mechanisms and influencing factors involved, and their effects on food quality, shelf-life, food safety, and health.
Chemical Changes During Processing and Storage of Foods ...
Chemical Changes in Food during Processing - Google Books. This volume results from the Eighth Basic Symposium held by the Institute of Food Technologists in Anaheim, California on June 8-9, 1984....
Chemical Changes in Food during Processing - Google Books
Changes in biopolymers during processing can alter their physical and nutritional properties. The reader is treated to a comprehensive discussion of textural alterations in foods as affected by chemical, physical, and enzymatic changes in pectins, starches, and cellulose.
CHEMICAL CHANGES IN FOOD DURING PROCESSING
Gregory J.F. (1985) Chemical Changes of Vitamins during Food Processing. In: Richardson T., Finley J.W. (eds) Chemical Changes in Food during Processing. Basic Symposium Series.
Chemical Changes of Vitamins during Food Processing ...
The teacher will read each list aloud and explain that no food is free of chemicals and that all foods can be analyzed in terms of their chemical makeup. The students will practice using the scientific method or research by following the directions for DISCOVERING NUTRIENTS: A ROUND OF FOOD TESTS. Several nutrient tests are provided.
Physical and Chemical Changes in Food
As the name suggests, Maillard reactions were first described by a French physician and biochemist, Louis-Camille Maillard, in 1912. These reactions produce hundreds of chemical compounds that give color and aroma to some of our favorite foods such as roast meat, potato chips, bread and other bakery products, coffee, chocolate and confectionery.
The Chemical Reactions That Make Food Taste Awesome ...
Chemical changes during freezing Fresh fruits and vegetables, when harvested, continue to
Page 1/3
Online Library Chemical Changes In Food During Processing Ift Basic Symposium Series
undergo chemical changes which can cause spoilage and deterioration of the product. This is why these products should be frozen as soon after harvest as possible and at their peak degree of ripeness.
The science of freezing foods | UMN Extension
A chemical change results from a chemical reaction, while a physical change is when matter changes forms but not chemical identity. Examples of chemical changes are burning, cooking, rusting, and rotting. Examples of physical changes are boiling, melting, freezing, and shredding. Often, physical changes can be undone, if energy is input.
Examples of Physical Changes and Chemical Changes
Major chemical changes which occur during the processing and storage of foods and lead to a deterioration in sensory quality are lipid oxidation, enzymatic and non-enzymatic browning. Chemical...
(PDF) Chemical Changes in Food during Processing and Storage
The change of pizza crust when put inside an oven Cooking meat is a chemical change. Proteins in the meat are broken down by the heat caused in a pan,oven or a grill and this causes it to be a chemical reaction. It changes its color from a very light color to a dark or very dark color
Physical and Chemical changes of Cooking Food by Christian ...
A chemical change produces a new substance. Another way to think of it is that a chemical change accompanies a chemical reaction. Examples of chemical changes include combustion (burning), cooking an egg, rusting of an iron pan, and mixing hydrochloric acidand sodium hydroxideto make salt and water.
Chemical & Physical Changes - ThoughtCo
Another sign of a chemical change is the release or gain of energy by an object. Many substances absorb energy to undergo a chemical change. Energy is absorbed during chemical changes involved in cooking, like baking a cake. Energy can also be released during a chemical change.
Chemical Changes - RIC | Home
However, during chemical digestion, enzymes, or tiny proteins, alter the structure of the food, which is made up of lots of atoms linked together. When your body employs chemical digestion, the...
Physical & Chemical Changes in the Digestive System ...
Chemical digestion occurs at every point in the digestive system, beginning when you see or smell food. These sensory events set off nerve impulses from your eyes and nose that trigger the release of enzymes and other substances that will eventually break down food to release the nutrients inside.
The Human Digestion Process (or, What Happens after You ...
Food spoilage results when microbiological, chemical, or physical changes occur, rendering the food product unacceptable to the consumer. Microbiological food spoilage is caused by the growth of microorganisms which produce enzymes that lead to objectionable by-products in the food.
Food Spoilage - an overview | ScienceDirect Topics
Fermentation, chemical process by which molecules such as glucose are broken down anaerobically. More broadly, fermentation is the foaming that occurs during the manufacture of wine and beer, a process at least 10,000 years old. The frothing results from the evolution of carbon dioxide gas, though this was not recognized until the 17th century.
fermentation | Definition, Process, & Facts | Britannica
Burning involves a chemical change. false. Physical change involves a change in composition. true. ... The idea that atoms are neither gained nor lost during a chemical reaction is called the Law of_____. 2. How many atoms are in this formula? ... Food and Digestion. 39 terms. head_in_the_clouds__ Tools of a Scientist 1. 12 terms.
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Copyright : thegreenhouseagency.com
Online Library Chemical Changes In Food During Processing Ift Basic Symposium Series
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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Food: Eating Habits: Teaching Suggestions
TEFL.net/EnglishClub.com Copyright Liz Regan page 1 of 2
N.B. In these notes 'TT' means 'Teaching Tip'. These tips are written in plain, jargon-free English and are designed to help new teachers. They are available on TEFL.NET
Activity 1
TEFL.net/EnglishClub.com
N.B. You don't need to explain the new vocabulary to the class - the students will discover the meaning of the new words as they do the exercise.
1. Get a student to read the instructions and the vocabulary out loud (TT2) and check that the students understand the instructions (TT3).
2. Check pronunciation (TT4).
Tell them to guess the answers if they don't know some of them (TT6).
3. Get the students to complete the exercise with their partner, speaking together in English (TT5).
4. Stop the activity (TT7).
6. Get feedback (TT8).
5. Get the students to check their answers together in pairs or small groups (TT13).
7. Answers:
1. drinking through a straw
3. eating with chopsticks
2. hot food
4. chips
6. chewing gum
5. chocolate
8. Consolidate pronunciation (TT4).
Activity 2
TEFL.NET/EnglishClub.com
2. Get a student to read the instructions out loud (TT2) and check that they are clear (TT3).
1. Put the students into pairs (TT1).
3. Deal with vocabulary queries(TT9).
5.
4. Get students to work individually and guess what their partner's answers might be to the true or false questions.
1. My partner can eat with chopsticks.
When they have finished show them how to make questions from the statements. Example:
Can you eat with chopsticks?
2. Do you think fast food is bad for you?
Elicit (TT 12) the other questions or let the students form them spontaneously as they have their conversation together. Whatever you think best.
3. Are you a fussy eater?
5. Did you like green vegetables when you were a child?
4. Are you addicted to chocolate?
6. Do you like people who chew chewing gum?
8. Do you like hot food?
7. Are you allergic to any types of food?
9. Do you think it's wrong to eat between meals?
7. Monitor (TT10).
6. Let the students begin their conversation, speaking together in English (TT5).Encourage students to build the conversation in a natural way by asking supplementary questions of their own as long as they are relevant to the topic.
8. Stop the activity (TT7).
Ask the students how many of their guesses were right to see how well they know their partner.
9. Get feedback (TT8).
10. Do some error correction (TT11).
11. Consolidate pronunciation (TT4).
Food: Eating Habits: Teaching Suggestions
Copyright Liz Regan 2003 page 2 of 2
TEFL.NET/EnglishClub.com
N.B. In these notes 'TT' means 'Teaching Tip'. These tips are written in plain, jargon-free English and are designed to help new teachers. They are available on TEFL.NET
Activity 3
TEFL.net/EnglishClub.com
2. Get a student to read the instructions out loud (TT2) and check that they are clear (TT3).
1. Put the students into pairs or small groups (TT1).
3. Let the students read the questions then deal with vocabulary queries (TT9).
5. Let the students begin their conversation, speaking together in English (TT5).
4. Give the students time to brainstorm vocabulary (TT15).
6. Monitor (TT10).
8. Do some error correction (TT11).
7. Stop the activity (TT7).
9. Consolidate pronunciation (TT4).
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Vermont Arts Council Teaching Artist Tips - 2020-2021:
Preparation Tips:
Include specific art form content that:
- aligns with National Core Art Standards or other content standards
o the Vermont Arts Learning Target Bank is a great resource
- is effectively deliverable online for either asynchronous and/or synchronous learning
Have a documented plan for a collaborative conversation(s) with school to:
- clarify purpose, goals, needs, outcomes, and teaching team
- clarify roles as well as the fees and materials related to the project. The eligible cost worksheet is a tool to help determine the cost of Artist in Schools projects as well as the eligible grant request from the school.
- access online/software platforms that are safe, effective, meet accessibility requirements, and meet the needs of the sponsoring school and/or students
- confirm tech and Wi-Fi access for the participants
Include planning time for a tech rehearsal(s) to:
- confirm technical components are workable and support the success of the experience such as:
o stable Wi-Fi connections with contingency back-up plans
o appropriate space, camera angles, effective lighting, sound checks, music checks, media clips, links, etc.
o content is presented with design principles in mind and is accessible for people with disabilities
Instruction Tips:
Take steps to ensure instruction is:
Coherent, concise, well-paced, & varied
Carefully scaffolded to include:
- stated purpose and/or historical/cultural context
- rich arts content and focus on a creative process
- clear directions with multiple examples (live, video clips, etc.)
- multiple opportunities for participants to:
o interact with teaching artists/peers (questions, comments, polls, reflections, revisions, sharing, etc.)
o respond, participate, succeed through differentiated instructional strategies and/or Universal Design Learning principles (UDL)
Responsive:
- culturally responsive, equitable, and inclusive
- includes differentiated instruction strategies for online learning
- builds an online community:
o greet/acknowledge all participants e.g., parents, teachers, students, etc.
o recognize opportunities to:
[x] share commonalities and honor differences
[x]
provide encouragement
[x] give authentic praise and polish
Reflective:
- has a documented plan for gathering, responding to, and applying relevant feedback from teachers, parents, participants, etc. | <urn:uuid:e3481553-c342-4a32-8faa-d3ef8173e9a7> | CC-MAIN-2020-40 | https://www.vermontartscouncil.org/uploads/Grants/Schools/Teaching%20Artist%20Roster/Remote%20Programmig%20Checklist%20VAC.pdf | 2020-09-22T09:52:54+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00385.warc.gz | 1,104,030,252 | 466 | eng_Latn | eng_Latn | 0.933517 | eng_Latn | 0.971474 | [
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MULTI-MEDIA PRESENTATION
- The presentation must be completed by an individual only.
- The presentation must be wholly digital.
- Entries should demonstrate a range of the software features of the program chosen.
- Entries must be compatible with Windows Operating Platforms.
- The ALHS takes no responsibility for software incompatibility.
YEARS 9 - 10
Task
Investigate your family immigration story using the following focus questions as a guide:
- Who came to Australia from Lebanon?
- From which part of Lebanon did they come?
- When did they come?
- Why did they come?
- Where did they eventually settle in Australia?
- What work did they do for a living?
- What obstacles did they face?
- What benefits did they and their family gain from moving to Australia?
LENGTH: a multi-media presentation of 4 - 7 minutes accompanied by a written explanation of between 200 – 400 words, explaining how the research was carried out to create and develop the presentation.
A bibliography for the whole task must be included.
The statement must be word processed using one and a half line spacing in a standard font.
YEARS 11-12
Task
Choose one of the following periods: 1880 to 1949 or 1950 to 2000 and critically evaluate the immigration experience of Lebanese in Australia.
Consider the following:
- Immigration restriction policies
- Policies such as assimilation, integration and multiculturalism
- Racial classification and religious affiliation
- Employment opportunities
- Ways in which individual Lebanese worked to become part of their local community
- Ways in which Lebanese contributed collectively to Australian society
LENGTH: a multi-media presentation of 7 - 10 minutes accompanied by a written explanation of between 350- 500 words, explaining how the research was carried out to create and develop the presentation.
A bibliography for the whole task must be included.
The statement must be word processed using one and a half line spacing in a standard font. | <urn:uuid:c2296e70-8e3e-4165-b2f3-c0298b9c7255> | CC-MAIN-2020-40 | http://alhs.org.au/wp-content/uploads/2020/03/MULTI-MEDIA-PRESENTATION.pdf | 2020-09-18T11:47:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00577.warc.gz | 8,337,939 | 399 | eng_Latn | eng_Latn | 0.996241 | eng_Latn | 0.997192 | [
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Terra Linda Elementary 2019-20 School Plan
Goal #1: Reading/Writing
Terra Linda Elementary will increase reading/writing proficiency to 80%.
Academic Areas: Reading
Measurement Areas:
K-3 Our school will compare the beginning of the year to end-of-year data on Benchmarks, DIBELS and Lexia.
4-6 Our school will compare the beginning of the year to end-of-year data on Benchmarks, SRI, and DIBELS.
Action Plan Steps:
Three reading aides will be hired to assist teachers in providing targeted interventions in the areas of phonemic awareness, phonics, fluency, vocabulary acquisition, writing, and reading comprehension strategies. These interventions will be provided four days a week Monday-Thursday.
Teachers will identify essential standards students need to master in order to be successful at grade level and prepared for the next year. This will be done in curriculum planning meetings each quarter. We will provide opportunities, time, training, and assistance for teachers to collaborate with each other about student growth needs. This includes Impact Team training.
One 8 hr. kindergarten aide will be hired to provide additional intervention support in the area of literacy.
Expenditures
Goal #2: Math
Terra Linda will reduce by 10% the number of students scoring below proficient on the district pre and post assessments for math in all grades.
Measurements:
We will compare the beginning of the year scores to end-of-year scores on the district provided pre and posttest assessments of grade level material in math.
Action Plan Steps:
Teachers will identify essential standards students need to master in order to be successful at grade level and prepared for the next year. Students will progress towards these standards with bi-monthly tracking.
All students will receive strong, differentiated instruction in Math.
Students will be given the initial assessments identified, and the data will be analyzed to identify students who are at risk, at grade level, or above grade level to drive instruction, target interventions and meet student needs.
One, 1 st -6 th, grade math aide and one kindergarten aide will be hired to assist teachers in providing targeted math interventions. These interventions will be provided four days a week during each grade level's RTI time block.
Expenditures:
Category Salaries and Employee Benefits
Description
Estimated cost
2 math aides
$15,500
Goal #3 Behavior
Terra Linda will decrease behavior issues by 10% to increase reading/writing/and math proficiency by 10%.
Measurements:
We will compare 2018-19 recurring discipline issues data out on the playground with 2019-20 data.
Action Steps:
All teachers will be trained on how to properly supervise recess, implement games, and train student coaches on conflict resolution. PE Teacher will teach the game of the week during PE to be played during recess.
High risk students will be assigned to the game of the week by the administration and teachers, decreasing their opportunity to have conflict.
Recess aides will be hired to implement sportsmanship strategies, conflict resolution strategies, game of the week, celebrating wins and losses, increase listening and following directions.
Teachers and administration will analyze data monthly to see if our strategies are working and adjust as needed.
Behavioral Component:
When students are listening and following directions more clearly they will perform better in the classroom. In addition, when the students are working together on projects the collaborative team effort and strategies that they learn on the playground will permeate into the classroom.
Expenditures:
Category
Salaries and Employee
Benefits
Description
2 recess aides
Estimated cost $9000 | <urn:uuid:f9a45f49-b578-4527-a9bd-235e5ec6dad6> | CC-MAIN-2020-40 | http://terralinda.jordandistrict.org/files/2020/01/School-Plan-2019-20.pdf | 2020-09-22T11:42:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00387.warc.gz | 128,049,034 | 729 | eng_Latn | eng_Latn | 0.997424 | eng_Latn | 0.997633 | [
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2020-2021 Auditions TROMBONE SCALES
Prepare all 5 scales and the chromatic scale. In the audition, the judge will pick 1 or 2 scales plus the chromatic for you to play.
1. F (2 octaves)
2. B flat (1 or 2 octaves)
3. A flat (1 or 2 octaves)
4. G (1 or 2 octaves)
5. D (1 or 2 octaves)
6. Chromatic Scale - F to F, 2 octaves
Tempo: one note per quarter note with quarter note = 60 - 120
Articulation: Tongue every note ascending, slur every note descending.
*You may earn higher scores for scales played in a wider range. | <urn:uuid:6c074aa9-b530-4039-a801-e175d969d908> | CC-MAIN-2020-40 | https://csoyo.chattanoogasymphony.org/images/csoyodocs/2021auditions/basstrombone/TROMBONE-SCALES.pdf | 2020-09-22T12:00:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00386.warc.gz | 340,340,151 | 174 | eng_Latn | eng_Latn | 0.956544 | eng_Latn | 0.956544 | [
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Frequently Asked Questions about Mindfulness
1. What is mindfulness? Mindfulness means paying attention in the present moment to our thoughts, feelings, bodily sensations, or surrounding environment. For the sake of simplicity, we can define it as noticing what's happening right now in an open, balanced and curious way. It also includes intentionally nurturing positive states of mind such as empathy and kindness.
2. What are the benefits of mindfulness with youth? Scientific studies find that mindfulness improves young people's attention, emotion regulation, behavior in school, social skills, empathy, test anxiety and stress, among other benefits. For more information, visit www.mindfulschools.org/research.
3. Can mindfulness help improve academic performance or behavior issues? Both quantitative and qualitative research indicate that mindfulness helps give students the mental and emotional skills needed to improve learning readiness, attentional stability, prosocial behavior, impulse control and emotional regulation. In turn, these changes can support improved academic performance and behavior.
4. Is mindfulness religious? No, Mindful Schools and other mindfulness in education approaches are completely secular, and are based upon decades of work and research applying mindfulness to the medical and mental health fields. Youth learn awareness, self-regulation, and social-emotional skills. Click here to read more about secularity.
5. Is mindfulness about getting rid of thoughts? No, it's natural to have thoughts and better not to repress them. Mindfulness gives us the ability to be aware of our thoughts, to step back and evaluate whether our thoughts are true or helpful, and redirect our attention when we realize we are caught up in ruminating.
6. How is mindfulness taught with youth? The Mindful Schools curriculum provides 16 sessions of mindfulness training, plus additional lessons and short daily practices. The classroom teacher (or trained mindfulness instructor) will instruct youth in brief mindfulness lessons, ranging from 5 to 15 minutes, one to three times per week. Teachers and youth continue short mindfulness practices on their own once the program is complete. Students learn to apply mindfulness to all daily experiences. Lessons include:
* Mindful listening
* Mindful breathing
* Mindful movement
* Mindfulness of thoughts
* Mindfulness of emotions
* Mindful test-taking
* Cultivation of positive states like kindness, generosity and gratitude
7. Is mindfulness a replacement for Social-Emotional Learning? Mindfulness is not a replacement for social-emotional learning (SEL), but it is an important complement. The practices, skills and outcomes of both mindfulness and SEL are complementary and mutually reinforcing. Mindfulness teaches youth to pause and self-regulate, allowing them to respond with their social-emotional skills rather than react impulsively. The Mindful Schools curriculum includes SEL, so it can be taught alone or combined with a more intensive SEL curriculum. Click here to read more about integrating mindfulness and SEL programming.
8. What kind of training did the mindfulness instructor receive? The Mindful Schools approach requires all instructors to first learn mindfulness practice themselves, whether through Mindful Schools' courses or an approved alternative training. Instructors then take a 6-week online course in which they learn to bring mindfulness into their work with youth and teach the Mindful Schools curriculum.
Those trained by Mindful Schools may use these materials in accord with the Mindful Schools Training Guideline Agreement. | <urn:uuid:addd55b2-0222-4a45-a0ff-b63ab9ea2123> | CC-MAIN-2020-40 | https://www.mindfulmomentsinedu.com/uploads/1/8/8/1/18811022/mindfulness-faq.pdf | 2020-09-18T10:48:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400187390.18/warc/CC-MAIN-20200918092913-20200918122913-00576.warc.gz | 1,316,064,162 | 670 | eng_Latn | eng_Latn | 0.997591 | eng_Latn | 0.997699 | [
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Year 1
Year 1
Year 1
Addition
1. I can add in ones by counting and adding objects
2. * I know my number facts to 20. This includes number bonds to 10 and 20 as well as combinations needed to make other numbers.
Division
1. I can divide using objects or drawing pictures (sharing arrays) with the support of the teacher.
Fractions
1. * I can recognise, find and name a half of an object, shape or number.
2. * I can recognise, find and name a quarter of an object, shape or number by finding a half and then halving again.
Measures
Year 1
1. * I can measure and compare length and height using language such as long/short, longer/shorter, tall/short, double/half
2. * I can explore and describe capacity and volume using language such as full/empty,more than/less than, quarter.
3. * I can explore and describe weight and mass and record findings
4. * I know the value of different coins and notes (£ and p)
Multiplication
Year 1
1. I can multiply using objects, or drawing pictures (grouping in arrays) with the support of the teacher.
2. I can double numbers from 1-10 and half even numbers to 20
3. I can count in 2s, 5s and 10s from 0.
4. I can solve multiplication and division 1 step word problems using objects (2, 5 and 10 x tables only)
Place Value
Year 1
1. * I can read and write numbers from 1 to 20 forwards and back
2. * I can read and write numbers as numerals from 1 to 100
3. I can read and write numbers in words from one to twenty
4. * I can count on and back in ones from any given number to 100
5. * I can identify odd and even numbers up to 20
6. I can identify and represent numbers using objects, pictorial representations and on a number line
Position and direction
Year 1
1. I can describe position, direction and movement including whole, half, quarter and three quarter turns - link to fractional language e.g turn half a circle or colour in half a circle
Shape
Year 1
1. * I can name 2D shapes e.g. rectangle, circle, square, triangle
2. * I can name 3D shapes e.g. cuboid, cube, pyramid, sphere
Subtraction
Year 1
1. I can subtract one digit numbers including zero
2. I can subtract two digit numbers
3. I can mentally subtract in tens and ones
4. * I know all the subtraction facts to 20 (to be explored by linking opposite - beginning of inverse of addition 4)
Time
Year 1
1. I can sequence events in chronological order using before, after, today, tomorrow etc.
2. * I can use language about time including days of the week, months and the term 'year'.
3. * I show an understanding of hours, minutes, seconds (and can compare them) and also use language such as quicker, slower, earlier, later
4. * I can read and draw hands on a clock to tell the time on an analogue clock for o'clock and half past
Year 1
Year 1
Ansa Analyser
1. *I am familiar with key stories, fairy stories and traditional tales, and can retell them and consider their particular characteristics
2. With support, I can distinguish between fiction and non-fiction.
Decoding
1. *I can read familiar words with growing ease, this includes the Reception word list and some common exception words.
2. I can decode the Phase 3 sounds: consonant diagraphs ch, sh, th, ng and vowel diagraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
3. I can read all the Phase 3 tricky words.
4. I can blend adjacent consonants in words, in a range of combinations (Phase 4): CVCC, CCVC, CCVCC, CCCVC, CCCVCC.
5. I can read all the Phase 4 tricky words.
6. I can sometimes identify when my reading does not make sense and attempt to self-correct.
7. *I can use phonic strategies when reading unknown words; however, I may need support when reading long vowel phonemes that have several representations.
8. I can phonetically decode two syllable words.
9. I can read all the Phase 5 tricky words.
10. I can decode and read the Phase 5 sounds by themselves and in words.
Dood the detective
Year 1
1. I can use my growing knowledge of vocabulary to establish meaning when reading aloud.
2. I can make plausible predictions about characters, using knowledge of the story and my own experiences.
3. I can comment on obvious characteristics and action of characters in stories.
Epi Explorer
Year 1
1. I can talk about texts, expressing opinions about things I like and dislike in stories, poems and non-fiction text.
2. I can notice unfamiliar and interesting words.
3. I can express opinions about main events and characters in stories, e.g. good and bad characters .
Rex Retriever
Year 1
1. *I can sometimes locate specific information on a given page in response to a question.
2. I can sometimes find the answers to simple questions in response to a direct question i.e. a verbal answer during story time
3. *I can retell a known story, referring to most the key events and characters.
Powered by TCPDF (www.tcpdf.org)
Year 1
Year 1
Grammar Giants Targets
1. *I can sometimes demarcate sentences with capital letters and full stops i.e. I like apples.
2. * I can use joining words like 'and'.
3. I can begin to punctuate sentences, using a capital letter and a full stop, question mark or exclamation mark.
Handwriting Hero Targets
1. I can sit correctly at a table, holding a pencil comfortably and correctly
2. * I can begin to form lower-case letters in the correct direction, starting and finishing in the right place.
3. I can form capital letters.
4. *I can use spaces between words.
