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Ask a parent to cut out each card and use them to practise your letter sounds.
Alphablocks.tv
© Alphablocks Ltd. 2020 | 6027592c-63fe-4e82-a5df-1193ae3ea007 | CC-MAIN-2021-43 | https://uploads-ssl.webflow.com/5ebbbacd07f0f1a942ac30dc/5ec671522a8785ca2b208bb0_ALPH_ACTIVITY_SHEET_01_R5.pdf | 2021-10-23T14:37:05+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585696.21/warc/CC-MAIN-20211023130922-20211023160922-00675.warc.gz | 727,146,660 | 34 | eng_Latn | eng_Latn | 0.99526 | eng_Latn | 0.99526 | [
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The 4 "R'S" OF THE YARD
REDUCE the amount of yard trimmings you make by planting slow-growing drought-tolerant plants.
REUSE yard trimmings by grasscycling (mowing more often and leaving the clippings on the lawn) and by mulching fallen leaves and chipped pruning's.
RECYCLE remaining yard trimmings by composting.
RESTORE the environment with thriving gardens. It all starts at home.
Resources:
Backyard Composting, 1992 Harmonious Technologies, Harmonious Press, Ojai, CA, 96 pp.
What is composting?
Composting is a mixture of various decaying organic substances that is used for fertilizing soil.
Why Compost?
Composting is nature’s way of recycling. It is a satisfying way to turn your fruit, vegetable and yard trimmings into a dark, crumbly, sweet-smelling soil conditioner.
Benefits of Composting
- Saves you money by lowering garbage bills and replacing store-brought soil conditioner.
- Helps garden and house plants by improving the fertility and health of your soil.
- Saves water by helping the soil hold moisture and reducing water runoff.
- Benefits the environment by recycling valuable organic resources and extending the life of our landfill.
- Helps prevent pollution.
- Composting absorbs odors. | f4a61b31-e990-4f0d-acd6-ad3eb8949966 | CC-MAIN-2021-49 | https://www.mahwahtwp.org/DocumentCenter/View/819/Composting-Information-PDF | 2021-12-02T21:34:08+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00156.warc.gz | 887,671,008 | 271 | eng_Latn | eng_Latn | 0.996539 | eng_Latn | 0.99673 | [
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A New Home For Little Fox
Hints and tips for sharing this book with a child
Here are some ideas for ways to make sharing this book even more fun!
Little Fox is singing a song.
Who else is singing in the picture?
What is your favourite song? Can you sing it?
Squirrel drops a nut on Little Fox’s head!
Who else can you see in the picture?
Why is Squirrel collecting nuts?
Little Fox and Daddy Fox roll down the hill like nuts.
Can you spot the nuts in the picture?
Can you do a roly poly?
Daddy Fox rolls into a butterfly-bush!
What colours are the butterflies?
What is your favourite colour?
Little Fox counts ten rabbits in the meadow.
Has Little Fox counted right?
How many other people do you live with?
If you had a new home, what would it be like? | <urn:uuid:23f33e23-a781-4974-a778-9d5709860c79> | CC-MAIN-2019-09 | https://janetbinghamblog.files.wordpress.com/2017/02/story-tips-a-new-home-for-little-fox.pdf | 2019-02-18T15:02:36Z | crawl-data/CC-MAIN-2019-09/segments/1550247486936.35/warc/CC-MAIN-20190218135032-20190218161032-00514.warc.gz | 582,103,642 | 175 | eng_Latn | eng_Latn | 0.999318 | eng_Latn | 0.999318 | [
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The true story behind the WAR HEMP INDUSTRY
Within twenty-four hours of Pearl Harbor the Japanese bombed Manila’s U.S. airstrip & effectively cut-off America’s vital source of abaca fiber which was one of the primary staple fiber crops for cordage along with sisal.
In response, on September 22, 1942, America’s War Production Board initiated ‘Order M-82,’ which not only required American cordage companies to incorporate hemp fiber into their cordage – which they called ‘Victory Rope’ – but, also, jumpstarted a wartime hemp industry over night.
One of the twenty-four government financed hemp mills built during WWII
HOW MUCH ROPE DOES THE NAVY NEED?
To illustrate the importance of rope in war, we quote below the outfitting requirements for typical navy ships:
| Type of vessel | Rope required |
|-------------------------|---------------|
| BATTLESHIP | 34,075 feet |
| 10k TON LIGHT CRUISER | 35,669 feet |
| DESTROYER | 10,980 feet |
We must save on the home front to put rope on the war front!
The W.P.B. has issued a directive to all cordage manufactures requiring them to begin using, on July 1st, 1944, 10% of American hemp line fiber in all cordage above a certain size (3/4 diameter) in all rope manufacture except cores for wire cables and well drilling cables. It is expected that the percentage will increase gradually until about 25% of hemp fiber is used. It was decided to supply the fiber to the cordage industry at the same price that sisal is being supplied, 7.5 cents per lb., plus normal freight.
Arrangements were made for planting hemp seed which would provide a considerable reserve of seed for 1945. Reports of planting indicated about 56k acres. We purchased 273,991 bushels of hempseed in 1943.
The plants were designed at a time when steel, copper, lumber and equipment were very closely controlled. Masonry construction was used wherever possible. Secondhand boilers and engines were used when they could be obtained. The baling presses were required to be made of wood instead of steel. Neither hemp breakers, scutchers or tow working machines were in production and it was necessary to find firms that could build the equipment.
The harvesting of the hemp crop required special machinery which was supplied to the farmers. Contracts were let for 1235 hemp harvesters and 1200 hemp gatherer binders. Neither hemp breakers, scutchers or tow working machines were in production and it was necessary to find firms that could build the equipment.
It appears that the average mill cost will not exceed $290,000. We now have 24 mills producing fiber and expect to have them all in operation about July 1st, 1944.
If we are to continue to produce hemp after the war, I am convinced we should stop buying straw by the ton and return to the practice of buying on the basis of the amount and quality of fiber produced.
As I close, it is perhaps a fitting place to express our deep appreciation of the help and cooperation we have had so generously from all who have participated in the program. Without it we could have done little, with your aid we have, I feel, done a great deal.
By: S.H. McCrory, Director Hemp Division Commodity Credit Corp. - June 13, 1944
HEMP - ITS PRODUCTION..
Hemp is an annual crop that is grown in the United States for the production of fiber. The fiber is obtained from the stems (stalks) of the plant, Cannabis sativa.
Hemp requires a fertile soil for its profitable growth, but this does not mean that it exhausts fertility. Farmers, who have grown hemp for many years, unanimously agree that it is a very satisfactory crop so far as the soil is concerned; that it greatly assists in getting rid of weeds and leaves the soil in an excellent condition for succeeding crops. Hemp should not be grown continuously on the same field doing best after corn, alfalfa, or clover.
A good seed bed is particularly necessary for hemp. The seed bed must be uniform to produce uniform stalks. Both fall and spring plowing have been found satisfactory, but usually fall plowing seems to be best.
& USE AS A FIBER CROP
Hemp yields well under favorable conditions. On suitable soils in Kentucky, Illinois, and Wisconsin, hemp has rarely failed to produce a good crop. Yields have usually ranged from 700 to 1000 pounds of fiber per acre. The average yield of dry hemp stalks, as cured in the shock is about 4 tons per acre and the yield of dry stalks after dew-retting as the farmer delivers them to the scutching mill, about 3 tons per acre.
Hemp has a distinct advantage over many crop products in that it is not readily damaged and may be held for a long time either in the straw, or in the fiber. Hemp fiber properly stacked, will keep for many months with very little loss.
The principal purposes for which American hemp has been used include: commercial twines; thread for sewing leather goods; tarred marine lines and oakum for packing.
Threads made from hemp were once commonly used for sewing brooms and brushes; in the manufacture of such leather goods such as shoes, harness, bags, pocket books, and leather clothing. Considerable quantities of such marine products as houseline (for tying up swings, lashing deck chairs), marline (for binding the ends of rope), and ratline (for the steps in the shrouds) are made from hemp.
Hemp fiber is strong and more lasting than most other fibers and it is especially adapted for purposes requiring strength and durability.
U.S. Dept. of Agriculture
1940
SEED CULTIVATION
As a means of replacing abaca and other fibers... the War Production Board established a production goal of 300,000 to 400,000 acres of American Hemp for 1943 with an expected yield of approximately 350,000,000 pounds of hemp fiber. Approximately 36,000 acres have been planted to hempseed in the state of Kentucky this year. This should easily provide sufficient seed for the 1943 hemp fiber program.
Letter to Senator Brooks detailing the WPB’s Hemp Program
Sept. 29, 1942
FIBER HARVESTING
A special harvester is used that cuts the straw and spreads it on the ground where it is left to "ret." The heavy straw rets in a period ranging from ten days to three weeks depending upon the weather. The straw usually has to be turned by hand in order to insure uniform retting. It is then gathered up by a special binder known as a picker. The bundles are shocked and left long enough to dry before hauling and stacking at the mill.
"U.S. Dept. of Agriculture | Agricultural Adjustment Agency"
Nov. 6, 1942
All the War Hemp Industries Inc. illustrations were sketched from wartime photos found at College Park, MD. All the historical corporate articles were retrieved from Kansas City; and the authentic maritime rope facts were captured in San Francisco.
By patronizing Gourmet Hemp Foods LLC you are directly supporting our historical restoration efforts to celebrate every unsung hemp hero that answered the call of duty. American hemp history matters!
Visit www.gourmethempfoods.com/history to join our effort!
EVERY MINUTE COUNTS!
The War Hemp Industries Inc. was incorporated in Maryland & headquartered in Chicago where most of the meetings of the Board of Directors took place. Their meetings minutes are detailed & telling!
THE RESEARCH
The WHI corporate documents, from the Kansas City archive, are extensive and included contracts, correspondence, farmer bulletins, stocks, training manuals, budgets & much, much, more! | 850fe4b3-2273-4e22-82ba-76c7bdfa22dc | CC-MAIN-2021-43 | https://uploads-ssl.webflow.com/60cb707bf3eda22638142a78/60ccd3d6cf1087694cb69a21_True-Story-of-War-Hemp-Industry_GHFoods.pdf | 2021-10-27T09:32:16+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588113.25/warc/CC-MAIN-20211027084718-20211027114718-00444.warc.gz | 704,565,845 | 1,629 | eng_Latn | eng_Latn | 0.997406 | eng_Latn | 0.998441 | [
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Your child’s vision is a strong indicator of her success in school.
More Than Meets the Eye
Tracey Russell M.S., O.T.
As school begins, parents typically compile a list of necessary items for school success. The list usually includes school supplies, back-to-school clothes, proof of immunizations, and an annual physical.
A comprehensive vision examination may never appear on the list, but your child’s vision is one of the strongest indicators of academic success in school. Over 18 million children will enter school without a visual examination. Undetected visual problems can be misdiagnosed as ADD, dyslexia, and learning disabilities.
Eye-Opening Statistics
Dr. Steven Miller, Executive Director of the College of Optometrists in Vision Development (COVD), says: “The biggest concern is that too many children are mislabeled and misdiagnosed as having a learning disability or Attention Deficit Disorder. In reality, these children have a correctable visual problem.”
Before you are satisfied with a pediatrician-performed eye chart screening, it is imperative to understand that vision is different from 20/20 eyesight. Vision skills begin at birth and develop as large and small motor skills do. These skills are developmental and can be checked as early as 3 years of age and again as a child enters kindergarten. Proper screenings determine the readiness of a child for the challenging vision tasks required in school.
Parent and Therapist
Last year as school began, I did not realize how important visual skills were to school performance. As my son began second grade, I noticed changes in his school work. My bright and enthusiastic child was resisting writing. His head rested on the paper. His handwriting deteriorated. His papers came home incomplete with answers jumbled together.
I assumed he could correct himself if I pointed out the problem. Maybe he just needed to slow down and work harder. After spending many tearful hours doing homework with him, I realized something was not right.
As a mother, I saw my son’s frustration. I envisioned him as an adult struggling in a job one day with simple mistakes or incorrect spelling. My heart began to break. I feared the negative labels that he may have to face as a result of this problem.
Vision disorders are the number one handicapping condition of children.
As an occupational therapist, I saw my child in need of intervention. Therapy is always required when a child’s performance does not match ability. All children can succeed in school with proper adaptation to their needs. With this mind-set, I would not stop searching until I found the reason for his problem.
Vision Evaluation and Therapy
Through much prayer as a mother and a therapist, God gave me an answer to my son’s struggle in an unlikely way. One day I was discussing my son’s increasing difficulty at school with a cousin.
Our conversation led to a conversation with a physician who listened to the description of my son’s struggles. The doctor educated me on my son’s “hidden disability.” We were soon scheduled for a complete visual examination.
I discovered at my son’s examination that there are a few simple questions designed to help parents determine if their child may have a vision problem. If you answer yes to any of the following questions, your child may have a vision problem:
- Does my child like to read, or does he only read when he has to?
- Does my child lose his place when he reads?
- Does my child have poor reading comprehension?
In my son’s case, a thorough examination revealed binocular vision problems. Overall, my son’s visual system was operating at 50 percent less than normal, but he did not know his vision was different from anyone else’s. Therapy was prescribed for three to four times per week over a six-month period.
Keeping an Eye Out for Problems
As therapy has progressed, my son’s visual skills are improving. Through homeschooling, we are able to adapt his work to meet his needs and specialize a program to encourage daily success. We feel blessed to have discovered this problem early.
If your child is struggling in school, do not hesitate to get a comprehensive visual examination. Never accept quick labels, because when it comes to school performance, there is more than meets the eye.
Eyesight Versus Vision
The following chart indicates that a child can have 20/20 eyesight and still have vision problems that limit his ability to learn.
| Eyesight | Vision |
|----------|--------|
| Eyesight is a child’s ability to see clearly at a distance. | Vision is the complex functional ability of both eyes working together with the brain to interpret information at near distances. |
| Each eye is tested separately in a physician’s office with the standard 20/20 eye chart. | Visual skill can only be tested by a behavioral optometrist. |
| Eyesight is used 10 to 20 percent of the time in a classroom, such as when a child focuses on the board in the front of the room. | Vision skills tested involve activities used in 80 to 90 percent of the time in a classroom, such as when a child reads out loud, writes, copies from the board, reads for comprehension, takes tests, completes worksheets, or does spelling and other homework assignments. |
Find Out More
Parents can view an informational list of signs and symptoms that may indicate a problem, find a qualified vision specialist, or obtain further information at these Web sites:
- College of Optometrists in Vision Development — www.covd.org — Includes helpful examples of what a child with vision problems may actually see
- Parents Active for Vision Education (P.A.V.E.®) — www.pavevision.org
---
1College of Optometrists in Vision Development, “Undetected Learning-Related Vision Problems – Key Issues,” www.covd.org/od/public.html.
2Dr. Steven Miller, interview by Tracey Russell.
Tracey Russell is an Occupational Therapist committed to share the life-giving principles of God’s Word combined with rehabilitation skills to strengthen the heart of the family. She is a graduate of the Proverbs 31 Ministry Speaker and Writer Program. Mostly, she is developing a ministry and rehabilitation practice for her husband and three boys in her home. | 4ff36912-bbe8-4bc6-b87a-56b2b29b6db1 | CC-MAIN-2024-51 | https://traceylynnrussell.com/wp-content/uploads/2014/01/afa274_a12fbf11b91c6d651d8150c1fd41ceba.pdf | 2024-12-11T02:09:55+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066072935.5/warc/CC-MAIN-20241211020256-20241211050256-00211.warc.gz | 540,311,898 | 1,263 | eng_Latn | eng_Latn | 0.997933 | eng_Latn | 0.998198 | [
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Abstract: Thailand has the second highest rate of road deaths per population in the world. Of those who die on Thailand’s roads, 73% are motorcyclists. Despite a legal mandate, less than half of motorcyclists, and only 7% of children, wear helmets. To identify possible models to increase child helmet use, the Asia Injury Prevention (AIP) Foundation conducted four small-scale trials: (1) a helmet bank, (2) police enforcement, (3) petrol station retail, and (4) taxi stands. Trials 1, 2, and 4 resulted in increased child helmet use, but each had instructive challenges and strengths. Trial 3 presented a number of challenges leading to the conclusion that child helmet retail at petrol stations is not viable.
Key Words: injury prevention, helmet, motorcycle, school-based intervention, evaluation
1. INTRODUCTION
Road crashes are among the world’s foremost public health issues with 1.24 million deaths and 20-50 million injuries per year. (World Health Organization, 2013) Thailand ranks second in road traffic deaths per population worldwide. (Michael Sivak and Brandon Schoettle, 2014) Motorcyclists account for 73% of Thailand’s road deaths. (World Health Organization, 2013)
Helmets are proven to reduce the risk of head injury by 69% and death by 42% in a crash. (Liu et al., 2008) Even though Thai law has mandated helmet use for motorcycle drivers and passengers since 1996, fewer than half of motorcyclists, and only 7% of children wear helmets nationwide. (ThaiRoads Foundation et al., 2013) Road injury is the second leading cause of death among children aged 10-14 in Thailand. (Lozano et al., 2012)
To identify possible models to increase child helmet use, the Asia Injury Prevention (AIP) Foundation, in collaboration with Save the Children and the Road Safety Fund, conducted four small-scale trials (see Table 1) to pilot innovative ideas for increasing child helmet use in Thailand. The overall objective in conducting the trials was to identify initiatives that would be most suitable, in terms of sustainability and impact, for expansion.
From November 2013 to January 2014, AIP Foundation conducted four trials for two to three weeks each at locations throughout Bangkok.
Table 1. Four trials tested to increase child helmet use in Bangkok
| Name of Trial | Description |
|-------------------|-----------------------------------------------------------------------------|
| Helmet Bank | Loaning helmets to students from within schools |
| Police Enforcement| Law enforcement by police officers at school gates |
| Petrol Station Retail | Convenient accessibility through helmet retail kiosks at petrol stations |
| Taxi Stand | Motorcycle taxi drivers offer helmets to all child passengers |
Trials 1, 2, and 4 were modeled on a pre-test, implementation, post-test design. The helmet wearing rate of children traveling to the school by motorcycle was measured before and after the trial based on AIP Foundation’s helmet observation methodology. Focus group discussions and in-depth interviews were conducted with key stakeholders after the trials ended in order to gain their insights on the trials and on factors that motivate or hinder child helmet use.
Trial 3 was modeled on an implementation, investigation design. During the 2-3 week trial, customers completed a short questionnaire or were interviewed on-site about the trial, possible motivations, and barriers for helmet purchase and use.
This paper describes the methodology, findings, and recommendations of each trial.
2. TRIAL 1: HELMET BANK
In Thailand, child helmets are available through direct purchase or donation via educational schemes operated by government agencies, private corporations, and non-governmental organizations (NGOs). This trial aimed to test whether school-based helmet loans could increase child helmet use.
2.1 Methodology
Ban Nong Bon Primary School in Suan Luang, Bangkok was selected for the trial, because nearly half of its students travel by motorcycle, it is in close proximity to a major road, and helmet use is low. Students who traveled by motorcycle regularly, but did not regularly wear helmets when riding on motorcycles (making up about 30% of the school body), were targeted for the project. The trial was implemented from November 21 - December 12, 2013.
A “helmet bank” was established on the school grounds and operated each school day. The helmet bank stored 200 child helmets for students to borrow. Borrowers could keep helmets for a maximum of three days but could borrow helmets again if they wished.
Before implementation, AIP Foundation conducted a helmet observation and a training workshop. The observation took place at the school gate to assess baseline helmet use among students. The one-hour training workshop with 200 target students covered road safety, the importance of helmet wearing, and how to wear a helmet properly. It also introduced the helmet bank and how to access a helmet through the helmet bank.
During implementation, several activities aimed to increase awareness about the importance of child helmet use among parents and teachers. At the beginning of the trial, teachers informed parents about the helmet bank as they collected their children from school. Children informed their parents when they borrowed helmets from the helmet bank. Helmet observations assessed helmet use during and after the trial.
After implementation, AIP Foundation conducted two focus group discussions with students who borrowed helmets and one with teachers at the trial school about their perception of the helmet bank and insights on helmet use.
2.2 Key Findings
During the trial, a high proportion of students borrowed helmets at the bank. Daily borrowing rates ranged from 59% (with 117 out of 200 helmets borrowed) to 64% (128 helmets borrowed). On average, 60% of target students borrowed helmets during the trial.
Helmet use among students traveling on motorcycles at Ban Nong Bon Primary School increased from 8.8% prior to the trial, to 18.6% after the trial (see Figure 1). While a significant number of children borrowed helmets from the helmet bank, very few were wearing the borrowed helmets. The findings showed that child helmet use at the trial school more than doubled in only three weeks, but this increase did not parallel the rate of participation at the helmet bank. If all the children who borrowed helmets wore them, the rate of helmet use would be around 60%. The actual change in helmet use (of 9.8 percentage points) is equivalent to only 16 additional children wearing helmets.
A focus group discussion among students borrowing helmets revealed that students did not have their own child-sized helmets. Before the trial, some students wore their parents’ helmets, but they expressed that they did not like wearing the adult helmets due to the size and weight. The students said that they borrowed helmets to protect them from road injury. However, the students reported borrowing helmets but not wearing them, because:
- Borrowed helmets were kept at home, and the students forgot to bring helmets to school
- Parents were afraid of helmet theft and having to pay for replacement helmets
- Some of the borrowed helmets were too small, and some had uncomfortable chin straps
- Students were uncomfortable wearing helmets in hot weather
- Helmets affected students’, especially girls’, hair styles
Many students responded that certain styles, based on helmet size, color selection, appealing
designs, and windshields, would motivate them to wear helmets.
Teachers were very enthusiastic about continuing the helmet bank initiative beyond the trial period and suggested a cluster model expansion, in which a group of schools would each implement helmet banks, under the guidance of one lead school. Teachers emphasized the value of educational activities to inform children about the importance of correct helmet use. They suggested that further activities on road safety could be adapted and delivered by teachers in the classroom and that the involvement of police in delivering these activities would further engage the children.
2.3 Discussion
The helmet bank trial increased helmet use at the trial school and received enthusiastic support among teachers. That the helmets borrowed from the bank were free of charge created a perception of high value within the school, but due to concerns of hygiene, parents were also interested in purchasing helmets. The helmet bank’s capacity to draw attention to the importance of helmet wearing is a valuable lesson. The school environment is an ideal setting to communicate messages to students, parents, and the wider community about child helmet wearing. The helmet bank, perhaps incorporating an element of helmet retail to meet demand from parents, can act as the focal point of these communications.
The greatest potential cost of implementing helmet banks at scale would be the acquisition and maintenance of the helmets. This trial was implemented at “no cost” to the school. To implement helmet banks at scale, there would need to be careful consideration of resourcing. If resources were more limited, requiring additional commitment from schools, this may impact schools’ support and in turn reduce the effectiveness of the helmet bank itself.
Despite its benefits, the trial faced several barriers that prevented children from wearing helmets. These barriers indicate the need to invest more on behavior change if the trial is expanded. The trial could be improved upon by addressing the identified barriers, integrating comprehensive educational activities, and encouraging teachers to enforce child helmet use.
3. TRIAL 2: POLICE ENFORCEMENT
Although Thai law requires all motorcyclists to wear helmets, this mandate is not widely or consistently enforced by the police and, as a result, helmet use is low nationwide. Experience from road safety interventions around the world has shown that increased enforcement leads to an increase in helmet wearing. (Pervin, 2009; World Health Organization, 2009) This trial investigated the impact of increased police enforcement and its barriers.
3.1 Methodology
Sai Mai Police Station is located close to Thai Rath Wittaya 75 School in Sai Mai, Bangkok, which was selected for the trial based on proximity to the police station, high rates of students traveling by motorcycle, and low helmet use. Officers from the station were asked to patrol the school’s entrance as children arrived and departed from the school for the duration of the trial. While patrolling, police officers were told to enforce the helmet wearing law.
Before the trial began on November 25, 2014, AIP Foundation conducted observations to assess baseline helmet use. For the first week, traffic police verbally warned parents whose children were traveling without helmets. In the second week of the trial, traffic police issued fines to parents whose children were traveling without helmets. In the third week, traffic police gave away rewards for children wearing helmets. The trial finished on December 14, 2013. On January 9, 2014, AIP Foundation conducted post-implementation helmet observations and focus group discussions with participating police, students, and teachers.
### 3.2 Key Findings
In the first week of the trial, only warnings, no fines, were issued. In the second week, a total of 16 fines were issued to parents who carried children without helmets.
Motorcycle helmet wearing rates among students at Thai Rath Witthaya 75 School increased from 7% before the trial to 14.4% afterward (see Figure 2).
Students reported that their encounters with police patrols usually ended with warnings instead of fines and a few reported that their parents gave them adult helmets on the following days. Other students reported that they saw police officers infrequently, indicating that the police presence was inadequate as a visual deterrent. Students reported awareness of the importance of wearing helmets to protect themselves from injury in road crashes, and they said they felt good seeing police in front of the school.
Teachers reported that police enforcement is not a significant motivating factor for children to wear helmets and that police enforcement would instead impact the behavior of motorcycle taxi drivers, whose income would be directly affected by child passengers without helmets.
Despite the support of the head of traffic police at the Sai Mai Police Station, securing sufficient resources for the trial was challenging. Originally, police were asked to establish a checkpoint at the entrance of the school with many police officers to issue warnings and fines. A prominent checkpoint was hoped to be a visual deterrent to discourage children from riding motorcycles without helmets. At the time of the trial, there were significant demands on the Royal Thai Police throughout Bangkok. Ultimately, only one officer from the station was released to participate in the trial, so a prominent checkpoint was not possible.
In focus group discussions, traffic police explained their discomfort with enforcing the helmet law due to its potentially negative impact on their relationship with the local community. To fine children not wearing helmets seemed to them an inappropriate practice. The police officers also advised that, regardless of resources, it would not be possible to create a checkpoint outside a school as it would cause problems with traffic flow around the school.
Officers also mentioned a lack of resources for patrolling and enforcing the helmet law among children and suggested that efforts to increase enforcement should focus on negotiations with high levels of the Royal Thai Police. The police needed to protect its image due to demonstrations in Thailand during the trials. Any actions within the community had to be carefully managed. Successful advocacy with the leaders of the Royal Thai Police would hopefully provide the support for local police to increase enforcement of the helmet law.
When asked about the most effective way to increase child helmet use, the police officers felt that education or reminders, not increased enforcement, was the best option. They expressed that enforcement should be the final measure taken after education and awareness raising. If additional support was provided by the Royal Thai Police, the officers suggested that police could engage with and inform the community of the need to wear helmets.
3.3 Discussion
In this trial, the increase in children’s helmet wearing was limited, possibly due to the police officers’ unwillingness to issue fines for those who did not wear helmets. Insufficient police resources available for the trial were also a barrier to improved enforcement.
Future initiatives need to account for police sensitivities about community reaction and include components that allow police to address community concerns. The trial could be improved through continued high-level negotiations to increase police enforcement of the helmet law and supplemental activities to allowing local police officers to provide education about the importance of child helmet use, the helmet law, and law enforcement activities to combat negative reactions in the community.
4. TRIAL 3: PETROL STATION RETAIL
In Thailand, the primary distribution channels for adult and child helmets are motorcycle and related accessory shops. Supermarkets are a comparatively minor retail channel. Prior research with manufacturers indicated that helmets had never been sold in petrol stations. (Rubinyi, 2013) This trial investigated if petrol stations could be viable helmet retail channels.
4.1 Methodology
Two temporary retail kiosks were set-up to sell children’s helmets to customers of two petrol stations, selected in high traffic locations. One retail kiosk sold discounted children’s helmets from November 29 - December 29, 2013, while the second kiosk sold helmets at market price January 6 - 19, 2014. The kiosks were located outside the petrol stations’ offices with shelves to display the children’s helmets and vinyl banners displaying customized advertisements.
Two retail assistants were recruited to staff the kiosks. The retail assistants were trained to assist customers with queries, process transactions, and conduct interviews with customers about reasons for buying or not buying a helmet.
4.2 Key Findings
During the trial, helmet sales were very low. An average of four helmets per day (55 total over the trial period) were sold at the discounted trial kiosk. Only two were sold at the market price kiosk over a period of 13 days. The reasons for low sales were investigated through customer interviews and observation.
In interviews with 40 customers at the discount kiosk and with 17 customers at the market price kiosk, cost and design were the most-cited reasons parents did not purchase helmets. Safety and the helmet law were the main reasons cited by parents who did purchase helmets. Although many more discounted helmets were sold than market price helmets, none of the customers who purchased helmets cited cost as their primary motivation for purchasing.
Increasing accessibility was insufficient to motivate customers to purchase. Customers whose children did not wear helmets cited the difficulty of finding child helmets as a reason for their children’s behavior, but of those customers, only 20% proceeded to purchase helmets.
Although 73.7% of customers agreed that petrol stations would be convenient locations for helmet retail, most customers had limited time at the petrol station, and additional time would be required to ensure the helmets correctly fit their children. Adults often ride to the petrol station without their children, thus creating an additional barrier to purchasing helmets.
Furthermore, to establish helmet retail at a petrol station requires substantial investment of time and money to create a space to display and store helmets in a range of sizes and designs, in what is often a small retail environment.
4.3 Discussion
This trial has shown that accessibility and affordability were not sufficient to trigger high demand for child helmets. The petrol station environment presents a number of challenges for helmet retail in terms of customers’ time and inventory management. The combination of these factors leads to the conclusion that child helmet retail at petrol stations is not viable.
Based on the small number of helmets sold at the trial petrol stations, we do not recommend further pursuit of petrol stations as a child helmet retail channel.
5. TRIAL 4: TAXI STANDS
Motorcycle taxis are a popular means of transport in Thailand, and many children take motorcycle taxis to and from school. This trial investigated whether child helmet use would increase if motorcycle taxi drivers offer helmets to child passengers.
5.1. Methodology
The trial was implemented from January 2 - 17, 2014. Two taxi stands located close to the Royal Thai Navy residential community and one taxi stand located close to Sanpawut Wittaya School in the Bang Na sub-district of Bangkok were selected for the trial. While the head of a motorcycle taxi drivers’ association supported the trial, drivers at the proposed taxi stands were not eager. A number of stands were consulted before the three trial stands were finalized. Two of the three selected stands were located at a Royal Thai Navy residential complex. Consequently, the Royal Thai Navy oversaw the operation of the stands.
The motorcycle taxi drivers were asked to offer helmets to child passengers, but they could still take a child passenger if they did not accept the helmet. If a child passenger refused the helmet, the motorcycle taxi driver would ask the child for his/her reason before commencing the trip. Child helmets, helmet storage, and helmet disinfectant spray were provided to the taxi stands for use during the trial.
Child helmet use was monitored at the two locations before the trial, one week after the trial began, and at the end of week three of implementation to observe any changes.
5.2 Key Findings
During the 16-day trial, taxi drivers offered helmets to 308 child passengers. Of those, 235 (76%) accepted the helmet (See Table 2). The number of drivers offering helmets to child passengers fluctuated throughout the trial and ultimately reduced over the period of the trial.
| Table 2: Child passengers who accepted helmets offered by taxi drivers |
|---------------------------------------------------------------|
| Number of days in the trial | 16 |
| Number of child passengers carried by taxi drivers | 308 |
| Number of students who accepted helmets offered by taxi drivers | 235 |
| Students who accepted helmets as percentage of all carried | 76% |
The finding of helmet observations in two locations (one near the community and one at the school) showed that rates significantly increased before and after the trial, from 0% prior to the trial, to more than 24% (See Figure 3).
The child passengers who did not accept helmets cited the short distance of the journey as the main reason for not wearing helmets. Others cited their dislike of helmets, size, and hygiene.
Although the Royal Thai Navy greatly facilitated the participation of two taxi stands, maintaining motorcycle taxi drivers’ participation was challenging. Each taxi stand operated in isolation, moreover, the motorcycle taxi drivers at each taxi stand also acted with a degree of autonomy. Initiatives focusing on motorcycle taxi drivers will need to motivate and educate them about the importance of child helmet use, in order to secure their commitment.
5.3 Discussion
The trial showed that motorcycle taxi drivers can have an impact on children’s helmet wearing behavior. While there could be positive ripple effects influencing other children to wear helmets, the impact of initiatives focusing on motorcycle taxi drivers alone may be limited in audience. Motorcycle taxi drivers can persuade their child passengers to wear helmets, but this may not directly impact children who ride motorcycles with their parents or other relatives. This model would be best implemented in combination with other educational and advocacy initiatives to reach children who ride non-taxi motorcycles.
The trial would be improved on with continued negotiations with motorcycle taxi associations to engage taxi stands and increased educational communications to promote the importance of child helmet wearing among drivers.
6. LIMITATIONS
The trials were conducted at a small scale, and the sites were chosen to fit the requirements of the project. Many factors impacted the results of the trials. Political protests in Bangkok affected implementation, particularly of Trial 2, which relies on the willingness of the police to enforce the law. The police officers were concerned that enforcement could increase tensions with the public during the protests. In addition, the replicability of the taxi stand trial depends on the cooperation offered by other autonomous taxi stands. It was not possible to exclude external factors to determine causality.
7. CONCLUSION
The helmet bank, police enforcement, and taxi stand trials resulted in increased child helmet wearing rates, but each trial had instructive challenges and strengths. The number of challenges presented by the petrol station retail trial in terms of customers’ time and demand, as well as inventory management, led to the conclusion that child helmet retail at petrol stations is not viable.
The findings of all four trials indicate that child helmet use could be increased through a combination of the following interventions:
1. **High-level negotiations to increase police enforcement of the helmet law.** Without high-level support, it is challenging for individual police stations and/or police officers to find the resources to enforce the helmet law.
2. **Communications to convert helmet access into helmet wearing.** Both the petrol station retail and the helmet loan bank results help demonstrate that *access* to helmets should not be the primary area of concern – in contrast, behavior change must be prioritized. Education, enforcement, and peer influence may motivate children to wear helmets, and encourage parents to acquire helmets.
3. **Leveraging teachers as champions of helmet wearing.** Teachers have significant influence on children’s behavior and parents’ attitudes. The helmet bank trial showed that teachers have the capacity to draw children’s and parents’ attention to helmet wearing.
4. **Investigation of schools and taxi stands as channels for accessing helmets.** The trials suggest that accessibility and cost of children’s helmets are not the primary obstacles to child helmet use. However, while helmet retail at petrol stations was proven to be unviable, schools and taxi stands can be effective channels for helmet loans and retail.
5. **Educational activities conducted by local police officers.** Police are eager to inform the community about the helmet law and enforcement and raise awareness that police enforcement of the helmet law saves lives.
6. **Customized child helmets in visually desirable designs.** Based on students’ feedback during the helmet bank trial, the range of helmet design choices should include new and trendy designs, popular cartoon characters, and various color options.
8. **REFERENCES**
Liu, B.C., Ivers, R., Norton, R., Boufous, S., Blows, S., Lo, S.K., 2008. Helmets for preventing injury in motorcycle riders, in: The Cochrane Collaboration, Liu, B.C. (Eds.), Cochrane Database of Systematic Reviews. John Wiley & Sons, Ltd, Chichester, UK.
Lozano, R., Naghavi, M., Foreman, K., Lim, S., Shibuya, K., et al., 2012. Global and regional mortality from 235 causes of death for 20 age groups in 1990 and 2010: a systematic analysis for the Global Burden of Disease Study 2010. The Lancet 380, 2095–2128. doi:10.1016/S0140-6736(12)61728-0
Michael Sivak, Brandon Schoettle, 2014. Mortality from road crashes in 193 countries: a comparison with other leading causes of death (No. UMTRI-2014-6). The University of Michigan Transportation Research Institute, Ann Arbor, Michigan.
Pervin, A., 2009. Viet Nam’s mandatory motorcycle helmet law and its impact on children. Bull. World Health Organ. 87, 369–373. doi:10.2471/BLT.08.057109
Rubinyi, S., 2013. Final Report for Consultant - Production & Marketing Specialist: “Crashing the Kids’ Helmet Quandary” Program. Save the Children, Bangkok, Thailand.
ThaiRoads Foundation, Road Safety Watch Network, Thai Health Promotion Foundation, 2013. Thailand Motorcycle Helmet Use 2010 - 2012. Bangkok, Thailand.
World Health Organization, 2009. Regional report on status of road safety: the South-East Asia region: a call for policy direction. World Health Organization, Regional Office for South-East Asia, New Delhi, India.
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Barbie and Unicorn Coloring Pages
Barbie and Unicorn Coloring Pages are a fun way to engage children in creative activities while exploring the magical world of Barbie. These pages feature beautiful illustrations of Barbie alongside her beloved unicorn, encouraging kids to use their imagination and creativity to bring these characters to life through coloring.
Barbie and Unicorn Coloring Pages offer several benefits for children. They help develop fine motor skills as children carefully color within the lines. This activity also enhances hand-eye coordination and concentration. Additionally, coloring can be a calming and relaxing experience, allowing children to unwind and focus on the task at hand.
Parents and educators can use these coloring pages as a tool for teaching colors and shapes. By pointing out different colors and shapes in the illustrations, children can learn about basic color theory and geometric forms. This not only makes the activity educational but also enjoyable.
Barbie and Unicorn Coloring Pages are available in various formats, including printable PDFs and digital versions. These resources can be easily accessed online or downloaded from websites dedicated to coloring pages. Many websites offer free coloring pages, making them accessible to parents and educators who want to provide their children with engaging and educational activities.
In conclusion, Barbie and Unicorn Coloring Pages are a delightful way to combine creativity, education, and relaxation. They offer numerous benefits for children, helping them develop essential skills while enjoying a fun and imaginative activity. Whether used at home or in the classroom, these coloring pages can be a valuable addition to any child's collection of activities. | <urn:uuid:a0972f15-a192-483e-b049-52c257b5cebd> | CC-MAIN-2021-39 | https://kolorowanki.net.pl/barbie/kolorowanka-unicorn-i-barbie/?print=pdf | 2021-09-22T20:28:02+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057388.12/warc/CC-MAIN-20210922193630-20210922223630-00597.warc.gz | 401,209,634 | 297 | eng_Latn | eng_Latn | 0.995651 | eng_Latn | 0.995651 | [
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1. a) Identify the following sentences as Declarative, Interrogative, Exclamatory or Imperative.
i) Pass the ball.
ii) Should I call or email you?
iii) I have been visiting this temple since 2005.
iv) What a great car you have!
v) Janet went to the library to borrow some books.
vi) The water was so cold that we could not swim in it.
vii) The little girl started crying when she couldn’t find her toy.
b) Answer the following as per the instructions given in the brackets.
i) I borrowed ___ pencil from your pile of pencils and pens. (use appropriate article)
ii) One of the students said, “___ professor is late today.” (use appropriate article)
2. a) Give the Synonyms of the following words.
Endure, Horror, Contribute, Notable, Necessary, Vanish, Consolation
b) Put the words in brackets in the appropriate form (Use prefixes or suffixes):
i) He was acting un a very _____ way. (child)
ii) She looked _____. She started to cry. (happy)
iii) He wants to be a ________ when he grows up. (mathematics)
iv) The team that he supported was able to win the _____ (champion)
v) There were only a ___ of people at the match. (hand)
vi) He passed his exam. He was _____ for the second time. (succeed)
vii) I think that you should ____ your decision. It may not be the best thing to do. (consider)
3. a) Describe the seven C's of effective Communication? 7
b) What are the barriers to communications? Describe the methods for overcoming the barriers to communication? 7
4. a) Write a short note on Precise writing and précis. 7
b) What is drafting and editing in writing? What is the importance of drafting and editing your writing? 7
5. a) Write a importance of Business Letters with a detail. 7
b) What is a letter of complaint? What are the characteristics of writing a letter of complaint? 7
6. a) What are the features of a new report?.What are the elements and structure of news report? Explain 7
b) List five reason why communication skills are important for you? 7
7. a) Why is technical definition created? What are the elements of technical definition? 7
b) You are Sneha. Write an application to the Sub-division officer (telephones) about the complaint of your telephone disorders. 7
8. Give the answer. (any two) 14
a) Report of trouble
b) Features of writing a good Report
c) Progress Report
d) E-mail and Tender
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Now that we have considered the general outlines of Kpelle society, it is appropriate to turn to the problems which served as the immediate impetus for this research.
In roughly sixty elementary schools within Kpelle land there are Kpelle boys and girls struggling to learn enough English, mathematics, and science to make their way into the modern world. These children go to school for a variety of reasons. A minority are there because their parents are of the literate middle-class and wish their children to follow them. A somewhat larger group are in school because their parents, although illiterate, feel it is advantageous to have some education. In many cases, however, the parents actively oppose education for their children. It is true that some chiefs and elders want schools, but probably more oppose them. To these people education for the child means nothing but trouble and sorrow. The child does not help on the farm. He only attends Bush school for a few weeks during the school vacation, and generally loses interest in tribal life. He is likely to shun early marriage since it will interfere with his schooling. Perhaps worst of all, he is likely to move away from the village altogether, returning only occasionally from the city with a gift—which cannot substitute for his presence.
Many children are therefore in school despite their family and their whole culture. These children support themselves by finding odd jobs, patronage, a scholarship, or sometimes by stealing. They have status neither in the new world nor in tribal society.
Two cases are perhaps relevant. One young man's mother died when he was young. He has made his own way in the world from the age of eight. He has lived with relatives or friends wherever he could find a room and one meal a day. He has worked for missionaries throughout this period and has reached the sixth grade in a local Baptist school. He now lives in a basement room underneath the house of a Peace Corps volunteer, and is strictly on his own, even though he is only about fifteen years old.
Another case is that of a boy who has worked for educated Liberians for years, and has acquired prestige and money by well-concealed stealing. He is in the sixth grade, at about the age of eighteen, and will probably go far. He has almost no tie with his family, not even the tie of a last name, since he has changed his to a "civilized" name.
These Kpelle boys are caught between two cultures. The context of life for both remains the Kpelle culture, but it is extensively modified by foreign institutions. There are many such boys. Although fewer in number, there are even girls who work as domestics or are supported by a patron (sometimes in return for favors).
When the child first enters school he is still part of village life. He speaks almost no English when he comes to his first class, and still has fairly close ties with his family. His parents are perhaps suspicious, but willing to let him start. He customarily spends a year or two in "primer" class, learning to speak English, and memorizing a few isolated facts. He then is ready for first grade, which he enters between six and twelve years of age. The point of decision for him is in the second or third grade, when he must decide whether he is to continue school and cast his lot with the "civilized" world, or return to his tribe. His parents may have been willing for him to remain a few years in school, since in the old days three or four years in Bush school was not uncommon. But they assume that by second grade he has had enough, and that it is time he returned to take up his responsibilities in the village. If he does not choose to return, they let him go his own way, and expect him to support himself. Only when he has finished school do they reestablish ties, in order that he assist them in their old age, and to aid his younger brothers and sisters through school.
THE SCHOOLS
What sort of education do these children receive? Little appears to be accomplished at the primer level, except that at the end of a year or two the child has acquired a minimal command of English and some comprehension of how schools are run.
His education in subsequent years is modeled after that of an American school. He uses American texts, with American illustrations (of snowballs, circuses, and so forth). The textbooks are often several years out of date; in many cases the only textbook in the school is the teacher's. The curriculum consists of materials drawn largely from a culture the child only faintly comprehends. The teacher usually deals with it as with the religion of which Hobbes spoke: "As with wholesome pills for the sick, which swallowed whole, have the virtue to cure; but chewed, are for the most part cast up again." (Leviathan, Part 3, Chap. 32). There are increasingly many exceptions at present, but the general pattern remains.
We have had the opportunity to observe at length some of the difficulties the Kpelle child experiences in many elementary schools in Kpelle country. In what follows, we will report our observations. Our generalizations relate to schools in Kpelle land, but they can be extended to schools in coastal cities as well as in other tribal areas. In short, these difficulties are not simply confined to the Kpelle, although the Kpelle are our focus of interest in this book.
LINGUISTIC DIFFICULTIES
First, we made a number of observations of linguistic phenomena. The children knew almost no English when they began school, and what English they did know was the local Liberian pidgin, a language with elements drawn from English as well as the tribal languages, and with features of its own. Its phonology is sharply divergent from that of standard English. For example, a word cannot end in a consonant, but only in a vowel or a nasal. Its structure has elements peculiar to itself.
(a system of two future tenses, for instance, one immediate and one remote). Its vocabulary has many items which radically distort the usual English meanings. For example, the term "kitchen" in Liberian-English refers to a room not where food is prepared, but to a small hut or shed where rice is stored or where discussions are held.
Before they begin to learn English, the children hear substandard Liberian-English spoken in the villages and identify it with the standard English they are expected to use in school. The teacher does one of two things in this circumstance: He himself will identify this variety of Liberian-English with standard English, because he speaks only a similar type of Liberian-English. Or he will berate the children for their bad English, not realizing they are speaking a different language. In neither case is effective learning advanced.
One principal effect of this in mathematics is that the child is not able to use words or structures precisely. He finds that terms and structures are used one way in textbooks and another way by his fellow substandard Liberian-English speakers. Take, for example, the question of pluralization. In English, the regular indication of plurals is a final "s". This ending does not exist in the local Liberian pidgin which does not use final consonants. Pluralization can, if desired, be indicated in a different way. But normally pluralization is omitted in favor of a generic usage, which is neither singular nor plural. Thus, "Bring the pencil" stands equally well for "pencil" or "pencils." The result is that the child either ignores pluralization in English or misuses it. Needless to say, this can do considerable damage when he attempts to solve word problems.
Another example is the English phrase "as many as." A first grade class we observed, taught by a good teacher, using a good textbook, a copy of which was in the hands of each pupil, failed completely to understand the concept "as many as." But there was a reason. In uneducated Liberian-English, to say that there are more boys than girls, one may say that the boys are "many than" the girls. "Many than" is the closest phrase in Liberian-English to "as many as," therefore the child identifies the two. Naturally, he is totally confused when the teacher tells him that a set of five boys is "as many as" a set of five girls. On the contrary, he would say that a set of six boys is "many than" a set of five girls. The teacher who failed to grasp the situation, was baffled and impotent.
For the Kpelle child the use of large words per se is of value, for it lends status. It is extremely common for children to acquire large words, like a chief acquires wives, and use them at every opportunity, appropriate or inappropriate. This tendency is most marked at the upper level, when the child begins to make long, flamboyant speeches in the classroom. Large words, he believes, attest to the fact that he is an educated man.
It is of little significance that a word may have a simple meaning. The phrase "as such" is customarily used in an English sentence to refer to some previously mentioned attribute of the person or thing in question. However, the Kpelle schoolchild uses this phrase without antecedent, simply for effect. He has seen and heard it used, and he likes it. It adds color to a sentence, but not meaning.
A more mathematical example is the word "half." This term means one of two things to the Kpelle schoolchild: some indeterminate part of a whole, or else a meaningless symbol used in school arithmetic. We have heard children refer to a fractional part, which must have been less than $\frac{1}{10}$, as a "half," and also refer to a part which must have been more than $\frac{9}{10}$, as a "half." We have observed these children perform complex fraction problems without the slightest comprehension.
TECHNIQUES FOR LEARNING
A second area of difficulty for students is in the techniques for learning. Rote learning seems to be common procedure. The words themselves are basic, not their meanings or applications in an extra-verbal context. In one case a teacher in a nearby school told a child that insects have eight legs. This child (who worked in the Gay household) one day happened to bring an insect to Mrs. Gay. They discussed the fact that it had six legs, contrary to the teacher's remark. The child, with Mrs. Gay's encouragement, took the insect to school to show the teacher. The child was beaten for his efforts—and insects continued to have "eight legs." From the teacher's point of view, the important thing to learn was a set of words and respect for authority.
Another example of this reliance on rote learning involves the multiplication tables. In many primer classes, children who cannot yet understand a word of English and who have made no systematic study of simpler arithmetic parrot the multiplication tables. A story was brought to our attention, not from the Kpelle, but it might well have happened there. A child was asked to recite the multiplication tables for his teacher. He began, "la-de-dah-de-dah, la-de-da-de-dah," at which point the teacher interrupted to ask what he was saying. His response was that he knew the song, but did not yet know the words. The same phenomenon is seen in Koranic schools throughout West Africa, where children are set to the task of memorizing long passages from the Koran, without knowing Arabic.
This means, of course, that the child makes no further use of such things as multiplication facts beyond satisfying his teacher. He is not taught a relation between the mathematical fact and any real-life situation. In mathematics as we conceive it in the West, the multiplication fact is a mediating link, joining one practical, concrete fact with another. The child who knows that 2 sets of 6 stones are 12 stones altogether, soon learns to use the multiplication table as a device to lead him from sets of stones to sets of persons, or other objects. Not so the Kpelle child who has learned the multiplication table by rote. One child could not tell without counting how many eggs could be put in a carton with 2 rows of 6 eggs each. He was asked, "What is 2 times 6?" He knew the answer immediately. He was then questioned about the egg carton, but the situation had not improved. He could not apply the multiplication fact in a new context.
Another case we observed was a child who had learned that the number 27 is composed of 2 tens and 7 ones. Yet he could not explain the number 43 in a similar manner. The first fact was not related to the second problem by an abstract, intermediate understanding of the structure of numerals. Similarly, a child who learned geographical facts about a particular area in one class, could see no reason to use these facts in another class dealing with the same geographical area but in a different subject.
LOGIC AND REASONING
No occasion arises for a child to use his talent for discovery, or his curiosity, in relation to the subject matter of a course. He is forced to repeat aloud collections of words that, from his point of view, make no sense. He knows that he must please the teacher in order to survive, but he finds what is taught incomprehensible. Therefore he tries to find other ways to survive; he uses his wit to anticipate the teacher. If the material being taught has no apparent pattern, at least he can figure out the teacher. Often the teacher has come from the same Kpelle background as the student, and so his words and actions are more or less predictable. The teacher's words and actions do not seem haphazard, disorganized, and irrelevant. This leads the child to guess at the best way to please the teacher, using nonacademic, social clues. Even when the teacher is not of Kpelle origin, he behaves in a way that makes sense to the Kpelle child, because many of the patterns of Westernized Liberian life duplicate the authority structures of Kpelle life.
It is common for children to shout out answers to the teacher before he has finished stating a problem. They try to outguess each other to show the teacher how smart they are. For example, a teacher gave the problem, "Six is two times what number?" When the children had heard the words "six," "two," and "times," they shouted "twelve." Their experience with the teacher showed that he was always asking the times table, and they guessed he was asking it again. They were wrong—and probably were never quite sure why. They were told the answer was "three," which probably confirmed their idea that school made no sense whatever. They had not discovered the pattern, but considered only the isolated words out of context.
The main techniques in their repertoire of "scientific method" are rote memory and clever guessing based on familiar clues. Clever anticipation is more important than literal understanding, and logical development is ignored in favor of one-shot guesses.
The child makes little use of logical organization and structure, or argumentation in school. For instance, it seems rare for the child to make use of visual regularities. In one class a series of textbook problems were written in a haphazard fashion on the board. Neither teacher nor student thought of arranging the problems in a neat fashion on the blackboard, even though they were written in a definite sequence in the textbook and part of the lesson depended on seeing the pattern formed by the answers. The groupings we perceive immediately were neither perceived nor used in these classes.
Another example of the same kind concerns sets of stones used to illustrate multiplication problems. For many children an organized group of 3 sets of 4 stones has no more significance than a randomly scattered set of 12 stones. To find the number in each set the child counts them; the visual pattern in the structured case seems to provide no help.
The child is rarely challenged to follow a train of reasoning to its conclusion. Geometry proofs at the high school level are given as exercises to be memorized, not occasions for reasoning. The child knows a proof if he can repeat it, but he is never expected to discover a new proof in a similar problem, based on his understanding of the first problem.
Nor is evidence used to reach general conclusions. The child who cannot tell the answer to the problem, "One-half of what is eight?" is not encouraged to experiment until he finds an answer. He is supposed to have learned the answer to this particular question. The unwillingness in this case to do practical experiments may be caused in part by his using the word "one-half" as a vague term for any part of a whole. The word has two usages, one as an arbitrary symbol in arithmetic, and the other as a vague term in village life; the two have little or nothing in common.
Since logical argument is not stressed in the classroom, it is understandable that inconsistencies do not upset the students. A striking case concerns the nature of living things. A Kpelle college student accepted all the following statements: (1) the Bible is literally true, thus all living things were created in the six days described in Genesis; (2) the Bible is a book like other books, written by relatively primitive peoples over a long period of time, and contains contradiction and error; (3) all living things have gradually evolved over millions of years from primitive matter; (4) a "spirit" tree in a nearby village had been cut down, had put itself back together, and had grown to full size again in one day. He had learned these statements from his Fundamentalist pastor, his college Bible course, his college zoology course, and the still-pervasive animist culture. He accepted all, because all were sanctioned by authorities to which he feels he must pay respect.
The net result of this pattern of difficulties in school is that mathematics, indeed almost the entire curriculum, is not useful outside the classroom. The child has no occasion in village life to use mathematics skills learned by rote in school, and has no knowledge of how to use these skills, other than to please the teacher. The subject is isolated and irrelevant, a curious exercise in memory and sly guessing.
It comes as no surprise, then, when numerical statements are not related to physical reality. The students are unable to estimate and approximate in a word problem. If the problem posed was how much the payroll was for a business that employed 97 men for 21 days at 50 cents a day, the student knew how to perform the necessary multiplications. But he had no idea how to figure out approximately what the answer might be. He could make no sense of the answer which concluded that it was almost the same as 100 men for 20 days at 50 cents a day. In short, he could not relate the classroom method to the real world. Only in the most elementary cases does he use arithmetic in the village, cases which are provided for by traditional techniques.
In summary, Kpelle students who encounter mathematics in Western-oriented schools misuse the English language, learn by rote memory and guessing, do not use logical patterns, and have no use for what they learn. School mathematics has largely failed, and the child produced by the system needs radical help to overcome this failure, no matter what the grade level. He rarely gets the help he needs. His teachers know something is wrong, but they do not understand enough to propose a coherent course of action. In this study we attempt to do both—to understand what lies behind the failure, and to recommend proper and effective relief. We turn now to the mathematical behavior of the Kpelle in their tribal setting, in order to find the materials on which understanding and action depend.
Arithmetical behavior among the Kpelle can be discussed under four major headings which correspond closely to those now current in discussions of mathematics in Western culture. The first is the organization and classification of objects into sets, which is basic to our Western understanding of the foundations of arithmetic. The second is the use of counting systems to describe sets of objects. The third concerns the relations of equality, inequality, and comparison between sets, as well as between numbers. And finally, we consider the operations performed on numbers, corresponding to our addition, subtraction, multiplication, and division.
SETS
We must consider the ways in which the Kpelle form and describe sets of objects. This investigation is particularly important, since the modern approach to teaching elementary arithmetic, from the earliest school years, builds upon the use and description of sets of objects. The mathematics curriculum developed by Educational Services Incorporated for use in African schools is no exception to this pattern. For this reason in particular we must know how Africans themselves classify into sets the objects they encounter in their daily lives.
The Kpelle use the terms kpulu, "group," and seëi, "set," to speak of sets of objects. The word seëi has the same root meaning as our English term "set." It refers to the result of placing things together. The term seëi applies to any collection of distinct, countable objects. One can say, for instance, koni seëi nàan ká tí, "Those are four sets of stones," where the stones may be in four random piles or in four straight rows. The term seëi is more general than, for instance, the term pere, "row." The sentence koni pere nàan ká tí must be translated "Those are four rows of stones." In this case the term pere and the term seëi would have the same reference. But if the set were expanded to include objects of more than one kind, the word seëi would be applicable while the word pere would not, because pere refers only to things that are put in rows.
Other terms for set are also more specific than the term seëi. The term käya refers to things within one family or type, such as fruits or vegetables. The kuu is a set of people gathered together for some particular purpose, whether a feast, a funeral, or a work group. The suffix -bela refers to a collection of persons. Therefore tii-ke-bela are workmen and taa-bela are townspeople. In English, the term "regiment" is more specific than the term "group," to give only one example.
CLASSIFICATION
Members of such sets can be individual objects, or they can be general and indefinite. Two general terms used are nuu, "person," and sen, "thing." The world of objects seems to be divided roughly into the class of persons and the class of things. Within these classes there are subclasses of objects, such as wuru, "tree" and sua, "animal," both within the class sen, and thus in the class of things. A full description of all possible classes of objects and subclasses within those classes, is a worthwhile project, but is beyond the scope of this case study.
Thus far all the terms for sets of objects have referred to countable objects. We do not normally speak of such material as molon, "rice," or yá, "water," in this way. The hypothetical sentence molon seëi nàan ká tí, patterned after the sentences given above for stones, means nothing. Rice is not spoken of in sets. One of two modifications in that hypothetical sentence is necessary. Either we must refer to grains of rice by adding the suffix -kau, "seed," in which case we can say molon-kau seëi nàan ká tí, "Those are four sets of grains of rice," or we must speak of molon by using one of an entirely different class of structure-describing words.
The latter class includes such terms as sane, "bottle," boro, "bag," legi, "pot," and köpi, "cup." Words in this class organize a noncountable mass into countable units, yet not in the same way as the suffix -kau isolates bits of the material.
The distinction in Kpelle between countable and noncountable nouns is less fundamental than in English. In English we must state a countable noun as singular or plural, and the noncountable noun in singular form. For example, we can speak of "a horse" or "horses," but only of "air" in normal usage. In Kpelle, however, the fundamental use of any noun is generic, showing neither singularity nor plurality. The statement sélé káá à sua kéte can be translated with equal ease as "An elephant is a big animal," "Elephants are big animals," or "(The) elephant is a big animal." The term sélé, "elephant," is in its root form generic, and the singularity or plurality must be supplied by the context. It can be counted, but it need not be counted. The structural distinction between a word such as elephant and a word such as water may, but need not be, expressed.
There is a suffix used with countable free nouns which resembles our English plural, but which is actually an individualizing form. To add the suffix -ná is to think of the items as discrete, counted one by one. A countable set of objects would be individualized only to show that the objects were scattered and not in a uniform, homogeneous collection. Thus we can distinguish nátée saabai, "my three chickens," and nátée-ná saabai, "my three (particular, isolated) chickens." The second expression focuses the attention one by one on the three chickens—perhaps one near the man's house, one in the cassava patch, and one near the blacksmith's shop. The first expression does not call attention to their physical relation to each other, but refers to their presence as a group.
It appears that the Kpelle language has an adequate vocabulary for dealing with
sets of objects. The classification system this vocabulary supports is built into the language and the daily life. The Kpelle know and use sets of stones, bottles of water, bags of rice, and work groups of people, although this type of classification is not conscious and explicit.
These general observations led us to set up a simple problem mentioned in the introductory chapter, in forming sets of objects according to different attributes. Before beginning this experiment we feared it might prove too simple, but we hoped to at least determine if there was any difference in the order that the sets were formed. The task was so constructed that the objects could be sorted according to three principles (or attributes): color, number, and form.
In the first problem each subject was given 8 cards (5 inches by 4 inches) on which were pictured triangles and squares, either red or green; there were 2 or 5 on a card. These 8 cards were put before the subject in a haphazard arrangement and he was asked to sort them into two groups.
The initial results were astonishing. The task was almost impossibly difficult for all three groups—illiterate children, schoolchildren, and adults. Most often the subject would shuffle the cards around for a while and then look up expectantly. When asked what sort of group had been formed, the answer was a shrug of the shoulders or no answer at all. We asked ourselves if the instructions were inadequate or the material on the cards too difficult to grasp.
In order to find out more about these questions, two modifications were made in the experiment. First of all, we tried to make sure that the subjects understood the instructions by preparing a set of sample cards on which figures were drawn in ink. The figures were large or small dots, some were filled, some open, and located in the center or near the edge of the card. The experimenter began by saying that this pack of cards could be sorted into two groups in different ways and then proceeded to form the groups in each of the three possible ways. The subject was then shown the pack of experimental cards and asked to perform the same kind of task.
Another possible factor we sought to evaluate in this revised experiment was the cultural relevance of the figures on the cards. For this purpose we prepared 8 cards identical to those described earlier, but using instead pictures of a woman beating rice, with a baby on her back, and a man carrying a bucket of water on his head, followed by a dog. These pictures were readily understood and accepted as culturally appropriate. There were either 2 or 5 pictures on a card. The cards themselves were either red or green. Thus, the cards could be sorted according to the picture (man-woman), color, and number. As before, the subjects were requested to sort the cards in three different ways.
The overall effect of the demonstration sorting procedure was to increase the number of sorts that the people made. But severe problems remained. There were no significant differences between the ability to sort the triangle-square and the ability to sort the man-woman cards.
The results of these experiments are summarized in Tables 1 and 2, where the experiment using triangles and squares and that using men and women are grouped together.
The most striking aspects of these data are the relatively small proportion of subjects who managed even a second sort of the cards and the great amount of time each sort required. The average American twelve-year-old takes one look at these cards and instantly proceeds to sort them into the three possible sets. The average Kpelle adult could not complete this task and only two-thirds of the Kpelle adults could make a second grouping. Moreover, the amount of time for the sorts, from one or two minutes, is extraordinarily great.
It is also interesting that there was no special preference for any one attribute. In the test using triangles and squares, 14 persons chose form dimension first, 26 chose color, and 27 chose number. In the test using pictures of women and men, 24 chose form, 32 chose color, and 26 chose number. There is a slight preference for either number or color over form, but the differences are not reliable. Some American authors have tried to show that the attribute chosen first depends on the developmental level of the subjects. No such clear relation is shown by our data. This may be due to cultural differences or to the stimuli we used. The question deserves further study.
What is the relevance of this discussion of sets and classification for arithmetic? Arithmetical procedures among the Kpelle, and very likely among any group of people, are built upon manipulations of sets of objects. The sets of objects normally used in this way are those categorized and classified by the language and culture. We have seen that the Kpelle language is capable of such classification, but the results of this card sorting experiment indicate that the typical Kpelle person finds such classification very difficult in strange situations or when using unfamiliar material. Apparently the linguistic potential for classification does not guarantee that the process will occur. We are certain that had we asked a person to sort cotton
goods into country cloth or store cloth, sewed into clothes or not, and whether dirty or clean, no such difficulties would have arisen. Because there was great difficulty when "nonsense" materials were used, we consider this an important fact to be considered when discussing the Kpelle child's activities in school. Clearly, familiar materials are essential in building a proper foundation for the study of arithmetic.
COUNTING SYSTEMS
The natural progression in arithmetic (natural in our Western eyes, and, as we shall see, also probably natural to the Kpelle) is from sets to numbers. One reaction to a set of things is to count them. This the Kpelle do in much the same way we do in English. Their numeral system is basically a decimal system, although buried within the decimal system is a subordinate base-five system. There are cultures whose methods of numeration differ greatly from our own, but the Kpelle is not one of them.
Numerals are used in two forms, one preceded by the noun it counts and the other with a pronoun prefix replacing the noun as shown below. The numerals from 1 to 5 are basic, and are added to 5 to form the numerals from 6 to 9. There are independent numerals for 10 and 100 which are the basis for other numerals as shown below. The Kpelle occasionally use a word for 1,000 which is borrowed from the Mandingo language. Some of the more Westernized among them use English terms for higher numerals. Some typical numbers are:
- tāan—"one of it"
- veere—"two of it"
- nōolu—"five of it"
- nōolu mei da—"six of it"
- nōolu mei feere—"seven of it"
- puu—"ten of it"
- buu kāu tōno—"eleven of it"
- buu kāu feere—"twelve of it"
- buu feere—"twenty of it"
- buu feere kāu lōolu mei da—"twenty-six of it"
- nun tōno pōlu putu lōolu mei feere kāu tōno—"one hundred seventy-one of it"
- wala feere—"two thousand"
A typical use of a numeral with a noun is the expression taa lōolu, "five towns," which can be compared with nōolu, "five of it." There is no term for zero as such in the Kpelle language. But it is possible to refer to an empty set in several ways. For instance, in a game played by successively removing stones from piles, a pile with no stone is referred to by the phrase "fall in the hole." In a similar game, the player says of the pile without rocks "Let's enter old-town site," implying that no one lives there any more. It is also possible to speak of seei-folo, "empty set." Many different things can be called empty, but all are described by containers or sets of words. For example, a bottle, house, box, hole, mortar, chicken coop, bag, farm, pan, or purse, can all be called empty.
There is a rudimentary fraction system where the word gbôra, "middle," and the word -kpua, "part," are used to indicate portions of wholes. The term gbôra is used in the same way as sama, "middle," referring to the middle of a road, or the middle of a hill, or the water in a river which is not full. In no case does the word have a precise meaning. Often the hamlet where persons rest when they are on their way from one village to another is said to be at the middle of the trip. Once we were told that we had reached the "halfway" town on a long, hot walk. Our expectations proved to be sadly mistaken when we found that the term was not used in a precise, mathematical sense!
That part of a banana which one person receives when two people share a banana is called gwei-kpua, "part of a banana." Where four are required to share a banana each part may be called gwei-kpua-kpua, "part of a part of a banana." Kpua does not denote exactly half, however, since gwei-kpua can also refer to that part of a banana which each of three people receives. One pragmatic informant who was asked to consider this situation said he would mash up the banana and give it out in spoonfuls! In this way he avoided having to describe the exact division into equal portions.
The word hāvu has been borrowed from English, and is used in such expressions as molon tooi feere da hāvu, "two and a half stacks of rice." This term has become part of the Kpelle language, and few recognize its English origin. It has the same indefiniteness of references as kpua.
Perhaps the most common counting system among the Kpelle is the sequence of terms da, "some," tāmaa, "many," and kēlee, "all." They are common answers to the question geelu bé, "How many?" or "How much?" A person might say he has some rice, much rice, or all the rice; or he might speak of some people making a farm, many people making a farm, or all the people making a farm. These expressions are vague and imprecise, but they have sufficient precision for the Kpelle who knows approximately what constitutes "many" when applied to familiar objects.
There are special terms for things which come in pairs. They are referred to as nyowāa, "twins." Human beings, cassava, plantains, and bananas come in such pairs. Triplets are also called saabān, a term derived from saaba, "three."
There is an ordinal number system, which is related in a regular way to the cardinal numbers described. Only the term for "first," māa-nún, is irregular. Otherwise the ordinals are formed as in ṣun veere-gēlei, "the second man." The numeral, preceded by the noun which it modifies, is given the suffix -gēlei, which is derived indirectly from gēle, "sky," or "day."
NUMBERS AND KPELLE CULTURE
We must now determine just what the people do and do not count in daily life. Our observations indicate that it is possible to count many things but that some things are not counted. For instance, it is not proper to count chickens or other domestic animals aloud, for it is believed that some harm will befall them. This has also been the case in many other non-Western cultures, including that of the Old Testament, where it was not considered proper to count people aloud, lest some die. The Liberian government requires the Kpelle to count people from time to time, both for the census, and for taxes, but it is not a traditional practice. People
count houses, poles for building houses, bags or other measures of rice, kola nuts, and other commonly used items. Counting is not so common an activity as it is in more highly commercial or technological cultures.
There are few occasions for counting beyond approximately 30 or 40. A young man, who spoke Kpelle as his native language, had been through three years of school, and was of at least normal intelligence, could not remember the Kpelle terms for such numbers as 73 or 238. He was able to reconstruct them, but his use of them was far from automatic. Many people cannot solve problems involving numbers higher than 30 or 40. Commonly, round numbers such as 100, are used to indicate any large amount.
The word "number" is not found in the vocabulary of Kpelle adults. It is possible to construct an artificial word tāmaa-laa, "many-ness," but this is more the invention of the linguist (using, to be sure, authentic Kpelle word-construction) than a term in actual use.
Number-magic and numerology appear in the culture. Man is considered to have one more degree of power than woman. The number representing man is four and the number representing woman is three. A boy-child is presented to the world on the fourth day, and a girl-child on the third. The boys' Bush school is in session for four years, and the girls' Bush school for three. The burial rites for a man are completed on the fourth day, and those for a woman on the third.
There are proverbs and parables which use numbers. For example, ifeere ká ní, "this is your second," is a warning that a person should not commit a particular offense for the second time. Or a man can say "they can say one and then two," which means that someone has done something to him, but that he will wait until the second time before reacting. "The ten years did not kill me, is it the eleventh that will kill me?" means that a man has merely done the work he plans to do, and will finish soon. In a court case, this same proverb was interpreted to mean that a creditor could afford to wait a little longer for his money. Numbers are also at times used for a person's name, which happens most often when a man is employed by someone knowing no Kpelle. To refer to a man as ndan, "four," is to curse him.
Divination may involve numbers. The zoo, or medicine man, takes two kola nuts and splits them in half. He puts medicine or a "spirit" stone in a particular kind of leaf. He then throws the kola halves to the ground to determine the outcome of a given matter. If all the kola halves face upwards, it is certain the spirits are concerned about the affair at hand. If two face upward and two face downward, the spirits are divided. If all face down, the spirits are unfavorable and not inclined to help the situation. It is the number of halves in each position which determines the outcome. The zoo asks a series of questions of the kola nuts. He will suggest various possibilities, until all the halves face upwards for one of his suggestions. This is taken to be the correct answer. He may identify a guilty person in this way, or find the particular crime someone has committed. The guilty party must then confess the ill feeling or the bad action. The kola nuts are thrown once again to determine if the spirits are satisfied with the confession. When they are finally satisfied, a chicken is killed as a sacrifice, and the blood is sprinkled on the "spirit" stone or the medicine. This procedure is used to predict the success of any activity of concern to the people.
One cannot help notice the rigged nature of this use of numbers. There is apparently no reliance on the laws of chance, as an analogy between throwing kola nuts and tossing coins might suggest. The zoo makes the seemingly chance nature of the process work to his own ends. He manipulates the force to verify his solution of the problem, which he determines on the basis of his knowledge of the situation.
The Kpelle do not, of course, use numbers only in this semi-magical way. They count things, and they use stones to help them in the process. Sets of objects are often noted and matched by sets of stones. For instance, once we counted the number of people in a small village. One of the elders of the town went with us, putting one stone in the pocket of his gown for every person we counted. Similarly, for tax purposes, dollars and persons are matched with stones in the hope that enough dollars can be obtained from enough persons to satisfy the government.
NUMBER RECOGNITION
On the assumption that the widespread use of stones as markers would result in relatively accurate estimation of the number of stones in a pile, we conducted a simple experiment. For comparative purposes, two groups of American subjects were given the same task—a group of poorly educated adults and a group of college students. The procedure followed was quite simple. The subject was shown 10 piles of small stones, 1 pile at a time, and given about 10 seconds to estimate the number of stones in the pile. The answer was recorded, but no information was given the subject until he had made all his estimates. The actual numbers of stones varied from 10 to 100 in steps of 10, with the piles of various sizes always presented in the same haphazard order.
The results of this experiment are summarized in Figure 1.
The graph shows clearly that the Kpelle adults perform much more accurately than either of the American groups, which do not differ from each other. One point remains to be made: The second set of data points for Yale undergraduates represents data from an extra stage in the experiment. The college students, once they had completed the usual series of estimates, were told the number of stones in the pile containing 60 (thus the "perfect" performance for that data point). Immediately their performance improved until it was on a par with the Kpelle adults. It appears that we can instill instantly in the American college students a skill which the Kpelle attain through years of experience. (Unfortunately, this manipulation was thought of after the Kpelle data had been gathered, so we cannot compare the relative skills of the two groups after instructions are introduced.)
Another experiment involved the application of numbers to familiar objects, but objects which were not usually counted. We asked 20 people from a village containing 97 people and 41 huts to tell how many houses and how many people they thought lived in their town. The average guesses were quite low—29 houses and 64 people. More striking, however, was the extreme variability and the frequent inappropriateness of the guesses. Some made estimates as low as 11 houses and 30 people, while others guessed as many as 60 houses and 200 people.
The last in this set of experiments concerned with counting requires a more lengthy explanation. We reasoned that if the people are genuinely unfamiliar with
applying numbers to objects, a deficit should appear if they are asked to make very rapid estimates of the number of objects present in a group. On the other hand, if their normal experience with objects is such that they can readily apply numbers to sets of modest size, such estimates ought to be possible even at a glance. To study this question, a special device called a tachistoscope was constructed. This device could present visual displays for time intervals as short as $1/100$ second by shining a light on the stimulus display for this interval while the subject observed the proceedings. The stimulus was housed in a metal box and the time interval controlled by a camera shutter.
Our procedure was as follows: The subject was seated near the apparatus in a dimly lighted room. He was told that he would be shown spots on a card, but that the spots would be shown for a very short time. He was then shown 6 cards, each a representative of one of the cards used in the actual test. These cards contained either 3,4,5,6,8, or 10 dots, each $\frac{1}{4}$ inch in diameter, arranged in a haphazard way on the cards. In the actual test each of the dot frequencies occurred 3 times, totalling 18 stimulus cards in all.
The subject was then asked to look into the tachistoscope and tell us what he saw. A card containing 5 dots was displayed for a few seconds. This stimulus card was shown 3 times, each time at a more rapid speed. After this pre-training, the experiment began. The main purpose of these preliminary procedures was to ensure that the subject could count the number of dots, given sufficient time, and that his eyesight was normal, so he could see the dots when looking into the tachistoscope.
Each subject viewed all 18 of the stimulus cards at three different exposure intervals, first at $1/100$ second, then at $1/25$ second, and finally at $1/10$ second, so that we could obtain some information on the relation between accuracy and speed. The results were then plotted in terms of the relative amount of error for the various groups on each of the 6 stimulus frequencies. For instance if the average estimate when 3 dots are presented is 4, the average error is 1 dot and the relative error is $\frac{1}{6} = 0.333$ dots. Several different groups of subjects were run, but for our purposes it is sufficient to consider the results obtained from 4 of the groups: Kpelle adults, Kpelle children, American college students, and American schoolchildren seven to nine years (See Figures 2 and 3).
Looking first at Figure 2, two features of the graphs warrant mention. First, as expected, there is less error at the slower speed than the faster. Second, and more important, there is little or no difference between the Kpelle and American children's groups, although the Americans have attended school for three or four years and the Kpelle are completely illiterate.
The results in Figure 3 show a different pattern. Here it is clear that at the shorter exposure time ($1/100$ second) the college students are more accurate at estimating numbers. When the time interval is extended to $1/10$ second, however, the superiority of the American subjects is greatly diminished, primarily because both
groups are very accurate. Only for the stimulus display containing 10 dots does a really substantial difference appear.
Taken together these results seem to indicate that familiarity with numbers may be of assistance in making rapid estimates. In the present context, the most interesting fact is that the differences between Kpelle and American subjects attain significant magnitude only when the Americans are sophisticated in the use of numbers. It is difficult to see how differences such as these bear import on everyday operations with numbers, but it does indicate that subtle differences do exist.
EQUALITY AND INEQUALITY
Having considered the way in which sets are counted, we move to an examination of how the equality and inequality of sets are expressed.
The Kpelle language has a graded series of terms comparing things and sets of things. These terms can be translated as "equal to," "the same as," "similar to," and "appears to be like." They range from strict equality to vague similarity. Other equivalent terms can be used, but these are representative.
The expression for "equal" is the term -póoríee, literally translated, "to be of the same strength as." We can say nürii ní dà nürii ti koon á ké di póoríee, "Measure this stick and that stick if they are equal." Another example is sumo dá kékula di fé póori ní too-láa si, "Sumo and Kekula are not equal in wealth." In both cases what matters is the ability of the one to perform, or to act, in the same way as the other.
The expression for "the same as" is gáa à sii tòno, "It is one type." Objects with the same shape would often be described by using this expression. It does not mean that the two things are the same in every way, but that they are the same in the particular way being considered.
To say that one object is "similar to" another, the Kpelle use the term mélenóbi, "active" or "smart." For instance they say, "The tallness of Tokpa is active on Flumo," or more freely, "Tokpa is of similar height to Flumo." This term also refers to activity. And finally, to say that one object "appears to be like" another, one can say è ké pái kéj ye. This expression shows resemblance and similarity, not equality.
We wished to find how these terms are used in practice, since the bare English translation is not enough to distinguish them clearly. We held interviews with 10 Kpelle adults in which they were asked what in their experience is "equal to," "the same as," "similar to," and "appears to be like" the following familiar objects: "that house," "yourself," "that tree," "that stone," "your farm," "myself," "this pot," "the St. Paul River," "that goat," and "God." In this way we hoped to confirm our understanding of the proper meanings of the different types of equality and similarity.
To summarize the findings of this inquiry, the responses were sorted into three categories. The first, which was not very common, consisted of responses identifying the object with some activity or portion of itself ("That tree is equal to the trunk it rests on"). This seems to be the category most intimately related to the object. The second category consisted of objects of the same species ("That tree is equal to another fruit-bearing tree"). The third category consisted of objects related to the reference object by analogy or by a superficial physical resemblance ("That tree appears to be like sugar cane").
In order to obtain a summary score indicating the relative frequency of each kind of response for each type of equality statement, the three categories were assigned scores of 1, 2, and 3, respectively. With 10 items and 10 informants, the total number of points could range from 100 (if all responses fell within the first category), to 300 (if all responses fell within the third category). Each of the four equality statements was scored in this manner with the following results (in terms of total points): "equal to" –194, "same as" –223, "similar to" –235, and "appears to be like" –241.
Although we have not tested the significance of this trend, there appears to be a tendency to use these terms in differing ways. The term "equal to" is restricted to the thing itself or things very closely related to it; at the other end of the spectrum, "appears to be like" seems to extend to objects only vaguely similar to the object in question.
To obtain information on the way the term "same as" is applied by the Kpelle, a modified version of a word pair similarities sub-test from a standard American I.Q. test (the Wechsler Adult Intelligence Scale) was given to 10 adult Kpelle informants. The task in this case was to tell how the first member of each word-pair is related to the second. The pairs we used were orange–banana, chief's gown–lappa (woman's dress), axe–hoe, dog–leopard, north–west, ear–eye, air–water, table–chair, egg–seed, song–mask (which they all interpreted as a masked dancer), praise–punishment, and fly-tree. The order of the pairs is that used with American subjects and for them shows a progression from concrete to abstract. It is obvious that the application of general categories to these pairs becomes more difficult for Americans as they proceed through the list. The ability to give general categories for increasingly difficult items constitutes the rationale for the I.Q. test. We were not concerned with trying to obtain I.Q. scores for the Kpelle, whose meaning would be very obscure in view of the changed items and the lack of standardization outside American culture. We were interested in the way these different items would be seen as the "same."
The most common type of answer related the activity of the two objects. There were 79 such answers concerning an action, purpose, report, or use of the pair of objects. For instance, a song and a mask are alike because a song is sung for the masked dancer. There were 37 static answers, those which refer to the species, quality, or origin of the objects. For example, an orange and a banana are alike because both are sweet. In 13 cases the person could not state how the objects were the same or else stated that they were different.
When we look at the way these classifications are distributed among the various pairs, a clear-cut trend appears. As shown in Table 3, the static and active items are more or less equally distributed for the first few items, but for the later, more difficult pairs, there is a noticeable preponderance of activity responses. Clearly, the meaning of "same as" depends on what is being compared. It should be noted that for the Kpelle, "table and chair" should be nearer the beginning of the list than for Americans.
**Table 3**
**Responses to Word Comparisons by 10 Kpelle Illiterate Adults**
| | Don't Know | Static | Active |
|------------------|------------|--------|--------|
| Orange—Banana | 1 | 8 | 4* |
| Chief's gown—Lappa | 1 | 6 | 4 |
| Axe—Hoe | 0 | 4 | 6 |
| Dog—Leopard | 0 | 4 | 8 |
| North—West | 6 | 0 | 4 |
| Ear—Eye | 1 | 0 | 9 |
| Air—Water | 1 | 1 | 8 |
| Table—Chair | 0 | 9 | 3 |
| Egg—Seed | 1 | 2 | 8 |
| Song—Mask | 1 | 0 | 9 |
| Praise—Punishment | 0 | 2 | 8 |
| Fly—Tree | 1 | 1 | 8 |
| | — | — | — |
| | 13 | 37 | 79 |
* The totals in each row may be greater than 10 because some of the 10 persons interviewed gave more than one response to a pair of words.
**ORDER PROPERTIES**
Another set of terms must be used when the objects being compared are not the same; therefore the terms we have considered in the preceding paragraphs are not applicable. If two things are unequal or dissimilar, there are ways of expressing which one is higher or lower on the scale. The word *seri*, "reach," enables us to compare things, as does the phrase *tée . . . mà*: "pass by," "surpass," "excel." For example, we can say *bèrei ní kétèi é tée nyiti mà*, "This house is larger than that one."
Normally, comparisons in Kpelle put the member with the higher value first in the comparison, as in the previous example. It is possible to do the contrary, as in this example: *bèrei ní kurotèi é tée nyiti mà*, "This house in smallness it passes over that one." However, in normal conversation, Kpelle speakers will tend to transform such a sentence so the higher in value is first in the statement.
Curious though this linguistic asymmetry may be, it is not clear what implications this has for the actual use of "greater than" and "less than." To find out if this linguistic asymmetry has a role in determining which objects are initially attended to, and the rate at which different quantities are learned, the following experiment was run:
For a series of trials, the subject was shown two groups of stones. The number of stones in a group varied from 1 to 5, and one group always contained more stones. The task was for the subject to guess which group the experimenter had in mind. For half the 80 subjects, the larger group of stones was always correct; for the other half, the smaller group was always correct. After each guess the experimenter told the subject if he was correct. After the subject had identified the correct group for 8 consecutive trials, the experimenter reversed the "correct" response—those who had learned that the larger group was correct now had to choose the smaller. A record was kept of each response and each subject was assigned scores equal to the trials on which he made his last errors. The average trial of the last error is one measure of the speed at which the concepts, "larger than," and "smaller than" are learned. In addition, after the experiment each subject was asked which concept was correct. The proportion of subjects describing the task in terms of each of the concepts was calculated.