Organised Targets
Year 1
1. I can begin to write sentences that are sequenced to form a short narrative (real or fictional)
2. I can write more than one sentence.
3. * I can begin to organise my writing, e.g. beginning middle and end, or instructions written in the correct order
Purposeful Targets
Year 1
1. I can say my sentence aloud then write it down.
2. I can read my writing back to an adult clearly.
Super Spelling Target
Year 1
1. * I can spell words using the sounds that I have been taught
2. * I can spell many of the high frequency words and some of the common exception words in the NC
Word Wonder Targets
Year 1
1. I can make simple descriptions e.g. describing colour, size or simple feelings.
2. I can make some appropriate word choices e.g. using word banks, class lists and sentence openers | <urn:uuid:deaf6789-9315-4a32-93e6-680b6987e5cf> | CC-MAIN-2020-40 | https://www.johnball.lewisham.sch.uk/wp-content/uploads/2020/05/Year-1.pdf | 2020-09-22T11:32:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00389.warc.gz | 914,967,950 | 1,555 | eng_Latn | eng_Latn | 0.99869 | eng_Latn | 0.998852 | [
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Assessing Young Children's Understanding of Mathematical Concepts Using Interviews and Technology
by Christina Myren, Conejo Valley USD (retired) email@example.com
How do we get an accurate picture of what young children know and can do in mathematics? This question is one that primary teachers across the nation face daily. The book Mathematics Assessment: A Practical Handbook for Grades K–2 states:
The phrase "to assess" comes from Latin and means "to sit beside." In primary grade classrooms, we learn most about how our students learn when we sit beside them, engage them in conversations, observe their actions, read their reflections, and see their mathematical work.
Many students in primary grades have dif ficulty expressing themselves mathematical ly with numerals and symbols, and actual ly know more mathematics than a written test shows. In an interview assessment, we can get a more accurate picture of each child's un derstanding. One-on-one interviews conduct ed by the teacher provide invaluable informa tion about what each child knows and under stands.
Many students in primary grades have difficulty expressing themselves mathematically with numerals and symbols, and actually know more mathematics than a written test shows.
Kathy Richardson has developed an ex cellent collection of nine assessments that fo cus on key concepts that need to be in place if children are to understand and be success ful in mathematics. These assessments are de tailed carefully in each of the nine Assessing Math Concepts (AMC) books: Counting Objects, Changing Numbers, More/Less Trains, Number Arrangements, Combination Trains, Hiding As sessment, Ten Frames, Grouping Tens, and Two
Digit Addition and Subtraction. This continuum of assessments can be used as a tool that de termines what young children already know and what they need to learn in mathematics.
After the Introduction, each book then fo cuses on one specific assessment. Suggestions for how to conduct the student interview, ex amples of student interviews, and informa tion about how to use the individual record ing forms are clearly articulated, and form the basis of this section. In addition, there are Class Summary Sheets to help teachers meet the instructional needs of all the children in the classroom. Each book closes with ideas for linking this assessment with instruction.
Each of the books in the series has the same introduction, which provides the teach er with background information and an over view of each of the assessments. There are suggestions about which assessments are most appropriate for children from Pre-kindergar ten through third grade, and how to use these assessments as interventions in the classroom.
The books provide a student-friendly way for the teacher to probe the understanding of each child. The knowledge gained becomes the basis for small group lessons that pinpoint the edge of each child's mathematical under standing. Using these publications to peek in side a child's mind provides an ongoing, for mative assessment of mathematical under standing.
The assessment books are a "stand alone" tool. In the past few years, however, the elec tronic version of these assessments has been made available. Originally used on the Palm Pilot, all nine assessments are now available and ready for the teacher to use with a com puter. Dubbed AMCAnywhere, the digital as sessments are meant to be used in conjunction with the Assessing Math Concepts series.
The beauty of using the computer is that the screen prompts the questions the teacher is to ask, and lists possible responses. Based on the child's responses, it either asks a more dif ficult set of questions or an easier set to find that child's edge of understanding.
A sample screen from the Hiding Assess ment follows.
The assessment also has a checklist for teachers to note student responses. The com ment section can be used to write anecdotal observations.
Another advantage of this type of assess ment is that reports of the data are numer ous and immediately helpful to the teacher in planning whole group, small group, and in dividual instruction. The teacher can choose from the following options: Student Detail Report, Student Progress Report, Class In struction Report, Class Summary Report, and Benchmark Report by Student. For the latter report, school districts, schools, and teachers can set their own benchmarks throughout the year.
To find out more about these assessments, go to www.mathperspectives.com or www. didax.com and click on AMCAnywhere.
Kathy Richardson has used her exper tise in working with young children to de velop an outstanding continuum of assess ments. Though these assessments can work with many mathematics programs to en hance instruction, the Developing Number Con cepts books written by Kathy are most useful in planning instruction that closely ties with her assessments. In each assessment book, and also in each electronic assessment, there are specific links to activities from the Developing Number Concepts books that target specific ar eas of need for individual and small group in struction.
References
Richardson, Kathy. Assessing Math Concepts. Belling ham, WA: Mathematical Perspectives, 2003. (Note: There are nine books in this series and they are listed in the article.)
________. Developing Number Concepts, Book 1: Counting, Comparing and Pattern. Parsippany, NJ: Dale Seymour Publications, 1999.
________. Developing Number Concepts, Book 2: Addition and Subtraction. Parsippany, NJ: Dale Seymour Publi cations, 1999.
________. Developing Number Concepts, Book 3: Place Val ue, Multiplication, and Division. Parsippany, NJ: Dale Seymour Publications, 1999.
Stenmark, Jean Kerr, Florence Glanfield, and William S. Bush, eds. Mathematics Assessment: A Practical Hand book for Grades K–2. Reston, VA: National Council of Teachers of Mathematics, 2003. | <urn:uuid:d30c30cf-e678-460f-828c-86b0ec3189d9> | CC-MAIN-2020-40 | http://assessingmathconcepts.com/pdf_docs/ca_communicator_review_amc.pdf | 2020-09-22T10:38:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00392.warc.gz | 12,705,975 | 1,222 | eng_Latn | eng_Latn | 0.995825 | eng_Latn | 0.99625 | [
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SPECTATOR AND TEAM ETIQUETTE
Besides the rules of tennis, there are also some important unwritten laws, which come under the title of tennis etiquette. Tennis is a social game, a game involving simple politeness and consideration. Everyone will enjoy the game so much more if those standards are maintained. Here are some of the rules, which are most important:
* Talk quietly when standing near tennis courts that are in use.
* Never walk behind a court when a point is still in play. Wait until the point is over and then cross as fast as possible.
* Always come prepared. Bring not only balls, but also towels and water to drink when it is hot.
* Wear sneakers for tennis. Other shoes may wear out quickly, hurt your feet, or damage the court.
* Wear clothing with pockets so they can manage two balls when serving (one in a pocket) and never to leave a ball at their feet. Remind them not to chase balls between first and second serves.
* When you're ready to play, put racket covers, ball cans, jackets etc., out of everyone's way.
* To see whom serves first, spin your racket. If you win the spin, the choice is yours. You may serve first, or you may choose to receive first or to pick which end of the court you want to start playing on. As a third choice you may make your opponent choose first.
* When sending balls back to a neighboring court, roll them to the back of the court. Never send them back while play is in progress.
* Retrieve balls for your partner and your opponent.
* Call your own lines and let your opponent hear the call. If the ball is good say nothing and play on.
* Don't criticize your partner, but offer encouragement.
* Always call the score out before serving, and make sure opponent can hear.
* Always respect the line calls of your opponent. However, if you are involved in a match where many calls are questionable, report the problem to both captains.
* If there is a disagreement, offer a let. In other words, replay the point, even if it was a second service.
* There should be NO cell phones on the court.
The following are unacceptable court behaviors:
* Throwing a tennis racquet. It is "racquet abuse," and is not acceptable.
* Throwing or hitting a tennis ball in anger.
* Negative verbal exchanges between players. Exchanges should be polite, not negative.
* Laughing at or teasing another player when a mistake is made.
* Profanity will not be tolerated in any form. Profanity should be dealt with immediately. First offense: the captain or coach will speak with the player. Second offense: the Coordinator will speak with the player. Third offense: The player will sit out two matches. Fourth: Can no longer play in the league.
Consequences of inappropriate Court Behavior:
Any player who has been reported at least 3 times to the league coordinator will be dealt with in the following manner:
First offense - The captain or coach will speak with the player.
Second offense - The Coordinator will speak with the player.
Third offense - The player will be accompanied by a court monitor, assigned by the coordinator, for the next match. Captains' will be notified and it is the captain's responsibility to contact the coordinator to let them know about the next date of play. | <urn:uuid:61f59db1-ea45-4a88-a270-68e28831fdea> | CC-MAIN-2020-40 | https://s6v2u9r8.stackpathcdn.com/wp-content/uploads/2019/05/SPECTATOR-AND-TEAM-ETIQUETTE.pdf | 2020-09-22T11:41:59+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00391.warc.gz | 601,740,778 | 708 | eng_Latn | eng_Latn | 0.999632 | eng_Latn | 0.99967 | [
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SESSION 3: rhythm
Name:
Think about your favorite music. What rhythms are you drawn to? What does that music and rhythm say about your identity? Write a journal entry with your response.
Disney's
The Lion King
Experience
©Disney | <urn:uuid:46006949-5654-4266-aaca-76a2d323e26d> | CC-MAIN-2020-40 | https://www.lionkingexperience.com/inline/junior/sessions/3/pride-journal/Session%203%20-%20Pride%20Journal.pdf | 2020-09-22T10:00:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00394.warc.gz | 941,464,932 | 52 | eng_Latn | eng_Latn | 0.996512 | eng_Latn | 0.996512 | [
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BROWNIE GIRL SCOUTS WORKSHEET
Brownie Scouts can work towards Badges with activities at The Franklin Institute.
ACTIVITIES AT THE FRANKLIN INSTITUTE
Walk around the museum and participate in activities while talking to scientists to make connections between badges and our exhibits.
HOUSEHOLD ELF BADGE
BADGE STEPS
1. Save Energy
2. Save Water
EXHIBITS TO VISIT
* Electricity
* Changing Earth
INVENTOR BADGE
BADGE STEPS
1. Warm up your inventor's mind
2. Find lots of ways to solve the same problem
EXHIBITS TO VISIT
* Amazing Machine
* Tech Studio
MECHANICAL ENGINEERING: FLING FLYER BADGE
BADGE STEPS
1. Learn about forces that affect flight.
2. Design and build a Fling Flyer
EXHIBITS TO VISIT
* The Franklin Air Show
ACTIVITIES
1. In Electricity, look for exhibits about reducing electricity use.
2. Visit the Changing Earth exhibit where you can learn about water usage. Try to think differently about ways to save water, how much water we use and ways you think we can conserve!
ACTIVITIES
1. In Amazing Machine, Put your inventors cap on and try to think about how and why these inventions were created.
2. In Tech Studio, look for design challenges.
ACTIVITIES
1, 2. Visit The Franklin Air Show to find out more about the four forces of flight and design your own flying devices.
ACTIVITIES AT THE FRANKLIN INSTITUTE
Walk around the museum and participate in activities while talking to scientists to make connections between badges and our exhibits.
MY BEST SELF BADGE
BADGE STEPS
1. Get to know your body
2. Eat and play in a healthy way
3. Find out how your body works
EXHIBITS TO VISIT
* The Giant Heart
* Your Brain
* Sports Zone
ROBOTICS BADGE
BADGE STEPS (ROBOTICS 1)
1. Learn how robots work
2. Discover the robot brain
EXHIBITS TO VISIT
* Tech Studio
SPACE SCIENCE ADVENTURER BADGE
BADGE STEPS
2. See more than before
3. Investigate the Moon
4. Be a stargazer
EXHIBITS AND THEATER SHOWS TO VISIT
* Space Command
* Night Skies ($)
* Fels Planetarium
* Observatory
ACTIVITIES
1. In Your Brain, look for exhibits about your brain and senses.
2. In Sports Zone, look for exhibits about calories, hydration, and exercise.
3. In The Giant Heart, look for exhibits to learn how your cardiovascular system works.
ACTIVITIES
1, 2. In Tech Studio, look for the Cubelet robots. If there is a volunteer, ask how robots work and how they are impacting society.
ACTIVITIES
2. In the Observatory, look for the Zeiss refracting telescope. What can you understand that you couldn't before?
3. In Space Command, you can see and actual Moon rock! Furthermore, check out phases of the Moon throughout the year?
4. In Space Command, look for the Orrery Model to understand the stars. You can also Join us for a Night Sky event or a Sky Tonight show in our Planetarium.
Note: Planetarium admission is included with individual tickets and is a $5 upcharge for groups. Night Skies is a separate event, call ahead for tickets and availability.
ACTIVITIES AT THE FRANKLIN INSTITUTE
Walk around the museum and participate in activities while talking to scientists to make connections between badges and our exhibits.
THINK LIKE AN ENGINEER BADGE
BADGE STEPS
1. Find out how engineers use design thinking to solve problems
EXHIBITS AND THEATER SHOWS TO VISIT
* Dream Big: Engineering Our World IMAX® Film ($)
* Sir Isaac's Loft
ACTIVITIES
1. Learn about how engineers use their imaginations to create solutions for the problems of the future in the IMAX® film, Dream Big. What are some of the ways that engineering challenges have been solved in your community? After the film go check out the Sir Isaac's Loft exhibit. What can you learn about the physics of weight, motion and movement that engineers would apply in their jobs?
* Dream Big is a limited engagement IMAX ® Film. Check ahead to make sure its playing during your visit. | <urn:uuid:76017a4d-a4b2-4df6-aa62-a1d591def3fc> | CC-MAIN-2020-40 | https://www.fi.edu/sites/default/files/Brownie-Girl-Scout-2019-Worksheet.pdf | 2020-09-22T11:32:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00394.warc.gz | 847,354,064 | 941 | eng_Latn | eng_Latn | 0.995602 | eng_Latn | 0.996017 | [
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Space for everyone!
Spot the International Space Station Suitable for: All ages and Families
Above our heads there are amazing things happening all the time. We can see other planets in our solar system, stars burning brightly many billions of miles away, galaxies swirling around our night sky containing their own stars and planets.
Much closer to home, a network of humanmade machines fly above us, called satellites.
Satellites are objects that orbit a planet. We call natural satellites 'moons', like our very own Moon. But there are also thousands of human-made satellites orbiting us, which we have launched into space to do a wide range of tasks. There are communications satellites, weather satellites, satellites that take pictures of Earth and other planets so we can learn about them. One of these satellites even has humans living on it. It's called the International Space Station (ISS).
You can use this website to find out when and where to spot the International Space Station's location:
https://spotthestation.nasa.gov/ or
https://heavens-above.com/
ISS Facts:
- It is the largest man-made object in space. It's 109m long, about the size of a football field.
- It weighs almost 400,000kg
- It flies 400km above Earth (the Moon is more than 900 times further away)
- It travels at a speed of almost 28,000 km/h
- It circles the Earth every 92 minutes (that's 15.5 orbits a day, meaning the astronauts on board see a sunrise/sunset every 92 minutes)
- 16 countries worked together to build the ISS.
- There are usually between 3 and 6 people on the ISS.
- Astronauts spend most of their time on the ISS performing experiments and maintenance, and have to exercise for at least 2 hours a day. They also occasionally perform spacewalks.
- The ISS can be seen from Earth without the use of a telescope. It appears as a slow moving bright white dot in the night sky.
Space for everyone!
During these times at home we have an excellent chance to look upwards, learn about the night sky, and gain some perspective on the great cosmic symphony. Check the website and see what time the Space Station will be passing overhead, grab some jackets and head outside to give the astronauts a wave! You can use the worksheet to document what you saw.
Night Sky Worksheet:
Date:
Time:
Location:
Name of Observer:
- Draw the stars that you can see in the night sky. Do you recognise any constellations?
Shape
- Did you see any satellites? Where were they? What direction were they moving? Was it moving fast or slow?
Did you see the International Space Station? Draw what you saw:
Shape
- Draw the appearance of the Moon. Was it a full moon? Half moon?
Shape | <urn:uuid:8c1cd3e4-788d-4fce-a79d-f86bc5265b6c> | CC-MAIN-2020-40 | https://explorium.ie/wp-content/uploads/2020/06/Space-ISS-.pdf | 2020-09-22T10:03:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00392.warc.gz | 361,782,096 | 584 | eng_Latn | eng_Latn | 0.998494 | eng_Latn | 0.998921 | [
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Back to table of content
This is a rewrite of several pieces: Roles in an action, Group Process, Affinity Groups, and Decision Making. The original pieces can still be accessed.
This chapter covers several aspects on working in groups. It introduces the concept of affinity groups, looks at our group process, describes the theory and process of consensus decision making, and finally looks at different roles in an action.
Introduction
A challenge for any nonviolent movement is how to prepare its actions. Since the 1976 occupation of the Seabrook nuclear power site, in New Hampshire, USA, a number of Western nonviolent campaigns have favoured using an affinity group model of action coupled with consensus decision-making. This section offers an introduction to that style.
Affinity Groups
"Affinity groups" are autonomous groups of 5-15 persons. An affinity group in this sense is a group of people who not only have an affinity for each other, but who know each other's strengths and weaknesses and support each other as they participate (or intend to participate) in a nonviolent campaign together. Affinity groups and spokescouncils (see description below) challenge top-down power-over decisionmaking and organizing, and empower those involved to take creative direct action. They allow people to act together in a decentralized and non-hierarchical way by giving decision-making power to the affinity group. (Reference Seabrook-Wyhl-Marckolsheim story on page...) Affinity groups have been used constructively in mass anti-globalization actions in the USA (Seattle 1997), anti-nuclear protests in Europe and North America (beginning in the 1970s), and other large and small nonviolent protest actions in many countries.
With whom does one create an affinity group?
The simple answer to this is: people you know and who have similar opinions about the issue(s) in question and the methods of action to be used. They could be people you meet at an educational seminar, work with, socialize with, or live with. The point to stress however, is that you have something in common other than the issue that is bringing you all together, and that you trust them and they trust you. An important aspect of being part of an affinity group is to learn each others standpoints regarding the campaign or issue and your preferred methods of action.
This can involve sharing time together, discussing the issues and methods of action, or doing some form of activist related training together (like attending a workshop), working out how to deal with the opponent's or the police's tactics (eg. counter demonstrations, misinformation campaigns, agents provocateurs, etc.). You should develop a shared idea of what you want individually and collectively from the action/campaign, how it will conceivably go, what support you will need from others, and what you can offer others. It helps if you have agreement on certain basic things: how active, how spiritual, how nonviolent, how deep a relationship, how willing to risk arrest, when you might want to bail-out of the action, your overall political perspective, your action methods, etc.
Group process
Working in groups, whether in our own families, at workshops, or in continuing organisations, is one of the most basic social activities and is a large part of work for social change. Therefore, it is important that groups working for change develop effective, satisfying, democratic methods of doing necessary tasks, both for their own use and to share with others.
The elimination of authoritarian and hierarchical structures a form of democratising groups, but does not mean rejecting all structures. A good group needs to facilitate creativity, community and effectiveness, in a combination that encourages the nonviolence to flourish in our selves and our society. Good group functioning is a product of cooperative structures and the intelligent, responsible participation of the groups members.
Agreements/ground rules
Even if it's an informal group and everyone is relaxed, a group agreement about ground rules is wise. A group contract or a set of rules for the workshop or group, which everyone agrees to, is a very useful guide for the process of a group. It can be referred to if difficulties should arise within the group. And it can, of course, be adapted or changed. The group decides what to include. For example a group might agree: to start meetings on time, to encourage equal participation, to make decisions with consensus, to take turns facilitating group work, only one person speaking at a time, speaking for yourself only, confidentiality, no question is barred or too stupid, no put downs, only volunteer yourself, etc. Many people are now familiar with this so the facilitator might draw up a suggested list that can be adapted by the group. It is important to have active agreement from everyone in the group in order to make a "contract" with each other.
One issue which might require clarification is the meaning of 'confidentiality' for this group. Does it mean not sharing anything from the workshop or does it mean that broad themes can be shared and what was done but no quotes are given or attributed directly to anyone, or only not repeating personal stories of group members. The longer the workshop or the more intense or personal the issue, the less experienced people are in group work, or the more sensitive the topic, the more time you may need to spend on clarifying and agreeing to ground rules. Do remember, if the group's situation changes they may review the "contract" and if they so decide change the "rules". This is an important difference between rules that are imposed upon a group and rules that a group contracts to follow of their own free will.
Facilitation of group meetings
Affinity groups often decide to have facilitators to help the group meet its needs, members of the group taking turns to play this role. A facilitator accepts responsibility to help the group accomplish a common task, for example: to move through the agenda in the time available and to make necessary decisions and plans for implementation. A facilitator makes no decisions for the group, but suggests ways that will help the group to move forward. He or she works in such a way that the people present at the meeting are aware that they are in charge, that it is their business that is being conducted, and that each person has a role to play.
It is important to emphasize that the responsibility of the facilitator is to the group and its work rather than to the individuals within the group. Furthermore, a person with a high stake in the issues discussed will have a more difficult task functioning as a good facilitator. For more detailed information about group facilitation see "Meeting Facilitation – The No-Magic Method" by Berit Lakey ( http://www.reclaiming.org/resources/consensus/blakey.html)
Special roles in a group meeting
(adapted from "Tri-denting It Handbook" 3rd edition)
Taking turns at the various roles helps individuals experience different facets of the group's behaviour and strengthens the affinity group. Besides the meeting facilitator, who helps the group through its agenda, there are other roles that support the work of the group. These special roles become very useful if the group is larger or if it wants to pay special attention to improving the group process on specific issues.
A co-facilitator to aid the facilitator.
A note-taker who records your decisions and makes sure everyone has a copy so you all know what decisions you have taken!
A time-keeper to help keep the group informed about how well they are following their time plan so that they can complete their agenda.
Other roles may be useful at times, especially if the group has recurring problems. For instance, a "process watcher" might observe patterns of participation in meetings and have suggestions to improve the dynamics, or to raise issues about oppressive behaviour in the group, power games or issues of discrimination (race, gender, class, age). A "vibes" watcher might pay special attention to emotional undercurrents, non-verbacl communication (including conflict behaviour) or simply energy levels in the group - making suggestions about to improve the group atmosphere before something becomes a problem.
Roles in an affinity group during an action
During a nonviolent action, an affinity group decides which roles the action requires and people choose what they will do. Support roles are vital to the success of an action, and to the safety of the participants. The roles listed here are common but shouldn't be regarded as a blueprint for all actions. Different actions will need different roles. As a group, you should think about tasks you'll need doing and how to ensure they're done early in the planning stage. Sometimes people can take on more than one role, e.g. a legal observer might also be a first-aider, or police liaison, or even media contact. The key is to make sure that all necessary roles are covered, that everyone understands the extent of their commitment before you begin, and no one takes on tasks (support or otherwise) which they are unable to carry out. (Source:
%20Roles,%20Safety%20and%20Afinity%20Groups.pdf http://www.scotland4peace.org/Peace%20Education/Handout%20Six%20-
Exercises
Signs of Mature Group Process: A check list of an ideal model for voluntary, political and community groups.
Task and Maintenance: What makes groups work?: This tool is a quick, easy tool that is effective at helping groups understand the different roles in making groups work: different leadership skills. It requires facilitators to have the theory of task/maintenance internalized fairly well (since they will have to rapidly identify which comments from people belongs where).
Facilitating meetings: This briefing has tips and advice on facilitating meetings and making them worthwhile.
Decision making
Within nonviolent movements, and especially during nonviolent (direct) actions, the question of decision making requires special attention. Nonviolence is more than the absence of violence, and closely linked to issues of power, to the methods of decision making. To avoid new forms of dominance within a group, its discussion and decision-making processes needs to be participatory and empowering. Consensus decisionmaking aims to encourage all to participate and express their opinions, trying to find support for decisions in the group by involving all of its members. It is likely that group members will give much stronger support to a decision made with the consensus process. Consensus can be used in many different group situations, and is especially useful when a group is preparing to carry out nonviolent actions with each other. Some groups adopt a system where first they try to reach consensus, but if they cannot within a reasonable time limit, then they will vote. However, this is not usually necessary in small affinity groups.
Participating in actions at the Women's Peace Camp in Greenham Common in England in the 1980s, the US feminist writer and nonviolence trainer, Starhawk, found herself in culture shock. "In contrast to our (US) West coast style of consensus, involving facilitators, agendas, plans, and formal processes, their meetings seemed to have no structure at all ... I found a delicious sense of freedom and an electricity in discussions unhampered by formalities. The consensus process I had known and practised seemed, in retrospect, overly controlled and controlling. ... At the same time, the Greenham-style process also has drawbacks. The group's preference for action rather than talk produces an inherent bias toward more extreme and militant actions. With no facilitation, louder and more vocal women tend to dominate discussions. Women who have fears, concerns or alternative plans often felt unheard. Each group needs to develop a decision-making process that fits its unique circumstances. The balance between planning and spontaneity, between formal processes and informal free-for alls, is always alive, dynamic, and changing. No one way will work for every group". Starhawk, Truth or Dare : Encounters with Power, Authority and Mystery (Harper Collins 1987)
What follows is mainly concerned with consensus decision making, but it is as well to heed Starhawk's warnings about when not to use consensus: a) When there is no group mind (When members don't value the group's bonding over their individual desires, consensus becomes an exercise in frustration") b) When there are no good choices ("if the group has to choose between being shot and hung") c) When they can see the whites of your eyes ("appointing a temporary leader might be wisest") d) When the issue is trivial ("flip a coin") e) When the group has insufficient information
Consensus decision-making is a process
Consensus is a process for group decision-making by which an entire group of people can come to a common agreement. It is based upon listening and respect, and participation by everyone. The goal is to find a decision that is consented to by all of the group's members. For consensus everyone in the group is willing to support the final decision. Be clear, however, that full consent does not necessarily mean that everyone must be completely satisfied with the final outcome: in fact total satisfaction or unanimous agreement is rather rare.
Majority decision can lead to a power struggle between different factions within a group who compete rather than respect each other's opinions. They use their brilliance to undermine each other. The consensus process taps into the creativity, insights, experience, and perspectives of the whole group. The differences between people stimulate deeper inquiry and greater wisdom.
So how does cooperative decision-making work? The opinions, ideas and reservations of all participants are listened to and discussed. Differing opinions are brought out and noted. No ideas are lost, each member's input is valued as part of the solution. This open and respectful discussion is vital in enabling the group to reach a decision on the basis of which - in nonviolent action - people will put themselves and their bodies "on the line".
Consensus can be an exciting process because the members of the group are actively looking for ways to create a common agreement. It can also often be difficult, because we all need to overcome the attitude that "my idea is the best solution". Through consensus, we are not only working to achieve better solutions, but also to promote the growth of community and trust within the group. Consensus is an ongoing process and not simply a different method of voting.
Positions within a consensus
Since the goal is not a unanimous decision, there must be a place within the consensus for members of the group who do not totally embrace a proposal. Participants in a decision-making process are more willing to support an idea with which they might have some reservations or objections if the group actively accepts and hears their concerns. If a person is given only the choice of support, non-support or standing aside, it leaves much less room for being part of the consensus.
Within a group consensus one might find any of the following 5 positions:
This is a great idea and I support it completely. (Full agreement)
I have some reservations, but will support it. (Support)
I have serious reservations, but can accept it. (Acceptance)
I have objections, but I can live with this. (Tolerance)
I cannot do this, but will not stop the group from doing this. (Standing aside)
Of course, if there is a large number of persons who do not support or accept the decision, or who stand aside, then it is a weak consensus, and will probably end up with weak results.
In any case, the group should encourage people to express their reservations and objections, and should try to address these opinions - perhaps by modifying the proposal, perhaps by offering reassurance on certain points. At the same time, individuals who do not totally agree with the item under discussion should examine their opinion to see if they could either support, accept, or tolerate the proposed decision or if they might perhaps even stand aside.
It is possible for individual group members to have strong objections or disagreements but at the same time participate in and consent to the decision that a large number of the groups members can support. This is a key awareness and is an important part of coming to consensus. There is a big difference between disagreement with others in the group and blocking consensus. Disagreement is part of the discussion process.
Blocking consensus
The individual's decision to block a consensus should not be lightly taken. If you block a decision that has strong support by the rest of the group, you are essentially saying to them that this decision is so seriously wrong, that you do not want to permit them to proceed. If after discussion the group comes close to a common agreement, but one or more individuals has such a very strong objection that they cannot be part of the consensus, then they have one of the following opinions:
This is a totally unacceptable or immoral or inhumane decision. I cannot support this in any way and I cannot allow the group to proceed with this decision. (Blocking)
I am completely opposed to this and can no longer work together with this group. (Withdrawing from the group)
If you have strong objections, and especially if you decide to block a consensus, it is important that you can carefully and clearly express the specifics about your objections and the reasons for blocking consensus. In fact you should feel obliged to make a better suggestion, one that you think can be accepted by all, including yourself. This will help others to understand your point of view and may lead to a clarification of the differences.
In any case, it is very important that you review your objections and concerns and see if you can withdraw your blocking and just stand aside for this decision, allowing the group to accept the decision but without your support.
Minuting a consensus decisions
After the group comes to a consensus decision it can be useful to ask everyone who did not take the position of "full agreement" to express his/her concerns, reservations or objections that lead to their position. The fact that these concerns, reservations or objections are being recorded in the minutes together with the decision itself demonstrates clearly that the group values the diversity of opinions and encourages everyone to be aware of these concerns in future discussions or follow-up to the decision. Groups that take minority opinions seriously in this way usually enjoy an increased cohesiveness in their activities and actions that are based upon consensus decisions.
If the group cannot come to a consensual agreement
Maybe the group does not have enough information to make a decision. Perhaps more discussion time is needed? Should the decision be postponed? Does the group want to ask for a new proposal? Would it help for a smaller committee to draw up some alternative proposals?
Important aspects when using consensus
There are many different formats and ways of building consensus, and there is a wide range of experience, which shows that it can work. There are however a few conditions that have to be met for consensus building to be possible:
Common Goal or Interest: All members of the group/meeting need to be united in a common goal or common interest, whether it is an action, living communally or greening the neighbourhood. It helps to clearly establish what this overall goal of the group is and to write it down as well. In situations where consensus seems difficult to achieve, it helps to come back to this common goal and to remember what the group is all about.
Commitment to consensus building: The stronger the commitment to using consensus the better it works. It can be very damaging to the groups process if some individuals actually want to return to majority voting, just waiting for the chance to say "I told you it wouldn't work".
Consensus requires commitment, patience and willingness to put the common goal or interest first.
Sufficient time: to learn to work in this way. As the group become more proficient in the process, the time needed for consensus decision-making will decrease. If there are divergent strong opinions in the group, more time might be needed to reach a consensus.
Clear process: Make sure that the group is clear about the process they will use for tackling any given issue. Agree beforehand on processes and guidelines. In most cases this will include having one or more facilitators to help the group move through the process.
Finding consensus includes the following processes
Subjects for discussion need to be well prepared. There should be a clear statement of what issue is to be decided.
The different opinions need to be openly expressed. Everyone is given a chance to state his or her opinion or concern.
Agreed-upon norms may limit the number of times one asks to speak and or the amount of time one
speaks, to ensure that each participant has a chance to be fully heard.
Discussions involve active listening and sharing of information. Multiple concerns and information are shared until the sense of the group is clear.
Dissenters' perspectives are not only listened to but are embraced and actively included in the discussion.
Differences are resolved by discussion. Facilitators aid this by identifying areas of agreement and pointing out disagreements in order to encourage deeper discussion.
Facilitators help the consensus process by articulating the sense of the discussion, by asking if there are other concerns, by asking for polls of the positions in the group and by proposing a minute of the consensus decision
Ideas and solutions are shared with the group and do not belong to an individual. The group as a whole is responsible for the decision, and the decision belongs to the group.
Reaching consensus - practical steps
There are lots of consensus models (see flowchart on the right). The following basic procedure is taken from Peace News, a magazine for peace activists, June 1988:
1. The problem, or decision needing to be made, is defined and named. It helps to do this in a way that separates the problems/questions from personalities.
2. Brainstorm possible solutions. Write them all down, even the crazy ones. Keep the energy up for quick, top-of-the head suggestions.
3. Create space for questions or clarification on the situation.
4. Discuss the options written down. Modify some, eliminate others, and develop a short list. Which are the favourites?
5. State the proposal or choice of proposals so that everybody is clear. (Sometimes it might be useful to break into small sub-groups to write up each proposal clearly and succinctly.)
6. Discuss the pros and cons of each proposal - make sure everybody has a chance to contribute.
7. If there is a major objection, return to step 6 (this is the time-consuming bit). Sometimes you may need to return to step 4.
8. If there are no major objections, state the decisions and test for agreement.
9. Acknowledge minor objections and incorporate friendly amendments.
10. Discuss.
11. Check for consensus.
Especially with controversial issues, it may be helpful to take a straw poll of the group's consensus positions at different times during the discussion. For a straw poll of consensus positions it is important that all know that this is just a test of the positions in the group and that it is not the final call for consensus positions. One easy way to do a quick straw poll is ask for a show of hands with 5 fingers showing equal to full agreement, 4 fingers show support, 3 fingers show acceptance, 2 fingers show tolerance, 1 finger show standing aside and a fist shows blocking.
Consensus in large groups - The Spokescouncil
The model of consensus decision making described above works well within one group. However, bigger nonviolent actions require the cooperation of several affinity groups.
The Spokescouncil is a tool for making consensus decisions in large groups. In a spokescouncil, the spokespersons from smaller groups come together to make shared decisions. Each group is represented by their 'spoke' – they communicate to the meeting through him or her, allowing hundreds of people to be represented in a smaller group discussions. What the spoke is empowered to do is up to their affinity group. Spokes may need to consult with their group before discussing or agreeing on certain subjects.
Here is an outline process for using the spokescouncil method (Note: step 1 and 2 can also take place in advance within the individual small affinity groups).
1. Whole group (all participants of all affinity groups) – Introduce the issue and give all the necessary information
2. Explain both the consensus and the spokescouncil process
3. Form into small groups (the affinity groups) – these could be a random selection of people at the meeting, existing affinity groups, or groups based on where people live or based on a shared language.
4. The small groups discuss the issue, gather ideas and discuss pros and cons - coming up with one or more proposals.
5. Each small groups selects a spoke – a person from their group who will represent the group's view at the spokescouncil. Small groups decide whether the spoke is a messenger for the group – e.g. relays information between the small group and the spokescouncil - or whether the spoke can make decisions on the group's behalf at the spokescouncil.
6. Spokes from all groups come together in the spokes council. They in turn present the view of their small group. The spokes then have a discussion to try and incorporate the various proposals into one workable idea. During this process the spokes may need to call time out to refer with their groups for clarification or to see whether a modified proposal would be acceptable to them. The spoke is supposed to speak on behalf of the small group, not to present their personal point of view.
7. Once the spokescouncil has come up with one or more possible proposals the spokes meet with their groups and check for agreement and objections. Groups can also suggest further modifications of the proposals.
8. Spokes meet back at the spokes council and check whether the groups agree. If not all groups agree, the discussion cycle continues alternating between time for the small groups to meet and spokescouncil meetings.
9. The small groups can and often do change their spoke to give different small group members the change to act as spokes for the group.
Exercises/Resources
Consensus for Small Groups: An introduction and worksheets
Consensus decision making
Experiences and problems
During the past 30 years the model of affinity groups and consensus decision making described above has been used in a wide range of small and large scale nonviolent actions. For example the anti-nuclear power actions in the 1970s (Seabrook, New Hampshire, USA; Torness, Scotland), many anti-nuclear energy and disarmament actions in Germany the in the 1980s and the 1990s, the anti-globalisation actions in 1999 (Seattle, Washington, USA). Some of the largest actions using the affinity group / spokescouncil / consensusdecision-making model have grown to 2000 or more participants (eg 1996 in Seabrook, USA; the 1997 protest against nuclear waste transports in Wendland, Germany – see:
http://www.castor.de/diskus/gruppen/x1000mal/5rundbri.html#Auswertung%20des%20SprechenInnenrates) to other anti-globalisation and anti-war protests. Many of these experiences point to a changed political environment, eg. a growth of decentralised participation in nonviolent actions and campaigns. This has consequences for the way groups now organise for large-scale actions.
Very few affinity groups work long-term. For example, the German anti-nuclear campaign "X-thousands in the way" has few on-going affinity groups, though they still exist and form the core of the action. Most activists join the actions of this campaign as individuals or in small groups, and only form affinity groups on arrival at the action. Therefore one or two days of preparation are needed before each action to create a community ready and able to act. And even this community is little more than an expanded core of participants. Most activists join spontaneously and without much preparation, and the action has to be planned in a way that makes this possible (Jochen Stay, Preconditions and social-political factors for mass civil disobedience, The Broken Rifle No 69, March 2006 http://wri-irg.org/node/2950). This structure is more appropriate when one of the aims is to integrate a large number of new activists. The action is generally more low-risk, and publicly announced.
Another option is to base larger actions on the autonomy of individual affinity groups, which plan and carry out a variety of small scale actions simultaneously on their own. The "large-scale" is then achieved through the number of parallel actions. This structure is more suited to high-risk actions or when a higher level of repression can be expected.
Although the affinity group / spokescouncil structure has been successfully used for various campaigns and actions, it could still be further developed. Groups who do not yet have experience with this structure could practise its use. There is also a need for further experience and evaluation when using it with even larger groups of people.
Related content
es de
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Working in groups -affinity groups, group proces, decision making.pdf
2.12 MB
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St. Clare GirlsH.SCHOOL-Gatitu
Form 3 Term 2 121 A - Mathematics 12-Mei-18
Opener
ADM…..… NAME …………………………………………………… CLASS …….. TIME: 1 hr 30 min
INSTRUCTIONS:
1. Write your name, class and ADM number in the spaces provided above.
2. Answer all the questions provided in this question paper
3. All workings must be clearly shown
4. Any acts of cheating will render your examinations nullified
5. Confirm that this paper has 8 printed pages with 70 marks
For examiner's use only
Answer all questions provided in this paper
1 a Evaluate:
3mks
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1
b Solve for y in the equation;
8
(2𝑦−1)
× 32
𝑦
= 16
(𝑦+1)
3mks
2 The length of a rectangular table is 1 1 2 longer than its width. Find the length of the table if the area is 4 1 2 𝑚 2 3mks
3 William withdrew money from a SACCO. He spent 3 8 of the money to pay Brenda's school fees at 2 5 to pay for Anyango's fee. If he remained with Ksh. 12,330. Calculate the amount of money he paid for Anyango's fee. 4mks
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2
4
The figure below represents a circle with a diameter 28cm with a sector subtending an angle of 60 0 at the centre. 4mks
Find the area of the shared segment to 4-significant figures (take 𝜋= 3.142 )
5 Thirty two men working at a rate of 9hrs a day can complete a piece of work in 7 days. How many more men working at the rate of 8 hers a day would complete the same work in 6 days? 3mks
6 Wambui bought four pens and three rubbers for a total of sh17. While Jane bought five similar pins and two rubbers for a total of sh.16. Find the cost of a pin and a rubber. 3mks
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3
7
The mean mathematics mark for 8 students in form 3A is 65. The mean mark for 12 students in form 3D is 72. Calculate the mean mark for the combined group of 20 students.
3mks
9 Use tables to evaluate 𝑥 𝑖𝑛 1 𝑦 = 1 24.3 + 1 13.1 Correct to 3 decimal places 4mks
10 A sum of money is divided among three men 𝑥, 𝑦 𝑎𝑛𝑑 𝑧 in ratio 5:3:1. If y has shs 700 more than z, calculate how much x has. 3mks
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4
11 The volume of water in a measuring cylinder reads 200cm 3 . When a cube is immersed into water, the cylinder reads 543cm 3 . Find;
a Volume of the cube.
2mks
b The length of the side of the cube.
2mks
12 A triangle has vertices A(2,5), B(1,-2) and C(-5,1) Determine;
a Equation of the line BC
3mks
b The equation of the perpendicular line from A to BC
2mks
13 The volume scale factor of two similar cylinders is 27. Find;
a Linear scale factor
2mks
b Area scale factor
2mks
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5
14 Find the areas of triangles below;
a
2mks
2mks
15 Truncate the following to three decimal places; a 0.0006374
1mk
b 17.3489
1mk
16 Show that(√𝑝+ √𝑞)
2
= 𝑝+ 𝑞+ 2√𝑝𝑞
2mks
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6
18 Omondi has 6 cans of regular soda and 15 cans of diet soda. He wants to create some identical refreshment that will operate during Arsenal football game. He also doesn't want to have any left over. Which is the greatest number of refreshment tables that could Omondi stock?
19 In the diagram below, ∠CAD=20 0 , ∠AFE=120 0 and BCDF is a cyclic quadrilateral. Find ∠FED
2mks
2mks
3MKS
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7
20
a Plot the graph of the function
𝑦= 𝑥
2
+ 3𝑥+ 1
for the values
−5 ≤𝑥≥2.
b Plot a graph of the function 𝑦= 𝑥 2 + 3𝑥+ 1
3mks
4mks
c Use the graph of the function 𝑦= 𝑥 2 + 3𝑥+ 1 to solve 𝑥 2 + 3𝑥+ 1 = 0
2mks
8
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Drinking Water Source Protection and Leaking Underground Storage Tanks
Ohio's environmental regulations help protect the quality of our drinking water by establishing standards for cleanup after a leak from an underground storage tank.
Who regulates these activities?
Ohio EPA's Division of Drinking and Ground Waters (DDAGW) regulates public water systems. DDAGW also administers the Source Water Assessment and Protection (SWAP) program, which determines the protection area surrounding a drinking water source. Ohio EPA has evaluated all Ohio public water systems to identify and outline these protection areas.
The State Fire Marshal's Bureau of Underground Storage Tank Regulations (BUSTR) oversees the cleanup of most leaking underground storage tanks containing petroleum products. The program helps ensure cleanups conducted near source water protection areas are protective of the drinking water source.
What if there is a leak?
When an underground storage tank (UST) leak occurs, the UST owner or operator conducts an initial site investigation to assess the extent of contamination. If this initial investigation indicates that the level of soil or water
In Ohio, cleanup standards for a leaking underground storage tank will be more stringent if it is located within 2,000 feet of a drinking water source protection area for a community or non-transient, non-community water system. (Photo source: Ohio State Fire Marshal, Bureau of Underground Storage Tank Regulations).
contamination requires action to keep drinking water safe for consumption, the UST owner or operator conducts a more detailed assessment of the spill. BUSTR determines to what extent the contaminants have affected the soil and ground water.
The UST owner or operator must determine if the site is located in a drinking water source protection area for a public water system. The UST owner or operator, in consultation with BUSTR, establishes cleanup standards for the contamination site to ensure any source of drinking water is protected and continues to be safe for consumption.
If the UST is determined to be within 1,500 feet of a drinking water source protection area for a public water system, ground water located under this site is automatically classified as drinking water. If this pathway exists from the UST to a public drinking water well, the cleanup standards may be more stringent.
Which underground storage tanks are regulated?
BUSTR oversees the cleanup of leaks from USTs used to store most petroleum products. A few exceptions are:
- heating oil USTs used for on-site heating;
- farm and residential USTs smaller than 1,100 gallons; and
- abandoned USTs with an unknown owner, origin and/or contents.
These exceptions are not regulated. U.S. EPA oversees the cleanup if the UST contains a hazardous substance.
epa.ohio.gov • 50 W. Town St., Ste. 700 • P.O. Box 1049 • Columbus, OH 43216-1049 • (614) 644-3020 • (614) 644-2737 (fax)
Drinking Water Source Protection and Leaking Underground Storage Tanks
How does regulation of underground storage tanks protect drinking water?
Determining the site's location in relation to drinking water source protection areas provides some of the necessary information to ensure cleanup standards protect the water source. This helps ensure drinking water is safe for consumption without additional treatment.
Where are drinking water source protection areas?
To determine if an existing or proposed facility is located within a drinking water source protection area, Ohio EPA has developed a mapping application that will enable you to locate source water protection areas. The application is available online as a Quick Link on the SWAP webpage at epa.ohio.gov/ddagw/swap.aspx. You can also contact Ohio EPA's SWAP program by emailing us at the address listed below. Please include the location of the existing or proposed facility (a map showing the location is best), the reason for your request (such as: Tier 1 evaluation), and your contact information, including your email address.
Additional Information
- State Fire Marshal, Bureau of Underground Storage Tank Regulations, com.ohio.gov/fire/BUSTRResources.aspx.
- Technical Guidance Manual for Closure, Corrective Action, and Petroleum Contaminated Soil Rules, com.ohio.gov/documents/fire_2017_Technical_Guidance_Manual.pdf.
- Petroleum Underground Storage Tanks (UST) Corrective Actions, Ohio Administrative Code 1301:7-9, codes.ohio.gov/oac/1301:7-9.
Contact
For more information, contact Ohio EPA's Division of Drinking and Ground Waters, Source Water Assessment and Protection program, at (614) 644-2752, or email email@example.com. Visit the SWAP webpage at epa.ohio.gov/ddagw/swap.aspx.
This fact sheet is intended to provide an overview of this program as it relates to drinking water source protection and the SWAP program. The activities or structures described have additional restrictions not discussed in this document. When investigating state or federal programs for information about source water protection, please consult with staff from that particular program for the most complete and current information.
P a g e | 2 | <urn:uuid:14d9edcf-ec2a-4247-b8e6-94b89ad67eb9> | CC-MAIN-2019-43 | https://www.epa.ohio.gov/portals/28/documents/swap/SWAPandBUSTR.pdf | 2019-10-16T00:10:58Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00115.warc.gz | 866,414,972 | 1,033 | eng_Latn | eng_Latn | 0.984916 | eng_Latn | 0.988618 | [
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Health Resources for Schools
Aboriginal Tobacco-Use Resource List
This document includes a list of resources available to teachers on Tobacco-Use in First Nations Communities. For more information or general questions, contact York Region's Health Connection line at 1-800-361-5653 TTY 1-866- 252-9933 or visit www.york.ca.
1.0 Canada-based resources
1.1 First Nations and Inuit Health from Health Canada
Information on the traditional and non-traditional use of tobacco in Canada and facts on smoking rates within First Nations' communities.
Website:
www.hc-sc.gc.ca/fniah-spnia/substan/tobac-tabac/index-eng.php
Phone: 416-426-7120
Email: email@example.com
1.2 Mi'kmaq Spirit
A website created by two members of the First Nations community to inform people about culture, history, and spirituality of the Mi'kmaw people. It includes information about the Sacred Pipe and Pipe Ceremony.
Website: www.muiniskw.org/pgCulture2f.htm
1.3 Native Spirituality Guide from the Royal Canadian Mounted Police
A guide to help police officers gain an understanding of sacred ceremonies practiced and sacred items carried by many Native people across Canada.
Website: www.rcmp-grc.gc.ca/pubs/abo-aut/spirit-spiritualite-eng.htm
2.0 Ontario-based resources
2.1 Aboriginal Peoples' Use of Tobacco
How the Smoke-Free Ontario Act affects the use of tobacco by Aboriginal People.
Website: www.mhp.gov.on.ca/en/smoke-free/factsheets/aboriginal.asp
2.2 Aboriginal Tobacco Program
Program engages Aboriginal communities to create health promotion strategies to decrease and prevent the misuse of tobacco.
Website:
https://www.cancercare.on.ca/about/programs/aborstrategy/aborigtobac/
2.3 Tobacco wise – Aboriginal Tobacco Program
A website hosted by the Aboriginal Tobacco Program of Cancer Care Ontario to spread tobacco-wise messaging for Aboriginal youth. Someone who is "tobacco-wise" is defined as someone who can differentiate between traditional and commercial tobacco. The website includes information on traditional tobacco, additional resources and success stories.
Website:
www.tobaccowise.com
3.0 Other provincial-based resources
3.1 Alberta Health Services: Traditions, truths & uses
An article about the evolution of tobacco-use in North America since the 1900s from the Alberta Health Services online magazine called "Apple".
Website: www.albertahealthservices.ca/apple/8517.asp
3.2 Middlesex-London Health Unit: Traditional Tobacco Use
Middlesex-London Health Unit has provided a summary of traditional tobacco-use among Aboriginal people in Canada.
Website: www.healthunit.com/traditional-tobacco-use
4.0 American-based resources
4.1 Keep it Sacred
A forum for tribes and tribal organizations to obtain and disseminate evidence-based, and culturally appropriate information in order to identify and eliminate health disparities related to commercial tobacco abuse.
Website: www.keepitsacred.org
4.2 Sacred Tobacco Use in Ojibwe Communities
An article from the Journal of Holistic Nursing about the sacred use of tobacco in American Ojibwe communities. Six members of the Ojibwe community were interviewed about the sacred use of tobacco. The article discusses three essential themes: the origin of sacred traditional tobacco; contemporary use and abuse of tobacco; and cultural strengths and meaning of tobacco in Anishinabe (Ojibwe) communities.