The results seemed to confirm the linguistic tendency to prefer the concept "greater than" to the concept "less than." Those who had to choose the larger pile on the first run and the smaller on the second took to an average of 5.9 trials to identify "greater than," and 11.5 trials to identify "less than." Those who first had to identify the smaller pile took an average of 8.0 trials to identify "less than" and 9.1 trials to reverse and identify "greater than." This difference is not statistically significant, but the trend of the results is supported by the fact that 53 of the subjects were able to verbalize their correct identification of "greater than," but only 27 were able to verbalize "less than."
**OPERATIONS**
Finally, we observed Kpelle use of arithmetical operations similar to addition, subtraction, multiplication, and division in Western arithmetic. The first important
fact is that the Kpelle recognize no abstract arithmetic operations as such. They put objects together, take objects away, put like sets of objects together, or share objects among sets of people; they have no occasion to work with pure numerals, nor can they speak of pure numerals. All arithmetical activity is tied to concrete situations.
One informant working with two piles of three stones each said, zeēi ní ká saaba, zeēi ní ké bó saaba—mei da, "this set is three, this set is three-six." Another informant said, tée feere pelée tée saaba mà káà à tée lóolu, "two chickens added onto three chickens is five chickens." This can be said veere pelée zaaba mà káà à lóolu, "two of them added onto three of them is five of them." However, the abstract statement, feere pelée saaba mà káà à lóolu, "two and three is five," is not permissible in the language.
Two expressions for subtraction are kuláa . . . mà, "taken off from," and segée . . . mà, "taken away from." These expressions parallel the English "taken from" rather than the English "taken away," in that they put first the number being subtracted. An example is: veerei kuláa zaabai mà káà à táan, "two of them taken from three of them are one of them." The English phrase "take away" reverses the order of the numerals, as in the statement "three take away two is one."
At mentioned before, we found that people could solve problems involving numbers up to about 30 or 40. Beyond that, accuracy rapidly diminished. The informants guessed a large number as the answer, rather than trying to work out the exact result. The normal procedure for obtaining an answer in such problems is to use stones, or fingers, but this proves tedious for large numbers.
We interpret as multiplication the operation expressed by the following statement: tée feere-feere seēi saaba káà à tée lóolu mei da, "three sets of two chickens are six chickens." This is, in fact, a repeated union of sets, where the numerical result is obtained by counting the objects. Since there is no such operation as multiplication, there are no multiplication facts for the child to memorize. No coherent answer was given when informants were asked to explain how they solved such problems. Apparently they simply counted the number of objects in the resulting union of sets. One person was asked a complex problem, which reduced in our terms to multiplying 6 by 7. He was evidently trying to count, in his head, all the objects, but he got lost on the way.
Division also deals with unions of sets, only in this case the procedure is reversed. Thus we can say gwēi puu nákolee à zeēi lóolu; zeēi tònò káà à veere, "divide ten bananas into five sets; one set of them is two of them." The procedure is clearly to share the objects into sets and find the number which can be put into each set so that all sets are equal and no objects remain. This is the procedure commonly used when taxes are paid. The government requires that the people in each hut pay 10 dollars as an annual tax. The people determine individual payments by taking a pile of stones representing the sum and sharing the stones among the occupants of the hut.
Such operations are more often performed by specialists within the society than by ordinary villagers. A blacksmith or a trader has more occasion than a farmer to add and subtract because he must buy and sell materials and products. The same is true of the chief, because he deals with taxes. Market women often use simple repeated addition, although they have trouble with complicated problems. When one blacksmith was asked how he was able to solve certain arithmetical problems, he was quite insulted, and almost walked out of the interview. We apologized and he responded by saying proudly that his knowledge was part of his trade. He then asked us how we knew what we knew. He was not prepared to reveal the secrets of his business and one of those secrets was apparently his ability at mental arithmetic.
Further tachistoscopic experiments confirmed the fact that the Kpelle do not recognize multiplication and division in visual situations. Patterned sets of dots were not estimated more accurately than sets of random dots, indicating that no use is made of the pattern which makes up a multiplication fact. For instance, we think of $3 \times 4$ in terms of a rectangle 3 on one side and 4 on the other. Apparently the Kpelle man does not; he sees 12 dots in a pattern and 12 dots at random in very much the same way. American subjects in this situation rapidly improved in their ability to estimate. This ability of the Americans is a result of the amount of schooling, probably because they are trained to think of numbers in terms of their factors which can be displayed in a geometric way. This result is shown in one case in Figure 4. The curves for random and patterned dots are essentially the same for the Kpelle subjects, as this graph shows, but radically different for American children. The same results were obtained for several different experimental situations.
We investigated this apparent nonuse of patterned regularity involving multiplication operations in a different way with several informants. We had stones arranged in a circular pattern on the table before the subjects. We asked each informant to describe what he saw on the table. The typical response was that the stones were arranged *kere-kere*, "in a circular way." But when we moved the stones to form a rectangle, the subjects would usually say that the stones were now scattered. They did not respond to the new pattern, perhaps because the pattern has no special significance within the culture.
This concludes the discussion of arithmetic-like behavior among the Kpelle. We have seen that there is a well-developed system of terminology for putting objects into sets and materials into containers. The classification system implied by this is not commonly used, however, and is certainly not part of a Kpelle's normal response to the world. Objects are counted, but there are no independent abstract numerals. Numerals must modify a noun or a pronoun. Numerical identification of random patterns is about as good as that of Americans. There is a rudimentary fraction system, but the basic fraction term means a part rather than a precise half. Number-magic is occasionally used. Equality and inequality can be expressed, preferably in a dynamic rather than a static way. Comparison normally focuses on the larger of a pair. Addition and subtraction are performed in concrete fashion only. Multiplication and division exist only as repeated addition and subtraction. Operations are not usually performed, and when performed normally involve only numbers as high as about 30 or 40.
**GEOMETRICAL TERMS**
The next major area of mathematical behavior among the Kpelle concerns geometric figures. We will not include in this chapter the measurement of such figures, but will reserve that for the following chapter. Here we will consider nonnumerical responses to the figures.
The most striking fact is the relative paucity of terms naming abstract geometric shapes. We have an abundance of such terms in English, that are used relatively often; there is apparently little need for them in Kpelle, and they are rarely used. Moreover, those terms which are used are quite imprecise. It is tempting to say that they represent topological concepts rather than Euclidean concepts. That is, it is not so much the precise figure that matters, but the way in which space is divided. Thus the term *pere*, "path," can refer to a straight line. However, it can be applied equally well to a curved or a jagged line. These distinctions, which we require in English, are unimportant to the Kpelle. The important thing about that which they term *pere* is that it extend from one place to another place without crossing itself. It is therefore much closer to our topological concept of a path dividing a surface into two parts than it is to our Euclidean straight line.
We made several observations to support this conjecture. Interviews with informants showed that the term *pere* could be applied equally well to a straight row of stones and a meandering row of stones. Another fact, remarkable to a person brought up in a technological culture, is that a path worn by hundreds of villagers crossing a field (which had been surveyed and carefully leveled by a bulldozer), followed a route which at one point deviated by more than twenty feet from the straight path between its end points. The people who had worn that path had felt no compulsion to walk in a straight line!
A number of other informal observations turned up similar phenomena. For instance, when some informants were asked to organize a set of stones into patterns, the results were invariably irregular and unsymmetrical. Kpelle towns have no regular plan or order, except the social groupings formed by kinship. Houses are clustered in irregular and uncoordinated ways. There are no rows of more than three houses even in a large town, and the few rows of three seem fortuitous. When crops such as rice and cassava are planted, the rows are crooked. Only rubber farms planted by wealthy, Westernized people use the straight row pattern so familiar to Western culture.
The figure called *kere-kere*, "circle," does not have the precision of our word circle. It is the shape of a pot, a pan, a frog, a sledge hammer, a tortoise, a water turtle, and a rice fanner. Some of these are noncircular ellipses, and others may be irregularly closed shapes. The informants were aware of the difference and called the elliptical figure *koya*, "long," but the term *kere-kere* was still applicable. It is, therefore, close to our topological concept of a simple closed path, although some slight measure of circularity is required for the term to be used.
There is a term for triangle, *kpēilaa*. Some things to which this word is applied are a tortoise shell, an arrow head, a monkey's elbow, a drum (shaped something like an hourglass), a bird's nest, and a bow. The term is not restricted to figures formed of three line segments, but includes other similar shapes.
By contrast, the term for quadrilateral refers directly to the fact that the figure has four sides. It is called *bela-nān*, "four parts." Informants told us that a rectangular house, a plank, a doorway, a chair, and a table are all of this shape. All of these items have assumed a rectangular form only in modern times and it is possible that the term *bela-nān* has recently been coined by the Kpelle people.
There are four solid figures which are commonly found among the Kpelle. The cone is called *soo*, and appears as the roof of a round house, *ton pēre*. It is the shape of a spear head, the inside of a mortar, and one type of drum. The cylinder is called *toron/toron*, and is the shape of many common objects. Informants applied it to a tree trunk, a bottle, a mortar, a bucket, the pestle for a mortar, a round house, and a tin can. The sphere is called *kpuma*, the shape of an orange, a tomato, and a papaya (which is far from spherical, from our point of view). Also, the objects which can be called *kpuma* include things we would identify as cubes. So, there are *kpuma* which are called *kere-kere*, "round," and *kpuma*, which are called *lebe-lebe*, implying that they have sides. The bouillon cube (an essential item in any store) is called *kpuma*, and so is the kola nut, which has curved sides. It is this sort of observation which leads us to think it is the topological and not the Euclidean shape that this term defines. The Euclidean rectangular solid also has a name, *kālan*, which is probably a somewhat later addition to the language, because such solids are not older than the encroachment of Western civilization. The rectangular house is called *kpiyān pēre*, in contrast to the round house, *ton pēre*.
**GEOMETRICAL CONCEPT IDENTIFICATION**
Having established a rough idea of the range and usage of geometrical terms, we were interested to see how rapidly the Kpelle could learn problems which involve the identification of these terms as represented in concrete instances.
Our general strategy was to incorporate a concept into a concept-identification experiment which was conducted as follows: On each trial the experimenter would draw two pictures on the blackboard. One of these pictures represented the concept which constituted the "correct answer" for that experiment. For instance, the two stimulus pictures might be a triangle and a circle (let us suppose for illustrative purposes that the circle has been selected as correct for this subject). The subject must point to the stimulus picture he thinks is correct. He is then told if he is correct. The pictures are erased and two new pictures, one a member of the class triangle and one a member of the class circle are drawn and the subject must guess again. (The side on which the positive stimulus appears is chosen randomly so the subject cannot respond correctly by consistently choosing a particular side.)
The experiment is continued until the subject has identified the correct stimulus 8 times in a row or until 32 trials have been administered. In order to compare the difficulty of the various concepts we used the average number of the trial on which subjects made their last error. The data in terms of the average trial of the last error are presented in Table 4 for each of the groups used in this experiment: Kpelle adults, Kpelle schoolchildren, Kpelle illiterate children, American kindergarteners, and American first-graders.
| Table 4 |
|---------|
| **Mean Trial of Last Error of Kpelle and American Subjects in Experiments Identifying Geometrical Shapes** |
| | Kpelle Illiterate Children (30) | Kpelle Adults (30) | Kpelle Schoolchildren (30) | New Haven First-Graders (10) | Palo Alto Kindergarteners (15) |
| Triangle—Circle | 8.4 | 5.2 | 3.5 | 6.0 | 5.0 |
| Circle—Ellipse | 12.5 | 5.5 | 3.7 | 0.1 | 1.9 |
| Triangle—Square | 13.0 | 6.5 | 2.7 | 1.0 | 4.9 |
| Large Area—Small Area | 12.9 | 7.9 | 9.6 | 7.7 | 7.7 |
| Large Angle—Small Angle | 13.9 | 7.0 | 4.6 | 6.0 | |
| Wide—Narrow | 16.3 | 6.9 | 6.2 | 19.4 | |
| Open—Closed | 15.3 | 12.5 | 11.1 | 8.7 | |
| Right Angle—Nonright Angle | 14.0 | 14.7 | 8.0 | 14.0 | 10.9 |
| Straight—Curved | 17.2 | 13.6 | 7.7 | 2.6 | 9.0 |
| Quadrilateral—Nonquadrilateral | 24.7 | 19.5 | 14.4 | 13.0 | |
Several points regarding the outcome of this experiment seem pertinent. First of all, the Kpelle adults and illiterate children find the entire task more difficult than do the other groups. Secondly, the Kpelle schoolchildren behave very much like the two American groups, which are almost indistinguishable. As listed in the table, the various concepts seem to be ordered in difficulty, especially for the Kpelle subjects. The first three pairs, which represent the comparison of two closed classes, are learned most easily, the next four pairs which represent more "open," less definite classes, are somewhat more difficult, and the last three pairs, which involve the comparison of an open and a closed class, are most difficult.
Although many factors go into making up these results, it is probably significant that the easiest concepts are those for which the subjects have readily available verbal labels. This finding fits in with American data on concept-learning in children, and helps to explain why the Kpelle schoolchildren do so well on this task; their time in school has partly been taken up learning to label and manipulate such geometric figures. In fact, it was not unusual for the American children, prior to beginning the experiment, to ask a question such as, "Which are you thinking of, the triangle or the circle?", and it seems plausible that school is giving Kpelle children the same facility.
PUZZLE-ASSEMBLY
Another way we sought to assess the Kpelle's facility with geometric figures was to observe the way they tried to put together a simple six-piece jigsaw puzzle. It is common for many American teachers in Liberia to say that the Kpelle "have no aptitude for doing puzzles," a remark that seems to imply that they have difficulty in using the shape and color cues at their disposal for rapidly completing the puzzle.
In order to investigate this question we used two 9 inch by 8½ inch puzzles made by the Playskool Mfg. Co. One puzzle was painted plain black and the other had a simple three-color pattern on it, as shown in Figure 5. We did not use the picture, which is ordinarily a part of the puzzle, because of its complexity and extreme irrelevance to Kpelle culture.
We proceeded as follows: Each person was shown the puzzle in assembled form before being set to work with the disassembled pieces. Eight people were asked to do the plain black puzzle first, and the colored puzzle second. Seven worked in the reverse order. The time required to complete the puzzle was recorded by stop-watch in every case, and the average times computed. These average times are reported in Table 5.
There was a wide fluctuation in times required to complete the puzzle. The minimum was 55 seconds, the maximum 15 minutes and 7 seconds. Nevertheless, the data indicate two things. In the first place, the task is very difficult for the Kpelle to perform. These subjects were illiterate adults, who had, of course, never seen such a game before. This might explain some of the difficulty, but the high average time also indicates a fundamental difficulty in using information about the relations between the shapes of the pieces. Puzzle-solving of this kind is clearly radically unfamiliar to the Kpelle, and thus is in a fundamental sense a culturally learned activity.
Table 5
Mean Times in Minutes and Seconds Required for Assembly of Six-piece Jigsaw Puzzles by Kpelle Illiterate Subjects
| | First Try | Second Try |
|----------------|-----------|------------|
| Plain Black | 7:13 | 2:09 |
| Color | 3:20 | 2:42 |
In the second place, we note that the addition of color clues materially helped the subjects. Those who began with a plain puzzle were much slower than those who began with color. This result was not observed on the second puzzle assembly for each subject.
Some difficulties experienced by the subjects can be better appreciated by looking at the photograph on the next page. Almost every subject behaved as shown there, attempting to fit pieces into holes, regardless of the difference in shape or the shape of the whole piece.
Granted that there may be poor use of color and form cues when a Kpelle person first encounters a foreign object like a jigsaw puzzle; can he learn to use these cues if given repeated practice? The answer, based on a small experiment run with 7 Kpelle children, seems to be "yes." These boys were given a series of 3 puzzles and asked to put each one together 5 times. The time it took to complete the puzzle on each trial was recorded. The puzzles were more difficult than those used with the adults; they contained complex pictures and 14 to 15 pieces. The results of this experiment are shown in Figure 6. Quite clearly, the subjects improved each time they practiced a given problem, and, what is more significant, they improved on the first try at each new puzzle. So it appears that the Kpelle learn very rapidly to use shape and color cues, given some practice.
LOCATION TERMS
Related to the perception of shapes is the perception of location, for which the Kpelle have a complex set of terms. In English we normally indicate location through use of prepositions—in the box, under the table, behind the screen. In Kpelle, the
same purpose is achieved with a special class of dependent nouns. We translate these terms by prepositions, as in béréi mú, "in the house." A more accurate translation, however, would be "the underneath part of the house." The reference of mú is to that which is under the roof. That which we do not translate by a preposition (although structurally it is the same) is ìnyáí sáma, "the middle of the river." The term sáma indicates location just as does the term mú. We translated one as a preposition in English, and the other as a location noun, because of the peculiarities of English. In Kpelle both are dependent location nouns.
These terms have specialized meanings in particular contexts, all more or less related to the root meaning of the term. Therefore béréi ná is "the ceiling of the house," wuru ná is "the point of the stick," and menii ná is "the truth of the matter." All these are related in some way to the "top" (as ná must be translated) of a thing. So, is goloi ná, "the bottom of the shoe," since it is farthest point reached in putting on the shoe.
There are idioms employing these terms, that are in some way related to the root meanings. Dee pólú, "give it back," is related to pólú, "back." The expression see níue, "wait for me," asks the person addressed to go "in front" and stand there. The command li tue means "you go first." The term mei, "space over something" has been added to the numeral system: hóolu mei feere means "two over five" or "seven."
These are only a few examples showing that these terms form a useful, flexible body of function words of definite geometrical significance.
ASPECT NAMES
Another set of geometrically significant terms are those indicating particular qualities or aspects of familiar objects and materials. We might say bérei kétei, "the house is big." But there is no verb phrase in the sentence, so the word kéte, "big," functions as both a verb and an adjective. Words of this type have some structural features in common with verbs, but have other features which distinguish them from verbs. They have, however, no features in common with nouns.
It is possible, nevertheless, to create a nominal form for such terms, so that we can speak of kéte-laa, "bigness" or of wiee-laa, "heaviness." These are artificial words, and are rarely used by Kpelle speakers. They have the same construction as the artificial word tamaa-laa, "many-ness," mentioned previously. The suffix -laa seems to imply an excessive degree of the quality named by the adjective. The same distinction is made by these artificial words as exists between our words "heaviness" and "heavy." We think of "heaviness" as a somewhat artificial, unnatural term, and prefer to use "weight" as the noun referring to this quality. In the Kpelle language, there is no noun comparable to "weight," but the noun "heaviness" can be created.
The Kpelle, we see, do not usually isolate or discuss the aspects or qualities named by adjectives. They do not, therefore, think of length, weight, or size as independent realities. Since the Kpelle use these terms to describe things, not to name them, we would not expect them to attend to these qualities or aspects in the same way we do.
There are many such adjectival quality or aspect terms. They include terms for big, small, heavy, full, short, long, near, and light. As in the case of dependent location nouns, these adjectives have both literal and idiomatic uses. The informants we interviewed said, for instance, that the following are foan, "light": a feather, cotton, a dry stick, a single cloth. They also used the term in the expression muu mà foanbó, "a man has no honor." Literally translated, this means "the inside of a man is light," implying that people do not respect him. The term for "short" can be used in referring to a distance, matter being discussed, or a person's temper. The term for "full" can be used to describe a container, or it can be used to indicate that a person is wealthy. Also, "heavy" can refer to the weight of an object, or to a man's importance. In the same way, a man who is referred to as "big" is an important man in the village. Such metaphorical use of adjectives is common in a wider circle of African languages.
There is no term for color as an abstract quality or aspect of an object, but there are terms for specific colors. It is natural to expect that persons would notice more quickly those aspects named than those which are not. In an experiment to be described in detail in a later chapter, children between the ages of five and seven were given a task which required attending to green, white, tall, and short blocks. The children responded more quickly to the length rather than to the color dimension, seeming to support the foregoing linguistic facts.
CONSTRUCTIONS
We must mention one last type of geometrical behavior. The Kpelle know constructions which in our society would be dignified by the name theorem. They can construct a circle by using a rope fixed at one end. A stick is tied to the other end, and rotated around the center with the rope as radius. A Kpelle man needs such a circle when he makes a round house or a "palaver" house.
The Kpelle also know how to construct right angles at the corners of a rectangular house and how to set the poles for the walls perpendicular to the ground. They know that if the opposite sides of a quadrilateral are of equal length and if the diagonals are also of equal length, the resulting figure will be a rectangle. They do not verbalize these rules, but they know the procedure.
They also know how to construct several solid shapes. They construct a cone and a cylinder, when making a house, by a combination of the techniques we described. They make rectangular boxes. Their technology is therefore not severely limited by the absence of abstract geometrical terminology and knowledge.
To summarize, the Kpelle name only those geometric shapes in common use in their culture. These names refer to topological as well as Euclidean properties of objects. Concept indentification experiments show that shapes named by nouns are more easily recognized than shapes not named, and that learning involving these shapes is usually difficult. There is a complete set of location names, which function as dependent nouns rather than as prepositions. Attributes are named by adjectives, not by nouns. Those attributes named are more quickly recognized than those not named. The Kpelle know certain constructions in their technology, although they have not verbalized these constructions nor incorporated them into the framework of an abstract system.
The more important type of money was one which has its roots firmly within the forest tribes of West Africa. This is *koli glli*, made of twisted iron rods. The typical piece of "iron money" is about 10 inches long, has something resembling an arrow head at one end, and two fins at the other. It is about $\frac{1}{8}$ inch in diameter, and is twisted so that there are about 15 or 20 turns in all. This was at one time the only currency in the tribal markets, and its value was set in some areas by the important elders in the Poro society. In the neighboring Loma tribe, before one could trade at the market, it was necessary to use goods to purchase a supply of iron money from the secret society at fixed rates.
This iron money is still used in some of the more remote parts of Liberia. Mrs. Gay was once stopped by a young man in the Gbande area who asked her to change some money. Knowing she had change in her purse, she agreed, and to her amazement the man brought out an armload of iron money. She kept her bargain, at the established rate of one piece of iron money for an American cent (American currency being legal tender in Liberia). Incidentally, traders made an excellent business out of these coins by selling them to tourists in Monrovia at 1 dollar apiece!
The first Western currency in common use in Liberia was British, which was legal tender until World War II. Consequently, some British terms have found their way into the Kpelle language—*pāu* and *sēlēn* being the local versions of pound and shilling, respectively. These terms have the same values in American currency now that they held before devaluation of the pound. In local usage, one *pāu* is worth 4 dollars and one *sēlēn* is worth 20 cents.
Another British term has found its place in Kpelle in a very curious way. The term *ee-ñi* stands for 15 cents. On first hearing, it sounds like the English "eighteen," and that first hearing is correct. The etymology is a marvelous piece of linguistic development. The smallest British coin used in Liberia before World War II was the half-penny, of which 24 made a shilling. A shilling was worth 20 cents, therefore 18 halfpennies were worth 15 cents. And so—*ee-ñi* is fifteen! In some Kpelle areas along the Guinea border, French currency has been used, providing an alternative set of borrowed terms.
Other terms for individual amounts of money include *fón* or 5 cents, *nei* or 10 cents, *dāla* or 1 dollar, and *kāpa* or 1 cent. The two terms *fón* and *nei* also have the slang meaning of worthlessness. The sentence *i fa pori fón kēt à nyāa*, "you can't do 5 cents to me," means, loosely, "you can't give me any trouble." A very small person is described as *nei nei*.
The term *kāpa* is sometimes used as a general term for money. One informant described the things he can do with *kāpa*. He can buy, pay, "dash" (a West African term for a gift, tip, or bribe given to someone as part of a business transaction), redeem goods, claim illegitimate children, pay a girl for the privilege of her company, and sue persons in court.
Another general term for money is *sen-kau*, literally "seed of a thing" or "bone of a thing." It is the older, more traditional term for money, and is commonly replaced now by *kāpa*. The term *sen-kau* implies that, somehow, what is described is pure, good, and valuable. The suffix *-kau* is the same one that individualizes grains of rice, as in the expression *molon-kau*.
VOLUME
Measures of volume are used in situations where the amount of a given material is important. Rice, which is the staple food, is measured in a great variety of ways. We can follow rice from the farm to the meal in the terms which measure it. The term for a rice farm, *molon kpalan*, is a measure, since a family will normally plant only enough for its needs for the coming year. The size of a plot necessary to grow this amount of rice comes to represent a measure in much the same sense that acre originally meant simply a field. Other crops are also measured in farm units—cassava, peanuts, pepper, corn, potatoes, pineapples, bananas, greens, sugar cane, rubber, cocoa, and coffee. Naturally, the unit size differs in each case.
When the rice is harvested, it is cut into *molon fiyen*, "rice bundles." One of these is the size that a woman can conveniently hold in her left hand between her thumb and fingers, while she cuts the stalks with her right hand. Two or three rice bundles are then tied together to make a *molon kōon*, "rice measure." These are stacked together into a pile called a *molon kōlon*. Such stacks of bundles of rice are then placed in the loft of a small hut called a *molon-kere*, "rice-kitchen." The term "kitchen" has nothing to do with cooking, as we mentioned before, but refers to a small, open-sided hut, used for "talking a palaver," storing rice, blacksmithing, shoemaking, preparing dead bodies for burial, or simply for resting.
When the people need the rice, which has been stored in the "kitchen" on the farm, the women thresh it and beat it. Fortunately they are not able to remove the entire shell from the grain of rice, since that is one of the few sources of vitamins in their diet. The rice so prepared is measured in several ways. The smallest measure is the *kōpi*, which is obviously derived from the English "cup." This measure may have one of two values, depending on whether the rice is being sold or bought. The local trade uses what is called a *tāmo-ko*, "salmon cup," for dealing in rice. It is the large size tin can (U.S. tall #1) in which salmon is normally packed. Since few of the Kpelle are wealthy enough to afford tinned salmon, it is not clear why they use this term.
The "salmon cup" contains almost exactly two English measuring cups, or one pint dry measure. The cup the trader uses to buy rice has the bottom rounded out by long and careful pounding, but the cup he uses to *sell* rice does not have the rounded bottom. This is the source of his profit. The usual price of dry rice is 10 cents a cup in "hungry time," and sometimes as little as 5 cents a cup after the new rice has been harvested and beaten. Since the cup almost equals an English pint, it is sometimes simply called *pāi*. Since it weighs about a pound, when filled with dry rice, the term *pāi*, "pound," is also used.
Other commodities measured by cups include palm oil, water, palm wine, peanuts, dry corn, palm kernels, soda, salt, millet, seeds, pepper, and kola.
The *bōke* and the *tin* are even larger. Their names are clearly derived from the English "bucket" and "tin." The bucket contains, according to one informant, 24 cups of rice, and the tin, 44 cups of rice. His figures are remarkably close to correct arithmetic. The same informant also told us that there are two buckets in a tin, which is consistent with the previous figures. The most commonly used "tin" is a 35-pound flour tin. Others report the bucket as the same as a tin. Also measured by buckets and tins are many of the commodities mentioned above, as well as meat, cassava, bananas, plantains, yams, and greens. Singly, some of these are too large for a cup, and so a large measure is more appropriate for them.
The largest measure for rice is the *boro*, "bag." There are nearly 100 cups of rice in the typical bag in which rice is imported from the United States or sold from one part of Liberia to another. This fact is known to the Kpelle, who value a bag of rice at 100 times the going rate per cup. An informant told us that a bag contains two tins, which is quite consistent with the other information. Other commodities are also measured in bags.
There are measures of dry objects which do not apply to rice. One is the *kinjá* or *kpiri*, "load." This measure is the amount that can be put into a back-pack frame. This is made by tying palm thatch around a frame of sticks which contains the goods to be transported. Such items as kola nuts, meat, cassava, bananas, plantains, palm nuts, peanuts, yams, and charcoal are transported in this way. It is not a standard amount, probably because it is not used for rice. Another such measure is the Coca-Cola cap, which is used for selling snuff.
The fact that rice is measured by so many interrelated terms is unique in Kpelle culture. They have no other system with such internal coherence and complexity. This makes eminently good sense, since rice is the staple of the diet. The centrality of rice to the diet, and to the culture itself, is underlined by this measurement system, as well as by the use of rice and rice utensils in ceremony and ritual. Therefore we might expect that if the Kpelle's ability to measure rice is compared with that of people for whom rice is of less importance, and the measures less familiar, the Kpelle should show a clear-cut superiority.
This supposition is supported by the results of a very simple experiment, mentioned in the first chapter, in which people were asked to estimate the number of *kōpi* of rice in each of four containers. This task was presented to 20 Kpelle illiterate adults, 20 Kpelle schoolchildren, and 80 poorly educated American adults. The results summarized in Figure 7 indicate that the Kpelle adult is extremely accurate in his use of the *kōpi* measure, with the Kpelle children running a close second. The Americans performed quite poorly, especially when a relatively large amount of rice was involved. Simple though this demonstration may be, it will put us on our guard when making generalizations about abilities to measure. Clearly, the Kpelle man who has been trained to enter a market, see a pan with rice in it, and make an offer for that rice from his meager supply of money will have a distinct advantage over his "naive" American counterpart. (Note that the American schoolchild is about as accurate as the Kpelle schoolchild.)
LENGTH
Measures of length are also closely tied to the objects of Kpelle material culture. One of the most common objects whose length is measured is cloth. Kpelle weavers weave cloth in long strips approximately 4 inches wide. These strips are sewn together to make shirts, chief's gowns, blankets, hats, and other items of clothing.
They are sold by the weaver by the *sege-wulo*, "bunch," whose length depends on the use to which it is put. It may consist of 9 to 11 *nuu-nwan*, arm-spans, for a chief's gown or 21 to 24 arm-spans for a blanket. The arm-span is measured from the end of one outstretched arm to the end of the other. Other things besides cloth are commonly measured by arm-spans: rope, a long stick, a bed, a grave, or a bridge.
Half of *nuu-nwan* is *nuu-kpasa* which is measured from the center of the chest to the tip of the finger of the out-stretched arm. Literally *kpasa* refers to a woman's head-tie, which is about one yard long. The arm-span is about two yards long, and is called by the term *lapa*, referring to a woman's wrap-around dress.
Two smaller units of measurement for length are *nuu-yée-laa*, "hand-span," and *nuu-koo-laa*, "foot-length." These are only occasionally used in tribal life. Hand-spans may be applied to cloth, cutlasses, hoe handles, and other short objects. Short distances on the ground, whether for a grave, a mat, a floor, or a bridge may be measured by foot-lengths.
*Fig. 7. Mean percent errors of Kpelle and American subjects in estimation of numbers of cups of rice.*
It is important, however, to distinguish between permissible and habitual measurement. We have found that in practice, foot-length is a seldom-used measure, supplanted in most cases by arm-span. We must remember this distinction, as well as the cultural relevance of the units of measurement, in interpreting the results of our experiments on length measurement.
We devised two experiments to evaluate the ability of our subjects to estimate length. The first required that distances of 2 to 6 yards be estimated using arm-spans, hand-spans, and foot-lengths. The distances were marked on the floor of a large room. The subject stood next to one wall and the experimenter at a particular mark on the floor, where he asked (for instance), "How many foot-lengths distance is there between us?" This question was asked of each of our subjects for each of 9 distances and for the 3 units of measurement. The same subjects who
served in the rice estimation task participated in this study. The results summarized in Figures 8, 9, and 10 present a slightly more complicated picture than was true of the rice estimation data.
On the hand-span task (Figure 8), the performance of the American adults is clearly superior to that of the Kpelle. This task is culturally inappropriate for both groups, but the Kpelle are less able to cope with this strange way of measuring things than the Americans. The schoolchildren's performance is intermediate. We interpret this result as evidence that for the Kpelle, different units of length are not interchangeable, but that the American is able to translate hand-spans into some unit involving inches and feet, which he then uses to estimate the distance. Informal questioning of some of the subjects seems to support this conclusion.
We were quite puzzled that this same pattern appeared in the results shown in Figure 9, since our informants had told of the use of foot-lengths as a measurement of various types of distances ("How far from here to that house?", "How long is that house?") indicating that for such intermediate distances the Kpelle almost always used hand-spans or arm-lengths, and only rarely foot-lengths. We concluded that we had been misled by the possibility of using foot-lengths as a unit of length. This interpretation receives some support from the arm-span measurement data in Figure 10, where there is little difference in performance between the two adult populations and definite improvement by the Kpelle over their foot-length performance. We are not sure how to interpret the superiority of the Kpelle schoolchildren on this task; perhaps they are getting the best of both worlds.
The pattern of results is quite different on the second type of length-estimation experiment. Here the objects to be estimated and measured were sticks of wood | e00c5163-9d25-43ac-9105-df64a8e79aad | CC-MAIN-2021-49 | https://lchcautobio.ucsd.edu/wp-content/uploads/2015/10/Gay-Cole-1967-New-Mathematics-Old-Culture-Part2-pp.30-69.pdf | 2021-12-05T20:54:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00035.warc.gz | 438,332,618 | 21,747 | eng_Latn | eng_Latn | 0.99886 | eng_Latn | 0.999335 | [
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Gus Zavaletta was a student at St. Joseph Academy in the 1940s. A native of Brownsville, he had attended public schools at Annie S. Putegnat Elementary and Clearwater Elementary before enrolling in St. Joseph.
He recalled that when he enrolled at St. Joseph as a 5th grader his brother was playing football for Brownsville High School, making him popular among his fellow students. This caused Gus to begin wondering why St. Joseph didn't have a well-organized athletic program, like the one at Brownsville High School.
He began wondering if he should attend Brownsville High School so he could play football. And as time went by, he began to picture himself as a full-time health and physical education instructor. He could envision being able to teach boys not only in the classroom, but also how to use their physical talents on the athletic field. While still in high school, he began to use his leadership talents by organizing a boxing team.
After graduation, he entered the Marine Corps, where he organized and coached athletic teams. This brought him to the realization he wanted to become a teacher, and he decided to get a college education to learn how to teach. In 1955, he became coach at St. Joseph, where he became a legendary figure.
When he began there, the school was located near downtown on Elizabeth Street, where the athletic program and facilities were very limited. He began working with Brother Paul Urban to develop a strong athletic program. Earlier articles have described how a football field and running track were built on the school's new property near Palm Boulevard. Zavaletta built his own athletic equipment, such as weight-lifting gear, using cement, paint cans and old pipes. He had a tiny office he could barely squeeze in to, and the small shower doubled as an equipment closet.
What he lacked in facilities he made up with hard work and determination, and he instilled pride and discipline in his athletes. He wanted them to feel a sense of ownership in their facilities. They painted the bleachers, set up and removed equipment and picked up trash.
He was described as tough, but lovable. When he disciplined someone, he always came back, shook their hand and said, "Let's move forward."
And he looked after his boys. If a boy was in Matamoros and late coming home, the coach would travel across the river and see that he got home safely. He would find them summer jobs. If necessary, he would pay their tuition.
Oscar Garcia credits Coach Gus Zavaletta with helping him and many other young men understand that a life was not to be taken for granted, that each of their lives was important and that it was their responsibility to always use their lives for good. One of Zavaletta's favorite sayings was, "Good, better, best; never let it rest until your good gets better and your better gets best."
He felt that he was not only a coach, but an educator. He worked with his fellow educators for the welfare of the students and for the entire program. He felt a good coach should not only be an inspiration to his boys, but to the faculty, the community and the entire student body. He felt he must instill in his boys the desire to excel not only in athletics, but in the classroom and in their other activities.
He worked at a job he loved to do, and he developed a career that affected the lives of a generation.
Upon leaving St. Joseph, he coached at Brownsville High School, then became recreation director for the City of Brownsville, and following that, was invited to become head coach at the Institute for Technology in Monterrey, where his team won the National Championship.
In 1992, he was inducted into the Rio Grande Valley Sports Hall of Fame. He also earned a masters degree from the University of Houston and began studying for his Ph.D.
Gus Jr. is now a coach at St. Joseph, and most of his children and grandchildren are graduates.
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What are Hazard Log Erosion Barriers?
Log erosion barriers are logs placed in a shallow trench on hill slopes to intercept water and trap sediment as an erosion control strategy. They capture and store sediment by slowing and redirecting surface runoff. They have been shown to be effective for reducing runoff, peak flow, and sediment delivery during low intensity rain events when properly installed (Figure 1). Log barriers can be effective for a one to two-year period while native vegetation reestablishes. The use of natural, on-site trees for this purpose reduces costs and retains nutrients required for long-term soil health and native vegetation reestablishment. Falling “hazard” trees for this purpose is a recommended approach for short-term erosion control.
Where should they be used?
Log erosion barriers can be used in areas of moderate to high burn impact where most of the native plant or ground coverage is gone and/or moderate to steep slopes are present. Log terraces are likely not needed in low fire impact areas with existing vegetation, leaf/needle ground cover, and low to moderate slope. They can be placed on slopes between 25 and 60 percent.
How are they constructed?
Dead trees are felled, limbed, and placed on the contour perpendicular to the direction of the slope. Logs are placed in an alternating fashion, so the runoff no longer has a straight downslope path to follow (Figure 1). The water is forced to meander back and forth between logs, reducing the velocity of the runoff, and giving water time to percolate into the soil.
Logs should be 6 to 12 inches in diameter (smaller logs can be used) and 1 to 30 feet long. The logs should be bedded into the soil for the entire log length and backfilled with soil so water cannot run underneath; back-fill should be tamped down. Secure the logs from rolling by driving stakes on the downhill side. It is best to begin work at the top of the slope and work down. (It is easier to see how the water might flow by looking down on an area to better visualize the alternating spacing of the logs).
Resources
The Pure Water Partners (PWP) program is working to place log erosion barriers in select areas as part of an integrated approach to erosion management on private properties impacted by the Holiday Farm Fire. If you are interested in assistance with erosion control and riparian restoration, please sign up for a PWP site assessment by visiting www.purewaterpartners.org
Visit www.purewaterpartners.org to request a site assessment or for more information | <urn:uuid:0b3fbc1b-5526-4def-9b8a-e5684ed225b2> | CC-MAIN-2024-26 | https://www.eweb.org/documents/Customer%20Programs/source-protection/wildfire-log-barriers.pdf | 2024-06-16T18:08:02+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861670.48/warc/CC-MAIN-20240616172129-20240616202129-00409.warc.gz | 677,069,039 | 518 | eng_Latn | eng_Latn | 0.998013 | eng_Latn | 0.998013 | [
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Red Ursa Kale
*Brassica napus var. pabularia 'Red Ursa'*
Height: 24 inches
Spread: 24 inches
Spacing: 12 inches
Sunlight: ☀️ ⚪️
Hardiness Zone: (annual)
**Description:**
This variety produces beautiful large, grey green and purple edible foliage; performs well in cooler conditions; this super food is a great addition to any salad; mature leaves are great for soups or baked off as chips; great for the garden or containers.
**Edible Qualities**
Red Ursa Kale is an annual vegetable plant that is commonly grown for its edible qualities. The deeply cut oval grayish green leaves with showy purple variegation are typically harvested when mature. The leaves have a pleasant taste.
The leaves are most often used in the following ways:
- Fresh Eating
- Eating When Cooked/Prepared
- Cooking
**Planting & Growing**
Red Ursa Kale will grow to be about 24 inches tall at maturity, with a spread of 24 inches. When planted in rows, individual plants should be spaced approximately 12 inches apart. This fast-growing vegetable plant is an annual, which means that it will grow for one season in your garden and then die after producing a crop.
This plant is typically grown in a designated vegetable garden. It does best in full sun to partial shade. It does best in average to evenly moist conditions, but will not tolerate standing water. It is not particular as to soil pH, but grows best in rich soils. It is somewhat tolerant of urban pollution. Consider applying a thick mulch around the root zone over the growing season to conserve soil moisture. This is a selected variety of a species not originally from North America, and it is considered by many to be an heirloom variety.
Red Ursa Kale is a good choice for the vegetable garden, but it is also well-suited for use in outdoor pots and containers. It can be used either as ‘filler’ or as a ‘thriller’ in the ‘spiller-thriller-filler’ container combination, depending on the height and form of the other plants used in the container planting. It is even sizeable enough that it can be grown alone in a suitable container. Note that when growing plants in outdoor containers and baskets, they may require more frequent waterings than they would in the yard or garden. | <urn:uuid:970b5307-6600-4a36-adf1-d856fb169e11> | CC-MAIN-2023-06 | https://plants.countrysideflowershop.com/12120005/Plant/Print/28221 | 2023-02-07T11:33:48+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500456.61/warc/CC-MAIN-20230207102930-20230207132930-00241.warc.gz | 464,979,623 | 494 | eng_Latn | eng_Latn | 0.997886 | eng_Latn | 0.997631 | [
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Cecile Gray had arrived at Syracuse with a strong arts background, in part, because of her adolescent years growing up in Cleveland, Ohio. Always supportive of her creative interests, her parents gave her private lessons in art and dance, and brought her to the Cleveland Museum of Art on a regular basis. She remembers that as a child she had a love of impressionist paintings, especially the paintings of Degas that displayed dancers in various poses. “They were so charming and as a child taking dance, I could see myself in them.” The German Expressionists and the energy they demonstrated when making their prints also fascinated Cecile. It truly impressed her that a line cut in wood could display such passion. This appreciation of the graphic line would have a great impact on her. When asked about her attraction to the museum and its art, Cecile remarked, “I practically lived there. I really enjoyed looking at the paintings and reading about the artists.” These experiences brought her back to the museum on a regular basis.