Website: http://nursing.ucla.edu/workfiles/caiire/articles/sacred%20tobacco%20use.pdf | <urn:uuid:da99eefc-0ca0-4b01-8126-232bf915a2ef> | CC-MAIN-2019-43 | https://www.york.ca/wps/wcm/connect/yorkpublic/46e9a22d-ef36-4f6c-a106-292a1e87be8c/Aboriginal+Tobacco+Resource+List.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE.Z18_29D41BG0PGOC70QQGGJK4I0004-46e9a22d-ef36-4f6c-a106-292a1e87be8c-mu8d0aR | 2019-10-16T00:16:34Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00112.warc.gz | 1,110,200,578 | 757 | eng_Latn | eng_Latn | 0.94905 | eng_Latn | 0.952169 | [
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Implementation Strategies
Laie Elementary School, Hawaii Public Schools District
Laie, HI
Grade(s):
K − 6
Scenario: Computer Lab, Computers in Classroom
Purpose: Intervention, After−School, Improve State Test Scores, At−Risk Students
Time Spent in ALEKS: 2−4 hours per week, 30 hours per term
ALEKS Course: Mathematics − LV 3 (with QuickTables)
Cindy Betham, Teacher
ALEKS has been an asset to supplement what is taught in the classroom. I can honestly say that my students who faithfully use the program have made gains in their classroom assessment scores. Report card marks and cumulative record entries show a pattern of consistent achievement. In our school, there are not enough computers for everyone to use whenever they want to, so the focus of the ALEKS program in our school is on under achievers. All of the under achievers who used the program made gains. The students that were not consistent in working on the program showed some gains, but not as drastic as those who used the program daily. I think if we had the opportunity to allow all of our students, no matter what academic level they are at, to use the program we would have seen some really high achievers make amazing gains. After seeing how well my students at school were doing, I went home and paid for my own children to do the program at their math level for high school. This is an excellent program! Thank you for allowing us to be a part of your successes.
Scenario
What challenges did the class or school face in math prior to using ALEKS?
A lot of the students lacked basic math skills which prevented them from achieving success with concepts that required them to have basic skills already.
How many days per week is class time dedicated to ALEKS?
3−5 days per week.
What is the average length of a class period when ALEKS is used?
30−45 minutes.
Implementation
How do you implement ALEKS?
Our ALEKS coordinator helped set up a time schedule in order to get as many students on the program as possible with our limited resources.
Do you cover ALEKS concepts in a particular order?
If there is something that goes hand−in−hand with what I am teaching, those are the topics I have them work on the next week.
How do you structure your class period with ALEKS?
Since our lab is small, we send only the low achievers to the lab to work on ALEKS.
How did you modify your regular teaching approach as a result of ALEKS?
I still teach as I always have. ALEKS just gives students an extra boost to prepare them for what is being done in the classroom.
How often are students required or encouraged to work on ALEKS at home?
I don't make it mandatory, but I reward those who do it all the time. I hang a chart in the room which motivates them to show how much they have done.
How do you cultivate parental involvement and support for ALEKS?
I let the parents know how much their student has done by sending home monthly progress reports. The parents get after their kids to do more on their own.
1/2
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
It is not assigned. I encourage them to work on the program by showing them how much better they are doing overall. This makes them self−motivated to do it regularly. I think 15−30 minutes is a good amount of time per day because they have work for other subjects to complete as well.
How do you incorporate ALEKS into your grading system?
I have a separate report that I include along with the report card that I give to parents. Having it separate catches the parents' attention easier than if it was blended in with the rest of the grades.
Do you require students to make regular amounts of progress in ALEKS?
My students know that the program is all about doing better each time, so they automatically strive to do their best and more. I keep track by recording their scores daily.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
My students have expressed a desire to achieve at a higher level in all academic areas because of the gains they have made through using the program. The students are always excited to see their improvement. It challenges them to try even harder.
Best Practices
Are there any best practices you would like to share with other teachers implementing ALEKS?
Being consistent is the best way to make gains! Make it exciting so the kids don't think it is just another assignment that they have to do. | <urn:uuid:32f0f446-4a1c-4bfa-b670-f8b1e79dd33c> | CC-MAIN-2019-43 | https://www.aleks.com/k12/implementations/popup_pdf?_form_=true&parse_list=e*231&parse_request=true&cmscache=parse_list:parse_request | 2019-10-16T00:16:16Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00126.warc.gz | 744,234,229 | 977 | eng_Latn | eng_Latn | 0.999186 | eng_Latn | 0.999174 | [
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SOLUTION PAGE
BACKPACKS
L
ast week three CLASSMATES (one named SAM), all Lost there backpacks( one was colored green), during the school day( one little boy lost his at lunch.) . From the clues provided can you determine which
boy had which color backpack and when he lost it?
CLUES:
1. Sam did not lose his back pack before lunch.
2. Sal's backpack which was not green, was lost during 3rd period.
3. Sean lost sight of his purple backpack during lunch.
(See page 2 for detailed solution)
step-by-step
Lets look at the first clue "Sam did not lose his backpack before lunch." Locate SAM in the chart and find the columns with 3rd
Now locate grid square[Sam-3rd] and pencil in a 'red xx' . (Because from this clue, we only know he had it before lunch, and nothing else).
Lets look at the next clue "Sal's backpack which was not green was lost during 3rd period. ."
We are actually looking at two clues here :
.2 lost during 3rd period.
..1. which was not green and,
For clue 1 look in the chart and find the column with Sal and green
Now find the grid square[Sal-green] and pencil in a 'red xx' .
For clue 2 Find [Sal-3rd] and pencil in a check mark,
*NOTE:*(This clue is actually quite useful because it allows us to eliminate some other gridsquares as follows.)
Locate the following [Sal-Lunch,Sal-5th,Sean-3rd, green-3rd]--eliminate these squares by pencil in a 'red xx' . their respective boxes.
Lets look at the final clue : "Sean lost sight of his purple backpack during lunch. "
We should immediately fill the grid squares[Sean-purple, Sean-Lunch, lunch-purple] with 'check marks'.
*NOTE:*This is by far our most valuable clue yet, because it will allow us to complete Sean's row, the purple column, and the Lunch row as follows:
Locate the following grid squares[Sean-blue,Sean-green, Sean-5th] and [Sam-purple,Sal-purple,3rd-purple,5th-purple]
as well as the Lunch grid squares [Lunch-blue,Lunch-green, Sam-Lunch] fill ALL of them with 'red xx' now.
This in turn leads to other logic conclusions : (in no particular order)
[Sam-fifth], the only remaining period in which a backpack can be lost, so go ahead and fill in that square with a 'check mark'.
[Sal-blue,3rd-blue],the only remaining possible combinations for Sal's backpack.
(Which in turn eliminates [Sam-blue,5th-blue], and leaves only two possible combinations to solve the entire grid:
[Sam-green,5th-green] once those squares are filled with check marks, we have our solution as follows:
Congratulations!
Puzzle solved.
To summarize:
SAM: lost his green backpack sometime during 5th period.
SAL: lost his blue backpack sometime during 3rd period.
SEAN: lost his purple backpack sometime during the lunch period.
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NASA's RapidScat looks at Hurricane Olaf's winds
22 October 2015, by Rob Gutro
RapidScat gathered wind speed and direction data on Olaf on Oct. 21 at 2000 UTC (8 p.m. EDT). RapidScat measured sustained winds around the center at more than 36 meters per second/70 knots/80.5 mph/ 129.6 kph). Credit: NASA JPL, Doug Tyler
The RapidScat instrument aboard the International Space Station analyzed Hurricane Olaf's winds in the Central Pacific Ocean.
RapidScat gathered wind speed and direction data on Olaf on Oct. 21 at 2000 UTC (8 p.m. EDT). RapidScat measured sustained winds around the center at more than 36 meters per second/70 knots/80.5 mph/129.6 kph). Hurricane force winds extend outward up to 30 miles (45 km) from the center and tropical storm force winds extend outward up to 155 miles (250 km).
RapidScat measures wind speed at the surface which is always lower than speeds at higher altitude. There is an upper limit on RapidScat of 50 meters/second (111 mph/180 kph) and Olaf still exceeded that limit.
At 11 a.m. EDT (5 a.m. HST/1500 UTC) on Oct.
22, the center of Hurricane Olaf was located near latitude 13.5 degrees north and longitude 146.3 degrees west. That's about 720 miles (1,165 km) southeast of Hilo, Hawaii. Olaf was moving toward the northwest near 7 mph (11 kph) and NOAA's Central Pacific Hurricane Center expects a gradual turn toward the north-northwest tonight. Olaf is forecast to move slowly northward Friday and Friday night (October 23).
Maximum sustained winds are near 115 mph (185 kph). Olaf is a category three hurricane on the Saffir-Simpson Hurricane wind scale. Little change in intensity is expected today and weaken later on October 22 and 23.
Swells generated by Hurricane Olaf will produce lifethreatening and potentially damaging surf along east facing shores of the Hawaiian Islands into the weekend of October 24 and 25.
Provided by NASA's Goddard Space Flight Center
1 / 2
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APA citation: NASA's RapidScat looks at Hurricane Olaf's winds (2015, October 22) retrieved 15 October 2019 from https://phys.org/news/2015-10-nasa-rapidscat-hurricane-olaf.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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WHERE DO I GO FROM HERE?
If you would like to make an appointment to see a counsellor to learn more about this topic, please contact the counselling service on your campus.
Distance students can contact any one of the campuses. Please tell the receptionist if you need an urgent appointment.
CONTACT DETAILS
ALBANY
Health and Counselling
Hours 8.30am - 5.00pm
Monday - Friday
Phone (09) 443 9783
Email: firstname.lastname@example.org
MANAWATÜ
Student Counselling Service
Turitea Campus, Palmerston North
Hours 8.30am - 5.00pm
Monday - Friday
Phone (06) 350 5533
Email: email@example.com
WELLINGTON
Student Counselling Service
Hours 8.30am - 4.30pm
Monday - Friday
Phone (04) 801 2542
http://crow.massey.ac.nz
http://health-counselling.massey.nz z
LISTENING
STUDENT COUNSELLING
LISTENING
Knowing how to listen is important for any effective communication. Whether in a lecture, tutorial, presentation or conversation on you need to be able to focus on what the person wants to say and what they are asking from you. It involves several skills that can be learned.
HOW DO I LISTEN EFFECTIVELY?
PREPARE
Be aware of your own feelings and needs. Are you able to shut out distractions and focus on what this person is about to say?
LISTEN AND CLARIFY
Listen to the speaker's perspective, feelings and wants. If you don't feel as if you've clearly understood what they are saying, ask for clarifi cation or more information.
Helpful phrases are "I'd just like to check that I've understood what you said correctly", or, "Just let me run this past you."
ACKNOWLEDGE
Communicate to the speaker that you've heard their point of view, for example, "It sounds like you are feeling very stressed at the moment." "You seem to be very worried about this assignment."
YOUR POSTURE
Make sure your posture indicates interest in what the person is saying. This can be done by facing the person, at an appropriate distance. Having relaxed arms and legs rather than crossing or folding arms or legs (like a barrier) helps.
APPROPRIATE BODY MOTION
Move in a synchronized way with the speaker. A very rigid, still position or too much fi dgeting is distracting, and off-putting.
EYE CONTACT
Respect cultural differences. For Maori, Pacifi c Islanders and some other groups, direct eye contact may be considered offensive or aggressive. Be led by the speakers' comfort with eye contact. contact.
Effective eye contact usually consists of "bursts" of e of eye contact with ve eye contact movement to other parts of the person's face or h r hands and looking away. ement to other part
SUITABLE ENVIRONMENT TABLE ENVIRON
Make sure the environment is welcoming - avoid having physical e sure the enviro barriers like desks in the way. like desks
HOW DO I INDICATE I'M LISTENING?
USE DOOR OPENERS
These are non-coercive invitations to talk. Statements such as "Want to tell me about it?" "What seems to be bugging you?"
USE MINIMAL ENCOURAGERS
These are usually not so much words with content as sounds or movements that show the speaker you are interested in what they are saying.
Examples include "mmm.mm" "really"... "right"... "oh".... "ok" and nodding your head.
USE OPEN QUESTIONS
Open questions which require more than a "yes" or "no" answer.
Examples would be "how did you feel about that?" "What would you like to have had happen?"
Remember to only ask one question at a time.
USE ATTENTIVE SILENCE
By not jumping in as soon as the person stops talking you may give them the space they need to think over what was said, to feel different emotions and sometimes to express new ideas.
HOW DO I KNOW I'VE HEARD RIGHT? O I KNOW I
USE PARAPHRASING—A REFLECTIVE SKILL PARAPHRASING—A REFLE
This means providing the person with a synopsis of what they were is means providing the person with saying. It should contain the essence of what the speaker has been saying. aying. It should contain the essence of This is a very powerful way of showing someone that you've heard them - This is a very powerful way of showing and most importantly - understood them. and most importantly - understood them
REFLECT BACK THEIR FEELINGS OR EMOTIONS REFLECT BACK THEIR FEELINGS OR
This is rather like being a mirror for someone. The idea is to go beyond the his is rather like being a mirror for so words they use and pick up on their feelings. Look at body language; listen ds they use and pick up on their to their tone of voice, think of how you might feel in their position. tone of voice, think of how
Useful phrases include: "You seem pretty upset about...."; "it sounds like include: "Y that shook you up quite a bit"; "I guess you're quite angry now."
REFLECT THE MEANING
This is an attempt to make some logical links for the speaker - trying to help them connect thoughts, events and feelings. For instance "you are upset because he had promised "x" and instead did "y."
SUMMARISE
At the end of a discussion, it is helpful to revisit the main issues discussed and add any outcomes to them: "It seems that there are relationship issues which you have been worrying about and you've decided to talk to someone at Student Counselling about them," or, "so you are going to approach your lecturer for an extension and you also feel you need to go and see the Centre for Teaching and Learning about that maths problem."
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FA996O/ Art Appreciation Syllabus
Course Title------ Art Appreciation
Course Number------ FA996O
Grades:------ 09-12
High School Credit Value:------ 0.5
Prerequisites:------ N/A
Course Length:------ Regular courses: 17 weeks
CR: 9-17 weeks.
Course Time:------
Regular courses: 17 week schedule: 75 - 90 minutes per school day (6-7.5 hours per
week)
Credit Retrieval: 75 - 90 minutes per school day (6-7.5 hours per week) until course completion.
{ Course Description }
This course will introduce you to the principles of Art Appreciation. This course will provide you with the foundational knowledge needed to critique a variety of artwork.
Course Materials:
Throughout the course you will have a variety of art projects to complete. Each project will have several suggested materials for project use. ( do not panic if you do not have the "exact" materials at hand, or available to you.
A variety of materials will be listed so you have a variety of art experiences. Each material responds a bit differently and some you might like more than others. It is about experimenting!
Paper, pencils, crayons, markers (black for sure and colors if possible), acrylic paint (this is water soluble when wet, and available in small amounts in craft stores) colored pencils, and a camera.
*if you need to substitute materials just contact the teacher for suggestions for best results
State Alignments
Washington State Standards guided the design of the course. Learning expectations are found within the course itself.
Visual Art Standards
Understands and applies the visual art elements, principles and vocabulary in the production of a work of art.
Develops visual art skills and techniques in a variety of media.
Understands art knowledge and influence from a variety of artists, cultures, styles, and/or historical periods.
Applies a creative process in producing visual arts.
Develops the ability to analyze and evaluate works of art.
Uses the arts to express and present ideas/feelings to communicate for a specific purpose.
Demonstrates and analyzes the connection among the art disciplines and other content area.
Understands how the arts impact lifelong choices and demonstrate knowledge of art skills in the world of work.
Course Outline
Course Work
Types of Assignments:
Each of the Units will require reading for information.
Viewing power points to experience visually the type, culture, period or art, that we will be learning.
Creating personal power points
Personal responses to questions about the art using newly acquired art vocabulary and terms
Taking a short quiz, and answering essay questions
Making ART projects!
Doing assessments of your art work/experience.
The final experience will be a trip to a local museum. ( this can be done anytime throughout the course framework)
*it is preferred to wait as long as possible so you have more art elements and vocabulary learning, for a fuller museum experience.
Grading
Grading:
Points for individual assignments and projects will vary.
Quizzes and short answers will be assigned points per answer.
An art project will include the project and the project assessment.
The goal is for students to complete work sequentially.
If needed, the student is given instructions to revise and assignment in order to demonstrate that the standard has been met.
Grades will be posted regularly online for students and parents access.
A student wishing to resubmit work to retrieve lost points may do so throughout the semester.
Occupational Credit:
This course may qualify for *occupational credit. Please consult your school counselor for further clarification.
*Please note that FLA901 (Sign Language) does not qualify for occupational credit.
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Implementation Strategies
Charter School of Morgan Hill, Morgan Hill Unified School District
Morgan Hill, CA
Grade(s): K − 8
Scenario: Computers in Classroom, Home Access
Purpose: Intervention, College and Career Readiness, Enrichment/Gifted and Talented, At−Risk Students
ALEKS Portion of Curriculum: 25%
Time Spent in ALEKS: 1 hour per week, 12 hours per term
ALEKS Course: Pre−Algebra, High School Preparation for Algebra 1, Algebra 1
Debi Hughes, Teacher
I am thrilled with the response to and the results of using ALEKS! I have seen our students gain confidence, share excitement about math, and ultimately perform better with the addition of ALEKS to our standards−based instruction. Many of our students enjoy the opportunity to work at a more challenging level on some topics, while solidifying concepts in other areas as well. It is the ideal way for a classroom teacher to differentiate instruction. It provides remediation for the struggling student and at the same time, enrichment for the advanced student, while filling gaps for all those students in between!
Scenario
What challenges did the class or school face in math prior to using ALEKS?
We found that our incoming middle school students had many gaps in their foundational understanding of mathematics concepts. We were looking for ways to be able to individualize instruction, or certainly differentiate at some level.
How many days per week is class time dedicated to ALEKS?
4 days per week.
What is the average length of a class period when ALEKS is used?
10−15 minutes.
Implementation
How do you implement ALEKS?
Our use of ALEKS is two−fold: As a supplement to what I am teaching in the classroom as well as an individualized program for either remediation or enrichment (and sometimes it is both for a student)!
Do you cover ALEKS concepts in a particular order?
I have found ALEKS to be of particular advantage in two instances: when students work in a clockwise manner on their individual pie, and also when a student works on the same topic on ALEKS as we have covered in class.
How do you structure your class period with ALEKS?
ALEKS is used at home as half of the homework requirement, allowing 10−15 minutes of individualized work four days per week, and an additional 10−15 minutes focused on the specific topic of instruction from the curriculum.
How did you modify your regular teaching approach as a result of ALEKS?
The main modification I have made, besides mention of it to keep drawing the students to see the correlation, is in the amount of homework. I depend heavily on the access they take advantage of with ALEKS for their spaced repetition.
How often are students required or encouraged to work on ALEKS at home?
Students are required to complete 10−15 minutes of ALEKS work every Monday through Thursday.
How do you cultivate parental involvement and support for ALEKS?
I have taken advantage of our Back−to−School night in the Fall to inform parents of this wonderful opportunity to bring one−on−one instruction to their child!
1/2
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
ALEKS work is assigned as 50 percent of the homework responsibilities.
How do you incorporate ALEKS into your grading system?
I have altered my incorporation of ALEKS into the student grades as the year has progressed. It will now serve as 50 percent of the homework grade and approximately 20 percent of the overall grade.
Do you require students to make regular amounts of progress in ALEKS?
The number of topics combined with the amount of time spent has been the criteria for measuring progress through ALEKS. More topics were required in the earlier part of the year, which has changed twice now, as most students are nearing the completion of their program.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
I have seen our students gain confidence, share excitement about math, and ultimately perform better with the addition of ALEKS to our standards−based instruction. Many of our students enjoy the opportunity to work at a more challenging level on some topics, while solidifying concepts in other areas as well.
Best Practices
Are there any best practices you would like to share with other teachers implementing ALEKS? Acknowledging student success and excitement for the program has spread like wildfire! | <urn:uuid:deab684c-1acc-4628-8a8f-47aa20cb7f19> | CC-MAIN-2019-43 | https://www.aleks.com/k12/implementations/popup_pdf?_form_=true&parse_list=e*91&parse_request=true&cmscache=parse_list:parse_request | 2019-10-16T00:16:04Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00120.warc.gz | 763,767,789 | 945 | eng_Latn | eng_Latn | 0.997886 | eng_Latn | 0.997722 | [
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Practices that promote effective feedback
Combine feedback and instruction
Effective feedback follows instruction. When student work does not demonstrate at least partial understanding of a concept or process, feedback is not usually effective and the problems are best addressed through further teaching.
Hattie & Timperley (2007) state that a simple clue that a student's work is not ready for feedback is that you can't find any legitimate success feedback to offer. When the work doesn't demonstrate any understanding, don't give feedback – reteach instead.
To combine feedback and instruction, teachers:
* select and sequence the learning experiences (instruction) and integrate with opportunities to gather information about the learning (assessment)
* intentionally design assessments to occur at 'checkpoints,' critical points during the learning where teachers and students engage in assessment to determine who is learning and who needs additional or alternative instruction prior to moving forward with the learning
* provide opportunities for feedback from the teacher, from peers, and from themselves (through self-assessment)
* encourage students to use the feedback to take further action to learn and improve.
Fisher & Frey (2012) believe teachers should identify patterns in student errors so they can target instruction or intervention on specific areas of student need. They suggest keeping a table to record student error patterns. For example:
Learning intention: To read and understand a primary source document
NB: Each set of initials represents a student who made an error.
Information available from the error pattern analysis:
* all but one student demonstrated mastery of skimming and scanning
* a fair number of students did not engage in sourcing – and could need re-teaching
* in terms of drawing conclusions, it would be useful to re-teach the whole class.
By looking for patterns of errors, additional teaching can be designed for the whole class, small groups or individuals to address errors.
© State of New South Wales, Department of Education and Communities, 2015
1
Focus on the learning intention and success criteria
Whatever the form of the feedback, there should not be any feedback given that doesn't focus on the learning intention/success criteria. This involves the following.
Being explicit about the learning intention and success criteria
* Ensure students know and understand the learning intention and success criteria
* Limit feedback to these
* Attend to surface features every now and again.
Try not to:
* Always focus on the elements of: presentation, quantity, surface features (spelling and punctuation) and effort at the expense of the learning intention and success criteria
* Write/talk about anything that is not related to the success criteria that you told students about at the beginning of the task.
Prioritising feedback
* Address the most important needs first
* Limit to 2 - 3 specific recommendations linked to the learning goal(s)
* Adjust feedback based on individual students' readiness and learning preferences. An appropriate amount of feedback for one student might not be enough for another, and might overwhelm a third.
Try not to:
* 'Blanket mark' – mark every error
* Expect students to apply all the criteria that they have ever been taught for every task.
Focusing on key feedback questions
* Ensure feedback focuses on:
- What are the goal/s?
- What progress is being made toward the goal/s?
- What needs to be undertaken to make better progress?
Try not to:
* Mark errors without making improvement suggestions.
Providing 'closing the gap' feedback prompts (See Feedback Prompts table on page 5)
* Provide prompts based on student needs:
- Reminder prompts
- Scaffolded prompts
- Example prompts.
Try not to:
* Write too much. Too much information can be overwhelming and difficult for a student to take in.
Checking the adequacy of the feedback
* Ask the student what support he/she needs.
* Ask:
- Is that enough or do you need an example?
- Do you know what to do next?
- Is that enough help?
- What will you do if you get stuck again?
* Ask the student to tell you what they think you are trying to say to them.
Try not to:
* Assume that students understand your comments
* Assume that students know how to implement the feedback.
Including peer feedback and self-feedback/reflection
* Encourage students to question you and each other and so deepen their understanding
* Model and scaffold the types of questions you want students to use themselves
* Provide opportunities for peer and self-feedback prior to work being submitted
* Provide and work through models and exemplars of quality work – based on the learning intention and success criteria.
Try not to:
* Expect students to engage in peer and self-feedback without providing instruction and guidance.
Intervening as soon as possible
* Provide the most effective form of feedback in the most timely way
* Offer feedback during learning as well as at the end of a task/assignment
* Check-in with students as they engage in a task
* Formalise 'check-ins' – allocate times for 'check-ins' during learning
* Engage in a feedback cycle – feedback – action – feedback – action, etc.
* Limit marking and focus on one or two areas for improvement so that feedback can be provided sooner rather than later.
Try not to:
* Wait till the end of a task/assignment to offer feedback
* Leave too much time before offering feedback.
Ensure feedback requires the student to do the thinking
Much of the feedback offered to students can be less about improvement and more about corrections of mistakes the teacher has spotted. Comments and questions such as: You've missed something here: What should you have put there? What about these? require students to do very little thinking about the learning process.
* Pose more open questions to stimulate student thinking:
- Is there anything you could change to make that a proper sentence?
- Read through this sentence and tell me what you think would make the sentence more descriptive?
* Avoid correcting/annotating errors for the student
* State/ write comments that students can understand and act upon.
Allow time to enact feedback
All feedback requires action. If the teacher wants students to take the feedback on board, they need to provide the time to do this.
* Allow time, opportunity and support for students to act on the information they receive about their learning.
* Set up routines for feedback enaction. For example:
− read the comments
− clarify the comments
− act on the comments
− seek peer feedback
− re-submit work.
* Break longer tasks into stages and provide feedback which is essential to the successful navigation of subsequent stages.
* Expect to see changes/improvements as a result of feedback.
Feedback Prompts
The following table provides specific examples of the three types of prompts 'in action'. Source: (Clarke, 2003)
References
Clarke, S. (2003). Enriching Feedback in the primary classroom. London: Hodder and Stoughton.
Fisher, D., & Frey, N. (2012). Making time for feedback. Educational Leadership, 70(1), 42-48.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. | <urn:uuid:0e04b2bb-590e-4ffe-affa-e6d00ba0ed98> | CC-MAIN-2018-30 | http://ssgt.nsw.edu.au/documents/2practices_feedback.pdf | 2018-07-19T20:59:41Z | crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00532.warc.gz | 346,915,973 | 1,469 | eng_Latn | eng_Latn | 0.92465 | eng_Latn | 0.997177 | [
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How to Write a Diamante Poem WHAT IS A DIAMANTE?
A diamante – pronounced dee-uh-MAHN-tay – is an unrhymed sevenline poem. The beginning and ending lines are the shortest, while the lines in the middle are longer, giving diamante poems a diamond shape. "Diamante" is the Italian word for diamond, so this poetic form is named for this diamond shape.
Believe it or not, the diamante was invented just 40 years ago. It was created by an American poet named Iris McClellan Tiedt in 1969, and has become very popular in schools.
Also known as a "diamond poem" because of it's shape, there are two different types of diamantes; synonym diamantes and antonym diamantes.
THE RULES OF A DIAMANTE
There are just a few rules to writing a diamante:
1. Diamantes are seven lines long.
2. The first and last lines have just one word. The second and sixth lines have two words. The third and fifth lines have three words. And the fourth line has four words.
3. Lines 1, 4, and 7 have nouns. Lines 2 and 6 have adjectives. Lines 3 and 5 have verbs.
Here's an easy way to visualize all three rules:
Noun
Adjective, Adjective Verb, Verb, Verb Noun, Noun, Noun, Noun Verb, Verb, Verb Adjective, Adjective Noun
In a synonym diamante, the nouns at the beginning and end are two words that mean basically the same thing. In an antonym diamante, the two nouns are opposites. Here are a couple of examples: SYNONYM DIAMANTE
In this diamante, the words "Monsters" and "Creatures" mean the same thing, so they are synonyms.
Monsters Evil, Spooky Howling, Shrieking, Wailing Ghosts, Vampires, Goblins, Witches Flying, Scaring, Terrifying Creepy, Crawly Creatures
ANTONYM DIAMANTE
In this diamante, you might say that the words "Cat" and "Dog" are opposites, or "antonyms," so this is an antonym diamante.
Cat
Gentle, Sleepy Purring, Meowing, Scratching Whiskers, Fur, Collar, Leash Barking, Licking, Digging Slobbery, Playful Dog
To start writing a diamante, you first need to decide what thing you want to write about. The reason you want to pick a thing is that your first and last lines need to be nouns. In other words, your diamante will be about a noun, such as a "pencil" or a "pizza," rather than about a verb, such as "jump" or an adjective like "smelly." An easy thing to write about is something you like or something you see around you. Next, you'll want to decide whether you want to write a synonym diamante or an antonym diamante. If you want to write a synonym diamante, you'll want to select another word that means the same thing as your subject. If you are going to write an antonym diamante, choose a word that is its opposite.
For this example, I will show you how to write an antonym diamante about the "sun," and my second noun is "moon," since the sun and the moon can be considered opposites.
Once you've chosen your two nouns, take a piece of paper and brainstorm as many words as you can that have to do with each of them. For example, make one column for each word and write down everything you can think of. You'll want adjectives (descriptive words), verbs (action words), and even more nouns. Your lists should look something like this:
Don't worry if you have more words than you need. It's better to have too many words to choose from than not enough.
Finally, you'll want to arrange your diamante, putting the synonyms or antonyms at the top and bottom, the adjectives next, on lines 2 and 6, the verbs after that on lines 3 and 5, and lastly your additional nouns on the middle line.
In the top half of the poem – lines 2 and 3 – your adjectives and verbs should be ones from your first brainstorming column – words that have to do with line 1, like this:
Sun
Fiery, Yellow Burning, Blinding, Exploding In the bottom half of the poem – lines 5 and 6 – your adjectives and verbs should be related to the noun on line 7, like this: Shining, Orbiting, Reflecting Cold, Silver Moon
On line 4, the line in the middle of the poem, the first two nouns should be related to the noun on line 1, and the last two nouns should be related to the noun on line 7, like this:
Flame, Light, Night, Crescent
When you put everything together, you'll end up with something like this:
Sun
Fiery, Yellow
Burning, Blinding, Exploding
Flame, Light, Night, Crescent
Shining, Orbiting, Reflecting
Cold, Silver
Moon
THINGS TO REMEMBER
As you begin writing your own diamantes, here are the important things to remember:
[x] Diamantes can be about anything
[x]
[x] They are 7 lines long
The word count is simple: 1, 2, 3, 4, 3, 2, 1
[x] Your lines should have: noun, adjectives, verbs, nouns, verbs, adjectives, noun
[x] Try to "center" your poem on the page to give it a diamond shape
Posted by kenn
on November 16, 2011 Filed under
Lessons
[x] Most importantly, have fun! | <urn:uuid:bdf6c46c-d75d-4cec-b5f9-0bbe5de70e02> | CC-MAIN-2018-30 | http://ramsaysclasswiki.wikispaces.com/file/view/How+to+Write+a+Diamante+Poem.pdf | 2018-07-19T20:54:00Z | crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00535.warc.gz | 311,711,017 | 1,250 | eng_Latn | eng_Latn | 0.98939 | eng_Latn | 0.997019 | [
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SS332OR/ World History 1-2 CR Syllabus
Course Title------ World History 1-2 CR
Course Number------ SS332OR
Grades:------ 09-10
High School Credit Value:------ 0.5
Prerequisites:------
Already taken World History 2 but did not earn credit
Course Length:------ Regular courses: 17 weeks
CR: 9-17 weeks.
Course Time:------
Regular courses: 17 week schedule: 75 - 90 minutes per school day (6-7.5 hours per
week)
Credit Retrieval: 75 - 90 minutes per school day (6-7.5 hours per week) until course completion.
{ Course Description }
Course Materials:
State Alignments
Washington State Standards guided the design of the course. Learning expectations are found within the course itself.
EALR 1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in World history.
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping World history
1.3 Examine the influence of culture on World history
EALR 2. The student understands the origin and impact of ideas and technological developments on history.
2.1 Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict
2.2 Understand how ideas and technological developments influence people, culture, and environment
Course Outline
1750-1914
An Age of Revolution
Parallel Revolutions
Industrialization and Imperialism
The Coming of War
1914-Present
Revolution in Mexico
World War I
Between the Wars
World in Upheaval
Coming of World War II
World War II
Postmodern Era
The New Century
Course Work
Coursework consists of 2 types of assignments:
After completing the initial Diagnostic Test, coursework consists of:
1. Study sections which preceed each Activity Quiz (AQ). They act as an interactive textbook for the course.
2 . Activity Quizzes (AQ)-which determine whether mastery level has been reached on a particular section.
Grading
Once ALL parts of the Learning Plan have been completed and received a score of 70% or more, the student will earn a C for the course.
Occupational Credit:
This course may qualify for *occupational credit. Please consult your school counselor for further
clarification.
*Please note that FLA901 (Sign Language) does not qualify for occupational credit.
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THE ROLE OF DRAUGHT AND PACK ANIMALS DURING THE NEXT 100 YEARS
A.A. Arce
Introduction
Man appeared on earth nearly two million years ago. Although animals and man appeared after plants, they have all evolved together and by the laws of nature they depend on one another. Animals cannot survive without vegetation and man cannot survive without plants and animals. The three groups, among other natural renewable resources, are the basis for the existence and functioning of the ecosystems.
However, because of the evolution of the human brain, man has been able to execute an arbitrary and direct power over other species. As a unique organism he constantly defies his own environment, to the point that he can, at will, alter it to satisfy his own personal needs.
In the course of his development he began the domestication of plants approximately 9000 years ago and that of animals from about 1000 years later.
The time and exact place where these marvellous events occurred may never be identified and we certainly cannot identify the individuals who performed such labour in primitive times. From the beginning of history, and over different ages (stone, bronze and iron) man adopted various natural habits and little by little he captured and domesticated certain animals with which he associated to obtain food, skin and wool for clothing, for company and to use for traction force and transport.
Latin America
Before discussing the role of draught and pack animals in the Latin-American region, I will briefly outline the characteristics of the region which comprises Mesoamerica, South America and parts of the Caribbean.
Latin America is geographically broad and heterogeneous. The countries differ considerably from each other politically, geographically, culturally, environmentally, socially and economically. Its territory extends from the Rio Bravo on the northern Mexican border through the southernmost part of the 'Land of Fire'. There are twenty-one countries in the tropical zones viz Belize, Bolivia, Brazil, Colombia, Cuba, Dominican Republic, Ecuador, Mexico, Paraguay, Peru, Venezuela, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama, Guyana, Haiti, Jamaica and Trinidad and Tobago, and three in temperate zones, Argentina, Chile and Uruguay.
The climate in the South-American countries is influenced by the Antarctic and by the Andean mountain range, which also determines the transport system. Antique cities built during the XVI and XVII centuries are found in the open plains, valleys and high plateaux. Many of these cities are surrounded by high mountain ranges with cold or temperate climates. They are located close to broad-leaf forests which generate sweet water, timber and exotic plants and the beautiful scenery typical of the region.
The majority of the towns were founded in areas where the soils were excellent for agriculture and animal husbandry. Unfortunately, these favourable conditions for agricultural development are disappearing due to the expansion of industrial cities, the demographic explosion and ecological human ignorance.
Population
According to the United Nations Economic and Social Department, the Latin-American population for this millennium is approximately 540 million on 7,861,867 square miles, equivalent to 20,258,980 square kilometres.
Prehistoric civilisations of Latin America
The Aztecs, Mayas and Incas dominated the geographic area. Many Indian cultures developed on this enormous geographic mosaic but when the Europeans discovered the New World, only two of the most advanced civilisations survived. The Aztecs mainly occupied the great Mexican plateau and the Incas were established on the Andean mountain range between the Amazon region and the Pacific Ocean.
The Mayan civilisation existed from approximately 2500 BC and lasted until 1697 AD. They were established in and dominated southern Mexico, the states of Chiapas, Tabasco, Campeche, Yucatan and Quintana Roo as well as all of Guatemala and Belize, western Honduras and the north eastern region of El Salvador. The political, social and cultural power of the Mayas had already declined when the European conquerors arrived.
Latin American autochthonous population
According to the book by George Stuart "Lost Empires and Living Tribes", in the mid 70s there were approximately 30 million Indians living in the area between Mexico and the 'Land of Fire'. However, as a proportion of the population their distribution is uneven; 5075% in Bolivia, 46% in Peru, 41% in Guatemala, 40% in Ecuador, 30% in Mexico, 5% in Nicaragua, 3% in Chile, 2% in Brazil and Venezuela, 1% in Colombia and unknown percentages in the rest of Latin America.
Concerning languages and/or dialects spoken by the Indians, Mexico alone has more than 150 dialects. Of a total of some 2000 dialects, many are used by small groups of less than 100 persons. However, the main languagues Quechua, Aymara and Guarani are each spoken by at least one million people. Quechua is the main language spoken on the Andean plateau (Ecuador, Peru and Bolivia), the second language spoken is Aymara. Guarani is the official language of Paraguay. It has incorporated many Spanish and Portuguese words which are used by the Indians and by the mestizos in an area between the Orinoco River in Venezuela and the Rio de la Plata in Argentina.
Unfortunately, these tribes are disappearing in the same way as the empires did. Some small groups, which have managed to survive, are weakening because of human indifference on the part of the governments and of the more advanced cultures.
Rural poverty
Traditionally, ethnic origin has determined the prevalence of rural poverty but ecological conditions are also important factors. Poverty is one of the greatest limitations for peasant farmers in providing the proper management for their working animals.
In many of the developing countries rural poverty seems to settle permanently in areas where natural resources are extremely low. Poor quality soils yield poor crops and in addition they often suffer considerable erosion. These severe problems exist mainly in hilly areas with marginal and degraded lands where rainfall is sporadic and irregular. Poverty also prevails in the highland and mountainous areas.
In general, the low income peasants living in the rural areas divide into two groups, those who own land and those who do not, with two sub-groups, the indigenous and rural women. Those who do not own land are most affected by poverty because in order to survive they must work for a salary.
Traditional use of animals for transport and traction in Latin America
Historic Backgrounds
The use of domestic species for the production of milk, meat, wool and work in Latin America, has its origins in the animals brought to the New World by the Spaniards after the conquest. The first animals to arrive in the New World with the Spanish were not selected breeds destined for meat and milk production. They were brought to the new-born colonies, established in the territories of the fallen empires, with no more economic importance than for immediate consumption or as labour force (preparing the soils which were to be farmed) or for pulling wagons for the transportation of the harvest.
The results
Because of their rustic origins in the Andalucian fields, the imported cattle and other species adjusted easily to the new environment, resulting in the production of strong criole livestock able to withstand long walks and even hunger and thirst. From the phenotypic point of view, these animals seemed better for farming than for fattening. They were slow developing and adapted to an extensive production system. They reproduced freely and promiscuously due to the fact that there was no adequate management.
Small farmers displaced to the hilly lands by the mechanisation of the flat lands during the 50s, discovered that where mechanisation was not feasible, oxen from these Spanish herds were the answer to their ploughing needs. In the areas where there are no adequate rural roads, mules, horses, donkeys, and in some southern areas, llamas, were used to transport agricultural products and additional necessities for farming and domestic use. All these animals have left their historical marks on the mountainous and volcanic profiles of most of the developing Latin-American countries.
Agricultural mechanisation
The arrival of modern heavy equipment during the middle of the past century boosted agricultural productivity, especially on the best flat land. This immediately displaced
traction animals to the mountainous areas where only oxen, mules and donkeys were capable of performing agricultural work.
The pike-plough and the mould-plough are the only equipment left to work the soils where the topography does not allow the alternatives. This agricultural technology, widely recognised by the peasants for many years, has become the answer to the rational exploitation of the soil on the hillsides. Oxen chosen for this kind of work should be healthy, well trained and adapted to work on irregular terrain.
Peasants who live in these mountainous regions are generally those with scarce resources and minimal agricultural knowledge and the use of traction animals in these isolated zones is therefore associated with backwardness and poverty.
Collateral effects of mechanisation
Agricultural mechanisation has proved a double-edged instrument. On the one hand it brought social and economic benefits for large scale producers who were in a position to change the agricultural infrastructure and at the same time expand their fields to increase productivity.
However, mechanisation reduced the local labour force. This induced migration of that labour force to the cities which in turn became a burden to the municipal infrastructure, for example in housing, water services, sanitary services, education, urban transportation and security. Unemployment increased due to the scarcity of jobs and the lack of appropriate skills required by manufacturing industries of the migrant workers.
At the same time agricultural machinery has contributed to the destruction and degradation of our natural renewable resources, favouring deforestation, erosion and over-exploitation of the lands and the expansion of agricultural frontiers. Furthermore, it has transformed the ecological balance of the zones, it has distorted the habitats and has favoured the displacement of the aboriginal and migrating wildlife.
As a consequence, some communities have suffered transformations; they are losing their culture, their traditions and the habit of using animals as a means of traction force, pack and transport (riding). This is causing a loss of the breeding and taming techniques used for working animals. It is no longer possible to find artisans able to make horseshoes, saddles for riding, labour tools (ploughs), yokes nor the technical assistance programmes to teach and train these techniques to new generations.
In addition, rural youths tend to migrate to the cities rather than stay in the area to continue family traditions. This situation contributes to the break-up of families.
Limitations
Rural poverty is one of the main factors which prevents peasants from acquiring and/or renting the necessary working animals, good selected seeds and from acquiring implements needed during the sowing season.
The inequality and poverty levels in most of the developing nations is due to the economic model chosen. This model has promoted intensive use of capital with a low utilisation of
manpower and irrational use of natural resources. It has promoted a dual participation of the agricultural sector. On one hand there are the highly modernised producers and on the other, the small-scale traditional agricultural producers.
Historically, the tenancy of the land in some developing Latin-American countries is characterised by a dual concept, the large tenants and the small tenants. The unequal capacity to acquire land is also a determining factor for rural poverty.
Poverty is the major limitation for the peasants to keep their working animals and implements (which in some cases they might sell to meet their immediate financial obligations) in optimal condition to achieve their full working capability.
The peasants may not be able to provide their working animals with:
a) Adequate nutrition for their maintenance and for working;
b) Correct manipulation and care due to the lack of training or knowledge while working with horses, donkeys or oxen;
c) Adequate continuity of the preventive sanitary calendar to control endo and ecto parasites, as well as endemic diseases of the region;
d) Adequate harnesses for traction, carrying and transport designed for the species and size of the animals;
e) Balance the size of working oxen so they can develop their corporal condition correctly;
f) Not to over-exploit old and young animals;
g) Appropriate management of sanitary environment, living conditions, feeding, drinking and enough shade in their resting areas.
Essential historic and contemporary concepts
At the end of the XX century and the beginning of the new millennium, it is doubtful whether the latest technological innovations in the agro-industrial world will eradicate the use of traditional draught and pack animals.
Latin America has extensive flat lands, plains, riverbanks and areas for mechanised agriculture and for intensive and extensive livestock production. At the same time, it has a high percentage of rugged land close to the Andean and other mountain ranges, which, due to their irregular topography, are not suitable for cultivation with heavy mechanical equipment. Furthermore, the peasants living in these areas do not have the financial capacity to purchase, operate and maintain such expensive equipment. Many of the lands bordering the mountain ranges have slopes of more than 30 degrees. The only way to use these lands efficiently is by building terraces with stones or plants and the use of grass barriers to reduce the water runoff and resultant erosion. This work is possible only with the help of traction animals.
Previous to the arrival of European immigrants with the start of the colonial era, the Incas had already domesticated the llama as a carrier animal. However, they were unable to train the llama to allow a human to mount them and this was the only domesticated animal during the Inca empire. With the colonial era came horses, mules and oxen and all are now used in traction, transportation or as carriers.
In addition to implementing the policies and rules to consolidate the social order in the different regions under the Castilian Crown, it was the colony governors who created the mechanisms to distribute the lands among the different social groups.
In most of the developing countries of Latin America the availability of flat, arable lands with high agricultural potential is limited and the existing lands with these characteristics are owned by large farmers or agricultural enterprises specialised in export crops. A great percentage of the other lands are national property in areas with low agricultural potential in the surrounding hills, mountains and volcanic ranges.
A problem for most of the developing countries in Latin America is the demographic explosion. Without access to high potential lands, rural families are forced to establish in marginal lands where it is necessary for them to change their habits and traditional working customs.
Domestication
The term "domestication" is applied to the art of accustoming a wild animal to man's company and to living under his control.
The process includes capturing the animal and holding it in restricted areas; adapting it to an artificial environment; acquiring its friendship and inducing it to learn its new ways of living and finally, harmonising the man-animal relationship. The process demands intelligence, great patience and the ability to transmit a conciliatory effect. The primitive man was selfconfident, and had a special charisma that enabled him to approach wild animals. It is known that he devoted many years to domesticate the different species needed to improve his wellbeing. The transformation of man-animal relations constitutes a whole chapter in man's history. Domesticated animals underwent evolutions which the cave man never imagined would greatly benefit posterity.
Today, domestication and taming procedures are carried out by following manuals and instructives as well as with the use of tranquillisers, harnesses and equipment to subdue the animals. Modern man has an unpayable moral debt toward his ancestors of the Stone Age, due to the great benefits achieved by domesticating productive animals to supply meat, milk, skins and wool for coats, and energy for transportation and traction.
In addition we must acknowledge that domestic animals often possess qualities that human beings have not been able to recognise.
The various canine breeds deserve special mention for they have been trained to serve man in many different ways. Their extraordinary qualities of sight, smell, hearing and of loyalty have been utilised by police, rescue and security services as well as in the service of the blind and of farmers.
The Water Buffalo
The domestication of the water buffalo of Asian origin, began 2500 years BC. The first to come to Latin America came from Indochina and were brought to the French Guyana in 1859, from where they were exported to Surinam and Brazil as working animals in the sugar cane fields. In the last 25 years, they have had great acceptance in Latin America,
especially Brazil, Venezuela and Trinidad and Tobago. Water buffalo have great potential because of their capability to produce meat, milk and traction force, especially in tropical and subtropical countries. They do not demand high quality care and rations and while oxen work on the hillsides, they can work in low, wet and swampy lands. In Colombia, Panama, Honduras and Brazil, water buffalo are considered as the species of choice to work in the palm, sugar cane and citrus plantations.
The beginnings of domestication and its time line
Conclusion
The Latin-American countries have a considerable amount of hillside and marginal lands adjacent to the mountain and volcanic ranges where a great number of low income peasants have settled, as well as approximately 1500 aboriginal tribes who survive with the minimal agricultural production obtained from this low potential and marginal land. These lands can only be exploited with the aid of draught and pack animals such as horses, mules, donkeys, oxen and in the southern part of South America, llamas.
Furthermore, these animals are also being used by large agro-industrial enterprises, on flat lands, and by governments to replace expensive equipment whose maintenance and operating costs are extremely high due to the fuel crisis prevailing worldwide. Therefore, for these and other economical reasons, it is impossible to believe that animal force will be outmoded in this century. | <urn:uuid:8d58781c-7419-44fd-a8da-5dc4061b172d> | CC-MAIN-2018-30 | http://www.taws.org/TAWS2000-Arce.pdf | 2018-07-19T21:20:01Z | crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00533.warc.gz | 558,881,352 | 3,720 | eng_Latn | eng_Latn | 0.997406 | eng_Latn | 0.997983 | [
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Implementation Strategies
West Tisbury Elementary School, Martha's Vineyard Public Schools
West Tisbury, MA
Grade(s): K − 8
Scenario: Computers in Classroom
Purpose: Special Education
ALEKS Portion of Curriculum: 10%
Time Spent in ALEKS: 1 hour per week
ALEKS Course: Mathematics − LV 4 (with QuickTables), Mathematics − LV 5 (with QuickTables)
Margaret Warnke, Special Education Teacher
I use ALEKS for intervention and remediation with special needs students.
Scenario
What challenges did the class or school face in math prior to using ALEKS? Individualization and differentiation.
How many days per week is class time dedicated to ALEKS?
4 days per week
What is the average length of a class period when ALEKS is used?
15 minutes
Implementation
How do you implement ALEKS?
I implement ALEKS on an individual basis.
Do you cover ALEKS concepts in a particular order?
No.
How do you structure your class period with ALEKS?
Students work in ALEKS as they return from recess.
How did you modify your regular teaching approach as a result of ALEKS?
Student progress in ALEKS shows me what I need to concentrate on.
How often are students required or encouraged to work on ALEKS at home? Never.
How do you cultivate parental involvement and support for ALEKS?
I demonstrate progress in student report cards and parent/teacher conferences.
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
No.
Do you require students to make regular amounts of progress in ALEKS? No.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
Students are filling in gaps in their knowledge and understanding.