Cecile was also very interested in literature and writing, a major reason for her selecting Syracuse for her college education. Not many Universities at the time allowed students to enroll in multi-disciplinary studies; for Cecile, art and literature were very important and Syracuse allowed her to concentrate in both areas. She graduated in 1949 and received a prestigious award from the Art School, the Hiram Gee Fellowship. This award would have enabled her to visit Europe and its wealth of important art but her mother’s poor health forced her to return to Cleveland and it took several more years before she would be able to travel through Europe. When she did get there its impact was no less significant.
In the mid 1950s Cecile moved to New York City and was working as a publicist. The move to the city and her active work scheduled made it difficult for Cecile to paint so she turned her attention to making woodcuts and by 1957 had completed a number of ambitious images.
Cecile abandoned printmaking in the 1970s in favor of developing her painting skills and exploring a strong desire to investigate other issues in art. In many ways these woodcuts force us to ask the question- What if Cecile had combined what she learned from printmaking and painting- where would her curious mind have taken us? | <urn:uuid:efd72210-9850-4b02-9bf5-64b51a838cf6> | CC-MAIN-2019-18 | https://nyc.syr.edu/_assets/pdf/Cecile%20Gray%20Bazelon_Essay.pdf | 2019-04-25T07:50:06Z | crawl-data/CC-MAIN-2019-18/segments/1555578711882.85/warc/CC-MAIN-20190425074144-20190425100144-00282.warc.gz | 493,296,546 | 470 | eng_Latn | eng_Latn | 0.998953 | eng_Latn | 0.998953 | [
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The Economics of a Road Trip!
WebQuest Description: A Webquest for high school mathematics, involving decision making in real world mathematical applications.
Grade Level: 9-12
Curriculum: Math
Keywords: Financial Decision, Economics, Planning, Road Trip,
Published On: 2011-11-29 17:30:55
Last Modified: 2011-11-15 18:33:52
WebQuest URL: http://zunal.com/webquest.php?w=124337
Introduction
You are planning to take a road trip during the summer before college starts with some of your friends; You have your parents' blessings and they have even helped you financially get prepared for your trip to see your favorite band play in Detroit, Michigan! However, you must make some financial decisions so that you can fit every aspect of your trip in with your limited budget; And this WebQuest will help you plan how to successfully plan; Good luck!
Tasks
1) You and your groupmates will design a road trip from Pittsburgh, Pennsylvania to Detroit, Michigan. Your group will be responsible for completing a chart that has categories for gas, lodging, and concert ticket prices. The goal of this WebQuest is to be the group with the best estimate of your total expenses, while spending a low amount of money.
2) After submitting your group's estimate, you will then research current prices using gas, hotels, and attractions, all of which can be found on the Internet. Your team will complete a new chart of expenses, but unlike the estimates that you recorded in Part 1, this chart will be of actual prices that have been found through research. 3) The team with the best estimate and least errors in data will win a prize!
Process
1. Students will create a spreadsheet, with categories for travel expenses, lodging, and concert tickets; 2. Students will research their options, using a limited budget of $1000, to come up with their favorite choice for using these expenses. (Cheap concert tickets = $150 total, Expensive concert tickets = $300 total). (Cheap hotel = $400 total, Expensive Hotel = $600 total); 3. Teams will decide on their choice of options, and record all data accurately; Choices must be explained! Research must be cited!
Evaluation
Below Average
10
Satisfactory
20
Proficient
30
Outstanding
40
Score
Teamwork
Team members did not complete their individual duties.
Some working together was seen.
Teammates worked fairly well together.
Teammates worked extremely well together.
Presentation
Spreadsheet is non-existent. It is obvious that very little time was spent on this project.
Spreadsheet is difficult to follow.
Spreadsheet is easy to follow but there are a few errors in flow.
Spreadsheet is neat and easy to follow.
Mathematical Soundness
Spreadsheet has many errors. Steps are difficult to follow.
Spreadsheet is typified by a few errors in mathematical concepts. I had a difficult time following the steps.
Spreadsheet is typified by a few careless mathematical errors or oversights. I had little trouble following the steps.
Spreadsheet is typified by almost no mathematical errors.
Overall Content
Poor/ Non-existent finished project.
Project needs improvement.
Project is completed with few errors.
Project is professionally completed.
| Category and Score | | | | | Score |
|--------------------|---|---|---|---|-------|
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | Total Score |
Conclusion
Now that you have planned a trip from Pittsburgh to Detroit, you should feel fairly comfortable about planning trips and with estimating data. You had to account for gas and travel expenses, food, and concert tickets. Did you bring any extra cash with you for car repairs, souvenirs, or just money for any emergency? You will receive bonus points if you did!
Teacher Page
We all benefit by being generous with our work. I hereby grant permission for other educators to use the resources from this page. Good luck implementing similar WebQuests in your own classrooms!
Reviews
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LINCOLN CAMPAIGNS FOR CLAY
Ninety-five years ago at this season Abraham Lincoln, a presidential elector of Illinois, was actively engaged in campaigning for Henry Clay. Lincoln even went into Indiana on a speaking itinerary, thinking that he might help the Whig cause in the community where he lived as a growing boy.
For one quarter of his life Lincoln resided in Spencer county, Indiana, moving there with his parents when he was seven years of age and remaining until he was twenty-one, at which time the family migrated to Illinois. He had not visited his boyhood home for fourteen years until he appeared there as a speaker for Clay.
The Abraham Lincoln who came back to visit his old friends was now a married man with one child and he owned a home in Springfield. Just a month before his visit he had formed a new legal alliance, withdrawing as junior partner of the Logan-Lincoln law firm and becoming the senior member of the Lincoln-Herndon partnership.
Lincoln made several addresses in Indiana, visiting Vincennes, Bruceville, Washington, Rockport, Carter Township, Gentryville, Boonville, and Evansville. On October 30 he spoke in the Spencer County Court House at Rockport, and the local newspaper made favorable mention of his address.
It was at Gentryville, however, that he must have met most of his old friends and among them was William Jones who had greatly influenced Abraham's own political thinking.
The Clay campaign was one of the most unusual political contests in early American history. On one ticket was Clay who probably had a larger personal following than any other man of his day. He was opposed by Polk who had few personal admirers, and also by one other candidate in the field.
It is very difficult in this modern day to appreciate the unusual loyalty which was displayed by the followers of Clay. Lincoln called him "My beau ideal of a statesman," and he found in his old friend William Jones of Gentryville one who was even more enthusiastic about Clay than he was, if that were possible. In *The Evansville Daily Journal* for July 19, 1860 there is a story of Jones' physical collapse after the defeat of Clay which is a good example of the great disappointment which came over so many of the voters.
"William Jones is an old citizen of the county who has taken little active part in politics since the Clay and Polk campaign and who on learning of the defeat of his favorite in that memorable contest was for several days incapacitated for attending to his usual business."
Clay received a great many letters of condolence after his defeat and the excerpts from a few of them which follow will convince one that his power of attraction was unusual indeed, and it is not strange that Lincoln worshipped at his shrine.
"The deplorable result of the late election, has here, as everywhere, filled the hearts of your Whig friends with pain and mortification, and this feeling has not been confined to the voters only, but has extended itself through all ages, sexes, and conditions, from 'lisp'ing infancy to hoary age'.
"We were not aware, until we saw our anticipations of your success blighted, how strong a hold you had upon our affections, and we now feel that you are President in the hearts of a vast majority of the intelligent and patriotic citizens of the country, where you can never be defeated, and where the poisonous shafts of calumny can never reach you." P. S. Galpin and Others.
"Dear Sir,—My sense of the public calamity has, for some days, absorbed all emotions and affections of a private or personal character. I have been astonished with the result of the elections. The ways of nations, like those of Providence, are sometimes mysterious and inscrutable; and what our country has just done is of this sort." William C. Preston.
"My Dear Mr. Clay; my chief, my old master, my venerated and beloved friend!
"...I have received the news, just arrived, of the result of the Presidential election. Great God! is it possible! Have our people given this astonishing, this alarming proof of the madness to which party frenzy can carry them!"...
"Again and again, may God bless and preserve you. I write incoherently: you would not believe my emotion. My head is confused." Christopher Hughes.
"It is from the gushing out and fullness of our hearts that we say to you that you have been our political idol, and that we esteem you as highly, and love you as dearly as we ever have done—in defeat, more than in victory—we can not say more, how can we say less?" P. H. Sylvester and Others.
"I well recollect in the family circle while a boy, sitting around the domestic hearth, hearing my father recount your patriotic deeds. One sentence from a speech of yours, 'The colors that float from the mast head should be the credentials of our seamen', was indelibly fixed on my mind. Then judge my deep mortification and disappointment to find the sailor's friend, the master-spirit of the late war, 'the noblest Roman of them all,' rejected by the American people." John H. Westwood.
"Dear Sir,—At the very moment that I learned the disastrous result of the Presidential contest, I determined to write to you; but I soon perceived that I felt too strongly to express myself with any thing like calmness, and on that account I have delayed till now to condole with you on our unexpected misfortune." A. B. Roman.
"I have never before witnessed such disappointment, distress, and disgust. The feeling seemed to pervade all classes. I have heard men of the opposite faction express their regret at the success of their party. A gray-headed man assured me that he could not restrain his tears. My own child wept bitterly." Dr. Mercer.
"With other men, to be defeated was to be forgotten; but with him defeat was but a trifling incident, neither changing him nor the world's estimate of him . . . The spell—the long-enduring spell—with which the souls of men were bound to him is a miracle. Who can compass it?" A. Lincoln. | <urn:uuid:92df4eb1-b74a-4809-8b89-9aecf70f8cc4> | CC-MAIN-2020-50 | https://www.friendsofthelincolncollection.org/wp-content/uploads/2018/08/LL_1939-10-23_01.pdf | 2020-11-24T00:22:58+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141169606.2/warc/CC-MAIN-20201124000351-20201124030351-00049.warc.gz | 698,828,358 | 1,278 | eng_Latn | eng_Latn | 0.999506 | eng_Latn | 0.999506 | [
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What are demonstratives?
Demonstratives are words that show which person or thing is being referred to. In the sentence:
'This is my brother',
'this' = is a demonstrative
The demonstratives in English are **this**, **that**, **these**, and **those**
Demonstrative pronouns vs demonstrative adjectives
A distinction must be made between demonstrative adjectives (or demonstrative determiners) and demonstrative pronouns (or independent demonstratives).
A **demonstrative adjective** modifies a noun: | <urn:uuid:edf1afdd-b53e-463d-9fb9-b3671829860e> | CC-MAIN-2017-47 | http://www.italkenglish.jp/pdf/demonstratives.pdf | 2017-11-19T04:53:49Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00051.warc.gz | 417,901,126 | 110 | eng_Latn | eng_Latn | 0.950606 | eng_Latn | 0.950606 | [
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Josh says, "he loves money." He spends his money on clothes, shoes, and school supplies. He earns his money by working with his aunt and uncle in the summer. In the fall, he wants to get a job bagging groceries. Liz says, "there are many different ways to earn money by getting a summer job, having an internship, or even owning your own business." A previous guest on the podcast makes his money by having an antique shop.
**Q:** How do you want to earn money?
**A:** Hunter started saving his money when he was six years old because his dream was to buy a car when he got his license. He saved his birthday, Christmas, and Easter money before he had a job. He would sometimes spend his money but mostly put it into his savings account. When it was time for Hunter to buy his first car, he did have enough money to buy it; he has the same car today. Hunter says, "it is important to start saving young so you can afford the things you want to buy."
**Q:** What do you want to save your money for?
**A:** A budget is taking what you earn and putting it against what you think you are going to spend. Hunter says, "you have to take into account what bills and expenses you will have to pay." Liz and Hunter have budgets because they both live on their own. They both have to budget for their rent, bills, food, and other expenses they will have for an entire month. Liz suggests that you should keep track of your monthly expenses before and after you pay for the necessary items. That way you know how much money you have leftover.
**Q:** Say you were given $100 for your birthday, how would you budget spending the money?
Josh has a goal to save up for a car when he turns sixteen. A tip Hunter gives to Josh is to download one of the many budgeting apps on his smartphone. Different apps can walk Josh through the steps of what to input into his budget. The apps are also very user friendly. Hunter talks about saving a lot, but sometimes it is hard to compete with marketing. Another tip Hunter says, "is to take a few days to think over if you really need the item you want and how it will benefit you. If you still want the item after a few days, you should buy it. If you don't buy the item put that money into savings."
Do you take a few days before you buy an item to think if you really need it? If not, are you going to start using the tip Hunter suggests?
Hunter says, "of course budgeting, saving, and knowing how to spend money is part of being a leader." Remember money isn't everything, but if you have people that are going to count on you in your life, one needs money to buy necessities like food, water, and shelter. If you want to be a leader you need money to provide for people around you. Being smart with your money is the last piece of the leadership puzzle you need to becoming a good leader.
What money tips did you learn from the podcast on being a good leader?
LIZ’S PODCAST CHALLENGE
1) Make a list of the different places you want to work to start earning money. Liz says, "remember, you can't spend money if you don't have money."
2) Is saving your money important? Yes or no? Why?
"Being a great leader is using your money wisely!"
Share with us how you are spending or saving your money by emailing me at firstname.lastname@example.org.
Thank you for listening! | <urn:uuid:cfb8e80a-cf84-40a2-b531-69205c13d827> | CC-MAIN-2023-40 | https://www.abilitysc.org/wp-content/uploads/2020/06/ILA-PODCAST-Episode-9-first-page-2.pdf | 2023-10-03T10:50:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511075.63/warc/CC-MAIN-20231003092549-20231003122549-00614.warc.gz | 672,528,951 | 739 | eng_Latn | eng_Latn | 0.999692 | eng_Latn | 0.999773 | [
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Explain how genetic diversity is increased with crossing over, mutations, and genetic recombination.
Compare & Contrast Mitosis & Meiosis
| When does process take place | Mitosis | Meiosis |
|-----------------------------|---------|---------|
| Cells the same or different? | Some, genetically | Genetically Different |
| What type of cells produced (diploid or haploid) | Diploid | Haploid |
| Used in asexual or sexual reproduction | Asexual if for reproduction | Sexual |
Whole picture: Chromosome
One arm: Chromatid
Light color band: Allele (alternate form of trait)
Tetrad Is a structure that is formed from two homologous chromosomes.
A homologous chromosome are two pairs of chromosomes that have the same genes but can have different alleles.
Make the following vocabulary terms with the correct letter:
- Chromosome: D
- Gene: A
- Haploid: E
- Diploid: C
- Allele: F
- Crossing Over: G
- Mutations: B
- Genetic Recombination: H
A. Section of DNA that contains the instructions for a particular trait
B. Change to DNA sequence or chromosome that can change the phenotype of a trait
C. Cell that contains two copies of chromosome (one from mother & one from father)
D. Condensed strand of DNA
E. Cell that contains one copy of chromosome
F. Specific type of a trait; alternate form of trait
G. Process that switches portion of chromosome between homologous chromosomes
H. Process that results in chromosomes randomly dividing into gamete cells
Asexual vs. Sexual Reproduction:
Asexual reproduction is the production of offspring from a(n) __________ parent(s). Sexual reproduction is the production of offspring from a(n) __________ parent(s). Meiosis ______ (does/does not) occur during asexual reproduction. Asexual reproduction is the primary form of reproduction in many single celled organisms.
For the following conditions, select sexual or asexual as the best response:
- An organism that does not move during its lifetime: __________
- A rapidly changing environment: __________
- An environment with little to no changes: __________
- Increases genetic diversity among a population: __________
The __________ of genetic information between __________ __________ is referred to as crossing over. It occurs during __________ of meiosis and creates __________ __________ of genes. It is not a __________.
Mutations are changes to the __________ sequence (nucleotides) or the __________. Four types include __________ (change of one nucleotide), deletion (__________ or __________ of a nucleotide), __________ (moving of one portion of chromosome to another), or inversion (__________ __________ __________). A mutation occurring in __________ will be passed on to offspring; a mutation occurring in __________ will not be passed on to offspring.
Genetic recombination is the __________ of chromosomes. It can create multiple possibilities of __________ because chromosomes __________ independently of one another.
Draw a picture to represent crossing over.
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Chapter 15: Patterns in the Sky
Earth rotates on its axis as it revolves around the sun.
- Earth rotates on its axis once every 24 hours. This rotation causes us to experience day and night.
- Earth revolves around the sun once every $365 \frac{1}{4}$ days, or one year.
- We experience the four seasons because Earth is tilted as it revolves around the sun.
The Chapter 15 test is scheduled for _________________. Review study guide on packet pages 1 & 2, packet pages 7, 8, 9, 10, and 11, and book pages 444-445 to prepare for the test.
Name ______________________ Section ____
Chapter 15: Patterns in the Sky---Study Guide
These items can be found in your child’s packet in the science section or in their science book. All items have been discussed at length in class. Please refer to the cover of the packet to view which packet pages to study.
Words to Know:
star axis rotation revolution phase
lunar eclipse telescope constellation
http://quizlet.com/1954930/scott-foresman-science-3rd-grade-chapter-15-flash-cards/
Please use this website to study and review vocabulary words from this chapter.
Ideas to Know:
Lesson 1
• The Sun is a star - a giant ball of hot, glowing gases and is the source of light on Earth.
• The Earth is always moving.
• The Earth spins on and imaginary line called its axis.
• The Earth makes one complete spin on its axis, or rotation, every 24 hours.
• As the Sun appears to move higher in the sky, the shadow becomes shorter.
• In the afternoon the Sun is at its highest point in the sky.
Lesson 2
• Earth’s tilt and movement around the Sun cause the seasons.
• Earth makes one revolution when it makes one complete trip around the Sun. This takes one year.
• The northern half of Earth tilts more toward the Sun in June.
• In December the northern half of the Earth gets less sunlight - this is which causes less direct sunlight, colder temperatures, and fewer hours of daylight.
• We see the sun in different places in the sky in different seasons.
Lesson 3
- The Moon rotates on its axis about every 27 days and revolves around Earth in almost the same time.
- The light we see from the Moon is reflected light from the Sun.
- We see only one side of the Moon.
- Each different way the Moon looks is a different phase of the Moon.
- The phases happen because movements of the Earth and Moon cause different amounts of the lighted half of the Moon to be seen from Earth.
*****Check out the different phases on page 435*****
- A lunar eclipse occurs when the Moon moves behind the Earth, and Earth blocks sunlight from reaching the Moon.
Lesson 4
- The night sky is filled with stars that vary in brightness, size, and distance from Earth.
- Telescopes are tools that magnify objects that are far away.
- The stars that are the farthest away are the dimmest and the hardest to see.
- A group of stars that makes a pattern is a constellation.
- Stars seem to be moving during the night because Earth rotates on its axis.
Why do shadows change shape during the day?
Materials:
- Pencil
- Clay
- Large paper
- Flashlight
- Marker
What to Do
1. Put a lump of clay on the paper. Stick the pencil point in the clay so the pencil stands up.
2. Using Models: Shine the flashlight on the pencil from the side. Use the marker to trace the pencil's shadow.
3. Move the flashlight slowly in an arc over the pencil. Observe how the shadow changes. Trace the shadow in four different positions.
4. Hold the flashlight in different positions over and around the pencil. Observe how the pencil's shadow changes.
Explain Your Results
1. Collecting Data: Where did you hold the flashlight to make the longest shadow?
2. Where does the flashlight have to be in order to cause no shadow?
3. Infer: Why do shadows outside change shape during the day?
Why do shadows change shape during the day?
Record your observations in the boxes below.
| Shadow When Flashlight Is Close to Pencil | Shadow When Flashlight Is Far From Pencil |
|------------------------------------------|------------------------------------------|
Explain Your Results
1. Collecting Data: Where did you hold the flashlight to make the longest shadow?
2. Where does the flashlight have to be in order to cause no shadow?
3. Infer: Why do shadows outside change shape during the day?
What causes an eclipse of the Sun?
Materials:
- basketball
- tennis ball
- flashlight
What to Do
1. **Make a Model:** Let the basketball stand for Earth, the tennis ball stand for the Moon, and the flashlight stand for the Sun.
2. Shine the Sun on Earth. Record what you observe.
3. Move the Moon around Earth until the Moon is between the Sun and Earth. Record what you observe.
4. Place the Moon behind Earth, farthest from the Sun. Record what you observe.
You can infer what happens during a solar eclipse by observing your model.
Explain Your Results
1. **Observe:** What happened when the Moon was between the Sun and Earth?
2. Is all of Earth affected by a solar eclipse? Why or why not?
3. **Infer:** What happens on the part of Earth that is affected by a solar eclipse?
What causes an eclipse of the Sun?
Record what you observe in the chart below.
| Sun Shining on Earth | Moon Behind Earth | Moon Between Sun and Earth |
|----------------------|-------------------|----------------------------|
| | | |
Explain Your Results
1. Observe: What happened when the Moon was between the Sun and Earth?
2. Is all of Earth affected by a solar eclipse? Why or why not?
3. Infer: What happens on the part of Earth that is affected by a solar eclipse?
Read each sentence. Choose the answer that gives the best meaning for the boldface word.
1. Earth makes a complete rotation every twenty-four hours.
A. circle B. spin C. day D. week
2. The Sun is a star that gives Earth heat and light.
A. super-sized planet B. huge rock C. very distant object D. hot ball of gases
3. A full Moon and a crescent Moon are two Moon phases.
A. stages B. separate parts C. craters D. copies
4. Earth spins on its axis like a wheel spins on an axle.
A. east-to-west line B. flat pancake shape C. line from pole to pole D. force field that pulls
5. In a year, Earth makes one revolution around the Sun.
A. circle around a center B. trip to and from C. set of seasons D. change of direction
6. In a lunar eclipse, Earth moves between the Sun and Moon.
A. blocking of the Sun’s light B. Earth’s shadow covering Moon C. blocking of the Moon by Earth D. Moon’s shadow covering Earth
7. A telescope shows details of the Moon and stars.
A. tool that magnifies B. tool that makes things look smaller C. lighted tube D. darkened pipe
8. Long ago, people named each constellation of stars.
A. any cluster of stars B. quarter of the sky C. group of stars in a pattern D. half of the sky
Notes for Home: Your child learned the vocabulary terms for Chapter 15.
Home Activity: Ask your child to find an example or diagram in the chapter to help explain the meaning of each vocabulary word.
Reviewing Terms: Matching
Match each description with the correct word. Write the letter on the line next to each description.
1. a giant ball of hot, glowing gases
a. axis
2. the imaginary line around which Earth spins
b. star
3. one complete spin on an axis
c. rotation
Reviewing Concepts: Sentence Completion
Complete each sentence with the correct word or phrase.
4. Earth is _____ compared to the Sun. (large, small)
5. At any time, _____ of Earth is facing the Sun. (half, all)
6. Earth makes one rotation every _____ hours. (12, 24)
7. The length and direction of shadows _____ throughout the day. (change, stay the same)
8. Shadows are very _____ at midday. (long, short)
Applying Strategies: Sequence
9. The Sun’s place in the sky seems to change throughout the day. The steps are listed below, but they are out of order. Use the clue words to place the steps in the correct order. (2 points)
Finally, the Sun appears to set in the west.
First, the Sun appears to rise in the east.
Next, the Sun appears to move across the sky.
Reviewing Terms: Sentence Completion
Complete the sentence with the correct word.
1. A _____ is one complete trip around the Sun.
(revolution, rotation)
Reviewing Concepts: True or False
Write T (True) or F (False) on the line before each statement.
2. Earth’s axis always points toward the same direction in space.
3. The places on Earth that receive the most direct Sun are the warmest.
4. The seasons are caused by Earth’s tilt and movement around the Sun.
5. Earth makes one revolution in 24 hours.
6. In most places on Earth the number of hours of daylight and darkness changes throughout the year.
7. During winter there are more hours of daylight than darkness.
8. The Sun appears higher in the sky during summer than it does in winter.
Applying Strategies: Calculating
9. In the Northern United States there are 15 hours of daylight on some days during June. On those days, how many hours of darkness are there? Show your work, and write a sentence that explains how you found your answer. (2 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Reviewing Terms: Matching
Match each description with the correct word or phrase. Write the letter on the line next to each description.
1. each different way the Moon looks
a. lunar eclipse
b. phase
2. when Earth blocks sunlight from reaching the Moon
Reviewing Concepts: True or False
Write T (True) or F (False) on the line before each statement.
3. It takes the Moon about 29 days to complete one rotation.
4. The Moon makes its own light.
5. During a New Moon, the Moon looks like a half circle.
6. The Moon looks like a half circle during the First Quarter Moon.
7. The Full Moon looks like a circle.
8. The lighted half of the Moon can always be seen from Earth.
Writing
9. Write a paragraph that describes the positions of the Earth, Moon, and Sun during a lunar eclipse. (2 points)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Reviewing Terms: Matching
Match each description with the correct word. Write the letter on the line next to each description.
1. a group of stars that makes a pattern
a. telescope
b. constellation
2. a tool that magnifies faraway objects
Reviewing Concepts: True or False
Write T (True) or F (False) on the line before each statement.
3. All stars are the same size.
4. Some stars are brighter than others.
5. Some telescopes use mirrors and lenses.
6. The stars in constellations are close together in space.
7. Stars appear to move across the sky at night.
8. Constellations always appear in the same part of the sky.
Applying Strategies: Main Idea and Supporting Details
Use complete sentences to answer question 9. (2 points)
9. Write three details that support the main idea given below.
Main Idea: Stars appear in patterns in the sky.
Detail: ____________________________________________
Detail: ____________________________________________
Detail: ____________________________________________
Comparing Times of Moonrise and Moonset
Like the Sun, the Moon rises and sets every day. However, the time of moonrise and moonset varies more than sunrise and sunset do. Use the table below to answer the questions.
| DATE | MOONRISE | MOONSET |
|--------------------|------------|------------|
| May 9, 2004 | 1:00 A.M. | 9:48 A.M. |
| July 9, 2004 | 12:28 A.M. | 1:34 P.M. |
| September 9, 2004 | 12:55 A.M. | 5:04 P.M. |
| November 9, 2004 | 2:59 A.M. | 3:09 P.M. |
1. How many hours and minutes were between moonrise and moonset on May 9?
2. Which date had the longest time between moonrise and moonset?
3. If you stayed up to see the Moon rise, on which date would you stay up the longest?
4. Put the dates in order, from shortest time to longest time between moonrise and moonset.
Notes for Home: Your child used a table to calculate elapsed time.
Home Activity: Study the table with your child. Decide if the Moon can only be found in the sky at night or both at night and during daylight hours.
Phases of the Moon
Look at the pictures of the Moon below. Draw lines to match the pictures on the left with the phase of the Moon on the right.
New Moon
Full Moon
First Quarter
Crescent
Your Favorite Season
Draw the weather for your favorite season.
Write about your favorite season. What is the temperature like? How much sunlight do you get each day? | <urn:uuid:def28478-b0b2-4de1-8ac8-b70910f93f88> | CC-MAIN-2019-39 | https://www.northallegheny.org/cms/lib/PA01001119/Centricity/Domain/590/Chapter%2015%20Packet.pdf | 2019-09-15T08:14:41Z | crawl-data/CC-MAIN-2019-39/segments/1568514570830.42/warc/CC-MAIN-20190915072355-20190915094355-00067.warc.gz | 998,996,258 | 2,941 | eng_Latn | eng_Latn | 0.998121 | eng_Latn | 0.999339 | [
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Core British Values
- I recognise that it is unacceptable to dismiss the beliefs and opinions of anyone.
- I understand that discussions about sensitive issues will be controlled and structured.
- I can influence the way the school runs through the school council team and by talking to staff.
- I can influence my lessons through putting my hand up and responding.
- I am free to think as I see fit.
- I have the freedom to make choices that affect me but I recognise I am accountable for all my actions.
- I recognise that everyone is entitled to their opinion as long as it does not promote extremism.
- I understand that everyone is entitled to a voice within the classroom.
- I will listen to others as I would like to be listened to.
- I recognise that I am as equally responsible for my learning as the teacher.
- I take responsibility for all my actions—good or bad.
- We all have a responsibility to promote and protect the well-being of others.
- I understand that the school rules are used to mirror society laws and must be respected.
- I recognise that there will be consequences for my actions.
Social - Moral - Spiritual - Cultural | <urn:uuid:f35ea5ae-1597-4b2b-8f67-59a310678914> | CC-MAIN-2025-08 | https://www.holgateprimary.org/attachments/download.asp?file=223&type=pdf | 2025-02-16T01:55:18+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952080.51/warc/CC-MAIN-20250216010123-20250216040123-00363.warc.gz | 730,462,948 | 232 | eng_Latn | eng_Latn | 0.999573 | eng_Latn | 0.999573 | [
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WORD ASSOCIATION
There are some words that you might expect to see in the same context – in the same place at the same time. Draw lines connecting those words that are, in some way, linked to each other. One has already been done for you.
- bargain
- occupation
- restaurant
- accident
- government
- ancient
- neighbour
- dictionary
- competition
- communicate
- gymnastics
- artefact
- parliament
- discount
- community
- meaning
- message
- dessert
- salary
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Alice in Brazilian Sign Language
Clélia Regina Ramos
An individual born with profound deafness, or deafened before acquiring a language, generally has great difficulty in reaching a good level of proficiency in the oral language used in his or her linguistic community. One might think that this is the only consequence of sensory hearing impairment, but, as we now know, there are many practical, educational, emotional, cultural, and even psychological consequences. For centuries, scholars throughout the world have investigated the complex subject of deafness. How can we help deaf individuals talk? How can we get them to participate productively in society since, more often than not, deafness is not associated with other impairments? How do we educate them?
With the opening of the first schools for the deaf, it was recognized that the “mimic” used by many of them to communicate was something stronger, much better structured; perhaps this was a language. Some agreed. Technological developments in the nineteenth century brought euphoria to hearing educators and families of the deaf. The invention of the hearing aid had finally enabled a most difficult achievement: to help the deaf talk. However, what seemed to be the solution for some (obviously for those with moderate or severe hearing loss), was not for everybody. Many deaf individuals remained isolated in a state of silence and ignorance. The reasons for this, which we now know are strictly sensorial (the profoundly deaf individual, even using a hearing aid, does not receive feedback from his or her own voice), were wrongly blamed on the “mimic” used by the deaf, now known worldwide as the sign languages. Long prohibited or avoided in the education of the deaf, it was only in the 1960s, in the United States, that the sign language began a process of being recognized as a language. A global movement has since worked toward its official recognition in many countries, including Brazil in 2002.
The 2010 IBGE / Brazilian Institute of Geography and Statistics’s demographic census, using a three-category division that ranged from “some hearing difficulty” to “a lot of hearing difficulty” to “cannot hear at all,” pointed to 9.7 million Brazilians, a rate of slightly more than 5 percent of the population. Those whom we could call “deaf people,” those who have a lot of hearing difficulty or who cannot hear at all, constituted 2.1 million, or 1.1 percent of the population.
After more than twenty years of association with deaf Brazilians, we have noticed serious issues with their education. Contact with the written Portuguese language, for instance, is a critical point. Usually, a type of proficiency that can replace his or her speech difficulty is expected from the deaf individual, and the written language is basically considered as a means of communication. However, this is a false assumption—both reading comprehension and writing levels are usually low. It is appropriate to say that the majority of the Brazilian deaf community has no contact with literary production.
Today in Brazil, deaf education respects Brazilian Sign Language, also called Libras (Língua Brasileira de Sinais). It is part of legislation following the steps of the Convention on the Rights... | <urn:uuid:2dd7a68b-cf98-4f54-b435-2dbe67b5ba8c> | CC-MAIN-2022-27 | https://editora-arara-azul.com.br/portal/images/e-mail-marketing/alice150anos/paginas.pdf | 2022-07-05T19:40:55+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104597905.85/warc/CC-MAIN-20220705174927-20220705204927-00151.warc.gz | 273,624,663 | 651 | eng_Latn | eng_Latn | 0.998071 | eng_Latn | 0.998071 | [
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Wall Breaking
| Problem Code | hw06a_wall |
|--------------|------------|
| Running Time Limit | 1 sec |
| Memory Limit | 16 mb |
Objective
- Be able to compute shortest distance
Introduction
Assume that we are in a large room that is partitioned into a grid of $N \times M$ cells. Cells are labeled with coordinate 0 to $N - 1$ from north to south and 0 to $M - 1$ from west to east. Cells are partitioned by walls of varying thickness. Let us say that now we are at cell (0,0) and we wish to go to cell $(N - 1, M - 1)$. To go to adjacent cell, we have to break the wall dividing these cells. Once, we are in the target cell, we can then move to other cell by breaking another wall. The cost to break each wall is directly proportioned to the thickness of the wall. Be noted that, the wall that bound the room is unbreakable, i.e., you can only break the wall between cells, not the wall that bound the cell and the area outside the room.
Your task is to find the least summation of wall thickness to create a path from cell (0,0) to cell $(N - 1, M - 1)$.
Following figure shows example of a room divided into $4 \times 5$ cells. The number next to each internal segment is the thickness of the wall. The least total thickness is 9.
```
8 4 3 2
1 4 3 4 7
1 1 1 2
8 6 9 1 9 9
2 8 9 3 1 1 9 1
```
Task
Assume that we know thickness of each wall, your task is to compute the least total thickness of wall needed to be broken.
Input
The first line of input contains two numbers $N$ and $M$ ($1 \leq N, M \leq 100$). This is followed by $2N - 1$ lines that give the thickness of each wall. Lines of wall thickness are given alternatively between that of north-south wall and west-east wall. For these $2N - 1$ wall thickness lines, each of the odd lines (the first, third, fifth, seventh, ...) contains $M - 1$ numbers that denote the thickness of north-south walls. Each of the even line (second, fourth, sixth, ...) contains $M$ numbers that denote the thickness of west-east walls. Please see the Example 1 for the input of the room shown above.
Output
The output is one number describing the least total wall thickness needed to be broken.
Example
Ex1
| Input | Output |
|-------|--------|
| 4 5 | |
| 8 4 3 2 | 9 |
| 1 4 3 4 7 | |
| 1 1 1 2 | |
| 8 6 9 1 9 | |
| 8 4 1 9 | |
| 2 9 1 9 1 | |
| 8 3 1 1 | | | <urn:uuid:ead8c899-7a1f-4f84-a47d-e29366624133> | CC-MAIN-2022-27 | https://nattee.net/~dae/algo/prob/hw06a_wall/problem.pdf | 2022-07-05T18:35:37+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104597905.85/warc/CC-MAIN-20220705174927-20220705204927-00151.warc.gz | 461,430,339 | 699 | eng_Latn | eng_Latn | 0.999166 | eng_Latn | 0.999291 | [
"eng_Latn",
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1435,
2367
] | [
2.421875
] | 1 | 0 |
Teacher Quiz - Biodiversity
Name: ___________________________ Date: ___________________________
Name of course Facilitator: ___________________________ Is this your pre-, post- or follow up quiz? _______
Venue/place where the course took place: _________________________________________________________
The aim of the quiz is to test your knowledge at 3 different stages:
• before you attend the training workshop
• immediately after the training, and
• 3 months after attending the training
This will help us to assess the effectiveness of the training and whether the learning taking place is continued to be applied and developed further by teachers in their work.
The quiz covers 4 categories of knowledge:
1. Biodiversity
2. Teaching Practice
3. Assessment Practice
4. Curriculum (CAPS)
The quiz does not contribute to your results for the workshop or towards your achievement of Professional Development Points.
Please note that the results of the quiz are totally confidential and are for research purposes only. Your name or details will not be linked to quiz results in any way in the analysis or presentation of the results.
NB: Please also complete the profile form your quiz result
Question 1 of 20
1. Question
Category: Teaching Practice
Which of the following is NOT a good teaching practice?
1. Listening with intent
2. Reading and writing to learn
3. Expecting all learners to learn in the same manner
2. Question
Category: Curriculum
Select the 7 CAPS Principles in the list below:
1. Social transformation
2. Democracy
3. Active and critical thinking
4. High knowledge and high skills
5. Black economic empowerment
6. Progression
7. Human rights, inclusivity, environmental and social justice
8. Reconstruction of the economy
9. Valuing indigenous knowledge systems
10. Credibility, quality and efficiency
11. Reduce juvenile crime
Question 3 of 20
3. Question
Category: Teaching Practice
Active Learning is...
1. Getting your learners to exercise during lessons
2. Encouraging learners to work together to explore and investigate the local environment
3. Learning that results in action-taking
Question 4 of 20
4. Question
Category: Teaching Practice
Developing critical and creative thinking skills is important because:
1. Environmental issues are complex and contested so learners need to engage critically with these issues
2. Creativity will solve all the world's problems
3. Most learners do not yet know how to think properly
5. Question
Category: Teaching Practice
Doing a presentation or talk on a topic is a useful teaching method because:
1. Learners have no prior knowledge
2. Teachers should provide learners with some content knowledge
3. It keeps the learners disciplined
6. Question
Category: Teaching Practice
Guided Questioning is:
1. Using probing and often quite structured questions to stimulate learners to think for themselves
2. Encouraging learners to ask lots of questions
3. Not a very useful teaching method
7. Question
Category: Assessment Practice
Assessment in CAPS is both formative and summative.
1. True
2. False
8. Question
Category: Assessment Practice
What are the 3 different types of assessment prescribed in CAPS?
1. Observations, oral presentations and exams
2. Tests, Examinations and Project-based assessment
3. Portfolio of evidence, tests and quizzes
9. Question
Category: Assessment Practice
'Assessment for learning':
1. Usually takes place at the end of a period of work
2. Is typically used for promotion and certification purposes
3. Takes note of learners' needs and is developmental
10. Question
Category: Assessment Practice
Assessment is an integral part of the learning process and teachers therefore need to:
1. Undertake assessment only at the end of a period of learning
2. Integrate assessment into their teaching and learning plans
3. Conduct assessment before, during and after every single learning activity
11. Question
Category: Assessment Practice
Feedback is a critically important dimension of assessment and learning.
1. True
2. False
12. Question
Category: Biodiversity
Biodiversity is:
1. When there are large numbers of a particular species living in an area.
2. The variety of life in an area including the number of different species.
3. The study of the biology of different species.
13. Question
Category: Biodiversity
An indigenous species is:
1. A species that naturally occurs in a particular environment.
2. A species that has been introduced to an area from a different region.
3. A new species that has just been discovered by science.
14. Question
Category: Biodiversity
Choose the 3 South African major biodiversity hotspots:
1. The Cape Floral Kingdom (Fynbos Biome)
2. Bushveld (Savannah)
3. Mangrove swamps
4. The Succulent Karoo
5. Montane Forests
6. The Maputaland-Pondoland-Albany Centre of Endemism
15. Question
Category: Biodiversity
A species is:
1. A group of organisms living in a particular habitat
2. A specific type of flowering plant
3. The basic unit of taxonomic or biological classification
16. Question
Category: Biodiversity
A Biome is:
1. A global classification of ecologically similar areas on Earth comprised of major biotic communities (ecological communities of plants and animals)
2. The ecological 'home' or area in which a particular species lives.
3. The study of the biological characteristics of a plant or animal.
17. Question
Category: Biodiversity
Which of the following is NOT a South African Biome:
1. Fynbos
2. Forest
3. Succulent Karoo
4. Tundra
5. Grassland
6. Savanna
18. Question
Category: Biodiversity
Complete the following sentence:
Five main kingdoms of living organisms are recognised - these are: ___________ and ___________ and ___________ and ___________ and ___________.