Best Practices
Are there any best practices you would like to share with other teachers implementing ALEKS? Stress that ALEKS is an individualized program. | <urn:uuid:126c4abe-3dfe-451b-acb7-0ea2561e8e4b> | CC-MAIN-2019-43 | https://www.aleks.com/k12/implementations/popup_pdf?_form_=true&parse_list=e*52&parse_request=true&cmscache=parse_list:parse_request | 2019-10-16T01:21:10Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00131.warc.gz | 739,377,927 | 424 | eng_Latn | eng_Latn | 0.994434 | eng_Latn | 0.993377 | [
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JPIC 87 – JUNE 2019
Health in the Lord and the Blessing of the Holy Spirit..[Rule of Saint Albert] Saudavel iha Maromak no grasa Spirtu Santo Nian .. [Regula Sto Alberto]
'Reconciliation' – Noun or Verb?
N ATIONAL R ECONCILIATION W EEK ,27M AY –3J UNE ,2019
The Uluru Statement from the Heart that emerged from the 2017 National Constitutional Convention reminded the entire Australian nation, both black and white that Aboriginal and Torres Strait Islander peoples were the first sovereign Nations of the Australian continent and its adjacent islands, and possessed it under their own laws and customs. Most white Australians acknowledge this truth but sadly many are reluctant to accept the ensuing rights that flow from this fact.
At the heart of reconciliation is the relationship between the broader Australian community and Aboriginal and Torres Strait Islander peoples. To foster positive race relations, this relationship must be grounded in a foundation of truth. The theme of this year's Reconciliation Week is "Grounded in Truth".
In language that those of us from the Catholic tradition should understand, the Statement calls the 'sovereignty' a spiritual notion describing it in these words.
The ancestral tie between the land, or 'mother nature', and the Aboriginal and Torres Strait Islander peoples who were born therefrom, remain attached thereto, and must one day return thither to be united with our ancestors;
this link is the basis of the ownership of the soil, or better, of sovereignty. (Uluru Statement, 2017)
The Statement reminds us that this sovereignty has never been ceded or extinguished, and co-exists with the sovereignty of the Crown.
We know that proportionally that our First Nation's peoples are the most incarcerated on the planet and yet are not innately criminal. Children, not because they are unloved are alienated from their families at an unprecedented rate. Their youth, the hope of the future, languish in detention in obscene numbers.
The Uluru Statement respectfully asks those with political power to bring about reforms that will empower and allow Aboriginal and Torres Strait Islander peoples to take a rightful place in their own country by asking for a First Nation Voice to be enshrined in the Australian Constitution.
In 1967 we were counted; in 2017 we seek to be heard. We leave base camp and start our trek across this vast country. We invite you to walk with us in a movement of the Australian people for a better future. (Uluru Statement, 2017)
It also calls for the creation of a Makarrata Commission to supervise a process of agreementmaking between governments and First Nations with an emphasis on historical truth-telling. Makarrata captures the aspirations for a fair and truthful relationship with the people of Australia. Makarrata offers a better future for upcoming generations based on justice and self-determination.
Professor Megan Davis, Aboriginal Australian activist, human rights lawyer and Professor of Law at the University of New South Wales has said that to allow a way forward to enshrine a 'voice' for Aboriginal and Torres Strait Islander peoples in the Constitution would require Constitutional change, something that can only happen by referendum. Details of the changes would have to be argued by Parliament before being presented to the people for a vote. Though it is two years since these proposals were tabled with government they are yet to be resolved politically.
Reconciliation must transcend Australian political theatre and promote a sense of national unity. (Pat Dodson, 2016)
Most people had not heard the word Makarrata only becoming familiar with its use following the release of the Uluru Statement. It's a Yolngu word describing a process of conflict resolution, peacemaking and justice and therefore much more than just a synonym for treaty as it might also involve a ceremonial ritual symbolizing the restoration of peace after a dispute. (The Yolngu are an aggregation of indigenous Australians inhabiting north-eastern Arnhem Land.)
National Reconciliation Week had its beginnings as a Week of Prayer for Reconciliation in 1993 and was supported by Australia's major faith communities. In 1996, the Council for Aboriginal Reconciliation launched Australia's first National Reconciliation Week and in 2000, Reconciliation Australia was established to provide national leadership on reconciliation. This year Reconciliation Week commemorates two significant milestones in the journey of reconciliation, the successful 1967 referendum, and the High Court Mabo decision.
In the year 2000, 300,000 people walked across Sydney Harbour Bridge as part of National Reconciliation Week, to show their support for reconciliation.
Reconciliation Australia wants all Australians to appreciate and understand that for Aboriginal and Torres Strait Islander peoples, Australia's colonial history is characterized by devastating land dispossession, violence and racism. Over the last half-century, however, many significant steps towards reconciliation have been taken. Reconciliation is an ongoing journey that reminds us that while generations of Australians have fought hard for meaningful change, future gains are likely to take just as much, if not more, effort.
In a just and equitable reconciled Australia, Aboriginal and Torres Strait Islander children will have the same life chances and choices as non-indigenous children, and the length and quality of a person's life will not be determined by their racial background.
"A reconciled Australia is one where our rights as First Australians are not just respected but championed in all the places that matter…." (Kirstie Parker – Reconciliation Australia.)
The vision of reconciliation is based and measured on five dimensions: race relations, equality and equity, institutional integrity, unity and historical acceptance.
Race Relations – That all Australians understand and value indigenous and non-indigenous cultures together with the respective rights and experiences of those cultures. In doing so stronger relationships free of racism are built on trust and respect.
Equality and Equity – That as the unique rights of Aboriginal and Torres Strait Islander peoples are acknowledged and respected they should also participate equally in a range of opportunities open to all Australians.
Institutional Integrity – The active support of reconciliation by Australia's political, business, community and faith institutions must be promoted.
Unity – When Aboriginal and Torres Strait Islander histories, cultures and rights are valued and recognized as part of a shared national identity, unity follows.
Historical Acceptance – All Australians must understand and accept the wrongs of the past and their impact. Australia, as a nation makes amends for past policies and practices and ensures that these wrongs are never repeated.
Today, according to the 2018 Australian Reconciliation Barometer, 80% of Australians believe it is important to undertake formal truth-telling processes. Australians, ready to come to terms with our history are taking a crucial step towards a unified future, a future in which we understand, value and respect each other.
Whether we are engaging in challenging conversations or unlearning or relearning what we know, our reconciliation journey requires all of us to walk together with courage. On 'Sorry Day', Sunday 26 th May and during National Reconciliation Week, Monday 27 May to Monday 3 rd June, we are mindful of the words of Karen Mundine, Chief Ex. Officer, Reconciliation Australia….
"Reconciliation isn't a single moment or place in time. It's lots of small, consistent steps, some big strides, and sometimes unfortunate backward steps."
A starting point is listening to what Indigenous people themselves tell us about their situation and how they envisage a way forward.
Editor, Peter Thomas has sourced much of this material from the website of 'Reconciliation Australia' - www.reconciliation.org.au
Today we stand in footsteps millennia old. May we acknowledge the traditional owners whose cultures and customs have nurtured, and continue to nurture, this land since men and women awoke from the great dream.
We honour the presence of these ancestors who reside in the imagination of this land
and whose irrepressible spirituality flows through all creation.
Jonathan Hill, Aboriginal poet
FOR YOUR CALENDAR
27 May -3 June RECONCILIATION WEEK
4 June - 1989 Tiananmen Square Massacre, Beijing
5 June – World Environment Day
8 June – World Oceans Day
10 June – 1975 Enactment of the Racial Discrimination Act
12 June – World Day Against Child Labour
15 June – World Elder abuse Awareness Day
16 June – Beginning of National Refugee Week
20 June – World Refugee Day
26 June – International Day in Support of Victims of Torture
26 June –
International Day
Against Drug Abuse and Illicit
Trafficking
30 June – 1945 Introduction of unemployment benefits in Australia
Anniversary of the Publication of 'Laudato Si'
It's four years since Pope Francis released his encyclical, Laudato Si ('On Care for Our Common Home') on May 24, 2015. This might be a good time to re-read the encyclical and consider ways in which we could make positive responses "in the simple daily gestures which break with violence, exploitation and selfishness." (LS230)
WORLD ENVIRONMENT DAY
June 5 is marked by the United Nations as World Environment Day, a day set aside since 1974 to promote "worldwide awareness and action for the protection of our environment." BEAT PLASTIC POLLUTION has seen a concerted effort all around the world to beat this problem!
U.N. Secretary-General António Guterres urged all people to reject single-use plastic items, and warned that growing levels of plastic waste were becoming unmanageable, saying "every year, more than eight million tons end up in the oceans." Gathered here, a look at some of this plastic waste from the past year, accumulating in waterways, forests, and beaches across the globe, and some of the efforts to clean and recycle the mountains of material.
"As Secretary-General, I have many battles. As a grandfather, the battle against climate change is the battle of my life. It's a battle we're not winning. We need stronger political will and urgent climate action to save our planet and our future."
WE CELEBRATE this BIG STEP with TIMOR LESTE in caring for our planet with this latest news announced on 17 May revealing:
A Recycling solution for Timor-Leste
The Government of Timor-Leste has today signed a memorandum of understanding at the University of Sydney with Mura Technology for the development of a $US40 million chemical recycling plant that will allow TimorLeste to become the first 'plastics-neutral' economy in the world. Mura will assist in establishing the chemical recycling plant via a new not-for-profit organisation, RESPECT, at no cost to the people of Timor-Leste. All financial surpluses from the plant will be returned to support community initiatives, as well as developing livelihoods for waste collectors.
Timor-Leste's Secretary of State for the Environment, Demetrio do Amaral de Carvalho, said: "This is an exciting collaboration for us. Not only will it make a big difference in plastic waste reduction and reduce harm to our cherished marine life, but Timor-Leste can be an example to the rest of the world about what this technology can achieve and the benefits it will have for the planet. https://sydney.edu.au/newsopinion/news/2019/05/17/timor-leste-aims-to-become-world-s-first-plastics-neutral-countr.html | <urn:uuid:dcaf9991-4b64-4b71-8ced-fc84709e835d> | CC-MAIN-2019-43 | https://www.carmelites.org.au/3896-jpic-no-87-june-2019/file | 2019-10-16T00:04:31Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00129.warc.gz | 769,574,265 | 2,347 | eng_Latn | eng_Latn | 0.995835 | eng_Latn | 0.995985 | [
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SESSION 3 HANNAH:
FAITH THAT PRAYS
The Point
Pray with confidence; God hears.
The Passage
1 Samuel 1:1-2,9-11,17-18,26-28; 2:1-3
The Bible Meets Life
A guest evangelist encouraged our congregation to share prayer needs. One by one, people poured their hearts out to the Lord, including my friend Hester. Hester struggled with infertility, and I heard her plead with God to provide a much-desired child. Women gathered around her, asking God to intervene. We had confidence God heard our prayer, and we anxiously waited for His response.
But as the years passed, Hester and her husband experienced a failed adoption and financial struggles. Nevertheless, she kept praying.
Then, at the age of 42, Hester got sick. The doctor suspected a mass on her ovaries, but she needed tests. During an ultrasound, the doctor exclaimed, "There it is!" Dazed and concerned, Hester began crying, fearing the worst. But it wasn't a mass—it was a miracle baby! Eli was born prematurely a few months later, but he is thriving today as a healthy young man. God heard the cries of my friend, just as He heard Hannah pray centuries earlier. Hester did what Hannah had modeled: both women prayed persistently and faithfully.
The Setting
The Book of 1 Samuel presents the historical bridge from the judges until the death of Israel's first king, Saul. Samuel's father was Elkanah; his mother was Hannah who was childless at that time. Hannah prayed confidently; God heard her prayer and gave her a son, Samuel. As soon as he was weaned, Hannah gave him to the Lord by delivering him to live and serve with Eli the priest.
BIBLE STUDIES FOR LIFE
BIBLE STUDIES FOR LIFE
37
What does the Bible say?
1 Samuel 1:1-2,9-11,17-18,26-28; 2:1-3
Shiloh (1:9)—About thirty miles north of Jerusalem, and the location of the ark of the covenant from near the end of Joshua's life until the Philistines captured it.
My horn (2:1)—The Hebrew term represents strength and power. The Lord is frequently identified as the horn of His people in the Old Testament.
38
Session 3
1:1 There was a certain man of Ramathaim-zophim of the hill country of Ephraim whose name was Elkanah the son of Jeroham, son of Elihu, son of Tohu, son of Zuph, an Ephrathite. 2 He had two wives. The name of the one was Hannah, and the name of the other, Peninnah. And Peninnah had children, but Hannah had no children.
9 After they had eaten and drunk in Shiloh, Hannah rose. Now Eli the priest was sitting on the seat beside the doorpost of the temple of the Lord. 10She was deeply distressed and prayed to the Lord and wept bitterly. 11And she vowed a vow and said, "O Lord of hosts, if you will indeed look on the affliction of your servant and remember me and not forget your servant, but will give to your servant a son, then I will give him to the Lord all the days of his life, and no razor shall touch his head."
17 Then Eli answered, "Go in peace, and the God of Israel grant your petition that you have made to him." 18 And she said, "Let your servant find favor in your eyes." Then the woman went her way and ate, and her face was no longer sad.
26 And she said, "Oh, my lord! As you live, my lord, I am the woman who was standing here in your presence, praying to the Lord. 27 For this child I prayed, and the Lord has granted me my petition that I made to him. 28Therefore I have lent him to the Lord. As long as he lives, he is lent to the Lord." And he worshiped the Lord there.
2:1 And Hannah prayed and said, "My heart exults in the Lord; my horn is exalted in the Lord. My mouth derides my enemies, because I rejoice in your salvation. 2 "There is none holy like the Lord: for there is none besides you; there is no rock like our God. 3 Talk no more so very proudly, let not arrogance come from your mouth; for the Lord is a God of knowledge, and by him actions are weighed."
GET INTO THE STUDY
LEADER PACK: Display Pack Item 2, the "Living by Faith Map," to give context for some of the places that were important in the story of Hannah.
DISCUSS: Question #1 on page 29 of the Personal Study Guide (PSG): "When have you actually enjoyed waiting for something?" Allow time for each person to respond.
GUIDE:
Direct group members to "The
Bible Meets Life" on page 30 of the PSG. Introduce the importance of prayer by reading or summarizing the text—or by encouraging group members to read it on their own.
GUIDE: Call attention to "The Point" on page 30 of the PSG: "Pray with confidence; God hears."
ACTIVITY (OPTIONAL): In advance, on a poster or white board, write headings for three columns: Situation, Worry, and Faith. Ask members to give examples of situations where some people exhibit worry and others respond with faith. Write the answers beneath the appropriate heading. Lead a discussion around this question: "Since the results of faith are far better than those of worry, why do some people choose to worry rather than pray in confidence?"
LEADER PACK: Display Pack Item 3, the "Judges" poster to give context for where Samuel is in the line of Israel's judges.
PRAY: Transition into the study by asking God to open our eyes to ways we can influence others for Him.
BIBLE STUDIES FOR LIFE
Notes
ALTERNATE QUESTION:
When have you been most earnest or persistent in prayer?
40
Session 3
STUDY THE BIBLE
1 Samuel 1:1-2,9-11
1 There was a certain man of Ramathaim-zophim of the hill country of Ephraim whose name was Elkanah the son of Jeroham, son of Elihu, son of Tohu, son of Zuph, an Ephrathite. 2 He had two wives. The name of the one was Hannah, and the name of the other, Peninnah. And Peninnah had children, but Hannah had no children.
9 After they had eaten and drunk in Shiloh, Hannah rose. Now Eli the priest was sitting on the seat beside the doorpost of the temple of the Lord. 10 She was deeply distressed and prayed to the Lord and wept bitterly. 11 And she vowed a vow and said, "O Lord of hosts, if you will indeed look on the affliction of your servant and remember me and not forget your servant, but will give to your servant a son, then I will give him to the Lord all the days of his life, and no razor shall touch his head."
READ: Ask a group member to read aloud 1 Samuel 1:1-2,9-11 on page 31 of the PSG.
GUIDE: Use the Commentary for the verses on the next page of this Leader Guide to explain the background for Hannah's plight.
DISCUSS: Question #2 on page 31 of the PSG: "What do you appreciate about Hannah's prayer?"
SUMMARIZE: Highlight the main points from page 32 of the PSG. We can learn four things from Hannah's prayer in verse 11:
> > She acknowledged God for who He is .
> > She was specific in her request.
> > She submitted to God's plan for her life.
> > She was hopeful.
TRANSITION: Not only should we bring our requests to God, but the next verses show us we can trust God to answer.
1 Samuel 1:1-2,9-11 Commentary
[Verses 1-2] Samuel's ancestry and birth are presented in the opening verses. Elkanah was Samuel's father; his ancestors lived in the territory of Ramathaim-zophim in the hill country of Ephraim. Scholars today are unsure of the exact location of this rural town. Elkanah's wives were Hannah ("charming" or "gracious") and Peninnah ("pearl" or "prolific"). Peninnah had children, but Hannah was childless. Verses 3-8 reveal Elkanah's habit of worshiping at Shiloh every year and including his family. These verses also reveal the family problems caused by Peninnah's taunting of Hannah because of her childlessness and Hannah's responses.
[Verses 9-10] Hannah's faith caused her to pray and bring her needs to the Lord. Although Hannah accompanied Elkanah to the Lord's temple year after year (v. 7), the story focuses on one occasion. The phrase temple of the Lord coupled with the word doorpost may mean the tabernacle which housed the ark of the covenant had been replaced with a building. Israelites believed the ark represented the earthly presence of God. The ark was the central focus of Israel's worship until Solomon dedicated the temple. Part of Hannah's worship experience was eating a fellowship meal that indicated their participation in bringing an offering to God. The words deeply distressed reveal Hannah's worship was an emotional experience. That she did not have a son weighed heavily on her. She didn't try to fix her problems on her own. She didn't give up. She didn't blame someone else. She didn't even enlist the assistance of others. Hannah brought her deepest needs to God. Not only did Hannah pray, she wept bitterly. Her outward appearance and actions (praying and weeping) revealed the struggle in her soul that her childlessness had brought to her heart. Although we may not completely understand all these feelings, most of us have matters that weigh heavily on us. Hannah's response—bringing her concerns to God in prayer—is appropriate for us also.
[Verse 11] Hannah did not stop with prayer, she also made a promise, a vow to God. The words she pleaded reveal the depth of her response to God and imply an ongoing activity rather than a one-time request. The title Hannah used, Lord of hosts, is sometimes translated "Lord Almighty." Although this phrase is used many times in the Old Testament, Hannah was the first person recorded to do so. This title points to God's power and authority to accomplish whatever He has planned to do. The depth of Hannah's prayer is revealed in the repetition of verbs in her vow: vowed a vow . . . look on . . . remember . . . not forget . . . give. While some of these verbs elaborate on previous ones, they crescendo to the final verb, give. Hannah promised that if God would give her a son, she would (1) give him to the Lord all the days of his life, and (2) never cut his hair. This second promise points toward a nazirite vow, indicating dedication to the Lord. Indeed, Hannah had brought her needs to God—and as we will see, God answered her prayer. When we pray with confidence in God, He hears our prayers and provides the right answer for us in His perfect time.
BIBLE STUDIES FOR LIFE
Notes
ALTERNATE QUESTION:
What obstacles to prayer do we sometimes face?
42
Session 3
STUDY THE BIBLE
1 Samuel 1:17-18,26-28
17 Then Eli answered, "Go in peace, and the God of Israel grant your petition that you have made to him." 18 And she said, "Let your servant find favor in your eyes." Then the woman went her way and ate, and her face was no longer sad.
26 And she said, "Oh, my lord! As you live, my lord, I am the woman who was standing here in your presence, praying to the Lord. 27 For this child I prayed, and the Lord has granted me my petition that I made to him. 28 Therefore I have lent him to the Lord. As long as he lives, he is lent to the Lord." And he worshiped the Lord there.
READ: Ask a group member to read aloud 1 Samuel 1:17-18,26-28 on page 32 of the PSG.
RECAP: Hannah had poured out her heart to God weeping, but she left the temple no longer despondent. The priest Eli assured her the Lord had heard her prayer, but ultimately, Hannah's trust wasn't in Eli's assurance, but in the God who answers. She gained the peace that comes from relinquishing your desires for God's desires.
DISCUSS: Question #3 on page 32 of the PSG: "What characteristics of God help us know we can trust Him?"
GUIDE: Use the Commentary for the verses on the next page of this Leader Guide to explain how Hannah dedicated her son to the Lord but remained a part of his life.
RECAP: Hannah stayed in touch with her son. She returned every year to the temple, bringing Samuel a gift of a new robe (1 Sam. 2:19). She never abandoned Samuel; she merely gave him back to God and trusted his life in the hands of the Creator. And God continued to answer Hannah's prayer! She later had five additional children (1 Sam. 2:21).
TRANSITION: The next passage demonstrates how we should thank God for His answers to our prayers.
1 Samuel 1:17-18,26-28 Commentary
[Verse 17] In 1 Samuel 1:15-16, Hannah told Eli she was not drunk but had been pouring out her heart before the Lord. Eli accepted Hannah's explanation and told her, "Go in peace." This common Hebrew benediction indicated much more than an absence of (military) conflict. Shalom (translated "peace") refers to right relationships between God and others, thus giving the person who experiences it a sense of wholeness, serenity, and life as it was meant to be lived. In addition to wishing Hannah peace, Eli also responded by saying "the God of Israel grant your petition that you have made to him." In English this phrase appears to be more of a wish. However, some Hebrew scholars view it as an imperative for God to fulfill Hannah's request.
[Verse 18] Hannah humbly referred to herself as your servant. She expressed the desire to find favor with Eli. When Hannah took her needs to God, she trusted God to answer. Then the woman went her way and ate, and her face was no longer sad. Her trust in God is evident by these actions she took. Verses 19-23 describe Samuel's conception, birth, and early life until he was approximately three years old. During these years Hannah did not go back to Shiloh but waited until she could fulfill her vow to give Samuel back to God. Bible scholars debate the meaning of Samuel's name. Some suggest "God hears" or "God has heard." Others suggest "asked of God" and "asked from Yahweh." Whatever may be the exact origin, his birth was in response to God's remembering Hannah's request.
[Verses 26-28] Hannah recounted for Eli their last encounter. She remained very respectful of Eli, calling him my lord twice. Perhaps this explanation was necessary because Eli was getting old or perhaps it was because Eli had seen a number of women at Shiloh over the past several years. In either case, Hannah wanted to remind Eli of the circumstances of their last meeting. Hannah told Eli exactly what she had prayed for: this child. Hannah also told Eli "the Lord has granted me my petition that I made to him." Before God had answered her prayer, she had faith He would do so (v. 18). Once God had answered, she was ready to keep her vow—she lent him to the Lord. The Bible reveals no hesitancy on Hannah's part. Since God did for her exactly what she asked, Hannah did for God exactly what she had promised. She fulfilled her vow. Hannah explained the details of her action: "As long as he lives, he is lent to the Lord." Hannah was generous in fulfilling her promise. She did not cheat God or try to wiggle out of her commitment. Finally, the Bible tells us he worshiped the Lord there. Although some manuscripts have she or they, most scholars believe the correct reading is he. However, a disagreement centers around knowing who he is. Some believe it refers back to Eli; others believe it refers to Samuel. In either case, worship is the appropriate response when God keeps His promises.
BIBLE STUDIES FOR LIFE
Notes
ALTERNATE QUESTION:
Why is praise an important part of prayer?
44
Session 3
STUDY THE BIBLE
1 Samuel 2:1-3
1 And Hannah prayed and said, "My heart exults in the Lord; my horn is exalted in the Lord. My mouth derides my enemies, because I rejoice in your salvation. 2 "There is none holy like the Lord: for there is none besides you; there is no rock like our God. 3 Talk no more so very proudly, let not arrogance come from your mouth; for the Lord is a God of knowledge, and by him actions are weighed."
READ: Ask a group member to read aloud 1 Samuel 2:1-3 on page 33 of the PSG.
DISCUSS: Question #4 on page 33 of the PSG: "What are some ways we can respond to answered prayer?"
SUMMARIZE: Highlight the main points from page 34 of the PSG. Hannah praised God for:
> > His holiness. "There is none holy like the L ord : for there is none besides you." God is set apart; He stands over and separate from His creation. And only God can do the things He does.
> > His infinite knowledge. Hannah declared God's omniscience, His ability to have unlimited knowledge about everything.
DISCUSS: Question #5 on page 34 of the PSG: "How have you seen God work through prayer in our group?"
DO: Direct group members to complete the activity, "Praying in Confidence" on page 35 of the PSG to help them.