19. Question
Category: Biodiversity
Complete the sentence:
Ecosystem services are the various benefits that ecosystems provide. These include:
________________________ - supply of material goods such as food, water, medicine, etc.;
________________________ of climate (e.g. influence of vegetation on climate);
________________________ such as recreation and tourism, spiritual, aesthetic, etc.; and
________________________ such as primary production, soil formation, natural purification of water, etc.
20. Question
Category: Biodiversity
Select which of the following are 3 of the main human impacts on biodiversity:
1. ☐ Habitat change
2. ☐ HIV/Aids
3. ☐ Climate Change
4. ☐ Pollution
5. ☐ Littering
6. ☐ Road construction | <urn:uuid:8e523d5d-36b9-47c1-846c-d2009e985e16> | CC-MAIN-2020-50 | http://fundisaforchange.co.za/wp-content/uploads/2014/06/manual-completion-Teacher-Quiz-biodiversity.pdf | 2020-11-29T10:44:29+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141197593.33/warc/CC-MAIN-20201129093434-20201129123434-00482.warc.gz | 38,513,439 | 1,423 | eng_Latn | eng_Latn | 0.974375 | eng_Latn | 0.99281 | [
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"eng_Latn",
"eng_Latn",
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4338,
5084,
5809,
6544
] | [
2.859375
] | 2 | 0 |
CHOOSE
Example:
_____ your computer was broken, I would have helped you.
a. If I knew
b. If I had known
c. If I've known
d. If I hadn't known
1. _____ to Mexico next month, we'll buy you a present.
a. If we go
b. If we went
c. If we'd go
d. If we had gone
2. If Charles didn't work out every day, _____ overweight.
a. he wouldn't be
b. he won't be
c. he'd be
d. he'll be
3. If you give me a message, of course _____ it down.
a. I'd write
b. I'll write
c. I'd written
d. I've written
4. _____ to your advice, this wouldn't have happened.
a. If I listened
b. If I'll listen
c. If I wouldn't listen
d. If I had listened
5. If I hadn't eaten so much food, _____ a lot better.
a. I'd feel
b. I'll feel
c. I'm sure I'll
d. I had felt
CHOOSE
Example:
_____ so busy, I'd be happy to go with you.
a. If I weren't
b. If I wasn't
c. If I hadn't been
d. If I won't be
6. I suppose _____ trouble if you tried to do that by yourself.
a. you'd have
b. you'll have
c. you had had
d. you won't have
7. I'm afraid I can't help you right now. ____ my sick dog to the vet yet.
a. I have to
b. I hadn't taken
c. I haven't taken
d. I'm taking
8. I'm going to take chemistry next semester. ____ I don't fail the course.
a. I'd hope
b. I hope
c. I wish
d. I'll hope
9. If our dog _____ very hungry, he wouldn't have eaten the cat food.
a. won't have been
b. wouldn't have been
c. shouldn't have been
d. hadn't been
10. How long _____ trouble communicating with each other?
a. hadn't they had
b. have they been having
c. had they've had
d. are they having
CHOOSE
Example:
The truth is, I really don’t _____ any videos.
a. get tired to watch
b. feel like watching
c. feel like to watch
d. feel to watch
13. Would you like _____ assemble my new desk?
a. help me
b. helping me
c. you to help
d. to help me
11. My family _____ to get new wallpaper for our house.
a. is insisting us
b. is urging us
c. is about to
d. is misunderstanding us
14. Are you having trouble _____ your income tax return?
a. filling out
b. to fill out
c. working
d. to be working on
12. Don’t you ever get tired _____ your batteries?
a. to use
b. to replace
c. of replacing
d. to figure out
15. How long _____ the lock on your front door?
a. did you replace
b. can you set up
c. has he refused to fix
d. can you change
CHOOSE
Example:
If I ____ shopping yesterday, _____ happy to go shopping today.
a. hadn't gone . . . I'll be
b. hadn't gone . . . I'd be
c. had gone . . . I wouldn't be
d. didn't go . . . I'll be
16. _____ you had to work overtime tonight, _____ asked you to go to the movies with me.
a. If I had known . . . I'd have
b. If I hadn't known . . . I would have
c. If I had known . . . I wouldn't have
d. If I hadn't known . . . I wouldn't have
17. _____ hit the right key, _____ deleted all your files.
a. If you had . . . you wouldn't have
b. If you don't . . . you will
c. If you . . . you wouldn't have
d. If you hadn't . . . you
18. _____ sick in bed, _____ glad to help you move this weekend.
a. If I was . . . I wouldn't be
b. If I were . . . I'll be
c. If I hadn't been . . . I was
d. If I weren't . . . I'd be
19. _____ misunderstood the directions, _____ gotten lost.
a. If I had . . . I wouldn't have
b. If I . . . I'd have
c. If I hadn't . . . I wouldn't have
d. If I had . . . I had
20. _____ lost your balance, you _____ fallen.
a. If you . . . wouldn't have
b. If you hadn't . . . wouldn't have
c. If you had . . . had
d. If you had . . . wouldn't have
WHICH WORD?
Pamela wishes she \[ \text{didn't listen} \quad \text{has listened} \quad \text{had listened} \] to her friends' advice before she bought her house. They told her that if she bought that house, she would probably
\[ \text{regret} \quad \text{have regretted} \quad \text{had regretted} \]
it, and she does.
Since she moved in a few months ago \[ \text{she's} \quad \text{she'd} \quad \text{she'll} \] had to call the plumber to repair the pipes several times. Also, she's caught a cold three times because she's been having trouble \[ \text{gotten} \quad \text{to get} \quad \text{getting} \] the heater to work.
Pamela's friends told her that the house \[ \text{has been} \quad \text{was} \quad \text{had been} \] too old, but she didn't listen. If she had only listened, she \[ \text{must} \quad \text{will} \quad \text{would} \] never have bought it!
Score: ________ | <urn:uuid:e6572798-b08d-4299-802e-023da073b539> | CC-MAIN-2024-18 | https://www.teachempowers.org/wp-content/uploads/2020/10/SbyS-Bk4-Ch-10-Test.pdf | 2024-04-23T11:33:20+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818474.95/warc/CC-MAIN-20240423095619-20240423125619-00731.warc.gz | 926,495,407 | 1,424 | eng_Latn | eng_Latn | 0.998925 | eng_Latn | 0.999656 | [
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"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1048,
2486,
3664,
4552
] | [
2.40625
] | 1 | 0 |
1. Martha had 57 stamps in her collection. She bought a package of 15 stamps. Then how many stamps did she have in the collection? _______ stamps
How did you find the answer?
2. There were 184 magazines in the store. Another 55 magazines were delivered. Then the store sold 50 magazines. How many magazines were in the store then? _______ magazines
How did you find the answer?
3. Howie spent 16 minutes on his math homework and 25 minutes on his reading homework. How much time did Howie spend doing his homework? _______ minutes
How did you find the answer?
NOTE: Your child is exploring different ways to solve problems. Sometimes solving a simpler problem is an efficient way to find the answer. | <urn:uuid:858533cf-4d3a-44b5-bc56-de83298c0fd4> | CC-MAIN-2019-39 | https://www.deltaeducation.com/SSIDEL/media/think-math/grade2/lesson-activity-book/G2LAC08L12.pdf | 2019-09-15T20:24:15Z | crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00472.warc.gz | 828,476,585 | 157 | eng_Latn | eng_Latn | 0.999591 | eng_Latn | 0.999591 | [
"eng_Latn"
] | false | rolmOCR | [
705
] | [
3.921875
] | 1 | 0 |
21st June
Joseph makes fizzy orange by mixing orange juice and lemonade in the ratio:
orange juice : lemonade = 3 : 5
He buys orange juice in 2 litre containers, each costing £1.20
He buys lemonade in 3 litre containers, each costing £1.50
He wants to sell the fizzy orange in 250ml bottles and to make a profit of 60% each bottle sold.
How much should he sell each bottle for?
The histogram shows information about the heights of some sunflowers.
Work out an estimate of the median height.
Write down the coordinates of the minimum point on the curve
\[ y = x^2 + 10x + 7 \] | <urn:uuid:8b50e85b-bbc9-458d-ad65-8d7d2aa3a240> | CC-MAIN-2019-39 | https://corbettmaths.com/wp-content/uploads/2019/08/June-21-pdf.pdf | 2019-09-15T20:49:18Z | crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00472.warc.gz | 445,274,810 | 149 | eng_Latn | eng_Latn | 0.997167 | eng_Latn | 0.997167 | [
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] | false | rolmOCR | [
585
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3.28125
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1. Find the period of a planet that is $1.89 \times 10^{11}$ m from the sun using Newton’s Variation of Kepler’s 3rd Law?
2. What would “g” be on the surface of the sun if it imploded and became $\frac{1}{4}$ its present size?...still has same mass....
3. What is the velocity of the planet in #1 as it circles the sun?
4. State Kepler’s Three Laws of Planetary Motion:
1)
2)
3)
5. Mr. G (90.0 kg) stands 25 cm away from his 925 kg Corvette. What gravitational force of attraction is present? (note the distance is in centimeters)
6. Neptune is 30 times further from the sun than the earth is. What is its period? | <urn:uuid:7df15a78-844a-488a-ad2d-2676d1ebc9d9> | CC-MAIN-2020-16 | http://greschner.wiscoscience.com/worksheets/physics/chpt%208/quiz%20review%202019a.pdf | 2020-04-08T03:07:45+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371807538.83/warc/CC-MAIN-20200408010207-20200408040707-00384.warc.gz | 82,055,589 | 177 | eng_Latn | eng_Latn | 0.993591 | eng_Latn | 0.993591 | [
"eng_Latn"
] | false | rolmOCR | [
627
] | [
3.125
] | 1 | 0 |
8th July
Here is a circle, centre O, and the tangent to the circle at the point (6, 8).
Find the equation of the tangent at the point P.
Ethan has 12 coins.
There are three 10p coins and nine 20p coins.
Ethan chooses 3 coins at random.
Work out the probability that he takes exactly 50p.
Solve
\[3^{4x} = 27^{5-x}\]
Find the nth term for the sequence
0 9 20 33 48 | <urn:uuid:4bdfa20a-4c0f-4dee-ba47-68e1b22c40c3> | CC-MAIN-2019-39 | https://corbettmaths.com/wp-content/uploads/2019/08/July-8-pdf.pdf | 2019-09-15T20:47:46Z | crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00471.warc.gz | 451,347,163 | 115 | eng_Latn | eng_Latn | 0.978727 | eng_Latn | 0.978727 | [
"eng_Latn"
] | false | rolmOCR | [
371
] | [
2.328125
] | 1 | 0 |
Where did you start?
1. You walk E E and you are at the elephants. Where did you start? __________________________
2. You walk W W W W and you are at the lions. Where did you start? __________________________
3. You walk N N N W W W and you are at the bears. Where did you start? __________________________
4. You walk W W W W S and you are at the food. Where did you start? __________________________
5. You are at the entrance to the zoo. What path would you take to see the monkeys and the elephants? ______ ______ ______ ______ ______ | <urn:uuid:2144bbe5-0f72-424b-846a-f72d90ec385a> | CC-MAIN-2019-39 | https://www.deltaeducation.com/SSIDEL/media/think-math/grade2/extension-book/G2EXC09L08.pdf | 2019-09-15T20:44:39Z | crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00471.warc.gz | 824,622,887 | 128 | eng_Latn | eng_Latn | 0.99932 | eng_Latn | 0.99932 | [
"eng_Latn"
] | false | rolmOCR | [
543
] | [
3.125
] | 1 | 0 |
## Dreams and Goals
### Puzzle Map - F2 (Reception) - Ages 4-5
**Puzzle Outcome**
Help me fit together the six pieces of learning about Dreams and Goals to create the Garden of Dreams and Goals (see Piece 6)
| Weekly Celebration | Pieces | Learning Intentions | Resources |
|---------------------------------------------------------|--------------|-------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------|
| Stay motivated when doing something challenging | 1. Challenge | I understand that if I persevere I can tackle challenges | Jigsaw Song sheet: ‘For Me’
Resources for challenge in ‘Interest Me’
Book: ‘Love Monster’ by Rachel Bright
Book: ‘Don’t worry, Hugless Douglas’ by David Melling
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime |
| Keep trying even when it is difficult | 2. Never Giving Up | I can tell you about a time I didn’t give up until I achieved my goal | Jigsaw Song sheet: ‘For Me’
Book: The Hare and The Tortoise’, Aesop’s Fables [available on line]
Book: ‘The Jungle Run’ by Tony Mitton
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime |
| Work well with a partner or in a group | 3. Setting a goal | I can set a goal and work towards it | Jigsaw Song sheet: ‘For Me’
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime
Wooden bricks
Paper
Pencils |
| Have a positive attitude | 4. Obstacles and Support | I can use kind words to encourage people | 2 teddies/puppets
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime |
| Help others to achieve their goals | 5. Flight to the Future | I understand the link between what I learn now and the job I might like to do when I’m older | Large variety of picture and word cards of different jobs (ask pupils/teachers to find more)
Box or bag to hold picture cards
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime |
| Are working hard to achieve their own dreams and goals | 6. Footprint Awards | I can say how I feel when I achieve a goal and know what it means to feel proud | Wall display/certificate
A special box/bag
Children’s goals from Piece 3
Jigsaw Jenie
Jigsaw Jerrie Cat
Jigsaw Chime |
### Dreams & Goals
**Puzzle Map - Ages 5-6**
**Puzzle Outcome**
Help me fit together the six pieces of learning about my dreams and goals to create Our Garden of Dreams and Goals (Stretchy flowers and dream wellies from Pieces 3 and 4)
| Weekly Celebration | Pieces | PSHE learning intention | Social and emotional development learning intention | Resources |
|---------------------------------------------------------|----------------------------------------------------------------------|----------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Stay motivated when doing something challenging | 1. My Treasure Chest of Success | I can set simple goals | I can tell you about a thing I do well | Jigsaw Jack, Treasure chest filled with marbles, beads, coins, coloured stones, Jigsaw Chime, ‘Calm Me’ script, Success pictures, Success coin template, Pipe cleaners, garden sticks, Jigsaw Journals, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Keep trying even when it is difficult | 2. Steps to Goals | I can set a goal and work out how to achieve it | I can tell you how I learn best | Jigsaw Song: ‘For Me’, Jigsaw Chime, ‘Calm Me’ script, Jam sandwich ingredients: jam, bread, butter, Jigsaw Jack, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Work well with a partner or in a group | 3. Achieving Together Puzzle outcome: Dream wellies | I understand how to work well with a partner | I can celebrate achievement with my partner | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Jack, Welly template, Jigsaw Journals, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Have a positive attitude | 4. Stretchy Learning Puzzle outcome: Stretchy flowers | I can tackle a new challenge and understand this might stretch my learning | I can identify how I feel when I am faced with a new challenge | Jigsaw Chime, ‘Calm Me’ script, Pipe cleaners, garden sticks, paper, paint, Jigsaw Jack, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Help others to achieve their goals | 5. Overcoming Obstacles | I can identify obstacles which make it more difficult to achieve my new challenge and can work out how to overcome them | I know how I feel when I see obstacles and how I feel when I overcome them | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Song: ‘For Me’, Jigsaw story: Paula’s Journey PowerPoint slides? Paulies Journey, Pieces of paper, coloured pencils, coloured pens, Jigsaw Journals, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Are working hard to achieve their own dreams and goals | 6. Celebrating My Success Assessment Opportunity ★ | I can tell you how I felt when I succeeded in a new challenge and how I celebrated it | I know how to store the feelings of success in my internal treasure chest | Jigsaw Song: ‘For Me’, Jigsaw Chime, ‘Calm Me’ script, Jigsaw Story: Paula’s Journey PowerPoint slides? Paulies Journey, Success pictures, from Piece 1, Treasure chest template, Jigsaw Jack, Jigsaw Journals, My Jigsaw Learning, Certificates, Jigsaw Jerrie Cat |
### Exemplification for Ages 5-6 Dreams & Goals Puzzle
These are examples of the style of answers that children may write/ and say in response to lessons in the Puzzle and Piece 6 in particular. The content could be different.
| Ages 5-6 expectation | WORKING TOWARDS |
|--------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| I made a stretchy flower. It was bright and colourful. | I made a stretchy flower. It was bright and colourful. |
| I felt pleased with my stretchy flower because it looked nice. | I felt pleased with my stretchy flower because it looked nice. |
| Ages 5-6 expectation | WORKING AT |
|--------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| I was proud of my stretchy flower. I like telling my family about things I do well. | I was proud of my stretchy flower. I like telling my family about things I do well. |
| My internal treasure chest helps me feel proud of myself. | My internal treasure chest helps me feel proud of myself. |
| Ages 5-6 expectation | WORKING BEYOND |
|--------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| I made a stretchy flower but I needed help with the cutting out. I was pleased with my stretchy flower and glad that I asked for some help so it looked nice. | I made a stretchy flower but I needed help with the cutting out. I was pleased with my stretchy flower and glad that I asked for some help so it looked nice. |
| My internal treasure chest is important because it will help me remember all the good things I have done when I face a new challenge and I feel proud of my successes. | My internal treasure chest is important because it will help me remember all the good things I have done when I face a new challenge and I feel proud of my successes. |
### Dreams & Goals
**Puzzle Map - Ages 6-7**
**Puzzle Outcome**
Help me fit together the six pieces of learning about my dreams and goals to create Our Garden of Dreams and Goals (Pieces & 6 Dream Birds)
| Weekly Celebration | Pieces | PSHE learning intention | Social and emotional development learning intention | Resources |
|--------------------|--------|-------------------------|---------------------------------------------------|-----------|
| Stay motivated when doing something challenging | 1. Goals to Success | I can choose a realistic goal and think about how to achieve it | I can tell you things I have achieved and say how that makes me feel | Treasure chest filled with marbles, beads, coins, coloured stones, Jigsaw Jo, Jigsaw Chime, ‘Calm Me’ script, Success pictures, Treasure chest template, Jigsaw Jo’s Challenge PowerPoint, Jigsaw Jo’s Certificates, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Keep trying even when it is difficult | 2. My Learning Strengths | I carry on trying (persevering) even when first things difficult | I can tell you some of my strengths as a learner | Treasure chest filled with marbles, beads, coins, coloured stones, Jigsaw Jo, Jigsaw Chime, ‘Calm Me’ script, Jigsaw Jo, ‘For Me’, Jigsaw Jo, Ladder templates, Treasure chest boards/simple boxes, Jigsaw Jo’s Certificates, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Work well with a partner or in a group | 3. Learning with Others | I can recognise who I work well with and who it is more difficult for me to work with | I can tell you how working with other people helps me learn | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Song: ‘There Is a Place’, Book: ‘The Cat and the Pussycat’ by Edward Lear, Materials for the challenge: French bread, paper, 50p, Materials for counting numbers 1-10, Macarena dance moves, Card and colouring materials, Jigsaw animals, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Have a positive attitude | 4. A Group Challenge Puzzle Outcome: Dream Birds | I can work well in a group | I can work with others in a group to solve problems | Soft ball, Jigsaw Chime, ‘Calm Me’ script, Gentle music, Garden PowerPoint slides, Jigsaw Jo, Art materials modelling materials/paints, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Help others to achieve their goals | 5. Continuing Our Group Challenge | I can tell you some ways I worked well with my group | I can tell you how I felt about working in my group | Soft ball, Jigsaw Chime, ‘Calm Me’ script, Gentle music, Garden PowerPoint slides, Jigsaw Jo, Art materials modelling materials/paints, Treasure chest boxes, My Jigsaw Learning, Jigsaw Jerrie Cat |
| Are working hard to achieve their own dreams and goals | 6. Celebrating Our Achievement Assessment Opportunity | I know how to share success with other people | I can tell you how being part of a successful group feels and I can store these feelings in my internal treasure chest | Jigsaw Chime, ‘Calm Me’ script, Special objects, Dream bird, Treasure chest template, Jigsaw Jo’s Certificates, My Jigsaw Learning, Certificates, Jigsaw Jerrie Cat, Jigsaw Jo |
### Exemplification for Ages 6-7 Dreams & Goals Puzzle
These are examples of the style of answers that children may write and say in response to lessons 4-6 in particular. The content could be different.
| Ages 6-7 expectation | WORKING TOWARDS | WORKING AT | WORKING BEYOND |
|-----------------------|-----------------|------------|----------------|
| I helped my group put the feathers on our dream bird. | I liked working with other people in my group. | I made the feathers for our dream bird and I gave them to Savannah who stuck them on. Savannah was better at sticking, I was better at the cutting out. | Savannah and I worked well as a team to make the bird's wings. We chose which jobs we would do and stuck to our decision. Our jobs matched what we were best at doing. Some people had more than one job and this made it difficult for them to do both things at the same time. One person didn't really want any of the jobs in the team so this slowed us down because they didn't contribute. |
| It felt good and bad working in a group. When the group worked well together and didn't argue I was happy in the group. When we argued it stopped us getting on with our bird and that made me feel frustrated. | | I think our team worked well together because we mostly got along. It did get frustrating when one person chose not to get involved because they didn't like any of the jobs. I got frustrated with the person and they got upset and we argued because they wouldn't join in. Next time I think our group should agree that everyone had a job they wanted to do, and have a plan to sort out arguments if they happen. |
### Dreams and Goals
**Puzzle Outcome**
Help me fit together the six pieces of learning about my dreams and goals to create Our Garden of Dreams and Goals (Garden design/decoration: Pieces 3-5)
| Weekly Celebration | Pieces | PSHE learning intention | Social and emotional development learning intention | Resources |
|--------------------|--------|-------------------------|---------------------------------------------------|-----------|
| Stay motivated when doing something challenging | 1. Dreams and Goals | I can tell you about a person who has faced difficult challenges and achieved success | I respect and admire people who overcome obstacles and achieve their dreams and goals (e.g. through disability) | Jigsaw Chime, ‘Calm Me’ script, Challenge PowerPoint slides, Challenge picture cards (PowerPoint slides), Jigsaw Journal, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
| Keep trying even when it is difficult | 2. My Dreams and Ambitions | I can identify a dream/ambition that is important to me | I can imagine how I will feel when I achieve my dream/ambition | Jigsaw Chime, ‘Calm Me’ script, PowerPoint slide, Juke Box Selections, Materials for making display boxes, Flower templates, Jigsaw Journals, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
| Work well with a partner or in a group | 3. A New Challenge Puzzle Outcome: Garden design/decoration | I enjoy facing new learning challenges and working out the best ways for me to achieve them | I can break down a goal into a number of steps and know how others could help me to achieve it | Jigsaw Jeme Cat, Jigsaw Chime, ‘Calm Me’ script, Garden PowerPoint, Garden Design Resource Sheet, Jigsaw Journals, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
| Have a positive attitude | 4. Our New Challenge Puzzle Outcome: Garden design/decoration | I am motivated and enthusiastic about achieving our new challenge | I know that I am responsible for my own learning and can use my strengths as a learner to achieve the challenge | Jigsaw Jino, Jigsaw Chime, ‘Calm Me’ script, Garden Items list, Flipchart and chunky pens, Jigsaw Jeme Cat, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
| Help others to achieve their goals | 5. Our New Challenge: Overcoming Obstacles Puzzle Outcome: Garden design/decoration | I can recognise obstacles which might hinder my achievement and can take steps to overcome them | I can manage the feelings of frustration that may arise when obstacles occur | ‘Solve It Together’ technique poster, Jigsaw Chime, ‘Calm Me’ script, Flipchart and chunky pens, Jigsaw Journals, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
| Are working hard to achieve their own dreams and goals | 6. Celebrating My Learning Assessment Opportunity ★ | I can evaluate my own learning process and identify how it can be better next time | I am confident in sharing my success with others and can store my feelings in my internal treasure chest | Garden puzzles, Jigsaw Chime, ‘Calm Me’ script, Challenge PowerPoint slides, Jigsaw Jino, Jigsaw Jeme Cat, My Jigsaw Journey |
### Exemplification for Ages 7-8 Dreams & Goals Puzzle
These are examples of the style of answers that children may write and say in response to lesson (Piece) 6 in particular. The content could be different.
| Ages 7-8 expectation | WORKING AT |
|--------------------------------------------------------------------------------------|----------------------------------------------------------------------------|
| I drew the garden because the team said I was the best at art and I found that easy. I also helped with the budget when Amy got stuck. I learned that I am better at budgeting than I thought. My next step in learning is to choose a role that challenges me more. | It felt good when we had finished the design because we argued a lot about the garden but found a way to include everyone’s ideas. The team were really proud. I think it’s important to remember the good feelings about overcoming a challenge because it can help you the next time. |
| I was good at giving my group ideas. I could get better at listening to others. | I was proud of the design because it had lots of my ideas to help disabled people. |
| I was good at being the team leader because I was good at helping the team get along. I made sure everyone had a say and we voted a lot. I learned ‘Solve it together’ which helped me to be an even better team leader. I will use Solve it together next time I am in a team and make sure we all know about it at the start of the task and agree what we need to do if arguments happen. | It was frustrating when people in the team argued and I found it difficult not to take sides. It made me feel unhappy and anxious so I made some decisions that weren’t helpful to the team. In the future I can remember these feelings and what they made me do, so I can choose a different way to deal with the situation if people are getting me down. |
### Dreams and Goals
**Puzzle Map - Ages 8-9**
**Puzzle Outcome**
Help me fit together the six pieces of learning about my dreams and goals to create Our Garden of Dreams and Goals (Garden Decorations - Potato people, Piece 5)
| Weekly Celebration | Pieces | P/SHE learning intention | Social and emotional development learning intention | Resources |
|--------------------|--------|--------------------------|---------------------------------------------------|-----------|
| Stay motivated when doing something challenging | 1. Hopes and Dreams | I can tell you about some of my hopes and dreams | I know how it feels to have hopes and dreams | Jigsaw Chime, ‘Calm Me’ script, Story puzzle card, Jigsaw Jaz, Flip chart whiteboard, (Optional) Book: ‘Sadness’ written by Deborah M. Ellis, illustrated by Michaela Jaiztler (teacher to source), Mirror cards or pieces of paper shaped like hearts, (Optional if time allows), ribbons (Optional if time allows), Jigsaw Journals, My Jigsaw Journey, Jigsaw Jerrie Cat. |
| Keep trying even when it is difficult | 2. Broken Dreams | I understand that sometimes hopes and dreams do not come true and that this can hurt | I know how disappointment feels and can identify when I have felt that way | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Song ‘For Me’, Hope and dream scenario cards, Jigsaw Jaz, Mirror dream profiles from previous Piece, Jigsaw Journals, My Jigsaw Journey, Jigsaw Jerrie Cat. |
| Work well with a partner or in a group | 3. Overcoming Disappointment | I know that reflecting on positive and happy experiences can help me to combat disappointment | I know how to cope with disappointment and how to help others cope with theirs | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Song ‘For Me’, Hopes and dream scenario cards (from previous Piece), Jigsaw Jaz, Jigsaw Journals, My Jigsaw Journey, Jigsaw Jaz, Jigsaw Jerrie Cat. |
| Have a positive attitude | 4. Creating New Dreams | I know how to make a new plan and try it out, even if I have been disappointed | I know what it means to be resilient and to have a positive attitude | Jigsaw Chime, ‘Calm Me’ script, Jigsaw Jaz, Jigsaw Song ‘For Me’, Jigsaw Journals, My Jigsaw Journals, My Jigsaw Journey, Jigsaw Jaz, Jigsaw Jerrie Cat. |
| Help others to achieve their goals | 5. Achieving Goals Puzzle Outcome: Potato People | I know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group | I can enjoy being part of a group challenge | Garden puzzle picture cards, Jigsaw Chime, ‘Calm Me’ script, Story puzzle card, Potato Person on a mission, Large potato for each group, Cocktail sticks, Craft materials (teacher to select), Glue, scissors, glue sticks, paper beads, pipe cleaners, Chunky pens, Potato Person identity cards, Jigsaw Journals, Jigsaw Journals, My Jigsaw Journey, Jigsaw Jaz, Jigsaw Jerrie Cat. |
| Are working hard to achieve their own dreams and goals | 6. We Did It! Assessment Opportunity ★ | I can identify the contributions made by myself and others to the group’s achievement | I know how to share in the success of a group and how to store this success experience in my internal treasure chest | Children’s Potato People identity cards from last lesson (Piece), Jigsaw Chime, ‘Calm Me’ script, Self-evaluation Placemat/Post-it note, craft pens, Chunky pens, Jigsaw Journals, My Jigsaw Journals, Camera (optional), Certificates, Jigsaw Jaz, Jigsaw Jerrie Cat. |
### Exemplification for Ages 8-9 Dreams & Goals Puzzle
These are examples of the style of answers that children may write/ and say in response to lesson (Piece) 6 in particular. The content could be different.
| WORKING TOWARDS |
|------------------|
| I was disappointed that our Potato Person didn’t win, but I would be able to make it better if we did the challenge again. |
| I was sad we didn’t win the contest, but I wouldn’t be sad about it for long. |
| Ages 8-9 expectation | WORKING AT |
|----------------------|------------|
| Our team would need to work better as team if we did the challenge again. One way would be to agree what jobs people did before we started the task, and which people were suited to which task. |
| Being resilient means that we can bounce-back from being disappointed. We would need to move on from the task and learn from any mistakes we made. |
| WORKING BEYOND |
|-----------------|
| It was disappointing that we didn’t win the contest. We had too many disagreements in our group and spent too much time sorting out arguments. This meant our Potato Person wasn’t finished and as good as we wanted. I think that is why we lost the contest. If we did it again I would want to have some rules so we get along before we started the challenge. |
| If the group could move on from the arguments we had, we would stand a better chance of winning next time and we would pull together as a team. If we are still arguing then we haven’t learned, and the same thing might happen in the next task. | | <urn:uuid:ad7abac0-ec78-4723-86e7-747e0e891bc9> | CC-MAIN-2020-16 | https://www.kilburngrangeschool.org.uk/wp-content/uploads/2019/11/Whole-School-Jigsaw-Overview-Spring-1-Dreams-and-Goals.pdf | 2020-04-08T01:26:20+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371807538.83/warc/CC-MAIN-20200408010207-20200408040707-00382.warc.gz | 981,171,787 | 4,984 | eng_Latn | eng_Latn | 0.980068 | eng_Latn | 0.979572 | [
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Imitating the Grammar of the Greats
Chunking to Imitate
In these exercises you will become aware of meaningful divisions within sentences, an awareness you'll need to imitate model sentences. You will learn that authors compose their sentences one "chunk" or meaningful sentence part at a time.
Directions (Part One): From each pair of sentences below, select the sentence that is divided into meaningful chunks and copy onto your paper.
1a. He was still there / in front of the window, staring at the saddle, / when two cowhands / came out of the nearest saloon.
1b. He was / still there in front of / the window, staring at / the saddle, when two / cowhands came out of the / nearest saloon.
Hal Borland, *When the Legends Die*
2a. Then she turned away / from my curious stare / and left the room, / crying.
2b. Then she turned / away from my curious / stare and left the / room, crying.
Cathryn Brown, *My Left Foot*
Phyllis Reynolds Naylor, *Shiloh*
3a. Shiloh's under the / sycamore, head on his paws, just / like the day he followed me home.
3b. Shiloh's under the sycamore, / head on his paws, / just like the day he followed me home.
Phyllis Reynolds Naylor, *Shiloh*
Directions (Part Two): Copy each model sentence below and then copy the sentence that can be divided into chunks that match the chunks in the model.
1. MODEL: I decided / not to open my eyes, / not to get out of bed.
Ross Gay, *The Friends*
a. Running to catch the bus, I fell and dropped my books.
b. I wanted only IQ tests the best grade, only to be the best in the class.
Joseph Krumgold, *Queen Joan*
2. MODEL: Soon a glow began / in the dark, / a tiny circle barely red.
Betsy Byars, *The Summer of the Swans*
3. MODEL: Finally, / I sit on a log, / put my gum at my feet, / and wait.
Phyllis Reynolds Naylor, *Shiloh*
a. Wondering what to do next, I just lean against the wall and stare into the sky.
b. Occasionally, I walk down the path, carry my camera around my neck, and look.
Hal Borland, *When the Legends Die*
Directions (Part Three): Copy the model and then copy the sentence that imitates it. Then chunk both the model and the sentence that imitates it into meaningful sentence parts, using a slash (/).
1. MODEL: His face was bloody, his shirt torn, and bloody down the front.
Robert Lipsyte, *The Contender*
a. The day was perfect, the sky blue and perfect in the heavens.
b. His sister married someone they didn't know, a stranger to the family.
2. MODEL: Big, rough teenagers jostled through the crowd, their sleeves rolled high enough to show off blue and red tattoos.
Robert Lipsyte, *The Contender*
a. An old, large man reached for the available chair and sat down, huffing and puffing, before I could get there.
b. Silent, silver fish moved through the tank, their bodies sleek enough to suggest larger and more dangerous predators.
Directions (Part Four): Match the model with the sentence that most closely imitates it. Copy both sentences. Then chunk both, using a slash (/) between sentence parts. Finally, write your own imitation of each model.
1. MODEL: Then, stomach down on the bed, he began to draw.
Katherine Paterson, *Bridge to Terabithia*
2. MODEL: Slowly, filled with dissatisfaction, he had gone to his room and got into bed.
Betsy Byars, *The Summer of the Swans*
Unscrambling to Imitate
The unscrambling of sentence parts helps you see how those parts are connected within the model sentence. As a result, you will glimpse the mind of an author composing a sentence so you can go through a similar process when you compose sentences.
Directions: Unscramble the sentence parts to imitate the model. Then write your own sentence that imitates the model.
1. MODEL: When I awoke, there were snowflakes on my eyes.
Charles Portis, *True Grit*
a. in the sky
b. there was a rainbow
c. after the rain stopped
2. MODEL: Drawn by the scent of fish, the wild dogs sat on the hill, barking and growling at each other.
Scott O'Dell, *Island of the Blue Dolphins*
a. yelping and trembling with delight
b. covered with mud from the yard
c. the frisky puppy rolled on the carpet
3. MODEL: Then she swung the switch five more times and, discovering Little Man had no intention of crying, ordered him up.
Mildred D. Taylor, *Roll of Thunder, Hear My Cry*
a. one more time and
b. walked away
c. then he checked the crime scene
d. finding the suspect had been telling the truth
4. MODEL: The girls of her class nearly fought to hang out around her, to walk away with her, to beam flatteringly, to be her special friend.
Katherine Mansfield, *The Doll House*
Combining to Imitate
These exercises ask you to combine a series of plain sentences into just one varied sentence by changing the plain sentences into sentence parts resembling the modal sentence. As you do these exercises, you'll become aware that plain sentences can easily be changed into sentence parts of better, more varied sentences.
Directions: Combine the sentences below to create a single sentence that has the same order of sentence parts as the model. You may eliminate some words to do so. Then write your own imitation of the model.
1. MODEL: The children, shouting and screaming, came charging back into their homeroom.
Rosa Guy, *The Friends*
a. The ponies were neighing.
b. The ponies were pawing.
c. The ponies came bolting out of their stalls.
2. MODEL: As Seabiscuit broke from the gate, he was immediately bashed inward by Count Atlas, a hopeless long shot emerging from the stall on Seabiscuit's right.
Laura Hillenbrand, *Seabiscuit: An American Legend*
a. Something happened as the car backed out of the space.
b. What happened was that it was suddenly hit sideways.
c. The hit was by an oncoming truck.
d. The truck was a delivery pickup.
e. The pickup was coming from the alley behind the market.
3. MODEL: A light kindled in the sky, a blaze of yellow fire behind dark barriers.
J. R. R. Tolkien, *The Lord of the Rings*
a. A noise erupted.
b. The noise erupted from the forest.
c. The noise was a screech.
d. The screech was of angry ravens.
e. The ravens were in decaying trees.
4. MODEL: He knew the bears would soon be leaving their winter dens, to travel,
to claim their old ranges, to challenge intruders, and to fight their fearful
battles among themselves.
Hal Borland, *When the Legends Die*
a. She knew something about the students.
b. She knew they would soon be entering their new classrooms.
c. The students would be entering the classrooms to learn.
d. They would also be entering them to make new courses.
e. And they would be entering them to discover their identities as young adults.
Imitating Alone
Once you have learned how to imitate professional sentences, you will be able to
easily imitate almost any professional sentence just by seeing how the model is
built and then building your own sentence in a similar way.
Directions: Choose one of the models and write an imitation of the entire
sentence, one sentence part at a time. See if your classmates can guess your model.
Models:
1. He was white and shaking / his mouth opening and shutting / without words.
Leslie Moms, "Three Shots for Charlie Beaton"
2. Now, / leaning his head out of the window / of the pickup, / he thought he would
die of thirst.
Katherine Paterson, *Park's Quest*
3. Hobbling on one foot, / Wanda opened the closet door / and turned on the light.
Betsy Byars, *The Summer of the Swans*
4. Propped on her elbows / with her chin in her fists, / she stared at the black wolf,
/ trying to catch his eye.
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F8 Commemoration
During the night of 2 August 1944, the remaining 2,897 Roma and Sinti prisoners at the “Gypsy” camp in Auschwitz-Birkenau were murdered in the gas chambers by SS guards. Commemorating this tragic event has become one of the most important public memorial ceremonies in post-war European Roma culture. Every year, Sinti and Roma from all over Europe gather at the site of the former “Gypsy” camp.
Did you know
... that for many decades after the Second World War, there were no monuments commemorating the genocide of the Roma and Sinti? It was not until 1982 that the first commemorative plaque for Roma and Sinti concentration camp victims was unveiled in Dachau.
For you to do
Do you have a special day of Holocaust remembrance in your country? Describe a memorial site for the Sinti and Roma genocide. Is there one in your region?
The photo
Commemoration at AuschwitzBirkenau concentration camp on 2 August 2011. Documentation Centre of Austrian Roma, Vienna, Austria.
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About 230 Sinti and Roma were held in a small detention camp in Maxglan/Leopoldskron-Moos, a suburb of Salzburg. After 1939, when life as a traveller was made illegal, the families could only leave the camp to go to work. Later they were only allowed out under supervision as slave labour. In April 1943, 160 Sinti were deported from Maxglan to Auschwitz, including the 17 children born in the camp.
Did you know
... that the famous German film director Leni Riefenstahl used inmates of Maxglan Camp in Austria as extras in her film *Lowlands*, a melodrama set in Spain, for which she needed actors with dark hair and dark skin?
For you to do
Study the photo carefully. What questions come to mind? What mood does the photo convey? Find out about everyday life for people living in similar situations today.
The photo
Photograph of Sinti women and children taken in Maxglan Camp near Salzburg in 1939 or 1940. Documentation Centre of German Sinti and Roma, Heidelberg, Germany
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COURSE OBJECTIVES
1. To enable the students to understand the meaning, significance, types and purposes of educational research.
2. To enable the students to compute the values of various descriptive and inferential statistics.
3. To familiarize the students with the characteristics and uses of Normal Probability Curve.
4. To enable the students to prepare the research report.
5. To acquaint the learners with various types of tools and scales.
BLOCK 1
Educational Research- Types and Methods
Unit 1- Research and Scientific Inquiry: Meaning, need and importance
Unit 2- Educational Research: Meaning, scope, significance and purpose.
Unit 3- Types of research-Fundamental, applied and action research. Quantitative research and Qualitative research.
Unit 4- Methods of Educational Research: Experimental, Normative Survey, Historical, Case Study, Documentary Analysis and Ethnography.
BLOCK 2
Educational Research Problems
Unit 5- Areas of Educational research-research priorities in the field of Education
Unit 6- Selection of the problem, sources of the problem, Objectives of the Research work- concomitant, major, subsidiary; Hypothesis-definition, types.
Unit 7- Preparing the Research proposal (Synopsis)
Unit 8- Review of the Related Literature, Purpose of the Review; Identification of the Related Literature; Organizing the Related Literature
BLOCK 3
Sampling and Data Collection
Unit 9- Sampling - sample and population, Characteristics of a good sample. Techniques of sampling -
(a) Probability sampling techniques
(b) Non-Probability techniques
Unit 10- Data - types of data, Quantitative and Qualitative data,
Scales of Measurement- Nominal, Ordinal, Interval and Ratio scales.
Unit 11- Tools and techniques of data collection for Quantitative and Qualitative research.
Unit 12- General principles of construction of tools- and their standardization process, characteristics of research tools- Reliability, Validity and objectivity of scores and related issues.
BLOCK 4
Statistical Analysis of Data
Unit 13 - Descriptive Statistics- Measures of Central Tendency, Measures of Variability (Range, Average Deviation, Quartile Deviation, Standard Deviation), Quartiles, Percentiles, Standard errors of various relevant statistics.
Unit 14- Measures of Correlation- Meaning, types, interpretation, computation techniques- Spearman’s Rank Order, Pearson’s Product Moment coefficient of correlation, Biserial, Point-biserial, Tetrachoric, Phi and contingency coefficients of correlation.
Unit 15- Understanding the nature of the distribution of scores. Normal Distribution and Binomial Distribution, Normal Probability Curve (NPC) - its characteristics and uses. Computation of the values of Skewness and Kurtosis and their uses.
Unit 16-Inferential statistics (Parametric statistics) - Critical Ratio, testing the null hypothesis, test of significance, types of error:- one tailed and two tailed tests and t-test; Z-test, the F-test (ANOVA)
Unit 17- Inferential statistics (Non-parametric Statistics): - Chi-square, Mann Whitney U, Sign Test and Median Test
BLOCK 5
Preparing and Evaluating Research Report- Various steps
Unit 18 - Need and significance of the study, Title of the study, Definitions of the terms, Objectives of the study- concomitant objectives, major objectives, subsidiary objectives, Hypotheses of the study, Delimitations of the study
Unit 19- Survey of the related literature, Research design- population, sample, sampling technique and description of the sample, tests and tools used, data collection procedure and statistics employed
Unit 20- Analysis of the data and results, Conclusions and their socio-educational implications and suggestions for future studies, Bibliography and appendices
Suggested Readings:-
1. Research in Education: Best and Kahn
2. Methodology of Educational Research: Lokesh Kaul
3. Fundamentals of Educational Research: R.A. Sharma
4. Research Methodology in Behavioural Sciences: F.Kerlinger
5. शैक्षिक अनुसन्धान: Paras Nath Rai and Mehrotra
6. शैक्षिक अनुसन्धान के मूल तत्व: Sukhiya and Mehrotra
7. मनोविज्ञान समाजशास्त्र एवं शिक्षा में शैध तिथियाँ: A.K. SIngh
8. साहित्यिक एवं मापन : Dr. D.N. Srivastava
9. Statistics in Psychology and Education: Garrett and Woodsworth
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Testimony for PA Hearing on Methane 9/25/2014
Contact: Mary Elizabeth Clark, SSJ
Director, SSJ Earth Center at Chestnut Hill College, Philadelphia, PA
cell 267-679-6364 Email email@example.com
For eighteen years I taught in Catholic elementary schools. Most of those years were spent with junior high students. I remember telling them that if they wanted to get ahead they had to excel. I also expounded on the social justice tradition of the Catholic Church and encouraged the students to get involved with service projects of feeding the hungry and donating clothes to collections for victims of fire and floods. That was the easy part. When I taught about social justice, at times, parents would complain that I was getting too involved in politics. However, I knew that I was not getting involved in partisan politics but the political process, which is the obligation of every citizen. While public policy issues are often complex, the Catholic Church has a substantial body of social and moral teaching that guides us in the formation of priorities and positions relative to public policy. These seven principles guide us in assessing public policies and in particular, issues related to the leakage of methane gas from pipes and wells in PA.
The Catholic Church teaches that we show our respect for the Creator by our stewardship of God’s creation. Care for the earth is a duty of our faith and a sign of our concern for all people. We should strive to live simply, to meet the needs of the present without compromising the ability of future generations to meet their own needs. One of the key functions of government is to assist citizens in fulfilling their responsibilities to others in society and promoting the common good. In a large and complex society, these responsibilities cannot be adequately carried out on a one-to-one basis, citizens need the help of government.
At this moment, we cannot ignore the rate of global climate change and especially its effects on those among us who are poor/impoverished. As Catholics, we have the leadership of Pope Francis who has called us to protect creation. One way we, in Pennsylvania, can make a difference is by strengthening the current emissions rule for the oil and gas industry. Data from the Intergovernmental Panel on Climate Change suggest roughly 30 percent of the warming we will experience in the next 20 years will come from the methane emissions this year alone. Reducing methane emissions from the oil and gas sector will slow the rate of climate change we will experience in our lifetime and our children’s lifetimes. As the fastest growing producer of natural gas, Pennsylvania has a significant role to play to secure a safer future. We must strengthen the current emissions rules for the oil and gas industry. Not to move forward on this issue is morally wrong! Let us raise our voices and call for just regulations on methane emissions from the DEP. In PA we are falling behind other states such as Ohio, Colorado and Wyoming in capturing and reducing methane leakage. We need comprehensive methane regulations now.
Thank you for the opportunity to speak to you today.
The following is a list of the most common causes of back pain:
- **Muscle Strain**: This is one of the most common causes of back pain. It can be caused by overuse, poor posture, or sudden movements.
- **Disc Herniation**: This occurs when the soft center of an intervertebral disc bulges out and presses on nearby nerves, causing pain.
- **Spinal Stenosis**: This is a narrowing of the spinal canal that puts pressure on the spinal cord and nerve roots.
- **Spondylolisthesis**: This is a condition where one vertebra slips forward over another, putting pressure on the spinal cord and nerve roots.
- **Arthritis**: This can cause inflammation in the joints of the spine, leading to pain and stiffness.
- **Osteoporosis**: This is a condition where the bones become weak and brittle, increasing the risk of fractures.
- **Osteoarthritis**: This is a degenerative joint disease that can affect the spine, causing pain and stiffness.
- **Rheumatoid Arthritis**: This is an autoimmune disease that can affect the joints, including those in the spine.
- **Injury**: This can include sprains, strains, and fractures, which can all cause back pain.
- **Pregnancy**: The weight of the baby and the changes in posture during pregnancy can put strain on the back.
- **Obesity**: Extra weight can put additional stress on the back, leading to pain.
- **Poor Posture**: Slouching or maintaining an incorrect posture for long periods can strain the back muscles and ligaments.
- **Lack of Exercise**: A sedentary lifestyle can weaken the muscles that support the spine, making them more susceptible to injury.
- **Smoking**: Smoking can reduce blood flow to the discs in the spine, leading to degeneration and pain.
- **Stress**: Chronic stress can lead to muscle tension and pain in the back.
If you're experiencing back pain, it's important to consult with a healthcare professional to determine the underlying cause and receive appropriate treatment.
“Please, let us be protectors of creation, protectors of God’s plan inscribed in nature, protectors of one another and of the environment.”
— Pope Francis
March 19, 2013
http://www.ssjearthcenter.com
Celebrate—Educate—Practice—All is Sacred—Live in Harmony with Creation
Sisters of Saint Joseph of Philadelphia
Earth Center
Mission
The Sisters of Saint Joseph Earth Center is a sponsored work of the Sisters of Saint Joseph that fosters opportunities to educate, practice and celebrate the truth that all is sacred.
Vision
Sisters of Saint Joseph Earth Center is a nexus within the Wissahickon Watershed. Through the offering of educational opportunities, networking of resources and sharing of best practices it can assist in the process of increased awareness of the importance of sustainability from a faith perspective.
Purpose
The purpose of the Sisters of Saint Joseph Earth Center is to provide research, implementation and communication of best practices of planetary sustainability.
Goals
• An on-going relationship with Chestnut Hill College (CHC)
• Building working relationships with local institutions
• Creation of undergraduate and graduate interdisciplinary certificate programs in Earth sustainability and spirituality, social justice and environmental science.
• Outreach to individuals, communities, groups and organizations through courses and workshops offered independently from the College, whether on the CHC campus or other local sites
• Modeling sustainability best practices
Objectives
• Relationship with CHC
• Certificate program development (currently in progress)
• Developing specific curricula for classroom instruction and sustainable practices throughout the school physical environment (property management, utility evaluation and functions, air quality, water use, water reduction, local food and healthy nutrition, elimination of toxins, use of natural materials) creative re-use and re-purposing of existing physical materials, furniture, etc.
• Catholic Climate Change workshops offered independently from the College
- Offering “Awakening the Dreamer” workshops for teachers at least twice each year
- Symposia of local experts in various sustainability topics/themes
- Step Away for a Day program
• EcoFilm Festival
• CHC Annual Urban Sustainability Conference for Colleges and Universities
• Modeling sustainability practices through such things as energy evaluations and green retrofitting of existing buildings, individual actions and the institution of new habits, organic gardening, nutrition education, cooking classes, CSA site
• Book and discussion groups around sustainability topics (recommended readings)
- Earth rituals and celebrations that incorporate art, music, dance, theater and new media
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GROWMORE
“PREMIUM ORCHID FOOD”
With Chelated Micronutrients
AVAILABLE FORMULAS:
30-10-10 ···· Growth
20-20-20 ···· General Purpose Formula
20-10-20 ···· Urea Free
6-30-30 ···· Bloom
17-8-22 ···· Bromeliad Tillandsia
NEW! NEW! NEW!
Jump Start ···· Revive, Strengthen
20-6-16 ···· Tropical Plant Food
*Plus the following micronutrients included in each formula:
0.10% Iron EDTA Chelate
0.05% Zinc EDTA Chelate
0.05% Manganese EDTA Chelate
0.05% Copper EDTA Chelate
Plus trace amounts of:
0.01% Boron / 0.0005% Molybdenum
CONTAINS NO POTASSIUM CHLORIDE
NO SODIUM NITRATE
FEEDING YOUR ORCHIDS
Leaves or Roots
Each formula of Grow More ORCHID FOOD is made for different cycles of growth in your Orchids.
20-6-16 — Urea-free formula, designed for tropical plants in containers. Supplies calcium, magnesium, sulfur plus 6 micros.
30-10-10 (RED) — From February thru October during the growing season for Cymbidiums.
20-20-20 (YELLOW) — A general purpose food. Contains multiple sources of Nitrogen (Nitrate-Ammoniacal-Urea). For use on Cattleyas, Vandas, Dendrobiums and others.
20-10-20 (GREEN) — A urea-free formula. Recommended for Phalaenopsis and Paphiopedilum.
6-30-30 (BLUE) — From September thru February to help initiate flower spike for Cymbidiums.
17-8-22 (ORANGE) — Bromelaid and Tillandsia Food. Also good for Guzmania.
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A SUMMER TO UNDERSTAND LIFETIMES
WHAT’S LIFE REALLY LIKE FOR PEOPLE OUR STUDENTS WILL TREAT?
BY CRISTINA ROUVALIS
ILLUSTRATIONS | ATHENA CURRIER
Susan Burke had long suspected something was different about her son when he was 6, but she couldn’t put her finger on it. She marveled at how Jack (not his real name) could memorize scene after scene in movies, so she knew he was intelligent. But he also spent much of his time seemingly in his own fantasyland; and when he would play in the vicinity of other children, he wouldn’t really engage with them. His mom just couldn’t figure out why.
When she and her husband sent him off to first grade, Jack’s behavior became more concerning after he and a classmate had a physical altercation. To get to the root of his misbehavior, he was referred to a school psychologist, which ultimately explained a lot. Jack was later diagnosed with autism.
The earlier intervention begins, Burke learned, the more dramatic a difference it can make for developing social skills and maximizing learning potential for youngsters like her son.
The Burkes did everything they could to get Jack services. In elementary school, he received an IEP (Individualized Education Plan), which outlines personalized educational goals and services for children with disabilities. He also attended a special summer camp for children with autism. In these group-based therapy settings, one thing always stood out.
“We were the only Black people there,” recalls Burke.
That was often the case back when she was trying to get services in the 1990s. Jack is in his 20s now.
Historically, Black and Hispanic children have been diagnosed with autism at lower rates than white children. A 2017 study based on CDC data showed that white children were 19 percent more likely than Black children and 65 percent more likely than Hispanic children to be diagnosed with autism between 2002 and 2010.
While the disparity has narrowed significantly according to 2018 data, some are still falling through the cracks. Fewer Black children are screened by the recommended age of 36 months. And more can be done to identify Hispanic children on the spectrum in some communities.
Lu Randall, president of Autism Connection of Pennsylvania, isn’t surprised by what the Burkes experienced. Randall says that too often children from underrepresented groups still aren’t diagnosed properly until there is a behavior problem in elementary school or later—years after the ideal time for a diagnosis.
The delay in diagnosing Burke’s son demonstrates how a life can be impacted by the social determinants of health (SDoH). Addressing SDoH—the social, economic and physical conditions in which people are born, grow, live, work and age—has been a priority for Anantha Shekhar, senior vice chancellor for the health sciences and John and Gertrude Petersen Dean of the School of Medicine at the University of Pittsburgh.
When he began his leadership positions, he made it clear that the School of Medicine was committed to advancing medical education and research that promotes health equity. He was right in line with many students at Pitt Med. During the 2020 summer of unrest, students lobbied the University to teach through the lens of social justice, recalls Noble A.W. Maseru, director of social justice, racial equity and faculty engagement for the health sciences.
As a response, school leaders created a summer SDoH enrichment opportunity for first-year med students; 2022 was the second pilot year of the program.
Maseru, who codirects the program with Leslie Hausmann, assistant dean for medical student research, says understanding socioeconomic factors leads to better outcomes for children like Jack. He cites a CDC study showing that life expectancy in the United States increased from 47 years in 1900 to 77 years in 1999. Of the 30-year increase, 25 were attributed to improvements in SDoH, such as safer cars, safer workplaces and safer and healthier foods and homes. Also key: a living wage, less racism and a healthier social environment.
“The conventional thinking is that medicine—the diagnostic intervention—is the silver bullet,” Maseru says, “but the science proves otherwise.”
A doctor should look at the person in the context of their environment, he adds: “Maybe the person doesn’t get exercise, which is attributable to the community where they live not being walkable. Or if they are malnourished, it may be because they live in a food desert.”
When a physician addresses the issues through a lens of health equity, Maseru says, studies show it’s more likely patients will not return with the same issues over and over.
Taylor Williams (Class of ‘25) is a second-year med student who completed what’s called the dean’s summer research project after her first year. Students who opt to do this project receive a summer stipend to devote 40 hours a week to conducting research in collaboration with a faculty research mentor. That’s nothing new at the school. It’s often the first foray into a required longitudinal research project that students pursue through graduation, typically offering opportunities to publish papers and give scientific presentations.
But the med students now have the option to spend an additional 16 hours that first summer on an enrichment component, which has them talking to real people about real barriers to good health. The SDoH project gets them out of the bubble of med school, where they spend the first year buried under books, memorizing bones, muscles and glands and immersing themselves in genetics, immunology and neuroscience.
“Students are very focused on learning the body systems and how to recognize problems and what to do about those problems,” says Hausmann.
“There is so much biology that needs to be learned, and the community piece hasn’t historically been baked into the medical training. So this is an opportunity to expose students early on and get them out of the University and into the community. They can see the different issues that people may be facing and grappling with as they engage with the health care system.”
Williams, like other med students taking part in the dean’s summer research SDoH project, was paired with a mentor in the community. Pitt compensates these professionals for their expertise and time, notes Maseru.
Autism Connection’s Randall mentored
Williams, who decided to help spread the word about the importance of early detection of autism to families with Black and other underrepresented children.
Williams came into the program knowing that the medical establishment sometimes fails to diagnose children of color with autism. Lu Randall encouraged her to find out why parents might not seek out a diagnosis. The student learned that some view a child’s atypical social interactions as part of their personality. And some sense stigma about disabilities.
In recent years, significant progress has been made in closing the diagnosis gaps, yet disparities persist in certain subgroups, including Black kids with autism who do not also have an intellectual disability. Many of these students aren’t receiving special education services in school, which might lead to problems making friends and self-regulation in the classroom.
“It’s so important for doctors to recognize this, and there’s often a lack of focus on this in med schools,” says Randall.
Williams has a personal connection to the topic. Her younger brother is on the spectrum, and she saw firsthand how early intervention helped him reach his potential. She says he’s a “super-social” high school student who is a member of the marching band and plays deck hockey.
For her dean’s summer research project, Williams focused on how having a disability limits access to care. A patient may have issues with transportation, or a doctor’s office might not accommodate a patient’s physical or sensory needs. When Williams met with Randall, they discussed ways to equip physicians at community health centers to diagnose kids on the spectrum and to encourage Black parents with concerns to seek a diagnosis.
In their meeting, Williams learned that Randall and a young man on the spectrum had talked about creating brochures to distribute at community health centers. They decided that Williams would write a plain-language brochure telling parents about signs of autism in children of different ages.
From the pamphlet, parents will learn that younger children might not respond to their name or avoid eye contact, while older children might find it hard to say how they feel.
Williams also touched on the stigma of autism in some communities.
She notes that the lack of diagnosis can become problematic when children are expected to follow specific school routines and social cues.
“This can cause issues adapting and look like purposeful behavioral disturbances when truly it’s caused by being overwhelmed or overstimulated.”
Williams also helped Randall plan ways to connect with people during an event called Autistic Urban Connections Fun Days in the Pittsburgh neighborhood of Hazelwood.
That Sunday in late summer, Williams met with families and used sensory-friendly toys as tools to start conversations. She engaged in games with the kids and their families, spending time learning about them as they played.
She says the kids ranged from very verbal to nonverbal, including one child who didn’t say anything but lined up candies methodically. “Everyone communicated in their own way,” Williams recalls.
She talked to a mother who was well-informed about autism but had never heard of a developmental pediatrician (a doctor who specializes in diagnosing developmental disabilities in children). It made Williams realize that even some parents who are tuned into the autism world may not be aware of all the resources available.
And now, after her experience this summer, Williams is even more inclined to explore a career as a developmental pediatrician—perhaps specializing in autism spectrum disorder.
and ADHD; “I want to focus on helping a child have the proper tools growing up.”
When driving through the streets of Braddock, just east of Pittsburgh, Lucy Cheng (Class of ’25) can’t help but notice the lack of grocery stores. Despite the food pantries and community gardens, she sees how difficult it is for residents to get fresh and healthy food in what was once a bustling steel town.
But good nutrition is not just a matter of accessibility.
Cheng now knows that some of the youngsters she drives past are tasked with taking on a lot of responsibilities for children of their age.
Elementary and middle school kids are often expected to prepare meals for themselves and younger siblings while their parents are at work.
And, not surprisingly, kids tend to resort to easy options like chips and other junk food, her SDoH enrichment mentor, Melissa Chillinsky of Heritage Community Initiatives, informed her. Heritage is a nonprofit that provides out-of-school-time education and meals to youth.
That’s why Cheng’s SDoH enrichment project looked like a day in the kitchen with an older cousin. On a recent summer day, she stood in a brightly colored classroom, showing elementary and middle school kids how to mash avocado into a bowl, blend in cilantro and squirt in lime. They were making guacamole for a taco dish with pico de gallo.
“A lot of time, we say fat is bad; but avocado has healthy fat,” she told the 12 kids rotating between three stations.
Then came the moment of truth—would the kids eat what they made?
One little boy made a face when he saw the guacamole, saying, “I don’t like green stuff.”
“Why don’t you like green stuff?” Cheng asked him.
He shrugged.
She convinced him to take a bite. He did and shrugged again. “Thank you for trying it,” she told him.
That’s the point of the program—to expose kids to healthy foods, as well as teach basic nutrition and cooking skills.
The summer project is an offshoot of Cheng’s clinical research project on pediatric facial fractures, often caused by falls and motor-vehicle accidents. Given the importance of nutrition in the healing process, Cheng decided to look more broadly at pediatric nutrition education in communities where food insecurity is common. She cites a study from the University of Virginia showing that the dramatic rise in childhood obesity and diabetes is most prevalent among kids of lower socioeconomic status, and that it can be attributed to changes in activity level and meal preparation.
Chillinsky, codirector of the Heritage Out-of-School Time (HOST) program, says, “A lot of our kiddos have to play a mature role at home, but they don’t necessarily have the skills to do it. In past years, we’ve seen a lot of their daily intake of food is just chips or candies.”
Cheng had some exposure to food insecurity already: In her hometown of Chicago, she signed people up for SNAP benefits. When she worked for a tech company on the West Coast, she also taught cooking classes to low-income Bay Area families.
She still learned plenty from her experience working with Chillinsky and the teachers in the out-of-school program, including priceless tips for getting the kids involved.
They told Cheng: Pair reluctant kids with those who were more eager.
Also: Kids get motivated by doing little tasks, like juicing a lemon.
“I was surprised by how much they wanted to get involved in the entire process, even if they didn’t enjoy the food itself,” says Cheng.
Chillinsky was happy to see kids trying new dishes and flavors in Cheng’s classes. “I would like them to say their favorite food isn’t Hot Cheetos, but tacos they have made with their moms,” Chillinsky says. “It is more filling and nutritious.”
The program will continue this fall as part of Cheng’s yearlong Albert Schweitzer Fellowship, a graduate student award designed to develop leaders who can address the health care needs of underserved communities.
She’s hitting the books again for her second year of medical school, but Cheng will continue teaching a simpler version of the weekly cooking classes, enlisting other med students as volunteers. “I want to be able to impart some skills and confidence in the children so they feel less unprepared and alone when they are cooking.
“I would like them to say their favorite food isn’t Hot Cheetos, but tacos they have made with their moms.”
Williams’ pamphlet would have been helpful to the Burke family.
Although they had done everything they could think of to help Jack, Susan Burke’s one regret is that he wasn’t diagnosed in time to receive language and social skills therapy at an early age.
She pointed out concerns to her pediatrician, but her son was not diagnosed. He did graduate with his class, but the bullying that began in elementary school intensified in middle and high school, leaving him with severe anxiety. “He almost didn’t graduate because of bullying.”
Randall points out that bullying can often escalate into discipline problems for the autistic child.
“The child will have an outburst, and then adults come running; and it gets louder and louder and the child has a heightened sensitivity. He may not even know what he is doing,
screaming and pushing people away. If he pushes the wrong person, he can be in a huge amount of trouble.
“If they’re not diagnosed when they are 2 or so, it becomes a cycle of discipline. They are getting timeouts in daycare. They can own that feeling: ‘I am a bad kid.’
“If you are not diagnosed correctly, people give you punishment instead of support.”
As Williams wrote the brochure, she thought about how her brother didn’t speak much as a preschooler and was easily overstimulated. But because he was diagnosed early, he saw a developmental pediatrician as well as speech and occupational therapists from a young age.
His therapists helped him work through difficult social situations and try to respond to them rationally rather than emotionally. He can now adapt to typical life stressors and other unpredictable situations.
“I cannot imagine all of the children and families who do not receive that support, and how much harder that makes navigating social situations and life,” Williams says.
“It is harder to deal with an issue and adapt when you are not given the tools to do so.”
AWARDS HONOR SOUTH-PAUL
In the first year of the social determinants of health enrichment program, 2021, Pitt Med recognized two students with Jeannette South-Paul Awards, Shruthi Venkatesh and Danielle Gruen. The awards, named for revered former chair of family medicine South-Paul, recognize students who did exemplary work in their enrichment projects.
Venkatesh realized that sometimes people with multiple sclerosis had to buy expensive wheelchairs, stair lifts and other assistive devices to get around in their day-to-day lives. But not until she spoke with people who had the disease did she realize how daunting and frustrating the process can be.
For her summer project, she talked to members of the Pittsburgh MS Empowerment Support Group and Pennsylvania Keystone Chapter of the National MS Society. “Each insurance company is different in terms of approved assistive devices. Many do not offer financial assistance for purchases at all.” Getting grants from national nonprofit organizations also can be difficult, they told her. “It was eye-opening.”
Her summer research project has made Venkatesh even more interested in researching neurodegenerative diseases such as MS and Alzheimer’s. When she becomes a doctor, she says, she will be more sensitive to the day-to-day struggles of those living with chronic illnesses.
For her project, Gruen, who came to Pitt Med with a PhD in biogeochemistry, examined the history of the Freedom House Ambulance Service and its role in the foundation of emergency medical services (EMS) in Pittsburgh. The service, which became a national model, started in 1967 serving Pittsburgh’s predominantly Black Hill District community and staffed by mostly Black medics. Gruen conducted interviews with community advisors, founders of the Freedom House Ambulance Service, including Philip Hallen, and organizations aimed at increasing diversity in EMS.
“It’s really important to amplify’ voices from the community, says Gruen, who is interested in practicing emergency medicine.
This year’s South-Paul Awards went to Taylor Williams and Caitlin O’Brien. | <urn:uuid:5f4988ce-e813-4f79-8970-6bcfd4c55349> | CC-MAIN-2023-06 | https://www.pittmed.pitt.edu/sites/default/files/Web_PITTMed%20Winter2022_Pg14-19.pdf | 2023-02-07T12:18:03+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500456.61/warc/CC-MAIN-20230207102930-20230207132930-00243.warc.gz | 957,107,853 | 3,645 | eng_Latn | eng_Latn | 0.881704 | eng_Latn | 0.998845 | [
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Day: Tuesday
Topic: My school
Question / Answers
Q1. What is the name of your school?
Ans. The name of my school is GD Goenka Public School.
Q2. Make a list of things you see in your classroom.
Ans. a) blackboard b) chalk
Q3. Where do we read and borrow books in school?
Ans Library.
Q4. Why do we go to school?
Ans We go to school to study. | <urn:uuid:2e0db1bd-1c7f-4c6c-8de1-814463f6694b> | CC-MAIN-2023-14 | https://www.gdgoenkasrinagar.com/wp-content/uploads/2021/08/Grade-1-EVS-Dated-03.08.2021.pdf | 2023-03-21T15:23:16+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943698.79/warc/CC-MAIN-20230321131205-20230321161205-00438.warc.gz | 907,386,857 | 98 | eng_Latn | eng_Latn | 0.998825 | eng_Latn | 0.99947 | [
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Slope Intercept and Point-Slope Form: Notes
Name: ___________________________
Slope Intercept Form: $y = mx + b$
Graph the following equations:
1. $y = -2x + 1.5$
- Slope: $-2$
- y-intercept: $1.5$
2. $y = \frac{4}{5}x + 0$
- Slope: $\frac{4}{5}$
- y-intercept: $0$
Point-Slope Form: $y - y_1 = m(x - x_1)$
What is the Point-Slope form of the line through $(-2, 6)$ with a slope of $-4$?
\[ y - y_1 = m(x - x_1) = y - 6 = -4(x - (-2)) \]
simplified: $y - 6 = -4(x + 2)$
What is a point and slope of the line with the equation \( y + 10 = \frac{2}{7}(x - 9) \)?
Point: \((9, -10)\)
Slope: \(\frac{2}{7}\)
What is the Slope Intercept form of a line with a slope of -1 through the point \((-5, -4)\)?
\[
y - y_1 = m(x - x_1)
\]
\[
y - (-4) = -1(x - (-5))
\]
Put in values we know.
\[
y + 4 = -1(x + 5)
\]
Simplify.
\[
y + 4 = -x - 5
\]
Distribute slope.
\[
y = -x - 9
\]
Move the number away from \(y\).
Graph \( y = -x - 9 \)
Does it go through \((-5, -4)\) with a slope of -1? Yes! | <urn:uuid:4bd6f1cd-6d27-49bc-a3e4-b22a417f600f> | CC-MAIN-2023-14 | https://mathforall.net/wp-content/uploads/2023/01/0025_Slope_Intercept_and_Point-Slope_Form_Notes-Answers.pdf | 2023-03-20T12:41:09+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943483.86/warc/CC-MAIN-20230320114206-20230320144206-00195.warc.gz | 452,222,427 | 411 | eng_Latn | eng_Latn | 0.690304 | eng_Latn | 0.704974 | [
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Spelling Bee
The Spelling Bee will be here before we know it and it’s time to prepare!
**CLASS SPELLING BEES**
MONDAY, JANUARY 9
Three students from each classroom will move on to the grade level bee.
**SCHOOL SPELLING BEE**
MONDAY, JANUARY 23
GRADES 1-3 AT 9AM AND GRADE 4-5 AT 1:30PM
Parents of the grade level qualifiers will receive notification from their teachers about the time of their bee and viewing options.
Medals will be awarded to 1st and 2nd place winners in each group.
**What is the best way to prepare for your class spelling bee?**
1) Study the One Bee and Two Bee levels (1st - 3rd grades)
2) Study the Two Bee and Three Bee levels (4th & 5th grades)
3) Look for additional word lists found linked to the Ridgecrest ROAR
4) Review general spelling knowledge as found in the Merriam-Webster Dictionary
**The Spelling Bee format for class and school bees will be oral.**
The student will be given a word and the speller will repeat the word, spell it, and say the word again. If it is necessary to re-start the word, the spelling must be exactly the same as given so far.
If you have any questions, please email email@example.com
Good luck and happy spelling! | <urn:uuid:9e041888-3d05-4e24-a9b9-9b5d41b1cad1> | CC-MAIN-2023-14 | https://ridgecrest.canyonsdistrict.org/wp-content/uploads/sites/336/2023/01/2023-Spelling-Bee-Info-1.pdf | 2023-03-21T07:59:33+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00181.warc.gz | 570,609,218 | 306 | eng_Latn | eng_Latn | 0.996449 | eng_Latn | 0.996449 | [
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This week’s column continues the story of the early days of St. Joseph College, which, beginning in 1868, was operated by the Christian Brothers Catholic order. An event in April 1869 called an “examination” was held, reviewing the work of the college. The event took place “in the large hall of the second floor of the college, where a stage had been set up, tastefully decorated with the American flag. A numerous and intelligent audience, including neighbors from Matamoros, were interested and attentive spectators.” The lengthy program, with performances by the students, ended with a closing address by Brother Noah, who headed the school.
The next day, a statement was issued, signed by 12 prominent citizens, stating they had examined the work of St. Joseph College, found it was of the very highest order, and recommended this institution to the public.
In June 1869, *The Daily Ranchero* newspaper reported that the college was offering many advantages for the moral, physical and intellectual development of students. The student body was made up of both boarding students and day scholars.
The newspaper had this to say about the college buildings: “The college buildings leave nothing to be desired. The main building of brick, 100 feet long, 45 feet wide, and three stories high, provides class rooms and a dormitory, which, for convenience and comfort, are unsurpassed.
“The adjoining building, erected in the last few months, contains a dining room and music room, and is particularly suited for the purpose for which it was built.
“When entirely finished, the principal building will cover a front of over 250 feet, and in point of taste and desirability, will equal to anything of a similar class in any part of the country.
“The grounds attached to the college, and used for purposes of recreation, cover an entire block, situated in the most agreeable and salubrious part of the city.”
During July 1869, a report in *The Daily Ranchero* stated that the brothers had intended to continue the scholastic year until the end of September, but the heat of the past few weeks had “considerably cooled their zeal” and it had been decided to terminate the semester early.
On Feb. 2, 1870, the community celebrated the first anniversary of St. Joseph College, an event which also noted the progress of the community itself. It was noted that 30 years earlier the community of Brownsville did not exist, but that by 1870 it had gradually progressed to a point where “public spirit has erected churches and convents, a courthouse and market and elegant private dwellings.”
It was further noted that boys needed to be educated, and that the ladies of the community had toiled to organize a bazaar to fund the school, which was now free of debt.
The local newspaper, *The Daily Ranchero*, concluded the report of the first anniversary with these words: “Let this institution be used for true purposes and just principles, and its future will be a blessed volume in the annals of our town. It will tell of generations of noble men who have been educated within its walls, and it will have performed a noble mission, being the nursery of a mental life that cannot die.”
The Christian Brothers, a large Catholic order, at that time had six brothers at St. Joseph, and were accomplishing in Brownsville what they had accomplished in other areas. It was noted that in one year they gained the confidence of the public, and that some 80 scholars were now in attendance.
This story will be continued next week. | <urn:uuid:a5bf12e7-c184-49cd-b332-054ac7e7f24b> | CC-MAIN-2017-39 | http://www.sja.us/assets/pdf/e95-Carl_Chilton._Brownsville_Herald.May18.pdf | 2017-09-25T11:27:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00037.warc.gz | 579,036,105 | 733 | eng_Latn | eng_Latn | 0.999342 | eng_Latn | 0.999138 | [
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1. Rainbow salad
Portion size: 1 bowl
INGREDIENTS:
| Ingredient | Quantity |
|---------------------|----------|
| Carrot | 25g |
| Cucumber | 50g |
| Yellow bell pepper | 50g |
| Red cabbage | 25g |
| Spring onion greens | 25g |
| Coriander | 1 sprig |
METHOD:
- Peel and process the carrot and cucumber.
- Cut the bell peppers into thin strips.
- Chop the red cabbage into thin slices.
- In a bowl, mix together all the prepped vegetables with spring onion.
- Garnish the salad with coriander before eating.
Best time to consume - mid morning/lunch/evening snacks/dinner.
Significance:
- Yellow bell pepper: it contains both Vitamin C, Vitamin A and antioxidants which helps in boosting our immunity.
- Red cabbage: it contains a greater dose of Vitamin C, flavonoids and antioxidants which improves our immune health.
- Spring onion: it contains a larger dose of vitamin C and antioxidants which builds our immunity.
- Cucumber: contains Vitamins A,B,C,K and minerals like copper, manganese, potassium that play an important role in maintaining a healthy immune system.
2. Ginger & methi ladoo
Portion size: 2 ladoos
INGREDIENTS:
| Ingredient | Quantity |
|-----------------------------|----------|
| Whole wheat flour | 30g |
| Jaggery | 15g |
| Ghee | 10g |
| Methi (fenugreek) seeds | 5g |
| Saunf (fennel seeds) | 5g |
| Dried ginger powder | 5g |
| Pepper | 2g |
| Almonds | 2g |
METHOD:
- In a pan heat the ghee till it melts and add the wheat flour and roast till it turns light brown...Let it cool.
- In another pan dry roast pepper, methi and fennel seeds and grind them.
- When the flour mixture cools, add ginger powder and the grinded contents into it and combine well.
- Melt the jiggery and add it to the mixture.
- Roll out small balls of the mixture
- Decorate the top with almonds.
Best time to consume – early morning/mid morning/evening snack.
Significance: Immune system controls and influences the foreign bodies that try to enter our bodies and thus help us to cope up with infections.
- Ginger: it helps to combat inflammation and keeps our immune system healthy.
- Jaggery: it boosts resistance against infections and builds up a stronger immunity.
- Pepper: it contains anti inflammatory, antibacterial and anti oxidant activities.
- Methi seeds: a good source of soluble fibre and also acts as an antioxidant.
3. Carrot Amla Juice
Portion size: 1 cup
INGREDIENTS
| Ingredient | Quantity |
|--------------|----------|
| Carrot | 30 g |
| Amla | 30 g |
| Green Chilli | 5 g |
| Salt | 2 tsp |
METHOD
- Peel and cut the carrots and amla into small pieces.
- Put in the blender.
- Add salt, green chilli and water.
- Blend it well.
- Strain the juice.
- Serve it cold.
BEST TIME TO CONSUME:
Mid morning / Evening
SIGNIFICANCE:
Carrots contain antioxidants, which help body fight free radicals, cell damage, and inflammation.
Vitamin C in carrot also provides an immune system boost, helping to get through cold and flu.
Amla is considered to be an immune stimulant, enhancing overall immunity and supporting the non specific immune response.
4. Orange Honey smoothie
Portion size: 1 cup
INGREDIENTS
| Ingredient | Quantity |
|------------|----------|
| Orange | 100g |
| Turmeric | 1tsp |
| Honey | 2tbsp |
| Milk | 50ml |
| Ginger | 10g |
METHOD
- Put all the ingredients in the blender.
- Blend until combine.
- Use a cheese cloth to get rid of the pulp.
- Serve it along with adding ice cubes.
Best time to consume – Midmorning/ Evening/ bedtime
Significance
- Honey: It is an antioxidant and antibacterial properties help improve the digestive system and boost immunity. It is also a powerhouse of antioxidants, which are very effective for the removal of free radicals from the body.
- Turmeric: It have a great role in increasing the anti oxidant capacity of the body. This protects your body from free radicals and possibly slows the ageing process.
- Ginger: It helps to combat inflammation and keeps our immune system healthy.
- Orange: it contains both Vitamin C, and antioxidants which helps in boosting our immunity. | <urn:uuid:a136744d-6996-414d-b783-9fa990464366> | CC-MAIN-2021-39 | https://mccblr.edu.in/wp-content/uploads/2020/04/Immunity-Enhancing-Recipes-Final.pdf | 2021-09-23T17:52:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057427.71/warc/CC-MAIN-20210923165408-20210923195408-00047.warc.gz | 442,059,045 | 1,041 | eng_Latn | eng_Latn | 0.996184 | eng_Latn | 0.996128 | [
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Dear Parents,
Sexual harassment can happen to anyone. To avoid such occurrence, Charleston County School District is taking extraordinary steps to provide a safe and positive learning environment for every student. Therefore, any student who believes that he or she has been harassed by another student, teacher, administrator, or other adults or agents of the Charleston County School District should promptly report that fact to your school’s designated Complaint Manager, Principal or directly to the County Superintendent.
Title IX of the Education Amendments of 1972 prohibits sex discrimination in all schools and education programs that receive federal funds. Sexual harassment of students is one form of sex discrimination barred by the law. Therefore, we advise all students of this potential danger and provide procedures for reporting any incident. Please talk with your child about the contents of this sheet. Age-appropriate instruction will be provided at school Erin’s Law curriculum (Section 59-32-20 (B)).
If you have any questions, please contact the school principal.
INTRODUCTION
Any student who believes that he or she has been sexually harassed by another student, teacher, administrator, adult or agent of the Charleston County School District should promptly report that fact to the designated Complaint Manager, Principal or directly to the County Superintendent. Sexual harassment is a serious matter. Any student determined to have purposefully made a false report of harassment shall be disciplined for such conduct.
DEFINITION
Sexual harassment is any inappropriate, unwelcome sexual advances, request for sexual favors, and other verbal or physical conduct of a sexual nature directed by a student to another student, an adult to a student; or a student to an adult when:
- A student is requested to submit to such conduct as condition of the student’s grades, promotion, opportunities, privileges, and any other benefits related to his/her education;
- A student is affected by decisions based on submitting or rejecting such conduct;
- A student’s academic performance is affected by such conduct; and
- A student is affected by the hostile environment created by such conduct.
EXAMPLES
Physical
- Deliberately standing in someone's way, standing too closely, or following a person to create a hostile environment
- Deliberately bumping or brushing against a person
- Unwanted grabbing, hugging, kissing, fondling, or similarly touching a person in any way
Verbal
- Sexual jokes, remarks, stories, rumors, or comments about a person's body
- Blackmail, threats or insults of a sexual nature
- Written material such as notes, letters, or graffiti with sexual overtones
- Whistles or offensive noises
Nonverbal
- Drawings, pictures, or photographs with sexual content
- Staring at a person's body and obscene gestures
RIGHTS
A student who believes he or she has been harassed has the following rights:
- To have someone of his or her choice present when he or she talks to the complaint manager;
- To avoid a face-to-face meeting with the harassed at the time of first report;
- To be listened to and taken seriously; and
- To stop the interview and take the complaint to another or higher authority
A student accused of sexual harassment has the right to do the following:
- To have someone of his or her choice present when talking with the complaint manager;
- To be given the name of the person making the complaint;
- To be given the specifics of the allegations;
- To provide names of persons to whom the investigator may want to speak and/or interview;
- To be informed as to the progress of the investigation.
PROCEDURES
A complaint may be made verbally or in writing to the designated School Complaint Manager. Each school shall provide the name, location, and how to access the School Complaint Manager. A Student who has a complaint should:
- Talk to someone you trust: parents, guidance counselor, principal, teacher, or school nurse;
- Report the incident immediately to the Complaint Manager;
- Write down what happened and what was said or done in detail;
- Offer the names of others who may have witnessed or experienced the same type of harassment; and
- Tell the complaint manager what you would like to see happen to stop the harassment.
School Complaint Manager(s)
If the student or parent is not satisfied with the handling of the complaint, an appeal may be submitted to the County Superintendent's Office at 75 Calhoun Street, Charleston, SC 29401
Rev: 7/21 | <urn:uuid:dffce213-f838-47b3-9d28-efb0fa7a5e50> | CC-MAIN-2021-39 | https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/49/Sexual%20harrassment%20parent%20letter.pdf | 2021-09-23T18:04:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057427.71/warc/CC-MAIN-20210923165408-20210923195408-00043.warc.gz | 717,952,785 | 895 | eng_Latn | eng_Latn | 0.99685 | eng_Latn | 0.997003 | [
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1. What is 2% of 40% of 32000 Vatu? (2 Marks)
2. On a Digicel draw, Sammy won 5000 Vatu cash. He decided to spend 3550 Vatu to buy Vegetables from the Freshwota Au Bon Marche. How much money would be left from Sammy’s winnings? (2 Marks)
3. Complete the table to find the sale price. (8 Marks)
| Market Price | % Discount | Discount (Vatu) | Sale Price (Vatu) |
|--------------|------------|-----------------|------------------|
| 1000vt | $22\frac{3}{4}\%$ | | |
| 4500vt | 18 \% | | |
| 5000vt | 25 \% | | |
| 3000vt | 3.7 \% | | |
4. During the Coronavirus outbreak, at least 41 confirmed infectious in the Chinese city of Wuhan are first identified in Mid-January 2020 (by Adam Kucharski, 13 February, 2020) according to newscientist.com. Now if you were offered a wage of 10 000 Vatu per week or 10 \% commission on all sales. If you sell 50 000 Vatu worth of face mask (to protect from coronavirus) a week, which offer would you take? What would your weekly commission be? (2 Marks)
Note: Please Parents/Guardians do record the results out of a total of 14. The Subject Teacher will collect the results from you later.