Number the following issues from the most important to least important problems people in our culture face: Financial needs, Health problems, Daily decisions, Relationship conflicts, Planning for the future, Job stress, Kid issues, Pride, Lust, Substance abuse, Other. Then answer the questions.
GUIDE: Refer back to "The Point" for this session: "Pray with confidence; God hears."
1 Samuel 2:1-3 Commentary
[Verse 1] Hannah responded in thanksgiving to God for His answer to her request for a son. She thanked God for answering her prayer and described some of God's attributes. The opening words indicate that although this prayer is written in poetic format, it is first and foremost an act of worship. Hannah had previously responded by fulfilling her vow to give Samuel to the Lord (1:9-11). Here, Hannah responded by voicing thankfulness to Him. The first element of thankfulness Hannah expressed was praise. In saying "my heart exults in the Lord," Hannah revealed the depth of her feelings. Hannah's inner being was focused on the joy she felt, particularly joy over God's answering her prayer. The grammatical form of the Hebrew verb translated exults reveals this action was not a one-time experience but rather an ongoing practice. Although this prayer contains Hannah's last recorded words in the Old Testament, the verb reveals her rejoicing continued. Hannah's rejoicing was not in Samuel; her rejoicing was in the Lord, the One who gave the answer.
My horn refers to a visible sign of strength or power. For Hannah, this sign was Samuel. Exalted refers to a visible sign by the Lord of His answer to her prayer for a son. God abundantly answered that prayer by giving her not only Samuel, but other children as well. "My mouth derides my enemies" most likely referred to Peninnah (1:2) who is described as Hannah's "rival" (v. 6). Hannah specified the reason for her boasting: "because I rejoice in your salvation." In the Old Testament, the word salvation has the basic idea of rescue from an enemy or deliverance from a problem. Likely Hannah had in mind a combination of these.
[Verse 2] The three lines of verse 2 focus on God's attributes (qualities). The first declares, "there is none holy like the Lord." The word holy represents a distinctiveness, a separateness of one who has a specific purpose. The second line proclaims, "there is none besides you," a description of the Lord Himself, a repetition of the first line with added details implied in the first line. The third line testifies, "there is no rock like our God." This affirmation adds to the parallelism by providing an additional description of God. Rock refers to the stability of bedrock rather than to a small movable stone. Like our God reflects God's incomparable nature.
[Verse 3] This verse focuses on commands concerning the response of those who heard this prayer. The first command is "talk no more so very proudly." The second command, "let not arrogance come from your mouth," parallels the first by adding detail. Together, these two lines warn against those who would speak without having knowledge. The reason Hannah gave these commands is described in the third and fourth lines. For can also be translated "because." "For the Lord is a God of knowledge" lays the foundation for the final line, "by him actions are weighed." These two lines provide the rationale for Hannah's commands earlier in this verse. They give further reasons for thanking God for His answer to prayer.
Read the article "The Nazirite Vow" in the Summer 2019 issue of Biblical Illustrator. Previous Biblical Illustrator articles relate to this lesson and can be purchased, along with other articles for this quarter, at www.lifeway.com/ biblicalillustrator. Look for Bundles: Bible Studies for Life.
BIBLE STUDIES FOR LIFE
Notes
46
Session 3
LIVE IT OUT
GUIDE: Direct group members to page 36 of the PSG. Encourage them to choose one of the following applications to carry out this week.
Pray. If you're not in the habit of praying, begin. Do more than just offer casual prayers; set aside time each day for an uninterrupted conversation with God with no distractions.
Pray with others. Share your needs with others. "Again I say to you, if two of you agree on earth about anything they ask, it will be done for them by my Father in heaven. For where two or three are gathered in my name, there am I among them" (Matt. 18:19-20).
Pray with a journal. Begin a prayer journal or write down your prayer requests. Record Scriptures that speak of God's character and His plans for your life. Journal about the ways you see God working in the midst of your need.
Wrap It Up
TRANSITION: Read or restate the final paragraph from page 36 of the PSG:
Sometimes an affirmative answer to prayer may seem unlikely. But God has given us plenty of examples in the past, and many in the present, that remind us to continue to pray with confidence.
PRAY: Conclude by asking God to give us the confidence we need to pray boldly. Thank Him for the ways He has been faithful to answer our prayers before.
Grow with other group leaders at the Groups Ministry blog. LifeWay.com/GroupMinistry | <urn:uuid:8e03d44a-d3eb-44d1-8893-07efa68718fa> | CC-MAIN-2019-43 | http://media1.razorplanet.com/share/510694-5121/resources/1433205_20191808LeaderGuide.pdf | 2019-10-16T00:07:31Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00131.warc.gz | 116,975,703 | 5,007 | eng_Latn | eng_Latn | 0.997092 | eng_Latn | 0.998528 | [
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CONFIRMATION SAINT REPORT
The following is a suggested format for the saint report. It will provide you with a way to organize your information and thoughts.
Paragraph One and Two:
Biographical Information
When and where the saint was born and died (include dates)
The saint's childhood, family life and experiences
Paragraph Three:
Spirituality
What set this person apart
What events happened to this person, which distinguished him/her spiritually? Did he/she receive an apparition special calling, life changing experience?
Paragraph Four:
Personal reaction and reflection
Why did you choose this saint?
What strikes you as most significant about your saint?
What do you admire about your saint?
How can you become more like your saint?
REMEMBER TO:
Spend time to do this carefully and neatly
Do not just download from the computer
Include the saint's name and your name on the report
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Overview
The purpose of the Tennessee additional notes is to improve the interrater agreement among scale users and to provide further interpretation of items and indicators to assist with scoring decisions. In order to fulfill the requirements of Tennessee state law, the Tennessee Anchors wrote these additional notes as the first reference for scale clarification and scoring. These notes have been adopted for use in Tennessee assessments. The notes follow the intent of scale application as defined by Thelma Harms, Debby Cryer and Richard M. Clifford, authors of the scale. Some of the information used in the additional notes was adapted from the Family Child Care Environment Rating Scale®-revised edition. This resource can be checked out from a CCR&R office, a TECTA office or it can be purchased online.
Be sure to replace older notes with newer notes.
The most recent TN changes are:
8/1/18: General Notes and Items 8 and 9
8/1/17: General Notes and Items 8, 9, 10, 12 and 24
10/17/16: General Notes and Item 12
8/1/16: Items 3, 10, 29 and 31
8/1/15: General Note and Items 3, 6, 8, 12 and 32
General Notes for FCCERS
Levels of quality
Levels of quality build expectations from inadequate to minimal to good to excellent. In order to meet the intent of indicators in the higher levels of quality, all levels of quality below must be met. Consider not only the requirements of the indicator, but the level of quality documented as general practice throughout the observation.
Accessibility
Materials are considered accessible only if it is observed that children freely access and are permitted to use most of the materials. Some materials may not be accessible during the observation. If the schedule indicates an additional time for access to materials, base score on teacher questions and how materials were used.
Accessibility at the minimal level of quality
This note pertains to Item 3 Provisions for relaxation and comfort-indicators 3.1 and 3.2; Item 17 Art-indicator 3.1; Item 18 Music and Movement-indicator 3.1; Item 19 Blocks-indicators 3.1 and 3.2; Item 20 Dramatic playindicators 3.1 and 3.2; Item 21 Math/number-indicator 3.1; Item 22 Nature/science-indicators 3.2 and 3.3; Item 24 Promoting acceptance of diversity-indictor 3.1.
For materials to be counted as accessible to children, they must be able to reach and use the materials for a period of 1 hour a day in a program of 8 hours of more. The 1 hour can be provided at one time or as a combination of several periods throughout the day. This does not mean that each child must have a full hour to use the materials. However, it is required that the majority of the children have a reasonable chance to use the materials at some time if they wish.
Less time is required for programs operating less than 8 hours a day, with the amount of time calculated proportionally, based on the ratio of 1 hour for programs of 8 hours or more. For example, if a program operated for 6 hours a day, this would be ¾ of a full-day program, so the time required would be ¾ of the 1 hour. Use this chart to determine the approximate amount of time needed in programs operating less than 8 hours.
Accessibility for much of the day
In order to meet much of the day there should be no significant extended periods of time where structured activities prevent access to materials. At the good level, access must be observed throughout the day. Research verifies that children learn through prolonged periods of play that allow them opportunity to make choices, discover and explore. For all programs, regardless of the hours of operation, throughout the day requires that all children benefit from meaningful periods of play. Full day programs (8 hours or more) must provide multiple opportunities for free play during times when the majority of the children could have access. In after school programs, the schedule should reflect at least one meaningful period when the majority of children have access to materials because they have been in large group, structured activities for much of the school day. In programs that choose to provide extensive periods of outdoor play, the provider has an additional responsibility to provide access to various materials while outdoors so that children may still have significant opportunities to explore and discover.
Materials and opportunities for engagement should be offered regularly to all children, regardless of age and ability. However, the caregiver's primary responsibility is to provide safety and comfort for the children under his/her care. Holding a child for extensive periods of time can limit access to materials just as placing them in a piece of equipment. The caregiver must balance meeting the emotional needs of children while providing appropriate stimulating experiences. If a child becomes upset, he should be comforted. If children need comforting for extended periods of time, the requirements of accessibility may still be met if the caregiver provides ample opportunities for access to materials.
Accessibility and Transitions
When calculating time for play activities (i.e. gross motor time, free play, access to materials), only the times children are actively engaged can be considered. For example, set up times, clean up times, and transition times without access to materials will not count towards meeting accessibility or time requirements.
Some
The term "some" occurs most frequently in indicators that represent a minimal (3) level of quality, although occasionally it occurs at higher levels. In determining how much is needed to give credit for "some" in an indicator, consider the requirements in the parallel indicators at the lower and next higher level of quality. For example, if under inadequate "no" materials are required, then "some" would mean "one or more". In cases where a plural is used with the term "some", then "more than one" would be required to give credit. When terms such as "very few" or "very little" or "rarely" are used under inadequate, then "some" represents a mid-point between what is required for the 1 and the 5 levels.
Many and varied
Terms such as "many" or "variety" are used throughout the scale. We have provided numbers to guide decision making for many of these terms. However, the actual number required will depend on number of children enrolled, and the ages and abilities of those children. In cases where there are small groups of children, the numbers provided are likely to be reasonable. However, in large family child care homes, with 10 or more children, more materials will be needed.
Display
Display only counts as materials if it encourages active involvement through child manipulation.
Equipment
DHS licensing rules state that all equipment shall be well made and safe with no conditions which present a hazard for children (1240-04-04-.04 for Family Homes and 1240-04-01-.04 for Group Homes). To be considered safe, manufacturer's safety instructions must be followed. For example, crib, bed and futon mattresses should not be used on the floor to create soft areas.
Assessors will not consider mattresses on the floor towards meeting requirements for soft furnishings, and if seen, assessors will notify DHS licensing and the child care agency staff of the violation (effective October 17, 2016).
Forced participation
When children are required to participate in an activity or lose interest during the activity, but are not allowed to leave, participation is considered forced. Children may be encouraged to join an activity, but staff should be respectful of their cues and respond appropriately if any child loses interest.
Gross Motor
The list of acceptable protective surfacing materials does not include mixed surfacing materials since these materials were safety tested individually.
All equipment and/or play structures present in gross motor areas will be considered when assessing playground safety unless a physical barrier (fence, cones, rope, etc.) is present providing a visual reminder to children that an area is not to be used.
In order to ensure variety, portable gross motor materials, such as balls, hula hoops, or jump ropes, may count for no more than three skills. For example; balls can count for throwing, catching and kicking.
Health
Disinfectant and/or anti-bacterial wipes do not count for sanitization purposes. Products that can meet the requirements as sanitizing solutions are: bleach and water solution; or a commercial product that states on the label or manufacturer's products sheet it kills 99.9% of germs, kills HIV virus, or is an EPA registered product. All commercial products used for sanitizing must be used according to manufacturer's instruction.
Proper hand washing requires the use of liquid soap and running water.
Language
With regard to language and interactions, it is expected that many incidences will be observed and scoring is based on overall impact. When two or more educators are in the home and you are trying to determine overall impact of interactions, look for a balance. However, if one caregiver is extremely negative, a balance cannot be achieved and the indicator should be discounted.
Response
Crying infants should be comforted through various means such as holding, offering materials, moving to a different position, checking on routine care needs. It is an issue if the only response to a crying infant is to hold the child for lengthy periods of time throughout the day without trying other options.
Rotation
When rotation of materials is required, rotation should occur monthly.
Scoring clarification
Examples are for clarification only and are not intended as scoring requirements unless otherwise stated.
For scoring purposes in the state of Tennessee, disregard statements on page 7 regarding the number of observations and required attendance. A single observation will be completed regardless of the number of rooms.
Enrollment present on the day of the observation should be typical of enrollment on all other days. In addition, both age groups (under thirty months and over thirty months) must be represented if both age groups are enrolled. Children attending Kindergarten are considered school-agers.
Supervision
With regards to supervision, staff must be able to hear the child at all times, and must be able to physically respond immediately. Limited times when children are out of sight (2 to 4 minutes lapses) are acceptable as long as children are not engaged in high risk activities. The educators focus must be on the children, especially during high risk activities, such as eating, sand/water play, art, etc. in order to adequately protect children preschool age and younger.
Connected indicators and omitted items
For programs that enroll only school age children, the following items/indicators may be scored NA: #7, 5.4; #8; #15, 1.3, 3.3 and 5.3; #18, 5.3; #19 if all are older than seven years of age; #20, 5.4; #23 if all are older than six years; and #25, 1.4.
Items to be omitted from TN scoring: #35, #36, #37 and #38
Specific Notes for FCCERS
1. Indoor space used for child care
5.2 The natural lighting should enter the areas of the home where children spend much of their day.
2. Furniture for routine care, play and learning
3.2 Enough furniture for play means that the children have the developmentally appropriate seating needed to use play materials and that there are suitable ways of making materials accessible to the children on open storage shelves. Children twelve months and older, who can select toys independently, should have access to materials on low, open shelves. Tables and chairs are needed to encourage more sustained play with toys for children twelve months and older.
5.1 Seating arrangements used for eating and play/learning must be made suitable for 75% of the children.
7.1 Seating arrangements for eating and play/learning must be child-sized for 75% of the children. The seating arrangement should provide back support if needed.
7.3 A rocking chair could be considered for supervising children at a child-sized table if placed near the table.
3. Provisions for relaxation and comfort
1.1, 3.1, 5.1, 7.1 Standard bed-sized pillows or larger are considered furnishings. Smaller pillows count as materials. To count as a furnishing, rugs/mats should be large enough to permit at least one child to stretch out and lounge comfortably.
5.1 Softness provided at indicators 3.1, 5.1 and 7.1 are intended to build on the levels of quality. Therefore, if a soft provision was counted at a lower indicator, the same provision cannot be considered at a higher indicator. Both furnishing(s) and materials should be gathered together in the designated space to create a cozy area. The cozy area should provide a substantial amount of softness that allows children using that area to completely escape hard surfaces.
5.3 If only school-agers are enrolled, at least 10 soft toys are required regardless of the number of children.
4. Arrangement of indoor space for child care
1.2, 3.2 It is understandable that some family homes may use multiple rooms. This would be considered acceptable. Staff must be able to hear the child at all times and must be able to physically respond immediately.
Limited times when children are out of sight (2 to 4 minutes lapses) are acceptable as long as children are not engaged in high risk activities.
1.3, 3.1 When infants and toddlers are confined and prevented from moving around freely, it prevents them from learning through exploration. If children are unhappy, they should not be confined. If a child is playing happily, the confinement should not exceed thirty minutes at a time. They should spend most of the day unconfined.
3.3 When determining safety hazards, consider the ages and abilities of the children, the placement and severity of the hazard. Since item 12 already addresses safety hazards, this should only consider extreme hazards.
5. Display for children
Display should be meaningful for children. To meet the requirements of the display item and indicators as well as the requirements of other agencies, consider the quality of the display. The requirements may be met with fewer thoughtfully chosen pieces that incorporate several meaningful components (ex. one poster may include diversity and current themes, etc.).
5.3 Work done by the children should be displayed in the areas where children spend much of their day.
6. Space for privacy
1.2 Children should not be isolated without interaction and/or something to do for a period longer than 10 minutes.
5.2 If requirements are not met for 5.1, then requirements are not met for 5.2.
7.2 This indicator requires more than just having a center limited to a specific number of children. Evidence of staff intentionally setting up special activities for one or two children should be observed. This indicator carries a higher expectation than general monthly rotation; therefore, activities should be changed more than once a month.
7. Greeting/departing
3.3 While all parents of infants and toddlers must enter the area where children are being cared for at the time of their arrival, it should be observed as the general practice for older children. If children are bused to the facility, credit can be given for 3.3 if verbal communication takes place between the primary educator and families. This communication must be documented and take place on a weekly basis.
3.4 For preschool and school-age children, information should be shared as a general practice. For each infant and toddler, there must be evidence that daily verbal or written communication regarding health and/or safety is shared at arrival.
5.4 Written information is required and should be documented as the routines are completed.
8. Nap/rest
Score this item NA if only school-aged children are enrolled and nap/rest is not used. However, the item must be scored if a child indicates that a rest period is needed or nap/rest is observed.
1.2 If a parent requests their child to have a special sleeping arrangement due to a health condition, a dated and signed note from a physician detailing the special condition is required. Car seats are not an acceptable sleeping arrangement. A physician's statement is required for placing infants on their stomachs to sleep
1.2 Swaddling is considered a safe sleep issue and is not allowed by licensing. If this is observed, this indicator will be scored no and the issue will be reported.
1.2 Materials prohibited in cribs include: blankets, soft toys, bumper pads, bottles, bibs or anything around the child's neck, and pacifier attachments.
1.2, 3.2 Children sleeping in cribs should have only a tight fitting bottom sheet. Children sleeping on cots/mats should have a bottom cover and a coverlet. Each child should have an individual crib, cot or 2 inch mat. Cross contamination of linens is considered at this indicator.
1.2, 3.2 For children under two, all sleeping provisions should be 30 inches or more apart. For children two and older, all sleeping provisions should be 15 inches or more apart. For all children regardless of age, at least 75% of the sleeping provisions should meet the required spacing listed in the scale (under two 36 inches; two and over 18 inches).
Children should be assigned an individual mat, cot or crib. If they are not assigned, then the provision should be sanitized in between each use.
1.2, 3.2, 5.2 An alternative to meeting the space requirements is to provide solid barriers. In order to meet requirements as a solid barrier, the barriers must run the length of the sleeping provision.
1.3. 3.3 Sleeping infants should be checked every 15 minutes by touch.
5.2 All sleeping provisions should be 30 inches or more apart and at least 75% of the sleeping provisions must be 36 inches or more apart.
9. Meals/snacks
1.1, 3.1 Water should be provided as needed between meals and snacks.
1.2, 3.2 The intent of this indicator is to determine whether the correct components of a meal or snack are being served to the children. No analysis of the nutritional value of foods served is necessary. Use the Food Guide to determine whether the components are present. The guidelines also require all components to be served together. Personal dietary preferences of the assessor (e.g., whole grain vs. white breads; fresh vs. canned vegetables, high vs. low sugar or fat content, etc.) are not to be used in determining the quality of the foods served.
Consider perishable foods (including infant formula) which are left out longer than 1 hour.
Regardless of source or ages served, 75% of all children must receive meals and snacks that meet USDA guidelines. Providers may supplement if they choose in order to guarantee 75% compliance. Combination foods are foods with multiple components that have been packaged together or combined during the cooking process. Combination foods can be counted to meet up to two different components. Scoring consideration of combination foods should be balanced with other items on the menu. Foods that might be served together, but do not meet the definition of combination foods can count for up to 3 components (i.e. hamburgers, sandwiches, cereal and fruit). When vegetable garnishes are served in sufficient quantities, they may be considered to meet the requirement as a vegetable. Breading on meat products may not be counted. Beans can count as either a vegetable or protein as needed.
For Tennessee scoring purposes, consider only foods served on the day of the assessment when determining if meal guidelines are met.
1.3, 3.3, 5.3 Eating surfaces must be cleaned and sanitized prior to, and following, use for food service. Follow the "2-step" process. Eating surfaces should be: 1) washed with a soap and water mixture to remove gross soil and, 2) sanitized with a bleach-water solution before and after being used for meals/snacks. To allow bleach-water solution to sanitize a surface, it should be allowed to air dry or remain on the surface for at least 10 seconds (best practice is 2 minutes) before rinsing away or wiping dry. For other acceptable sanitizing agents, refer to the general notes of the Tennessee Additional Notes. A fresh paper towel must be used for each step. One paper towel should be used to clean all surfaces and a second clean paper towel should be used to sanitize all surfaces. Cloth towels may be used in place of paper towels. If cloths are used for cleaning or sanitizing food prep surfaces, they may not be re-used for other purpose during the day and should be set aside for laundering.
If proper sanitary measures are clearly practiced as part of the child care program, but an occasional lapse does occur, then requirement are met.
If food is served directly on the high chair tray, table or paper towel, the food should be dry (example, crackers, cheerios, etc.) otherwise a plate, bowl, or cup should be used.
1.5, 3.5 The list of food allergies does not have to be publicly displayed; however, directions for finding this information should be publicly displayed in the room where children eat.
3.5 For food substitutions to be considered appropriate, they must meet the same nutritional value as the food they replace.
1.3, 3.3, 5.3 Educators' hands must be washed before and after feeding a child a bottle. The expectation is for children's hands to be washed before and after eating (including bottle feeding) regardless of whether they feed themselves or are fed by an adult. The use of wipes on very young infants without head/neck control is appropriate. In addition, if an infant falls asleep during the bottle-feeding, it is permissible for their hands to be wiped before laying the child down, or the child's hands can be washed upon awakening.
To allow staff to keep their focus on children while they are eating, a separate wipe may be used on each child's hands as they leave the table. However, all hands must be washed as soon as staffing allows.
1.4, 3.4 The intent for these indicators is for infants to be held for bottle feeding unless the bottle is being served with a meal.
5.4 To meet the requirements of an accurate menu, more than just the food components should be listed. For milk, it is permissible to list "milk" without identifying the specific type of milk. An accurate menu reflecting the specific type of foods served should be posted where it can be easily seen by families.
10. Diapering/toileting
1.1, 3.1, 5.1, 7.1 Basic sanitary conditions include proper diapering procedures as outlined in the Tennessee Diapering Process. The Tennessee Diapering Process may be found at www.tnstarquality.org. The Tennessee Diapering Process would adequately minimize the spread of germs and replaces the procedure outlined in the scale. When cleaning or sanitizing surfaces, a disposable towel or fresh cloth must be used for each part of the process.
If children are not potty training, the expectation is for them to be changed on an acceptable changing surface.
If the same sink is used for all handwashing, it must be properly sanitized following toileting/diapering handwashing routines before it is used for any other purpose. Proper sanitizing includes spraying the sink bowl, rim, and faucets with an appropriate sanitizing agent. If the facility permits sinks to be designated for specific purposes, then this should be done (for example, sinks near toilets should be used for handwashing following toileting/diapering, while sinks in the food prep area are used for food-related and other purposes). The intent is to cut down on fecal-oral contamination (intestinal germs on the hands).
To allow bleach-water solution to sanitize a surface, it should be allowed to air dry or remain on the surface for at least 10 seconds (best practice is 2 minutes) before rinsing away or wiping dry. For other acceptable sanitizing agents, refer to the general notes of the Tennessee Additional Notes.
1.2, 3.2 A thorough visual check (both front and back inside of diaper) should occur approximately every two hours.
1.3, 3.3 Since new research has shown that waterless washes are an inadequate sanitary measure, proper hand washing with soap and running water is required following diapering or toileting. If the educator's hands are washed prior to wiping the bleach solution from the diaper changing surface, and the solution has been allowed to sanitize the surface for at least two minutes, then a second hand washing is not required.
7.2 All children capable of independent handwashing should be able to easily reach the sink.
11. Health practices
3.2 When combining all categories to determine 75%, priority should be given to handwashing when dealing with bodily fluids (blood and mucous). Consider the impact upon the children. Examples are required.
3.4 Over-the-counter medications may be given with written permission from parents and must be in the original container. If giving medication is part of the program's policy, the indicator is scored. If giving medication is not part of the program, the indicator would be scored NA.
5.3 Sun protection should be used as needed regardless of time of day.
7.2 Toothbrushes should be allowed to air dry, by leaving them uncovered (out of the danger of contamination) or covered in a way that allows them to breathe. Evidence of tooth brushing should be observed.