Solutions: Solutions will be available online via https://www.facebook.com/centralschoolemergencyforum/posts/108720557434149 | <urn:uuid:e35cfa1e-98b7-4c59-98ad-3b0b56f3d853> | CC-MAIN-2021-39 | http://www.centralschool.edu.vu/uploads/1/1/4/4/114402701/t1_-_w10_-_thursday.pdf | 2021-09-23T18:39:28+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057427.71/warc/CC-MAIN-20210923165408-20210923195408-00042.warc.gz | 79,680,721 | 373 | eng_Latn | eng_Latn | 0.992253 | eng_Latn | 0.993026 | [
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| دروس الصف الثالث | الرياضة بنات . نماذج للياقة بدنية عامة . العاب صغيرة . |
|------------------|-------------------------------------------------|
| | رياضة |
| الرياضة | العاب جماعية (بنين) كرّة طائرة (بعض مهارات كرّة الطائرة) كرّة قدم (بعض مهارات كرّة القدم) العاب صغيرة |
|---------|-------------------------------------------------------------------------------------------------|
**unit name:**
Ms powerpoint
**objectives:**
#1 complete the story
#2 Review the skills of ms powerpoint
| علوم الكمبيوتر | Revision Unit: the senses Unit: keeping healthy |
|---------------|-------------------------------------------------|
| Science | مراجعة لكتاب العلوم الجزء الثالث: التكنولوجيا و عملية التصميم + (التدريب على بعض مهارات الحاسوب الأساسية). |
|--------|-------------------------------------------------------------------------------------------------|
| اللغة الانجليزية | Reading: Read for details Listening: Listen for specific information Writing :Write about your favourite subject |
|----------------|-------------------------------------------------------------------------------------------------|
| اللغة العربية | مراجعة وحل أوراق عمل |
|--------------|---------------------|
| الاجتماعية | البيئة ومكوناتها. | | <urn:uuid:ffbf5203-eaf5-44de-8097-7c75e00a1b2d> | CC-MAIN-2018-22 | http://www.nwps.ae/nwps/archive/2016/weekly_plan/Weekly_Plan_Grad_3.pdf | 2018-05-21T05:10:45Z | crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00147.warc.gz | 443,078,834 | 250 | eng_Latn | eng_Latn | 0.997841 | eng_Latn | 0.997841 | [
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Maths Mat
2D Shapes
circle oval square
rectangle triangle rhombus
pentagon hexagon octagon
3D Shapes
cube cylinder
cone sphere
cuboid pyramid
Days of the Week
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Months of the Year
January February March April May June July August September October November December
Number Line
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 | <urn:uuid:8685d691-b3a0-49dd-a508-909eff4eef42> | CC-MAIN-2018-22 | http://st-annes.bham.sch.uk/pdfs/yeargroups/maths-y1-mathsmat.pdf | 2018-05-21T04:57:53Z | crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00155.warc.gz | 270,737,777 | 192 | eng_Latn | eng_Latn | 0.950627 | eng_Latn | 0.950627 | [
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The Societal Curriculum and the School Curriculum: Allies or Antagonists?
Carlos E. Cortés
Students learn from many sources. Educators need to become aware of what is being taught by television and other societal "teachers."
Schools are not education. They are only part of education. When curriculum is mentioned, most people think of the school curriculum, whether manifest or hidden. In reality, however, two curriculums operate side by side. In addition to the education we receive in school all of us receive a lifelong education through the societal curriculum.
What is the societal curriculum? It is that massive, ongoing, informal curriculum of family, peer groups, neighborhoods, mass media, and other
---
1 I introduced this concept in: Carlos E. Cortés, Fay Metcalt, and Sharryl Hawke. *Understanding You and Them: Tips for Teaching about Ethnicity*. Boulder, Colorado: Social Science Education Consortium, 1976. p. 2.
socializing forces that "educate" us throughout our lives. For example, as one important component of the societal curriculum, television has been receiving increasing scholarly attention.\(^2\) One study reported that young people age 12 to 18 spend one-fifth of their waking hours in front of the television set.\(^3\) According to another estimate, by the time of graduation, the average high school senior will have spent 12,000 hours in the classroom and 15,000 hours in front of the television set. In other words, in terms of direct contact hours, teachers may be 20 percent behind the tube—and television is only one aspect of the societal curriculum.
What about the impact of the societal curriculum? In 1975, social psychologist George Comstock reported that there had been more than 2,300 research papers on television and human behavior. According to Comstock:
Several writers have argued that television is a powerful reinforcer of the status quo. The ostensible mechanisms are the effects of its portrayals on public expectations and perceptions. Television portrayals and particularly violent drama are said to assign roles of authority, power, success, failure, dependence, and vulnerability in a manner that matches the real-life social hierarchy, thereby strengthening that hierarchy by increasing its acknowledgement among the public and by failing to provide positive images for members of social categories occupying a subservient position. Content analyses of television drama support the contention that portrayals reflect normative status.\(^4\)
One of my research interests is the societal curriculum on ethnicity and culture. What is being "taught" about culture and ethnicity in the societal curriculum?\(^5\) What is that curriculum's impact on what people "know" about ethnicity and ethnic groups? How does the multicultural societal curriculum affect beliefs, perceptions, attitudes, and behavior related to ethnic groups? How does it support or limit the effectiveness of school multicultural education? What are the implications for schools, including school curriculum development?
Studies have shown that many children develop well-formed attitudes about members of ethnic groups, including prejudices and stereotypes, by the time they reach school.\(^6\) In this respect, the media have a particularly powerful impact, often outweighing personal experience. In one study, white children said TV comedies like *Sanford and Son* and *The Jeffersons* accurately portrayed black family life, even when they admitted that such shows contrasted with personal experiences with their own black friends. They thought their friends were exceptions!\(^7\)
Moving to a global context, a survey of
---
\(^2\) For example, see: Robert Singer and Robert Kazdon, editors. "Television and Social Behavior." *Journal of Social Issues* 32; Fall 1976.
\(^3\) A. M. Rubin. "Television in Children's Political Socialization." *Journal of Broadcasting* 20:51-59; Winter 1976.
\(^4\) George Comstock. *The Impact of Television on American Institutions and the American Public*. Honolulu: East-West Communication Institute, East-West Center, 1977, pp. 20-21.
\(^5\) For various filmic perspectives on this topic, see: Randall M. Miller, editor. *Ethnic Images in American Film and Television*. Philadelphia: The Balch Institute, 1978.
\(^6\) For example, see: Mary Ellen Goodman. *Race Awareness in Young Children*, second edition. New York: Macmillan, 1964.
\(^7\) Bradley S. Greenberg. "Children's Reactions to TV Blacks." *Journalism Quarterly* 49:5-14; Spring 1972.
fourth, eighth, and twelfth graders found that television had the greatest impact on their attitudes toward foreign nations and peoples. In a recent social studies assessment conducted by the California State Department of Education, seventh-grade students in 65 California public schools were asked to select one of four answers to, "Which of the following is an example of an ethnic group in the United States?" Fourteen percent selected "The United Auto Workers," 24 percent each answered "All the people who live in the same town" and "The Chinese," and 34 percent answered "People on welfare!" The societal curriculum had done its job.
For Better or for Worse
Whatever the subject matter or theme, the societal curriculum probably has both positive and negative educational effects. For example, the showing of Roots was probably a major contribution to general understanding of the black experience. In contrast, other aspects of the multicultural societal curriculum, whether intentionally or unintentionally, have had such negative effects as heightening prejudice or reinforcing stereotypes. Indicative of the media's negative educational potential was NBC's repeated cautioning of the audience during its fall 1977 showing of The Godfather Saga that:
"The Godfather" is a fictional account of the activities of a small group of ruthless criminals. The characters do not represent any ethnic group and it would be erroneous and unfair to suggest that they do.
This gratuitous and totally ineffective posturing probably did little to soften the film's effect on perceptions about Italian Americans. However, it dramatized an awareness of the power of the multicultural societal curriculum.
While my discussion has focused on multicultural education, obviously the societal curriculum educates continuously about almost every subject—although we cannot be sure what each person "learns" from that curriculum. Citizenship, career, law-related, medical, environmental, global, consumer education—these are only examples of the various societal curriculums. What, then, are the implications for school educators? Should we view the societal curriculum as an antagonist? Should we unite with it as an ally? I would say both. The worst thing we can do is ignore it.
Recommendations
I would like to make four recommendations related to the societal curriculum. First, an examination of the societal curriculum should be an integral part of both teacher education and inservice training. Second, teachers should constantly consider the societal curriculum in the planning and implementation of school curriculum. Third, teachers should use the societal curriculum as classroom material. Fourth, schools should help students become "literate" in the societal curriculum.
example, I have used a similar approach in workshops on global education and law-related education. There I address such questions as what does the societal curriculum "teach" about different nations or the function of law-related institutions. In short, the societal curriculum can be an integral part of all teacher education.
2. The societal curriculum as an aid to curriculum planning and implementation—To teach without considering the implications of the societal curriculum is to operate in a land of make believe. Students learn from the societal curriculum (although we can never be sure what each one has learned about each subject), and that learning affects their formal education. The skilled teacher can and should build from that societal learning.
For example, when I introduce the study of an ethnic group, I first explore with students what they already "know" about that group as well as how they "learned" it. A teacher in one of my courses, when beginning an elementary-school unit on gypsies in a city with a sizable gypsy community, found that her students had deeply-rooted preconceptions. When the teacher asked where they had learned so much about gypsies, they responded with answers ranging from "my folks" to "Wolfman movies." Bizarre? Then consider a high school teacher in Massachusetts who was presenting a unit on the Holocaust. When exploring her students' previous knowledge on the subject, she discovered, "Their only encounter with Nazis, it seemed, was while watching Hogan's Heroes on television." Through the classroom examination of student societal learning, whatever the topic, the skilled teacher can both increase student awareness and build curriculum in relation to existing student perceptions.
3. The societal curriculum as classroom material—Feature films, commercial television, newspapers, magazines, and advertising can be a stimulating and significant part of the school curriculum. So what's new? Haven't teachers been using films, for example, for decades? True, but how and how well? Sometimes quite well, but too often simply as surrogate teachers, as substitutes for the written word, or as spoken text-
---
8 Roselle Chartock, "A Holocaust Unit for Classroom Teachers," Social Education 42:278-85; April 1978.
books from which students are asked to memorize uncritically and recall factually. Visual media, in particular, should not be used simply as textbooks to learn from. Rather, in the classroom they should be examined critically, including their significance as a reflection of society.
Pioneering work in this area has been done by organizations such as Prime Time School Television. In its course, "Television, Police, and the Law," students analyze law-related television series for their depiction of the activities of law enforcement agencies and compare these depictions with legal guidelines for such agencies. In our film-and-history courses at the University of California, Riverside, Leon Campbell and I adopt a multiple perspective strategy. We select specific themes—economic dislocation and human migration, the conflict between law and justice, the significance of the frontier—and show several films that present alternative and sometimes conflicting perspectives on those themes. We then ask students to identify the filmmakers' perspectives, to analyze their techniques for influencing the viewer, and to compare these perspectives with those of the assigned written material. The societal curriculum should be used in the classroom, then, to increase critical awareness and analytical ability.
4. The societal curriculum as part of student "literacy"—Schools should help students become "literate" in the societal curriculum. A major goal of schools is to prepare young people for the future. That future will be in a world of media, particularly the visual media. One recent survey indicated that 65 percent of college graduates considered television, not newspapers or magazines, as their major source of news. Therefore, while helping students develop their capacity for literacy in the written language, we should simultaneously be striving to strengthen their "media literacy."
Long after students leave school, they will continue to learn from the societal curriculum. How well are schools preparing students to deal with that curriculum—to be aware of it, to comprehend it, to analyze it, and to resist its more noxious effects? We can make the societal curriculum our educational ally. By ignoring it, we can guarantee that it will in many respects be our educational antagonist. By helping students to develop societal curriculum literacy, we will be contributing to their becoming more aware, sensitive, and effective citizens of the future.
9 Prime Time School Television. Television, Police, and the Law. Niles, Illinois: Argus Communications, 1977.
10 Carlos E. Cortés, Leon G. Campbell, and Alan Curl. A Filmic Approach to the Study of Historical Dilemmas. Riverside, California: Latin American Studies Program, University of California, 1976.
11 See: Carlos E. Cortés and Leon G. Campbell. "Forward to Basics: Teaching Media Literacy Through the Social Studies." The Link 1:1-3; November 1977.
Carlos E. Cortés is Professor of History and Chair, Chicano Studies, University of California, Riverside.
Copyright © 1979 by the Association for Supervision and Curriculum Development. All rights reserved. | <urn:uuid:8fcc980d-7405-4ca8-8f35-4bc94f1c55ad> | CC-MAIN-2019-39 | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197904_cortes.pdf | 2019-09-15T07:45:37Z | crawl-data/CC-MAIN-2019-39/segments/1568514570830.42/warc/CC-MAIN-20190915072355-20190915094355-00068.warc.gz | 216,661,106 | 2,497 | eng_Latn | eng_Latn | 0.987191 | eng_Latn | 0.997755 | [
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'Sun-tracking' solar power at Oak Creek
Devices are the right thing to do, county says
ST. MICHAELS — If you cross the Route 33 bridge to St. Michael's during the day, you may see four high-tech, unusual-looking devices facing the sun, wherever it is. These are twin-panel, sun-tracking solar power systems Talbot County installed recently at Oak Creek Landing to provide clean, renewable energy for the facility. The systems were installed by Chuck's Electrical Inc. of Centerville, and the devices themselves are produced by Advanced Technology and Research Corp. (ATR), based in Columbia.
By tracking the sun using GPS, the devices produce up to 45 percent more power than conventional fixed panels. At Oak Creek, this clean, renewable energy provides power for the parking lot lights as well as for the marine pump-out, said Talbot County Manager John Craig.
Talbot is in the process of renovating the landing, which is one of the most heavily used and visible in the county.
"We decided to go with renewable energy at Oak Creek not only to save money, but also because it's the right thing to do," Craig said. "The sun-trackers will enable the county to light the parking lot year-round, including in winter, while saving on energy costs. And if the solar devices produce any surplus energy, it will be used to help power other county facilities."
Craig said the county considers installation of the tracking solar devices a really important project.
"There's a pride factor involved: We're proud that we're in the forefront of using renewable energy," Craig said.
The Oak Creek Landing project is what he described as "part of a comprehensive strategy to move toward renewable energy." "I just had two citizens comment on how impressed they are by our using renewable energy (at Oak Creek) and moving in this direction," he said.
The Oak Creek Landing installation represents the first use of this sun-tracking technology by Talbot County, and the high-visibility location showcases the county's commitment to innovative green technologies such as this system, according to Rob Lundahl, ATR's vice president for energy systems and automation.
"We're pleased that Talbot County has chosen to install this cutting-edge technology," he said.
The power generated during the day is not stored but rather supplied directly to the electrical grid, Lundahl said.
"This type of 'grid tied' solar system is gaining popularity for both commercial and residential installations since it avoids the expense of a battery storage system," Lundahl said. "The four sun-tracking units installed at Oak Creek will produce about 10 kilowatt-hours of clean power every day, all year long."
ATR has developed several innovative solar products — all incorporating sun-tracking technology — including home do-it-yourself models, solar-powered car-chargers and even wind/solar hybrid systems. One such hybrid was installed last year at Tilghman Island by Fluharty's Electric, based in Tilghman. | <urn:uuid:3e1efc11-915b-4197-93dc-475aaec247a6> | CC-MAIN-2017-09 | http://atrsolartech.com/documents/StarDem2012-08.pdf | 2017-02-27T16:14:30Z | crawl-data/CC-MAIN-2017-09/segments/1487501172902.42/warc/CC-MAIN-20170219104612-00230-ip-10-171-10-108.ec2.internal.warc.gz | 21,292,474 | 600 | eng_Latn | eng_Latn | 0.999404 | eng_Latn | 0.999404 | [
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Chapter 20
Accretions and Erosions
Forces of nature and human activity have altered the waterways surrounding reserves since the time of original reserve allotment. Some examples of events that have had a significant effect on waterways around reserves are: normal sediment transfer, seasonal flooding, dyking, irrigation works, and fluctuating water levels caused by logging or hydro-electric installation activities. In some cases, Indigenous Peoples have been forcibly removed from our reserves as a result of changes in water levels or the course of waterways caused by one or more of these problems. This chapter will help you research any changes to the waterways around your reserves. It discusses two important issues, accretion and erosion, and lists resources to consult. **Accretion** is an increase in landmass, such as an increase to land adjacent to a body of water. **Erosion** is a decrease in such landmass.
Researching an Accretion or Erosion
There are several different issues to look into if you are researching an accretion or erosion. These include:
- Determining what caused the change and if any actions elsewhere caused or contributed to it. You will want focus your attention on examining events nearby, such as upstream if it is a river or stream.
- The scale and nature of the change (i.e. if damage was caused, how much).
- The rate of the change (i.e. if the accretion was a gradual and barely noticeable addition to land through natural causes and if your community is able to live with it).
The steps for researching these issues areas are listed below. For more information on the documents listed here see Chapter 4: Documents. You may also want to refer to Chapter
19: Water, Riparian and Foreshore Rights. If you are researching accretion you should know that, whatever the cause, an accretion to reserve land does not mean the automatic inclusion and incorporation of the new, accreted parcel to the existing reserve. The community will have to take special measures to get accreted land added to its reserve land base.
**Collecting documents and other evidence**
If you are looking into a potential accretion or erosion issue, and the accretion or erosion is adjacent to reserve land, investigate the history of the issue, paying special attention to maps, surveys and aerial photos over time.
- Collect historic and contemporary maps, surveys, and aerial photos. See Chapter 10: Maps and Surveys for more information.
- It may be appropriate to obtain oral testimony from community members who have witnessed the effects of the erosion or accretion.
- Check to see if there are any relevant archived Indian Affairs records. These records will be in Record Group 10 (RG 10) at the Library and Archives Canada (LAC).
- Check to see if there are any relevant active Indian Affairs records.
- You may also wish to review active or archived BC Ministry of Lands files at the BC Archives or the BC Surveyor General Branch.
- You may find information in provincial Department of Public Works records or municipal records at the BC Archives.
- If you are investigating logging, mining or hydroelectric development, you probably will have to consult relevant corporate records, if they are available.
You may also want to consult the following chapters in this manual for help conducting your research:
- Chapter 6: Oral History offers detailed information about interviewing community members. There is a good chance that Elders or other community members might have some of the answers you are looking for. It is always a good idea to start your project in your community and talk to as many people as possible about the issues you are researching.
- Chapter 8: Anthropology Resources discusses studies and theses that deal with the subject of Indigenous land use and occupancy patterns in BC. See this chapter for information on how to gain access to materials that may include information about land use and occupancy. See also the UBCIC-Ecotrust Canada publication, *Chief Kerry's Moose: A Guidebook to Land Use and Occupancy Mapping, Research Design, and Data Collection* (2000) by Terry Tobias.
- Chapter 9: Archaeology Resources outlines how to locate studies of recorded archaeological sites. It is a good idea to check to see if the erosion caused any damage to archaeological sites in your territory.
**Examining documents**
Carefully compare the documentary record that you compile against historic maps, surveys and air photos. Look for photographs that clearly show the effects of the erosion or accretion. It will be critical to establish when and why the erosion or accretion began.
You should also establish when Indian Affairs learned of the problem and what measures, if any, were taken. For erosions, you will also want to accumulate evidence of how the eroded land had been used historically, and what the loss of this land has meant.
**Obtaining a technical assessment (if necessary)**
Much of the information you gather for this kind of research project will be highly technical in nature. Once you have uncovered the basic documentary and cartographic (map) history of what happened, you may need an expert technical assessment, either to supplement your research or to help lay out options for proceeding. This could involve a **hydrologist** (an expert on the movement of water in relation to land), a **photogrammetrist** (an expert in interpreting the forestry data from aerial photos) or some type of soil or vegetation specialist, among others.
If a decision is made to obtain expert technical help you should look around carefully. Ask for referrals at a university geography department, your tribal council or other Indigenous communities in your area. Erosion issues usually affect an entire region so your neighbouring communities may already have had some technical work done and they may be in a position to recommend (or advise against) a particular expert. Try to get several recommendations, then arrange at least one exploratory discussion with all potential consultants (at no charge to you) to help determine if the individual in question is appropriate for the specific job you have in mind. Expert technical help is expensive so it is highly recommended that you take the time to find the most qualified and helpful candidates available. | <urn:uuid:5cd17ea9-5447-4b0b-9183-c27615a9fd5f> | CC-MAIN-2020-45 | https://d3n8a8pro7vhmx.cloudfront.net/ubcic/pages/145/attachments/original/1508270033/CH20_Accretions_and_Erosions.pdf?1508270033 | 2020-10-30T02:08:07+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107906872.85/warc/CC-MAIN-20201030003928-20201030033928-00309.warc.gz | 282,330,151 | 1,259 | eng_Latn | eng_Latn | 0.998372 | eng_Latn | 0.998344 | [
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Allergies
Managing and understanding your child's allergy
50% of children in the UK have allergies. For parents it is a learning curve in understanding what to avoid and how to control and manage the allergy. Find out as much as you can.
There are many types of allergies.
An allergy is when the body has a reaction to a protein such as foods or milk, insect stings, pollens, house dust mite or medicines such as antibiotics. Some families seem to include more individuals with allergies than other families.
Allergic symptoms can be mild, moderate or severe. When a child first shows signs of an allergy it is not always clear what has caused the symptoms, or even if they have had an allergic reaction, since some allergic symptoms can be similar to other common childhood illnesses. Urticaria (wheals or hives) can be one of the first symptoms of an allergic reaction.
If the reaction is severe, or if the symptoms continue to re-occur, it is important that you contact your GP.
Anaphylactic shock
Anaphylaxis is a dangerous type of allergic reaction which is most likely to be caused by particular foods, insect bites or medicines.
Early signs of allergic reaction:
- Swelling and itching; the face may be flushed and wheals or hives may erupt on the skin.
- Lip or facial swelling.
- Acute vomiting/abdominal pain.
Anaphylaxis or severe reactions:
- Difficulty breathing, coughing and/or wheezing.
- Loss of colour; cold and clammy.
- Loss of consciousness (may appear asleep).
Call 999 and tell the operator you think the child has anaphylaxis.
If available, an adrenaline injection should be given as soon as a serious reaction is suspected. If you already have an EpiPen or injection device, make sure you know the correct way to use it in advance of an emergency.
Spotting symptoms
Many of these symptoms can develop as a result of other common childhood illnesses. With an allergy, symptoms often appear more quickly or suddenly.
Eyes
Itchy eyes, watery eyes, prickly eyes, swollen eyes, ‘allergic shiners’ - dark areas under the eyes due to blocked sinuses.
Antihistamines
Antihistamines are anti-allergy medicines, and most are readily available from a pharmacy without prescription. While older antihistamines have a reputation for making people drowsy, more modern antihistamines only occasionally have those side effects.
Source: www.allergyuk.org
**Nose, throat and ears**
Hay fever symptoms - runny/blocked/itchy nose, sneezing, pain in sinuses, headaches, postnasal drip (mucus drips down the throat from behind the nose), loss of smell and taste, sore throat, swollen larynx (voice box), itchy mouth and/or throat, blocked/glue ear.
**Airways**
Wheezy breathing, difficulty in breathing, coughing (especially at night time), shortness of breath.
**Skin**
*Urticaria* - Wheals or hives, bumpy, itchy raised areas, rashes.
*Eczema* - Cracked, dry or weepy, broken skin.
**Digestion**
Swollen lips/tongue, stomach ache, feeling sick, vomiting, constipation, diarrhoea, bleeding from the bottom, reflux, poor growth.
Source: Allergy UK/2014
1. Food allergies occur when the body’s immune system reacts negatively to a particular food or food substance.
2. Allergens can cause skin reactions, digestive problems and hay fever-like symptoms.
3. Children are most commonly allergic to cow’s milk, hen’s eggs, peanuts and other nuts, such as hazelnuts and cashew.
Allergy UK
01322 619 898
www.allergyuk.org
Source: NICE - Testing for food allergy in children and young people | <urn:uuid:93133ed6-dc1c-4109-ba94-68ff4ba74515> | CC-MAIN-2018-09 | http://0-4.southendchildhealth.co.uk/docs/allergies.pdf | 2018-02-18T20:11:32Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.18/warc/CC-MAIN-20180218192636-20180218212636-00529.warc.gz | 11,963 | 813 | eng_Latn | eng_Latn | 0.995642 | eng_Latn | 0.997923 | [
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What is sustainable furniture anyway?
It is many things because sustainability is about using the resources available to us today in such a way that future generations also have the resources they need.
How do I know what is eco-friendly? Consider these questions.
- **WHERE DOES THE WOOD COME FROM THAT WAS USED IN THIS FURNITURE?**
The most important consideration in wood procurement is to ensure that the wood is legally harvested from responsibly managed forests.
- **IS THE WOOD THIRD-PARTY CERTIFIED?**
Look for legitimate third-party certifications that have high standards and the ability to monitor performance. Some examples include Forest Stewardship Council (FSC) and in North America, Sustainable Forestry Initiative (SFI).
- **DOES THIS MANUFACTURER HAVE AN ENERGY USE REDUCTION PLAN?**
The production of electricity is the single largest contributor to CO2 emissions worldwide. Companies with an energy use reduction plan are a significant part of the solution.
- **WHERE WAS THIS FURNITURE MANUFACTURED?**
Transportation is the second major contributor to CO2 emissions. Look for furniture that was produced closest to where you live and uses raw materials sourced within a 500 mile radius of their manufacturing facilities. Buying local will cut emissions and support local economies.
- **WERE PAINTS OR FINISHES WITH HIGH VOLATILE ORGANIC COMPOUNDS (VOCs) USED IN THIS FURNITURE?**
VOCs are harmful pollutants from finishes such as paints, varnishes and lacquers that are released during the manufacturing process and into your home. Water-based finishes are the best choice for low or no VOCs.
---
**SFC DESIGNINGreen Leader and Member Events**
**Sunday, July 27**
**FIRST LOOK: HOME FURNISHINGS**
Julie Smith Vincenti, Nine Muses Media
10 am–11:30 am | Building B, 16th Floor, WorldView Ballroom
**NINE MUSES MEDIA**
**Monday, July 28**
**FIRST LOOK: TABLETOP & GIFTS**
Julie Smith Vincenti, Nine Muses Media
10 am–11:30 am | Building B, 16th Floor, WorldView Ballroom
**BEHIND THE DESIGN OF NBC’S “AMERICAN DREAM BUILDERS”**
Monica Pedersen, HGTV
Dann Foley, Dann Foley Lifestyle
3 pm–4:30 pm | Building B, 16th Floor, WorldView Ballroom
**TUESDAY, JULY 29**
**AHEAD OF THE CURVE**
With moderator Susanna Salk, “Village and Today Show contractor, Thom Filicia, Timothy Corrigan, Michelle Nussbaumer
10 am–11:30 am | Building A, 16th Floor, WorldView Ballroom
**THOM FILICIA**
**MEET & GREET RECEPTION AND BOOK SIGNING WITH Thom Filicia, Timothy Corrigan and Susanna Salk**
11:30 am-1:30 pm | Salvage, Building A, A101
**DESIGN CAMP WITH LORI DENNIS**
July 29 | 10 am–11:30 am | Building A, 16th Floor, WorldView Ballroom
July 30 and 31 | 8 am–6 pm | Bldg D, WorldView Ballroom
Learn the techniques to successfully brand, market and sell your business. Learn interior design business online, in magazines, on television and through social media channels. 15 CE credits. | <urn:uuid:6abc1871-553b-444d-8dea-e5133a6067a9> | CC-MAIN-2020-45 | https://sustainablefurnishings.org/sites/default/files/OGG%20for%20uploading.pdf | 2020-10-30T02:19:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107906872.85/warc/CC-MAIN-20201030003928-20201030033928-00316.warc.gz | 525,013,014 | 735 | eng_Latn | eng_Latn | 0.984613 | eng_Latn | 0.984613 | [
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ADJECTIVES
FIND THE OPPOSITE ADJECTIVES IN THE GRID AND WRITE THEM UNDER THE RIGHT PICTURE
| B | O | R | I | N | G | U | G | U | U |
|---|---|---|---|---|---|---|---|---|---|
| A | W | V | W | M | W | G | Z | G | Z |
| D | D | B | T | A | L | L | O | N | G |
| W | E | J | G | S | J | Y | L | P | V |
| D | C | L | E | A | N | D | D | Y | A |
| S | O | U | R | D | Y | A | U | V | N |
| Z | L | C | X | Z | Y | E | A | S | Y |
| Z | D | D | S | X | X | Z | Q | I | N |
| L | A | Z | Y | A | L | I | G | H | T |
*Short Busy Dirty Difficult Sweet Young*
Interesting Happy Delicious Hot Good Heavy
*You will find 2 adjectives for short.*
MAKE SENTENCES USING THE PICTURES
EXAMPLE: THE BASKET IS VERY HEAVY
ALUNNO ______________________ DATA _________ CLASSE ___________ | <urn:uuid:a72f3d73-d5ff-4446-9db1-deb5a9174cec> | CC-MAIN-2018-09 | http://lamaestraenza.altervista.org/files/inglese-adjectives2.pdf | 2018-02-18T20:24:42Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.18/warc/CC-MAIN-20180218192636-20180218212636-00533.warc.gz | 197,542,474 | 306 | eng_Latn | eng_Latn | 0.968633 | eng_Latn | 0.968633 | [
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Focus: To pay attention.
Overview: The four elements of optimal focus are: eyes, ears, mind and body. To focus well, you have to look with your eyes, listen with your ears, think with your mind and do the right thing with your body.
Instructor: Children often have a short attention span because they are still developing. Our goal is to increase that so that they may learn, understand and retain information better. Focus enhances their learning experience, enabling children to learn better.
Focus begins with good eye contact. Studies have proven that if you look with your eyes, you actually hear better.
Children love attention so encourage focus by praising them when they look at you. Consider saying, “What should you be doing right now?” versus “Look at me when I am speaking.” This simple question creates awareness and empowers a child to make the right choice.
People will often say that children lack control or discipline. Truthfully, they may simply need to develop better focus. The key is to practice focus until it becomes habit.
Cues:
“I like how you are looking at me when I am speaking with you. That’s awesome eye focus.”
“Where should your eyes be looking when we are talking?”
“I like how you did that right away when I asked you to. That is awesome listening focus.”
“That’s really great how you are thinking about what you are doing. That’s excellent mind focus.”
“You move really fast! That is pretty cool body focus.”
“Who can I compliment showing awesome eye focus by looking right me?”
Actions:
- Good old fashioned staring contest. (eye)
- Read a sentence out loud. Have the children repeat it back. (eye, ear, mind & body.)
- Tossing a ball. (eye & body)
- Memory card game. (eye & mind)
- Recite 3 actions and have your child repeat them back to you. (eye, ear, mind & body)
- Marco Polo (ear)
- Dodge Ball (eye & body) | <urn:uuid:47016a2b-041e-4aa2-8118-9a729da0f2ac> | CC-MAIN-2024-26 | https://kidslovelifeskills.com/wp-content/uploads/2024/03/focusp2.pdf | 2024-06-25T01:43:10+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865545.19/warc/CC-MAIN-20240625005529-20240625035529-00329.warc.gz | 286,705,578 | 409 | eng_Latn | eng_Latn | 0.995277 | eng_Latn | 0.995277 | [
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When was the last time you experimented with melted cheese or explored a drop of milk? If you eat lunch with young children, chances are it has not been that long! Mealtimes in a child care or preschool program provide natural opportunities for children to learn about their world. The learning that surrounds a simple snack can become a highlight of their day. Here are three ways to take full advantage of these learning opportunities:
A. Recognize the Possibilities! Children learn by being engaged in fun activities. When you actively involve children in preparing, serving, eating, and cleaning up, you are recognizing the learning value of these experiences. Just as you plan a science activity or art project to optimize involvement and learning, you must also plan mealtime. Used wisely, the daily routine of meals and snacks can be rich learning opportunities. What could children learn and practice during mealtime? They could be learning how to:
- give just one napkin to each child
- pour from a pitcher; count peas or orange wedges
- spread peanut butter on a cracker
- use scissor tongs to pick up a sandwich
- identify shapes in a fruit salad
- describe the inside of a kiwi
- take turns with other children
The list is endless. Whether it is a math skill like counting or a social skill like taking turns, children can have amazing and meaningful learning opportunities during meals and snacks.
B. Plan Carefully! While it is true that children find interesting things to do during almost any meal, careful planning can ensure that what they do is educational, enjoyable, and relaxing for all. As you plan, think about a delightful meal you enjoyed recently. Use your memories of what made that meal so enjoyable and the following guidelines to recreate that same feeling in the early childhood setting:
- Sit and eat with the children. This is essential so that you can actively guide children's learning, observe their responses, AND give them a model for behavior at the same time. Eat what the children eat and discover what happens when you actively participate.
- Make a list of what you need. Have all the dishes, serving utensils, and clean up supplies ready so the meal begins and ends smoothly. Use a cart to keep supplies handy.
- Make it easy for each child to actively participate. Use child-sized dishes and serving utensils. Capture their interest and imaginations with the unusual: a one or two-cup liquid measuring cup for the milk pitcher or ice tongs to serve fruit pieces. Shorten the handle of a slotted serving spoon and watch their reactions as they spoon up canned peaches or green beans.
- Get children involved in each step. Handwashing, setting the table, pouring juice, buttering bread, and clearing the table are equally valuable learning experiences.
- Let the children set the pace. Stop watching the clock and give the children whatever time they need to enjoy eating and learning.
C. Be Ready for Anything! Children of all ages are interesting mealtime companions. While planning is vital, it is equally important to expect the unexpected. Most likely something will happen during the meal that intrigues or excites the children. These events offer natural learning opportunities. Allow yourself to take advantage of them. Let yourself be pleasantly surprised when the discussion takes a surprising turn. And if a fly joins the group, take advantage!
SAM
Imagine you have a child in your program who fidgets a lot during snack time and has trouble staying seated at a meal. An effective way to prevent inappropriate behavior is to provide active ways for children to participate. Here are just a few basic ideas to use with this child.
**Give the child something meaningful to do.** Maybe he or she could be the mealtime helper, responsible for helping set the table as well as clearing it at the end of the meal. Encourage him to use the tongs to pick up a sandwich, to pour his own milk, to make his own cheese and cracker snack.
**See the fun in meal times.** Engage the child in conversation by commenting on what you observe.
**Add something different.** Just for fun, do something silly! Wear your gloves to the table, start to serve the food without the plates being out yet, or sing as you supervise the setting of the table. See how the child reacts to what you are doing, then build on his reaction. You will be amazed at the conversations that can result from a surprise.
**Let the child decide when he is done.** Let the child leave the table when he or she chooses to be done, and encourage him or her to move on to another activity.
When meal time is fun and interesting, children will look forward to that time with great anticipation!
---
**TRY IT OUT**
Providing a way for children to take charge of cleaning up after snacks and meals helps them develop a sense of ownership and belonging as they help take care of their environment. To create a “clean-up station,” use these materials, and organize them in this order:
| Materials | Use |
|------------------------------------------------|----------------------------------------------------------------------|
| Low, waterproof table | Children can complete tasks without reaching above their waists. |
| Plastic tub #1 | Children place their cups (empty or partially full) in this tub. |
| Low garbage can with an easy lid | Children use utensils to scrape "left-overs" into the garbage can. |
| Plastic tub #2 | Scraped dishes and eating utensils are collected in this tub. |
| Spray bottles with bleach solution and paper towels | Children who wish to may return and clean the meal table. *1 Tbs bleach to 1 quart water, changed daily |
| Mops, brooms and dust pans | Children can take charge of floor clean-up too when needed. |
Position the station so clean-up naturally leads children in the direction of their handwashing location. Demonstrate the steps of clean-up, and express confidence in their ability and desire to help take care of “our” program. Allow enough time for children to move through the process at their own pace as they learn the skills of carrying, scraping, and sorting. Let yourself relax and enjoy supporting this learning process!
---
**CONNECTING WITH FAMILIES**
Parents are probably already including their children at mealtime in ways that promote learning—they just may not realize it! One of the important things you can do as an early childhood professional is to help parents see the potential in this natural learning opportunity. You can encourage parents to include children in meal time routines and share with parents what you know about how this involvement helps children develop lifelong skills and promote strong social relationships.
More specifically, you can help parents find ways to: * plan dinner menus together and make lists of what is needed with their child—a genuine occasion to demonstrate the importance of reading and writing in everyday activities; * let their child help prepare a meal—lots of opportunities for measuring, counting, reading, timing; * set the table—a natural opportunity for a child to practice counting and organizing; and * empty the dishwasher or dish drainer—a fun and meaningful chance to sort and gain a sense of accomplishment.
The list of possibilities could go on and on. You are in a position to encourage and congratulate—as well as learn from—parents who take advantage of the natural learning opportunities presented by ordinary routines, such as meal times. The often small but magical moments related to mealtime can spark meaningful conversations, strengthen relationships, and foster a sense of community within the family.
As you know, children are always learning—through planned and unplanned daily events in your program. Shared mealtimes are a good example of an everyday early childhood routine that provides children with a wealth of meaningful learning opportunities. You can make mealtime learning experiences even more effective when you apply natural teaching practices.
**Natural Teaching:** Natural teaching (also referred to as “taking advantage of teachable moments”) occurs when 1) children are engaged in planned or unplanned activities that are meaningful to them AND 2) the teacher/caregiver initiates brief interactions designed to build on children’s knowledge, skills, or dispositions as a part of the activity.
Natural teaching is an effective tool when children are indicating readiness for new or more information—readiness applies both to their development and their openness to your input. Children indicate readiness by asking questions and/or by making repeated attempts to master a new skill.
**Natural Teaching at Mealtime:** Natural teaching during snacks and mealtimes begins when you not only join the group for the meal but when you actively pay attention to the children and what they are saying and doing. Paying attention includes your following the topics of conversation, listening to comments and questions, and observing children’s interactions with each other, the food and serving utensils, and the whole process. Natural teaching occurs when you use what you discover to build upon the children’s experiences by offering a “logical next level” of exploration or learning.
**Effective Mealtime Teaching:** The good news about natural teaching is that you probably use it already—most adults use this teaching method quite naturally! Even children use this strategy with one another. For example, after one child reports that corn is “my favorite,” it would not be uncommon for a second child to respond with his or her knowledge about corn: *Corn grows in my garden. It grows taller than me. You have to give it water.* You can build on the effectiveness of the natural teaching you use at mealtimes by using the following techniques:
**Open-ended conversations:** Engage children in open-ended conversations (*I’d like to hear more about the vegetables that grow in your garden . . .*) rather than using conversation to direct or correct their thinking. Open-ended conversations help you understand children’s thinking, builds their confidence, and allows you to offer new information (*You know something important about corn—it needs water to grow. I wonder what else it needs . . .*)
**Coaching:** Coaching means helping the child take “a next step” while allowing the child to stay in control of the learning process. One example would be responding to a child’s offer to carry a large bowl to the lunch table by first demonstrating how to hold the bowl with both hands—helping the child learn and successfully practice a new skill.
**Modeling:** When you hear or see children display readiness for a concept or idea, you can naturally take learning to the next level by extending what they have done by modeling, such as *Thank you for counting the spoons (up to 4) to make sure we had enough. I better count the cups, too (up to 6).*.
**Mealtime Teaching Precautions:** If misused or overused, natural teaching during meals can have negative outcomes including:
- creating artificial adult/child interactions by turning every event into “teaching,” overtaking the importance of genuine personal connections.
- producing tension in children by hovering to correct or modify their efforts.
- reducing children’s interactions with one another.
- interrupting children who are already engaged in meaningful conversations or exploration that allows them to construct their own knowledge.
Learning occurs continuously in your program—in ways that reach far beyond your planned curriculum. In addition to providing nutritious food, you can use meal and snack times to offer a “smorgasbord” of child-centered learning experiences!
+ SHW
*Child Care plus*, Spring 2002
QUESTION: Our schedule is pretty full and we don’t always have time to take advantage of natural learning opportunities. Can we have our teachers use these techniques some—but not all—of the time?
ANSWER: Basically, guiding children’s learning is the most important task of an early childhood educator—more important than arranging nap mats or cleaning up snack. Whenever children are eager and ready to learn, you have to take advantage! Yes, it may take more time for eating when you sit with the children, participate in good conversation, and promote their engagement in learning. So instead of thinking about the time it takes, think of what is happening during this time. If you value the learning, it is easier to justify the time.
Essentially, time is an adult concept anyway. Children don’t care if an activity takes 20 minutes or 45 minutes, they care about whether the activity is fun and interesting. Instead of thinking about time, look at your daily schedule and create a predictable, yet flexible order. Children need the reassurance of a predictable routine so that they know what will happen next, but they also need the flexibility to take a longer (or shorter) time to complete both planned and spontaneous activities. Your role is to guide the children through the daily schedule at a pace that is primarily responsive to their interests.
While it is true that some mealtimes may take longer, others may take less time than usual. The trick is to adjust the way you think about your schedule so that you can guide children’s learning by taking advantage of the natural learning opportunities that occur throughout the entire day. The main idea is to keep children meaningfully engaged. Every routine and every activity—planned or not—has the potential to be a great opportunity to learn. Sometimes a grilled cheese sandwich is more educational than the art activity you had planned. You may find that you plan fewer activities throughout the day so that the children have time to learn when those unplanned opportunities occur.
SAM
RESOURCE REVIEW
Child Care plus+ has produced a 22-page booklet called Let’s Eat: Using Family-Style Meals in Early Childhood Programs. This booklet includes practical strategies designed to provide a framework for creativity and learning at meal and snack times in early childhood programs. Provides examples and techniques for use with young children in programs of all sizes. This booklet is available until July 15, 2002 for only $6.00 (after July 15th, it will be offered at $10.00). To receive a booklet, send $6.00 US funds to Child Care plus+ at the address in the box below.