12. Safety practices
1.1, 1.2, 3.1 For scoring purpose in Tennessee, we do not consider the measurements listed in the notes for clarification for raised edges on changing tables, choking hazards, for height of play equipment and finger entrapments. In addition, fences are not required for the outdoor play area. Consider the location of the area and how it is supervised. For a more detailed listing of Playground Safety Hazards, refer to the Tennessee Playground Sheet found at www.tnstarquality.org.
When considering the number of safety hazards, consider the severity and immediate risk to children. If only one hazard is present, but it is severe or life threatening, scoring can stop at the inadequate or minimal level.
1.1, 3.1, 5.1 Bleach and water solution, used to sanitize surfaces, does not have to be locked, but must be stored out of reach of young children. Safety concerns such as glass, unsteady furniture, sanitizing agents sprayed directly in breathing areas of children, etc. are considered here. Crib slats should measure less than 2 and 3/8 inches. Discount if bottles or baby food are heated in the microwave and immediately fed to children without first being shaken or stirred to eliminate "hot spots". For assessment purposes, the temperature of the water will not be measured. Bean bags chairs may be used with infants under close supervision.
1.1, 3.1, 5.1 Indoor space for gross motor play and equipment is not held to the same standards as outside; however, safety as the primary focus should be insured. Consider the placement of equipment as well as the surface under equipment where children might fall. If indoor children's climbing equipment is used, mats or carpet are required to be placed under the equipment if it is over 12 inches in height. This is in reference to equipment specifically for climbing. General home furnishings such as a couch, chair or bed that children climb on do not require mats or carpet underneath. Temporary padding such as a pillow, cushion or beanbag placed to protect the child from injury are acceptable in these situations.
1.1 Swaddling is considered a safe sleep issue and is not allowed by licensing. If this is observed, it will be scored no and reported.
1.1 Materials prohibited in cribs include: blankets, soft toys, bumper pads, bottles, bibs or anything around the child's neck, and pacifier attachments.
1.1, 3.1 If pod seats are used without a belt or tray it is considered a safety concern. If this is observed, it will be scored no and reported.
1.1, 3.1, 5.1 All sleeping surfaces must meet manufacturer's specifications and must meet federal requirements. Sleeping surfaces should not be altered in any way.
1.1, 3.1, 5.1 Following the implementation of the new crib standards, cribs that obviously do not meet the federal standards will be considered as safety hazards.
1.3, 3.2 Sleeping infants should be checked every 15 minutes by touch.
5.3 Evacuation procedures must be posted.
15. Using books
3.2 For scoring purposes in Tennessee, when determining if almost all of the books are in good repair consider the total number of books.
7.1 Since young children cannot read, the book area should be designed for children to view the books by seeing the fronts of the books. If only the spines are showing then requirements are not met.
7.4 Books should be added or changed monthly.
16 Fine motor
5.1 At least one craft material must be accessible for school-agers.
17. Art
5.2 These materials are required to be accessible throughout the day. All materials do not have to be out at the same time as long as the various types are out for meaningful periods of time during the day.
18. Music and movement
3.1 For Tennessee scoring purposes, some means at least two materials for each age group enrolled.
5.2 Some appropriate music materials refers to the "many" music materials as defined at 5.1.
5.4 Music used appropriately can enhance many activities. However, music becomes a distraction when used as background noise, left on for long periods of time or played at a high volume all of which interfere with learning. In addition to music and movement activities, other examples could include activities such as painting to music, soft music during nap or meals, and listening to ocean sounds during water play. The music used should match the activity and have a purpose.
19. Blocks
When determining if very small blocks should be considered under item 16 as fine motor materials or under item 19 as blocks, consider the intent and placement.
3.2 "Some" for this item is defined as at least five accessories of two different types.
7.2 There should be at least 5 examples of each type listed in the indicator accessible.
20. Dramatic play
7.1 To meet the requirements for this indicator, there must be at least two different types of props that represent two different elements of diversity (examples: clothing, skin tone, food, abilities, eating utensils and dishes, etc.) accessible for use in dramatic play.
7.2 Materials must be accessible weather permitting.
22. Nature/science
3.1 Two materials are required for each age group.
3.2 If requirements are not met for 3.1, then requirements are not met for 3.2.
5.3 Some means that children have daily experiences with either living plants or animals located in the room where the children play the majority of the day or in an indoor area that children visit daily. In order to meet requirements, living things (plants, animals, etc.) must be easily seen by the children. If these items are stored out of the view of children (on top of a shelf, behind a cabinet, etc.) the educator must make these accessible by bringing them down to the children's eye level. There must be clear evidence that this occurs on a daily basis and that the intent is for children to have meaningful experiences with living things.
23. Sand and water play
Since moldable sand cannot be easily poured, it is not an acceptable substitute for sand. Moldable sand is considered a three dimensional art material.
5.2 If both sand and water are used, at least three types of toys should be accessible for each. Consider the number of children allowed to use the provision in determining if more toys are needed.
7.1 For children 18 months and older, both sand and water must be included as a regular part of the program, but both are not required daily.
24. Promoting acceptance of diversity
5.1 At least three different books, three different pictures, and three different types of materials should be accessible. Types of materials can include items such as puzzles, puppets, fine motor materials, blocks, etc. In order to meet the requirement for 3 different types, materials from three examples should be present (i.e. 1 puzzle, 1 set of puppets and 1 set of lacing cards). Multiple materials of one type (for example 3 puzzles) would not meet requirements.
5.1 In order to promote equal opportunity in gender roles, there should be at least one example of a male and a female performing the same work role. This example can be represented in books, pictures, and/or materials. Example: male and female chef or male and female educator.
5.1, 5.2 Required materials should be accessible for much of the day. Additional sets of dolls/people figures count towards meeting requirements at 5.1 if not counted at 5.2.
5.2 At least four different examples of diversity are required. Examples include varied foods, clothing, utensils, textiles, skin tones, abilities, varied ages, etc. These examples cannot be represented by just one type of prop (all examples represented by dolls or all examples represented by puppets).
7.1 One example during routines and one example during play must be observed.
7.2 Activities should be provided at least 4 times a year.
25. Use of TV, video, and/or computer
If the assessor observes movies/videos being used that have violent or otherwise inappropriate material, discount the appropriate indicator. Otherwise, ask about the program's/educator's policy concerning use of TV and videos. No longer base your determination on what you see stored in the room. Do not reference movie/program names or ratings on summary reports. If audio-visual materials are used less than once a month while children are interested, mark this item NA.
5.1 To be considered "good for children," materials for computer and TV viewing must be appropriate and educational.
26. Active physical play
1.2, 3.2 Indoor space for gross motor play and equipment is not held to the same standards as outside; however, safety as the primary focus should be insured. Consider the placement of equipment as well as the surface under equipment where children might fall. If indoor children's climbing equipment is used, mats or carpet are required to be placed under the equipment if it is over 12 inches in height. This is in reference to equipment specifically for climbing. General home furnishings such as a couch, chair or bed that children climb on do not require mats or carpet underneath. Temporary padding such as a pillow, cushion or beanbag placed to protect the child from injury are acceptable in these situations.
1.2, 3.2 When there are more than 5 minor hazards or if there are 2 serious hazards outdoors, requirements are not met in the one level. If there are no serious hazards and no more than 5 minor hazards requirements are met in the three level. Lack of protective surfacing, equipment spacing, etc. may be considered as major hazards depending on the measurements and whether or not serious injury could result.
5.3 Ample implies that children have choices daily.
5.4 If a physical barrier limiting access to equipment is not observed, then the space and equipment is considered accessible to all children.
7.4 At least three to five skills are required in inclement weather.
29. Discipline
Discipline is defined as teaching children to exercise self-control. Discipline is ideally proactive, and reactive only when needed. The proactive steps taken to teach self-control and prevent misbehavior are part of effective classroom management. One element of classroom management is developmentally appropriate expectations for the children. This means that the expectations should be based upon the children, their ages and abilities, their experiences, and best practice about how children grow and learn. When discipline is reactive, it should be a positive teaching interaction between an adult and child. Lack of observed discipline encounters typically indicates effective classroom management strategies resulting in positive discipline.
3.1 Time out is not considered developmentally appropriate for children under the age of three.
31. Schedule
1.2 If any routine care need for any one child is completely ignored, it would be considered here. If most of the routine needs for any one child are consistently ignored score indicator 1.2 yes. If any one of the routine care needs is not met for 75% of children, score indicator 1.2 yes.
3.2 Consider "most" to mean that more than half of the children's routine care needs (meals/snacks, nap/rest, diapering/toileting) are met.
32. Free Play
5.3 Ample and varied toys, materials and equipment are required for much of the day. In order to meet requirements, most items in the activity subscale should meet the requirements for many and varied.
33. Group Time
7.2 At least one example of the provider engaging in educational interaction with small groups or individual children and at least one example of educational interaction with the whole group must be observed.
34. Provisions for children with disabilities
ECERS-R™ 37, ITERS-R™ 32, FCCERS-R™ 34, and SACERS-Updated™ 42 should be scored NA unless a child with a disability that has been diagnosed through a formal assessment procedure and receives (or is eligible for) early intervention services is enrolled. Across all four scales, the following aspects should be considered when scoring: modifications, parent involvement, inclusion, and use of assessment information. Look for the extent of modifications needed to the schedule or classroom to include the child in daily activities, parent and staff communication regarding the child's assessment information and ongoing therapy, and the use of assessment information into planning throughout the day. Some parents may not share all information with staff for various reasons. Consider the levels of quality when determining if staff and parents have shared enough information to meet the child's needs. Even if staff put significant effort into asking about a child's needs, if parents share no information, the child's development is compromised.
Distributed by the UT College of Social Work Office of Research & Public Service. May not be sold; copying, sharing, and distributing is permitted only in accordance with the agreement with Teachers College Press. Items and indicators reprinted from Family Child Care Environment Rating Scale® – Revised Edition, Updated (FCCERSR™), by Thelma Harms, Debby Cryer, and Richard M. Clifford. (Teachers College Press, Copyright © 2007 by Thelma Harms, Deborah Reid Cryer, and Richard M. Clifford.) Used with the permission of the publisher and the authors. All rights reserved. ERS® and Environment Rating Scale® are registered trademarks of Teachers College, Columbia University. This project is funded through a contract with the Tennessee Department of Human Services and the University of Tennessee, College of Social Work Office of Research and Public Service. | <urn:uuid:c53c2615-dabd-46d3-98c3-394feee685e6> | CC-MAIN-2018-30 | http://tnstarquality.org/docs/Additional%20Notes%20FCCERS-R%208-1-18.pdf | 2018-07-19T21:26:34Z | crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00537.warc.gz | 372,085,013 | 8,224 | eng_Latn | eng_Latn | 0.99695 | eng_Latn | 0.997926 | [
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Waggle dance game
Age: Infant, or junior with extensions
Time:
15-30 minutes for game, 45-60 minutes for groups to go out and do the wildflower survey.
Aims:
■ Children will be able to identify some flowers that bees like
■ Children will understand that bees collect nectar and pollen from flowers to eat
■ Children will understand that bees make nectar and pollen into honey to feed their larvae (babies), and to feed themselves over the winter
■ Children will understand that honey bees do a waggle dance to tell other bees where there is nectar and honey
Place flower pictures on the walls of the hall; or for the extension game attach them to cones so they can be moved about. Draw a sun on a piece of paper and write 'top' on another (if using).
Set-up:
Split the children into teams and place a mat on the floor for each team as their 'nest'.
Flower pictures and surveys:
There are six flower pictures in the file 'Bee Cause flower id.pdf'. However, if you will be doing a flower survey:
■ You might want to choose flower pictures that are growing in the school grounds so the children can find them.
■ Or, if there are no bee-friendly flowers in the school grounds, you might want to place pictures of flowers at locations where you think it would be good to plant some flowers – that way, the children will see that there are no bee-friendly flowers at the moment but there could be
■ Or the children could do the survey and discover there are no bee friendly flowers for themselves
Background:
The next page is about bees and waggle dancing. It is for your reference, but could also be copied and given to older children.
Page 1 www.foe.co.uk/beeseducation
There are more flower pictures to choose from at www.foe.co.uk/ beeseducation
Bees and Waggle dancing
If a honey bee finds flowers with a lot of nectar and pollen, she goes back to the nest. She tells the other bees about it so they can find the flowers as well.
The honey bee does a waggle dance in the nest where it is dark. She doesn't dance on the floor – she dances on the honeycomb, which is upright like a wall.
The bee dances as if the top of the nest was the sun. She dances in a straight line waggling her tail, in the direction of the nectar and pollen. She then loops back round, waggles again, loops the other way, waggles...
The bees notice the angle between the top of the hive and the direction of the waggle.
The other bees go out of the nest, find the sun and fly at the same angle to the sun.
There is a link to a video of bees doing the waggle dance here: www.foe.co.uk/beeseducation
Page 2 www.foe.co.uk/beeseducation
If the dancer repeats the dance lots of times and more bees join in with the same dance, there is a lot of good nectar and pollen. As the nectar and pollen run out, fewer bees do the dance.
The dancing bee lets the other bee smell the pollen so they know the type of flower.
The waggle dance game
Discuss: Bees feed on pollen and nectar, which are found in flowers. Bees take pollen and nectar back to their nests to feed their larvae (babies) and make it into honey to store for winter.
Role play: Children pretend to be bees and buzz slowly round the room, visiting the flowers to see what they look like and pretending to take honey back to the nest.
Tell the children which flowers need pollinating. The children need to go and stand next to the right flower. To start with say the name of the flower, then give clues until all the children have found the right picture. E.g. Lavender...it's purple...it's got spikes of little flowers... Repeat until they can find all of them.
Waggle dance: Children sit on their mats. Ask them to tell you how to get to the dinner hall. Say the bees need to tell each other where their dinner hall is too, which for them is flowers with nectar and honey in. They can't talk or point so they do a waggle dance. Show them how to do a waggle dance and which flower you are pointing to.
Ask for a volunteer and whisper to them which flower has nectar and pollen. They need to waggle dance towards the right flower. The other children go to the flower they think the dancer bee means. This could be done as individuals or the team on each mat could decide and send one person to the right flower. Repeat.
You can just ask the children to dance directly towards the right flower or you can add in some of the extra information about waggle dances as an extension for juniors:
■ You could start with the sun and 'top' next to each other on the wall, then move the sun to different places.
■ You could have flower pictures on cones so some could be placed nearer or further away, so the distance could be danced by the bees.
■ You could tell a whole group which flower, where the sun is, how far and how much nectar and honey. They need to tell the rest of the class using a waggle dance.
A bee-friendly flower hunt
A small group will do this at a time (a quarter of the class?), while the rest do a craft activity or game (see below).
Take the flower pictures off the walls and take them outside to a bee-friendly area in the school grounds or nearby. There are more flower pictures to choose from at www.foe.co.uk/beeseducation if the ones that are chosen are not common in the area near the school. Use the recording sheet to tick the flowers that you can find.
As an extension you could compare two different areas. For example a bedding plant area with a wild area. Have a look in the school grounds to see where would be a good place for some/more bee-friendly flowers.
Bee crafts and games
■ Give each child a toilet roll, yellow and black (and orange and white and brown) tissue paper and glue, and ask them to decorate the roll to look like a bee. Pipe cleaners and wobbly eyes would finish it off.
Page 3 www.foe.co.uk/beeseducation
Note: If a Friends of the Earth school visitor is running this session, the location must be agreed with the school in advance and there must be a teacher / teaching assistant to accompany the group as well.
■ Using clay make a 3D sculpture, poke lots of holes in it, then fire in a kiln. It's a bee hotel that is also a work of art. You can place them in your bee friendly area in the school grounds. There are also ideas for making bee hotels with more easily available materials at www.foe.co.uk/beeseducation
■ Play the beetle game with a dice but draw a bee. (Discuss how many of each body part a bee has before you start and where they join together. You could draw a bee on the board.)
Roll dice and score:
❏ 6 for the bee body (abdomen and thorax)
❏ 5 for the head
❏ 4 for legs
❏ 3 for each wing
❏ 2 for an eye
❏ 1 for antennae.
❏ First to complete and shout BUZZZY BEE wins each round
■ Make tessellating hexagonal bee cell paintings or models.
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BOTANICAL COLOURING
Mindful colouring from Manchester Museum's botany collection.
You don't have to be an expert artist to colour! If you're looking for an uplifting way to unwind after a stressful day, colouring will do the trick. The Museum's herbarium sheets fade over time so we invite you to let your imagination go and colour in the sheets.
Research suggests that mindful colouring can provide numerous benefits for all ages. Along with the chance to relax and refocus, it can help lift your mood, decrease anxiety and stress, improve focus and in some cases improve sleep. It allows us to switch off and focus on the moment.
The horse chestnut is from Leo Grindon's collection from Chatsworth House. Leopold Hartley Grindon (1818 – 1904) was an educator and botanist.
He was a pioneer in adult education and his collection of plants, related botanical drawings and writings formed an important collection within the herbarium at Manchester Museum.
Materials: Colouring pencils or pens
At Manchester Museum we have worked with artist Lucy Burscough to take inspiration from our Botany collection to create some colouring sheets. If you want to try more, you can find them here: mminquarantine.com/ resources-for-carers
Leo would have used the horse chestnut in talks and tutorials, encouraging people to take notice of the plants round them. | <urn:uuid:31f901d2-47a2-433a-9ca1-855f858064f0> | CC-MAIN-2021-31 | https://thelowrycreativehub.com/wp-content/uploads/2021/01/Botanical-Colouring-Creative-Care-Kit.pdf | 2021-08-01T15:16:36+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154214.36/warc/CC-MAIN-20210801123745-20210801153745-00110.warc.gz | 569,025,958 | 297 | eng_Latn | eng_Latn | 0.998325 | eng_Latn | 0.998161 | [
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Hooky game
The workbench
- Craft glue
- Scissors
- Estapol gloss or varnish
- 5 large hooks (check the screw part against the thickness of the backing board for a good fit)
- Number stickers 1-5
- 1 packet pipe cleaners
- Paint brush
- One thick wooden backing board (craft and hardware retailers)
- 1 picture hanger hook
- Fish decoupage paper (craft retailer)
Step 1.
Twist together 2 pipe cleaners and join the ends together to form a circle (refer to the picture). Repeat this stage 5 times.
Step 2.
Paint the edges and sides of the wooden backing board then cut out the individual fish pictures from the decoupage paper and glue them onto the wooden backing board; make sure no pieces of the paper fish are sticking up or loose or they may peel off later.
Step 3.
Estapol gloss or varnish over the fish pictures and the sides of the wooden backing board. While the gloss is still wet sprinkle glitter over the top of the whole board. Dry. Screw in the hooks and stick on the numbers. If the hooks are to long for the wooden backing, glue a scrap piece of wood to the back of the board.
How to play Hooky.
Throw all the pipe cleaner circles at the hooks on the board; wherever they land make a note of the number. Write the numbers down on a piece of paper under your name and when you have finished playing, get a grown up to add up all the numbers. The person with the highest number wins. | <urn:uuid:92cff3c5-fed1-45d9-998a-a635847ec96e> | CC-MAIN-2021-31 | https://www.elzingacollective.com.au/site_files/639/upload_files/141Hookygamefinalcopy(1).pdf?dl=1 | 2021-08-01T14:15:42+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154214.36/warc/CC-MAIN-20210801123745-20210801153745-00108.warc.gz | 776,572,312 | 327 | eng_Latn | eng_Latn | 0.997548 | eng_Latn | 0.997548 | [
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University of New Hampshire
University of New Hampshire Scholars' Repository
Media Relations
Administrative Offices
8-24-2005
UNH Space Scientists Awarded Over 8 Million To Build Unique Detector For NextGeneration Weather Satellites
David Sims
Follow this and additional works at: https://scholars.unh.edu/news
Recommended Citation
Sims, David, "UNH Space Scientists Awarded Over 8 Million To Build Unique Detector For NextGeneration Weather Satellites" (2005). UNH Today. 1337.
https://scholars.unh.edu/news/1337
This News Article is brought to you for free and open access by the Administrative Offices at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Media Relations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact firstname.lastname@example.org.
Related Links
UNH Institute for the Study of Earth, Oceans, and Space
UNH Space Scientists Awarded Over $8 Million To Build Unique Detector For Next-Generation Weather Satellites
UNH Space Science Center
NOAA Integrated Program Office
Contact: David Sims 603-862-5369 Science Writer Institute for the Study of Earth, Oceans, and Space
Aug. 24, 2005
DURHAM, N.H. – Astrophysicist Jim Connell's Angle Detecting Inclined Sensors (ADIS) system is simple and elegant in its design, reliable in operation, and relatively inexpensive. In part because of those merits, an ADIS-based instrument was recently selected for the future National Polar-orbiting Operational Environmental Satellite System. A team of scientists, engineers, and students at the University of New Hampshire will design and construct two identical instruments for delivery sometime in 2010-11.
NPOESS is a multi-agency, multibillion-dollar program that consolidates existing polar-orbiting, Earth-observing satellite systems under a single, ongoing national program. These nextgeneration satellites collect and disseminate data on Earth's weather, atmosphere, oceans, land, and near-space environment. The polar orbiters are able to monitor the entire planet and provide data for long-range weather and climate forecasts. In addition, they are able to monitor the forces that control "space weather" ?– coronal mass ejections from the sun and disturbances in the Earth's magnetic field – and this is where ADIS comes in.
ADIS is the heart of an instrument called the High Energy Particle Sensor or HEPS, which is currently being designed by a UNH team headed by Connell of the Institute for the Study of Earth, Oceans, and Space (EOS) and the Department of Physics. The HEPS-ADIS instrument will identify high-energy, heavy ions (charged particles) in space that can bombard, damage, and disable spacecraft electronics, and can be a danger to humans in space or on polar-route aircraft.
"When there's a big solar event nasty things happen to electronics in space, including satellites dying – satellites that cost hundreds of millions of dollars - so there's an obvious interest in trying to detect these ions," says Connell. For example, a direct hit on a microcircuit by a heavy ion like iron could deal a fatal blow to spacecraft electronics.
For the current project, UNH is a subcontractor to Ball Aerospace and Technologies Corporation of Boulder, Colorado, which will provide the Space Environmental Sensor Suite for spacecraft constructed by Northrop Grumman Space Technology, the prime contractor for the project. Connell notes that the UNH team will build two HEPS instruments at a cost of more than $8 million for a spacecraft that will carry a host of instruments, some of which will cost over $100 million a piece.
Traditionally, energetic ions have been identified by complicated position-sensing detectors that
require more electronics, more power, and more computational corrections to calculate the angle of incidence that, in turn, helps identify the ion. But by virtue of a series of oval-shaped, quartersized inclined sensors, ADIS can identify ions with relative ease.
Says Connell, "What's unique about ADIS is that it is a very simple and conservative approach in terms of the technology, which is what you want for an operational mission – the instruments have to be very reliable." And yet, despite its simplicity, ADIS can collect data above and beyond the mission goals, and the device – and perhaps generations of ADIS-like instruments – will provide scientists with a wealth of information that can be used for science for years to come.
In addition to ADIS's design and operational strengths, UNH is well positioned to continue work in the business of detecting high-energy, heavy ions. Connell and colleagues Bruce McKibben and Cliff Lopate have a long history investigating heavy ions (first at the University of Chicago and now as members of the UNH Space Science Center) and there is a rich heritage of similar work that has been done at UNH over the last 50 years. The shared vision in the SSC amongst scientists, technicians, and students is to continue to build a series of ADIS-based instruments for a variety of space missions well into the future.
Berrien Moore, director of EOS, noted the elegance of the ADIS concept, the university's long tradition of delivering exceptional space instrumentation to the nation, and the brilliant future based upon ADIS and other recent NASA awards to EOS for space hardware.
NPOESS is a Department of Commerce, Department of Defense, and National Aeronautic and Space Administration program and is managed by the Integrated Program Office within the DOC's National Oceanic and Atmospheric Administration. For more information, visit http://www.ipo.noaa.gov. For more on the UNH Space Science Center, visit http://www.eos.unh.edu/Resctr/SSC. | <urn:uuid:35ab8267-cd75-42b5-ad5e-f6ea35bec63f> | CC-MAIN-2021-31 | https://scholars.unh.edu/cgi/viewcontent.cgi?article=2340&context=news | 2021-08-01T14:02:53+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154214.36/warc/CC-MAIN-20210801123745-20210801153745-00108.warc.gz | 513,544,602 | 1,208 | eng_Latn | eng_Latn | 0.989813 | eng_Latn | 0.996281 | [
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