CHILD CARE plus+ is designed to support inclusion of children with disabilities in early childhood settings by supporting child care providers, parents, and community service providers including social workers, therapists, physicians, teachers, and administrators. CHILD CARE plus+ is published quarterly. Subscription price is $8.00 per year (four issues). Contents may be reproduced without permission; please include reference.
CHILD CARE plus+: The Center on Inclusion in Early Childhood
The Rural Institute, 634 Eddy Avenue
The University of Montana, Missoula, MT 59812-6696
1-800-235-4122 (406) 243-6395
www.ccplus.org firstname.lastname@example.org
EDITORIAL BOARD: Sarah A. Mulligan; Sandra L. Morris; Susan Harper-Whalen; Karen Martin; Cassie James; Frances Couver; and Melissa Wipplinger. | <urn:uuid:4506ee36-ded3-4016-935f-3b0e62298f0b> | CC-MAIN-2019-39 | http://ri.umt.edu/ccplus/newsletters/123newsletter.pdf | 2019-09-16T20:42:45Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00550.warc.gz | 170,901,717 | 3,027 | eng_Latn | eng_Latn | 0.996297 | eng_Latn | 0.996801 | [
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What causes rotavirus disease?
Rotavirus disease is caused by a virus, the rotavirus. The name rotavirus is derived from the Latin *rota*, meaning “wheel,” because the rotavirus has a wheel-like appearance when viewed by an electron microscope.
How does rotavirus spread?
The rotavirus enters the body through the mouth and then infects the lining of the intestines. Rotavirus is very contagious, spreading easily from children who are already infected to other children and sometimes adults. Large amounts of rotavirus are shed in the stool of infected people and the virus can be easily spread via contaminated hands and objects, such as toys. Children can spread rotavirus both before and after they become sick with diarrhea. Rotavirus is very stable and may remain viable in the environment for months if not disinfected.
How long does it take to show signs of rotavirus after being exposed?
The incubation period for rotavirus diarrhea is 1 to 3 days. Symptoms of infection vary and depend on whether it is the first infection or a repeat infection.
What are the symptoms of rotavirus?
In young children, rotavirus disease commonly begins with fever and vomiting, followed by diarrhea. Vomiting and diarrhea may last from three to seven days. The diarrhea may be watery and may lead to dehydration.
How serious is rotavirus?
All three symptoms of rotavirus disease (fever, vomiting, and diarrhea) cause children to lose fluids. Vomiting is especially dangerous because it’s difficult to replace fluids in children who are vomiting persistently.
Prior to the availability of rotavirus vaccine, rotavirus infection was responsible for more than 400,000 doctor visits, more than 200,000 emergency room visits, 55,000 to 70,000 hospitalizations, and 20 to 60 deaths in the United States each year. In the first five years of life, four of five children in the United States would develop rotavirus gastroenteritis, one in seven would require a clinic or emergency room visit, one in 70 would be hospitalized, and one in 200,000 would die from this disease.
In developing countries, rotavirus causes more than 500,000 deaths each year in children younger than age five years.
What are possible complications from rotavirus?
Rotavirus infection in infants and young children can lead to severe diarrhea and dehydration. The dehydration may be severe. Immunodeficient children may have more severe or persistent disease.
How do I know if my child has rotavirus?
Rotavirus disease is difficult to differentiate from diarrheal illness caused by other pathogens. As a result, laboratory testing of the stool is needed to confirm a diarrheal illness as rotavirus disease.
Is there a treatment for rotavirus?
Children are typically treated by replacing lost body fluids through drinking liquids specifically made for rehydration; these liquids are called oral rehydration solutions. These products contain specific amounts of water, sugars, and salts. In severe cases, body fluids are replaced with fluids given directly through the veins by use of an intravenous line in the hospital.
How long is a person with rotavirus contagious?
Infected persons shed large quantities of virus in their stool beginning 2 days before the onset of diarrhea and for up to 10 days after onset of symptoms. Rotavirus may be detected in the stool of persons with immune deficiency for more than 30 days after infection.
Can you get rotavirus more than once?
A person may develop rotavirus disease more than once because there are many different rotavirus types, but second infections tend to be less severe than the first infections. After a single natural infection, 40% of children are protected against a subsequent rotavirus illness. Persons of all ages can get repeated rotavirus infections, but symptoms may be mild or not occur at all in repeat infections.
Wouldn’t good hygiene be enough to prevent rotavirus disease?
Better hygiene and sanitation have not been very effective in reducing rotavirus disease. This is illustrated by the fact that virtually everyone in the world is infected by rotavirus disease by age five years, despite differences in sanitation between countries.
Can adults be infected with rotavirus?
Yes. Rotavirus infection of adults is usually asymptomatic but may cause diarrheal illness. Outbreaks of diarrheal illness caused by rotavirus have been reported, especially among elderly persons living in retirement communities.
When did a rotavirus vaccine become available?
A vaccine to prevent rotavirus gastroenteritis was first licensed in 1998 but was withdrawn in 1999 because of its association with an uncommon type of bowel obstruction called “intussusception.”
In 2006, the U.S. Food and Drug Administration (FDA) approved a new rotavirus vaccine, RotaTeq (by Merck). In 2008, FDA approved a second rotavirus vaccine, Rotarix (by GlaxoSmithKline).
What kind of vaccine are they?
RotaTeq and Rotarix are both live attenuated (weakened) viral vaccines.
How is this vaccine given?
Both RotaTeq and Rotarix are given to babies orally.
Who should get this vaccine?
National experts on immunization (such as the Centers for Disease Control and Prevention and the American Academy of Pediatrics) recommend routine vaccination of all infants with rotavirus vaccine.
What is the recommended schedule for getting this vaccine?
Both vaccines require multiple doses. RotaTeq vaccine is given in a 3-dose series with doses at ages 2, 4, and 6 months; Rotarix vaccine is given in a 2-dose series with doses at ages 2 and 4 months.
The first dose of either vaccine can be given as early as age 6 weeks or as late as age 14 weeks, 6 days. Vaccination should not be started for infants once they reach their 15 week birthday. There must be at least 4 weeks between doses and all doses must be given by age 8 months. Rotavirus vaccine may be given at the same time as other childhood vaccines.
Should an infant who has already been infected with rotavirus still be vaccinated?
Yes. Infants who have recovered from a rotavirus infection may not be immune to all of the virus types present in the vaccine. So infants who have previously had rotavirus disease should still complete the vaccine series if they can do so by age 8 months.
How safe is this vaccine?
Before being licensed by the Food and Drug Administration both rotavirus vaccines were studied in clinical trials involving more than 60,000 infants. Adverse reactions reported among vaccinated infants in the trials included vomiting, diarrhea, irritability and fever. However, children who received a placebo developed the same symptoms at a similar rate. No serious adverse reactions were identified in the prelicensure trials.
The prelicensure clinical trials of both RotaTeq and Rotarix did not find an increased risk for intussusception (a type of bowel obstruction) among vaccine recipients. A large postlicensure study of more than 1.2 million rotavirus vaccine recipients found a very small increased risk of intussusception (1 to 1.5 additional cases of intussusception per 100,000 vaccinated infants) in the 7 to 21 days following the first dose. No increased risk of intussusception was
found after the second or third doses. A study conducted by the CDC Vaccine Safety Datalink found no increased risk of intussusception following RotaTeq but found an increased risk following the first and second doses of Rotarix. Based on this study, one case of intussusception would be expected for approximately each 20,000 children, who are fully vaccinated.
CDC and the Food and Drug Administration (FDA) continue to believe that the benefits of rotavirus vaccination outweigh the risks associated with vaccination and that routine vaccination of infants should continue.
**How effective is rotavirus vaccine?**
Rotavirus vaccine is very effective against rotavirus disease. Studies show the vaccine to be highly effective (85% to 98%) against severe rotavirus disease and effective against rotavirus disease of any severity (74% to 87%) through approximately the first rotavirus season after vaccination. Chances that children will need to be hospitalized for rotavirus disease are also greatly decreased (96%) by the vaccine. Neither vaccine will prevent diarrhea or vomiting caused by other germs.
**Who should not receive rotavirus vaccine?**
Any child who has had a severe (life-threatening) allergic reaction to a previous dose of rotavirus vaccine should not get another dose. A child with a severe (life-threatening) allergy to any component of rotavirus vaccine should not get the vaccine. Because the oral applicator for Rotarix contains latex rubber, infants with a severe (anaphylactic) allergy to latex should not be given Rotarix; the RotaTeq dosing tube is latex-free. Rotavirus vaccine should not be given to an infant diagnosed with the rare genetic disorder severe combined immune deficiency (SCID). Infants who have had intussusception are more likely to develop it again compared to infants who have never had intussusception. As noted above the first dose of rotavirus vaccine has been associated with a small increased risk of intussusception (1 to 1.5 cases per 100,000 first doses). So rotavirus vaccine should not be given to an infant with a previous history of intussusception.
Children who are moderately or severely ill at the time the vaccination is scheduled should probably wait until they recover, including children who are experiencing diarrhea or vomiting. Healthcare providers will decide on a case-by-case basis whether to vaccinate a child with an ongoing digestive problem, an immune system weakened because of HIV/AIDS or another disease that affects the immune system, or a child who is receiving treatment with drugs such as long-term steroids or treatment for cancer. | <urn:uuid:0cdcd01f-09b7-44df-b828-89292ea5d53f> | CC-MAIN-2019-39 | https://immunize.org/catg.d/p4217.pdf | 2019-09-16T21:08:38Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00551.warc.gz | 526,567,016 | 2,012 | eng_Latn | eng_Latn | 0.998893 | eng_Latn | 0.999099 | [
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Introduction:
It is our pleasure to welcome you and your child to First Grade. You will be amazed at how much your child will grow this year. This year will be full of new learning experiences and discoveries. We will build on past successes and learn many new things. You will watch your child grow into a reader and writer. You will see changes in your child’s thinking, as he/she becomes familiar with abstract concepts and symbols. With our common focus on respect, responsibility, and pride your child will have endless opportunities to flourish as they learn, laugh and grow together.
Materials Required:
- backpack
- sneakers for P.E.
- markers
- crayons
- 1 box of Crayola Twistables
- 1 (4-pack) of glue sticks
- 2 wide-rule composition notebooks
- plastic spoons
- package of colored dry erase markers
Field Trips (subject to change):
- EcoTarium
- Hyde Center
Contact Information:
Mrs. Barbara Horn
firstname.lastname@example.org
860-429-6419 x309
Mrs. Kellie Gauvin
email@example.com
860-429-6419 x304
Mrs. Christine Marinelli
firstname.lastname@example.org
860-429-6419 x308
| Curriculum (Science) | Curriculum (ELA) | Curriculum (Math) |
|----------------------|------------------|-------------------|
| Waves: Light and Sound | Building a Community of Readers | Represent and solve problems involving addition and subtraction |
| Structure, Function, and Information Processing | Elements of Fiction | Understand and apply properties of operations and the relationship between addition and subtraction |
| Space Systems: Patterns and Cycles | Understanding Stories | Add and subtract within 20 |
| Engineering Design | Elements of Nonfiction | Work with addition and subtraction equations |
| | Reading for Information | Extending the counting sequence |
| | Understanding Characters In and Across Text | Understand place value |
| | Meaningful Messages | Use place value understanding and properties of operations to add and subtract |
| | Understanding Text Through Connections | Measure lengths indirectly and by iterating length units |
| | | Tell and write time |
| | | Represent and interpret data |
| | | Reason with shapes and their attributes |
**Curriculum (Social Studies)**
Family as a context to expand knowledge of civics, economics, geography and history. Including comparisons to families in other regions, states or countries. | <urn:uuid:7cd83e8d-9560-4273-8be2-bdf25a3892e6> | CC-MAIN-2019-39 | http://ashfordct.org/documents/2019/07/welcome-brochure-grade-1-3.pdf/ | 2019-09-16T21:26:47Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00554.warc.gz | 15,255,872 | 515 | eng_Latn | eng_Latn | 0.993669 | eng_Latn | 0.994317 | [
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Course Description
In Middle School Algebra I, students will build upon Accelerated Math 7 concepts as well as develop skills necessary for success in upper level math and science courses. This course is designed to emphasize the study of multiple representations of linear and nonlinear functions. It includes mathematical concepts for working with rational numbers, various expressions, analyzing and solving linear equations & inequalities, data analysis, statistics, and polynomials. Students will use hands-on materials and calculators when needed in solving problems in which algebra concepts are applied. In addition, the Colorado Academic Standards will be incorporated into daily lessons. Students in Algebra I will take the CMAS Math Assessment in the spring. Students who successfully complete Middle School Algebra I will take Geometry or Honors Geometry the next academic school year.
Content Standards
Number Sense, Properties, and Operations
- The complex number system to include real numbers.
- Quantitative reasoning is used to make sense of quantities and their relationships in problem situations.
Patterns, Functions, and Algebraic Structures
- Functions model situations where one quantity determines another and can be represented algebraically, graphically, and using tables.
- Quantitative relationships in the real world can be modeled and solved using functions.
- Expressions can be represented in multiple, equivalent forms.
- Solutions to equations, inequalities and systems of equations are found using a variety of tools.
Data Analysis, Statistics, and Probability
- Visual displays and summary statistics condense the information in data sets into usable knowledge.
- Statistical methods take variability into account supporting informed decisions making through quantitative studies designed to answer specific questions.
- Probability models outcomes for situations in which there is inherent randomness.
Disciplinary Skills
- Make sense of problems and persevere in solving them.
- Construct viable arguments and critique the reasoning of others.
- Reason abstractly and quantitatively.
- Model with mathematics.
- Look for and make use of structure (patterns).
Essential Questions to be Explored
- Can I identify important quantities in situations and describe their relationships using graph?
- Can I create a representation of a problem and understand the meaning or the quantities using tables, graphs and equations.
- Am I considering all available tools (multiple methods, different representations, graphing calculator) as I approach this problem?
- Am I taking advantage of everything I have learned this year to really engage with the mathematics and understand the problems I am solving?
- Can I explain my understanding of mathematics to others?
- Can I look closely to see a pattern of structure in these functions?
- When patterns are repeated, can I find shortcuts that lead to equations?
Units of Study
- **Functions** – Investigate the growth of patterns
- **Simplifying and Solving** – Simplifying exponential expressions, exploring an area model, work with multi-variable equations.
- **Systems of Equations** - Solving word problems by writing equations, solving systems using tables, graphs, substitution, and elimination and choosing a strategy for solving systems.
- **Sequences** - Representing exponential growth, generating and investigating sequences (arithmetic/recursive), patterns of growth in tables and graphs, and comparing sequences to functions.
- **Statistical Analysis** - Line of best fit, correlation coefficient, and linear, quadratic, exponential growth/decay.
- **Quadratic Functions** - Factoring quadratics (special cases and shortcuts) and multiple representations for quadratic functions.
- **Solving Quadratics and Inequalities** - Choose a strategy (graphing, zero product property, quadratic equation), solve one and two variable inequalities, graphing linear and nonlinear inequalities, systems of inequalities and applying inequalities to solve problems.
- **Solving Complex Equations** – Look for association in two-way tables, solving and application, and intersection of two functions.
- **Functions and Data** - Transforming functions, investigating data representation, relation treasure hunt, investigating complex functions.
- **Radical Expressions and Equations** - Adding and subtracting radicals, multiplying radicals, simplifying radicals by rationalizing the denominator. | <urn:uuid:ef17f1e2-a7a4-45b2-8654-309e6f18e83e> | CC-MAIN-2019-39 | http://greggfrobinson.com/Algebra%20I%20(1).pdf | 2019-09-16T20:50:46Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00552.warc.gz | 74,909,046 | 808 | eng_Latn | eng_Latn | 0.992342 | eng_Latn | 0.992342 | [
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The discussion of the Gettysburg Address should first begin with a look at the influences, belief, and experience of Abraham Lincoln. Lincoln came from a Calvinist background which facilitated a fatalist view of the world (George Washington was a fatalist too!) Reportedly he often used the phrase "what is to be, will be..." On the other hand Lincoln believed that though we can't control the inevitable, we still have a duty to do the best we can. Lincoln's religious & political
or "bibles": ① the Bible itself and ② the Declaration of Independence.
Though Lincoln was a Springfield, IL corporate litigator by trade, he was also an expert on constitutional law. This prevalence of religious influences and the appreciation for the Dec. of Independence & the Constitution aids us in understanding the intellectual framework from which the Gettysburg Address sprung. It is important to keep in mind that Lincoln had a great respect, not only for America itself, but for America's
role as the "best last, best hope" for mankind.
Lincoln, an experienced and skilled orator, knew that his audience would respond to appeals of a religious nature (plus, this was sort of like a mass eulogy). Therefore he began his speech with a religious literary device by ("4 score and 7 years ago...").
During the course of the speech, Lincoln placed the battle, not in the context of war, but a part of a historical movement toward the freedom of all people. He purposely avoided American politics and instead foused emotional appeals to stress the importance that though death results from the battle, death is inevitable; and therefore it's not how we die, but why we die.
He also compared the "death" of the soldiers allowed a "birth" of freedom. Next, he encouraged people to move on from the pain of the tragedy by focusing on the big picture: America was an experiment and that we cannot fail!
The speech itself redounded American emotion and ideas in
trends. B/c of this power, coupled w/ the natural law influences and foundation, the Gettysburg Address has been elevated to the same category as the Const., Dec. of Ind., and Bill of Rights.
It has been noted that Lincoln's 2 greatest accomplishments were 1) saving the Union and 2) abolishing slavery. The two are discussed frequently as separate victories. However, Lincoln knew that the Union wouldn't (and couldn't) last if slavery continued. Further, he knew he needed an informed &
to accept that truth and take action.
Lincoln found an ideal audience in Gettysburg. The mood was somber—ideal if you need people to listen to your ideas rather than heckle you or just walk out. Lincoln also knew his audience & what they would respond to. Thus, he used overt natural law & reasoning, coupled w/religious literary devices, and it had not only the desired effect, but a national and enduring effect so strong that the speech currently remains one of the most
Some would argue that to award such distinction and influence upon a document written by one man (and a politician at that!) doesn't deserve us uncalled for.
To that, we would argue that:
1. It is not given the force of law;
2. Though only written by one person, it encapsulates centuries of natural law concepts regarding the importance of the rights of people—it represents a collective viewpoint of the American experience (3) the other documents.
don't explicitly state the importance of maintaining National unity. In fact, it might be said that documented importance of the goal of unity is as important, if not more important, than some of the other written foundational ideas.
END | <urn:uuid:6826b925-997a-4420-9416-5ea503eb3123> | CC-MAIN-2018-22 | https://www.udayton.edu/law/_resources/documents/library/past_exams/judeo_christian_ethics_sultan_spring_2000_sample_answer_2.pdf | 2018-05-21T05:27:17Z | crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00173.warc.gz | 875,270,447 | 753 | eng_Latn | eng_Latn | 0.997463 | eng_Latn | 0.998484 | [
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How important is the role of adults?
SEL isn’t only about young people. There is a strong link between the learning lives and emotional lives of young people and that of the key adults (eg, parents, staff, other community members) in their lives. Young people learn adults. In other words, the beliefs, values, attitudes and actions of adults are what most strongly influence the beliefs, values, attitudes and actions of young people.
Home, school and the community each contribute to, and share responsibility for, the development of young people. Furthermore, the relationships and collaboration between adults have been validated by research as producing the richest insights, biggest impacts, and best outcomes in work on behalf of young people.
The SEL Strategy regards the promotion of adults as ‘living models’, and the nurturing of quality relationships between adults, as imperatives.
What can parents do?
Over thirty years of research has proven without dispute the positive connection between parent involvement and student success and resiliency.
Caring adults in children’s lives can create a loving and safe environment that encourages children to develop at their best. This secure base is strengthened when parents help children to handle their inner world and relationships. This in turn helps young people to become better learners.
SEL provides a means for school communities to support parents in strengthening family practices to positively influence their children.
Family practices that contribute to the learning and wellbeing of young people include:
- Positive parent-child relationships
- Communicating high expectations for achievement and behaviour
- Providing children with special responsibilities and involvement in decision making
- Providing children with activities that accommodate their interests
- Parents being interested and involved in education
- Parents utilising motivational methods
- Communicating and modelling positive attitudes, values and social-emotional-motivational capabilities
Acknowledgement
Catholic Education Services wishes to acknowledge the creative, generous and visionary spirit of parents, staff, leadership and students who have contributed to the development of the SEL Strategy. This publication draws on the extensive research and recommendations of contemporary leading scholarship in the SEL field, namely CASEL, Prof Michael E. Bernard and Dr Sue Roffey.
Where can I find out more?
Your school’s SEL Coordinator can provide you with further information and assistance.
You can also visit Catholic Education’s website at: www.cns.catholic.edu.au or phone Catholic Education Services’ SEL Education Officer on 0742 9292.
Related National and State Initiatives
The SEL Strategy responds to initiatives at National and State level. For a list of related National and State Initiatives, please refer to the above Catholic Education website link.
References and further reading
For a list of related reading on Social Emotional Learning and Wellbeing, please refer to the above Catholic Education website link.
Educational settings have the potential to engage young people in ways that help them define who they are, how and why they are important, how they should act and what they can become. At the heart of our Catholic school communities is a Christ centred ethos and worldview that is committed to personal and social transformation.
Central to the identity of Catholic Education is a belief and meaning system that gives priority to authentic relationships.
From this basis, Catholic Education advocates the promotion of human growth in its every dimension and possibility, for individual and community wellbeing. This is in keeping with the vision of God, shared with us by Jesus.
For the Diocese of Cairns the SEL Strategy seeks to influence educational landscapes to support human development and learning more holistically.
In a nutshell, Social Emotional Learning is about teaching kids to take responsibility for their lives. We do that by teaching them to take responsibility for their learning, and they can only do that by taking responsibility for their thinking.
Their thoughts, attitudes and values determine how they feel and (see life), which in turn determines their behaviour and performance (academic, personal and social. They can be an A) student and still fail at life)
SEL develops the skills to recognise and manage emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively.
These skills develop the emotional literacy of individuals and school communities. Emotional literacy provides the foundation for academic achievement, maintenance of good mental and physical health, quality relationships and responsible participation in a democratic society.
To be effective, these skills need to be developed within the context of caring, engaged, participatory learning environments.
Satisfying the social and emotional needs of students does more than prepare them to learn. It actually increases their capacity for learning for school, work, play, life. SEL provides schools with a framework for preventing problems and promoting students well-being and success. It does so by improving the social and emotional climate of schools and the social and emotional competence of students.
Positive outcomes of Social Emotional Learning:
- Academically successful
- Mentally and physically healthy
- Positive social relationships
- Prepared to join the workforce
- Responsible social engagement
SEL develops young people’s capabilities:
- Emotional resilience (emotional awareness, empathy, emotion regulation, behaviour control)
- Positive mindset for achievement (academic confidence, work persistence, work organisation)
- Getting along (social confidence, friendship making, conflict resolution, rule following, collaboration)
- Social responsibility (honesty, respect, fairness, caring, citizenship)
These capabilities in turn benefit all learning and impact the capacity for wellbeing and happiness of individuals and communities.
Catholic education holistically promotes the growth and development of the human person as an individual in relationship with others and within community. It strives to convince members of their inherent goodness, nurture their dignity and self-worth, treat them with respect and help them develop their every good gift and talent.
SEL promotes a sacred awareness of the dignity of God’s presence in self, others and creation. It is therefore inherently Catholic in philosophy, powerfully congruent with Catholic Education’s vision, mission, beliefs and values, and is central to Catholic school activity.
SEL enhances the capacity of school communities to increase engagement and achievement, decrease incidence of problem behaviours, promote resilience, improve relationships and enhance the culture of classrooms and schools.
Schools contribute to the learning and wellbeing of young people by good practices such as:
- Ensuring positive teacher student parent leadership staff relationships
- Communicating high expectations for achievement and behaviour
- School/classes providing activities that accommodate interests of young people
- Providing young people with special responsibilities and involving them in decision-making
- Cultural gender sensitivity and accommodation
- Provisions for safety of young people
- Communication and modelling of positive attitudes, values and social emotional motivational capabilities
- Quality curriculum (with explicit teaching of academic standards, inclusive of Social and Emotional competencies, that provides students with multiple opportunities for success)
- Providing opportunities for meaningful participation
SEL develops young people’s capabilities:
- Emotional resilience (emotional awareness, empathy, emotion regulation, behaviour control)
- Positive mindset for achievement (academic confidence, work persistence, work organisation)
- Getting along (social confidence, friendship making, conflict resolution, rule following, collaboration)
- Social responsibility (honesty, respect, fairness, caring, citizenship)
These capabilities in turn benefit all learning and impact the capacity for wellbeing and happiness of individuals and communities.
“Being involved in this program has made me a better person and a better teacher.”
(Teacher) | <urn:uuid:e749a085-455b-4c1e-8b7d-ec23ead5dace> | CC-MAIN-2019-39 | https://www.cns.catholic.edu.au/wp-content/uploads/2013/11/SEL-Parents-Brochure.pdf | 2019-09-16T20:06:32Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00555.warc.gz | 804,632,225 | 1,460 | eng_Latn | eng_Latn | 0.992872 | eng_Latn | 0.992704 | [
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There are several different fungi that can cause tar leaf spot diseases. The three fungi affecting maple are in the genus *Rhytisma*. All species of maples in Maine can be affected by tar spot, but the particular pathogen that is most damaging to Norway maples is *Rhytisma acerinum*. The tar spots that can occur on sugar maple, red maple, and our other native maple species is caused by one of two other species of *Rhytisma* (*R. americanum* and *R. punctatum*). Tar leaf spot diseases that occur on our native maple species are occasionally observed, but cause inconsequential damage.
Leaf infection can begin in early spring, as the leaves are expanding, and can continue into the early summer. Long periods of wet weather including fog, mist and rain, and other conditions that retard leaf drying such as dense continual shading or cloudy weather highly favor the leaf infection process.
As the infection develops during the spring, small yellow spots appear on the leaves. Eventually, by mid- to late summer, the spots develop black, tar-like stromata, the spore-producing structures of the fungus. Leaves with multiple infections eventually turn brown, and drop prematurely from the tree.
The good news in all of this is that the disease, even though aesthetically damaging to ornamentals and urban and residential street trees, has little detrimental effect on the long-term health of the affected trees. Infected leaves retain most of their photosynthetic capabilities throughout most of the growing season. The buds for growth next year have already been set. Leaf drop is late enough in the season so that a re-foliation by the tree is not triggered. This means that the energy reserves already stored will be sufficient to allow the tree to develop normally next spring.
Norway maple is an exotic tree species. It is found in Maine as an ornamental or street tree in residential or city communities or as an invasive species in the patches of forestland within the same communities. As a rule, it does not occur in more rural forestland, and it should not because of its invasive habit.
Management or control of tar leaf spot is rarely required. There are fungicides that are available and effective, but applications must be made in the early spring, before leaf infections begin (early May). Several applications may be needed, especially if rainy periods extend through the spring and into the early summer, making control a costly proposition. Raking prematurely fallen, infected leaves is a sound sanitation practice, but leaves should be removed from the property or burned (where permissible) to prevent the fungus from re-infecting new leaves the following spring. The fungus will survive the winter in fallen leaves. Removing the leaves to a municipal composting facility is also recommended. If composting the leaves on-site, the leaf piles should be buried, or covered with a thin layer of soil or a dense layer of grass clippings or other compost, to prevent the fungus from spreading next spring. This sanitation practice will help to reduce infections the next spring, but will not eliminate the disease entirely. | <urn:uuid:b6226128-9117-49af-9fa9-0cda5520316e> | CC-MAIN-2021-39 | https://wyalusingborough.com/wp-content/uploads/2021/08/tar-leaf-spot-of-norway-maple.pdf | 2021-09-27T18:50:08+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058467.95/warc/CC-MAIN-20210927181724-20210927211724-00503.warc.gz | 1,069,432,025 | 624 | eng_Latn | eng_Latn | 0.998259 | eng_Latn | 0.998259 | [
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PART A
Answer all questions, each question carries 3 marks
1. Show that the series $\sum_{k=1}^{\infty} \frac{\cos k}{k^2}$ is convergent.
2. Find $\frac{d}{dx} \left( e^x \text{sech}^{-1} \sqrt{x} \right)$
3. Identify the surfaces $5x^2 - 4y^2 + 20z^2 = 0$
4. Equation of a surface in spherical coordinates is $\rho = \sin \theta \sin \varphi$
Find the equation of this surface in rectangular coordinates.
5. Given $f = e^x \sin y$; show that the function satisfies the Laplace equation $f_{xx} + f_{yy} = 0$
6. Let $w = 4x^2 + 4y^2 + z^2$, where $x = \rho \sin \varphi \cos \theta$, $y = \rho \sin \varphi \sin \theta$, $z = \rho \cos \varphi$
Find $\frac{\partial w}{\partial \rho}$ using chain rule.
7. A particle moves along a circular helix in 3-space so that its position vector at time $t$ is
$r(t) = (4 \cos \pi t)i + (4 \sin \pi t)j + tk$ Find the displacement of the particle during the interval $1 \leq t \leq 5$.
8. Find the tangent to the curve $r(t) = (t^2 - 1)i + tj$ at $t = 1$
9. Evaluate $\int_1^\alpha \int_1^b \frac{dydx}{xy}$
10. The line $y = 2 - x$ and the parabola $y = x^2$ intersect at the points (-2, 4) and (1, 1). If $R$ is the region enclosed by $y = 2 - x$ and $y = x^2$, then find $\iint_R (y) dA$
(10 x 3 = 30 Marks)
PART B
Answer any 2 complete questions each having 7 marks
11. Find the radius of convergence and interval of convergence of the series $\sum_{k=1}^{\infty} \frac{(x-5)^k}{k^2}$.
12. Test the convergence of $\frac{x}{12} + \frac{x^2}{23} + \frac{x^3}{34} + \cdots \cdots \cdots$
13. Find the Taylor's series of $\frac{1}{x}$ about $x = 1$.
Answer any 2 complete questions each having 7 marks
14. Find the domains of \( f(x, y) = \sqrt{25 - x^2 - y^2 - z^2} \) and describe them in words.
15. Find the limit of \( f(x, y) = \frac{-xy}{x^2 + y^2} \) as \((x, y) \to (0, 0)\) along (i) the X-axis, (ii) the Y-axis, (iii) the line \( y = x \).
16. Find the spherical and cylindrical coordinates of the point that has rectangular coordinates \((x, y, z) = (4, -4, 4\sqrt{6})\).
Answer any 2 complete questions each having 7 marks
17. Locate all relative maxima, relative minima and saddle point if any, of \( f(x, y) = y^2 + xy + 4y + 2x + 3 \).
18. Let \( f \) be a differentiable function of 3 variables and suppose that \( W = f(x - y, y - z, z - x) \). Prove that \( \frac{\partial w}{\partial x} + \frac{\partial w}{\partial y} + \frac{\partial w}{\partial z} = 0 \).
19. Find the local linear approximation \( L(x, y) \) to \( f(x, y) = \frac{1}{\sqrt{x^2 + y^2}} \) at the point \( P(4, 3) \). Compare the error in approximating ‘f’ by \( L \) at the specified point \( Q(3.92, 3.01) \) with the distance between \( P \) and \( Q \).
Answer any 2 complete questions each having 7 marks
20. Find \( y(t) \) where \( y''(t) = 12t^2 i - 2tj \), \( y(0) = 2i - 4j \), \( y'(0) = 0 \).
21. Find the arc length parametrization of the line \( x = 1 + t, y = 3 - 2t, z = 4 + 2t \) that has the same direction as the given line and has reference point \((1, 3, 4)\).
22. Find the directional derivative of \( f(x, y) = e^x \sec y \) at \( P(0, \pi/4) \) in the direction of \( PQ \) where \( Q \) is the origin.
Answer any 2 complete questions each having 7 marks
23. Find the area bounded by the x-axis, \( y = 2x \) and \( x + y = 1 \) using double integration.
24. Use a triple integral to find the volume of the solid within the cylinder \( x^2 + y^2 = 9 \) and between the planes \( z = 1 \) and \( x + z = 5 \).
25. Sketch the region of integration and evaluate the integral \( \int_1^2 \int_y^{y^2} dx dy \) by changing the order of integration. | <urn:uuid:2d91d706-1024-4b64-9bbb-73e4b8a12e12> | CC-MAIN-2019-39 | http://www.ammini.edu.in/Uploads/Old_KTU_QP_Sem1&2/MA%20101%20CALCULUS.pdf | 2019-09-16T20:40:17Z | crawl-data/CC-MAIN-2019-39/segments/1568514572934.73/warc/CC-MAIN-20190916200355-20190916222355-00554.warc.gz | 215,962,849 | 1,298 | eng_Latn | eng_Latn | 0.735111 | eng_Latn | 0.76074 | [
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Teen Mating Game Instructions
Purpose: To encourage youth to start thinking about what qualities are important to them in a relationship.
What you will need: Everything you need can be found on our Educator - Curriculum, Teaching and Learning page. You will find a printer friendly version of the:
1. Discussion Cards
2. Personality Cards
3. Situation Cards
Tip: Once printed, cut the Personality and Situation pages in half. You can print the above noted cards on different colored paper and laminate them for continued use.
How to play:
Step 1: Divide the youth into 4 groups. Each group will get a Discussion card.
Introduce the topic by asking if anyone has seen the movie “He’s just not that into you”. These cards use that same language.
Ask the group to brainstorm and answer the question from their Discussion card. Have them come back into the large group and discuss their answers.
Explain to the group that they will be meeting lots of new people and forming new relationships over the next 10 years. This game is a way to simulate this. Encourage them to use this opportunity to help determine which qualities they do and do not like in a partner.
Step 2: Give each group FIVE (5) Personality cards. They need to decide if the qualities are ones that they could be happy with in a relationship.
If there are enough cards, they can trade in one Personality card, that they don’t like, for another randomly selected card. Before they trade, try to get them to identify to the class why they don’t like that quality.
Have each group share with the class what their personality cards are and whether they would continue the relationship with that person.
Step 3: Once the groups have shared their personality cards; hand out ONE (1) Situation card to each person. State that in life many situations change. Have them discuss the situation on their card and whether they would continue the relationship or not.
This should be a fun exercise and promote lots of discussion!
Updated July 2022 | <urn:uuid:c4d5af42-2bf9-42a7-a987-4c84431506ef> | CC-MAIN-2024-30 | https://www.healthunit.com/uploads/cypt-en-9-12-gd-teen-mating-game-instructions.pdf | 2024-07-13T00:27:13+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514459.28/warc/CC-MAIN-20240712224556-20240713014556-00685.warc.gz | 682,651,786 | 413 | eng_Latn | eng_Latn | 0.996838 | eng_Latn | 0.996838 | [
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THE FACTS
About Surface & Ground Water Withdrawal
Farm Bureau believes our natural resources should be protected and preserved in ways that will allow current and future farmers and other citizens access to our State’s abundant natural resources.
The 2010 Surface Water Law is a product of a strong, four-year collaboration between business leaders, conservationists and farmers. It was approved by the General Assembly with heavy bipartisan support and was endorsed by many major conservation groups.
Because we believe in water conservation, SC Farm Bureau was instrumental in passing landmark surface water withdrawal permitting and registration legislation.
Since 2011, agricultural users have been subject to a responsible registration process before any water is drawn which holds them accountable for their water use. This water use is approved by DHEC based on minimum flow and safe yields determined by scientific data.
Farmers are on the forefront of conservation efforts. They must be good stewards of water resources because if there is no water, there are no food crops.
Agriculture is one of the smallest users of surface water in South Carolina, and most of the surface water that agriculture uses comes from private farm ponds.
We believe increased efforts will be made this legislative year to amend the 2010 Surface Water Permitting Act. Senator Chip Campsen has filed S. 58, similar legislation to what was proposed last year, to revisit the agricultural registration process. Representative James Smith has also filed H. 3564.
These bills would impose heavy financial costs and bureaucratic burdens to farmers.
Before any bills are pushed through the General Assembly, we should wait for updated science to tell us what the facts are, so that we can then make informed decisions moving forward.
The state has embarked on a 3-year $1.5 million study to examine all river basins in South Carolina. The data provided through this water assessment is critical to making sound decisions regarding future water use in our state.
2013 Total Surface Water Use by Type
Permitted & Registered Withdrawals
- Golf Course: 1,769,902 (61%)
- Industrial: 3,734 (1%)
- Irrigation: 103,274 (35%)
- Water Supply: 7,342 (3%)
2013 Total Groundwater Use by Type
Permitted and Registered Withdrawals
- Golf Course: 36,899 (56%)
- Industrial: 2,878 (4%)
- Irrigation: 8,897 (14%)
- Water Supply: 16,828 (26%)
2013 Total Water Use by Source
Permitted and Registered Withdrawals
- Ground Water: 291,342 (87%)
- Surface Water: 35,962 (13%)
For more information visit www.savescfarmers.com | <urn:uuid:c24d8006-f2bd-48ca-a2ed-403922488c37> | CC-MAIN-2024-30 | https://www.scstatehouse.gov/CommitteeInfo/HouseLegislativeOversightCommittee/AgencyWebpages/Agriculture/The%20Facts%20about%20Surface%20and%20Ground%20Water%20Withdrawal.pdf | 2024-07-13T00:38:44+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514459.28/warc/CC-MAIN-20240712224556-20240713014556-00680.warc.gz | 810,651,116 | 548 | eng_Latn | eng_Latn | 0.628589 | eng_Latn | 0.995029 | [
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Johnson County, Iowa Severe Weather Risk Assessment
**Quick-Response Severe Weather Threats**
| Event | Description | Recommendation |
|------------------------|-----------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| Tornado | In extreme cases, wind speeds can exceed 200 mph; however, 74% have wind less than 110 mph. Most fatalities occur with the stronger tornadoes. | Seek immediate shelter in a basement without windows. |
| Severe Thunderstorm Wind | Severe wind speeds range from near 60 mph (scattered damage, typically tree branches) to over 120 mph (widespread tornado-like damage). | Seek immediate shelter indoors away from windows. For winds over 70 mph, seek shelter in a basement without windows. |
| Large Hail | Can reach the size of softballs. | Seek immediate shelter indoors away from windows. |
**Severe Weather Injuries/Fatalities in Johnson County, IA - 1995-2011**
| Event | Injuries | Fatalities | Notes |
|------------------------|----------|------------|----------------------------------------------------------------------|
| Tornado | 47 | 0 | Tornado injuries from 5/15/1998 and 4/13/2006. |
| Thunderstorm Wind | 12 | 1 | Wind fatality on 5/29/2011; injuries from 6/29/1998. |
**Severe Weather Events in Johnson County, IA - 1995-2011**
| Event | Total Events | Average per year | Most in one year |
|------------------------|--------------|------------------|------------------|
| Severe Hail | 28 | 1.6 | 7 |
| Extreme Hail | 15 | 0.9 | 4 |
| Severe Wind | 48 | 2.8 | 9 |
| Extreme Wind | 19 | 1.1 | 4 |
| Tornado | 11 | 0.6 | 6 |
**Severe Weather Warnings* for Johnson County, IA - 1995-2011**
| Event | Warning Basis | Average lead time* | Average per year* | Most in one year* |
|------------------------|---------------|--------------------|-------------------|------------------|
| Tornado Warnings | Tornado indicated by radar or trained spotters | 12 minutes | 2 | 6 |
| Severe Thunderstorm Warnings** | Thunderstorm with wind over 58 mph and/or quarter sized (1") hail or larger | 20 minutes | 10 | 22 |
*Statistics are for guideline purposes, calculated from county-based warnings before storm-based warnings went into effect in Oct. 2007.
**Severe Thunderstorm Warnings were issued under the ¾" hail threshold. This threshold changed to quarter sized (1") hail in April 2009. Numbers listed here are based on an estimated 30% reduction in the number of warnings due to the change in hail criteria.
**Notes**
- Hail golf ball sized and larger can break house and car windows.
- Severe thunderstorm wind over 70 mph can down whole trees.
- A recent local study suggests wind forecasts in Severe Thunderstorm Warnings are accurate +/- 10 mph.
- The greatest risk factors for tornado fatalities include being outdoors or in a mobile home, overnight hours, weekends or holidays, and occurrences outside the normal “season”.
Other Thunderstorm Threats
Lightning:
- Warnings are not issued for lightning because all thunderstorms produce lightning, and all cloud-to-ground lightning is potentially fatal.
- When thunder can be heard or lightning seen, the lightning is within “striking distance”.
**Recommendation:** Remain indoors during all thunderstorms due to the lightning threat. Wait 30 minutes after the last thunder is heard before resuming outdoor activities.
Flash Floods:
- A flash flood occurs within a very short time (generally 6 hours or less) relative to the rainfall.
- Flash Flood Warnings are issued for those storms that produce extreme rainfall rates leading to flash floods.
- Currently, the average lead time for Flash Flood Warnings is 55 minutes.
**Recommendation:** Initiate flash flood mitigation measures. Flood prone streets should be monitored and barricaded as necessary. People living in flood-prone areas should move to higher ground.
Additional Information
For more information, contact:
Donna Dubberke, Warning Coordination Meteorologist
National Weather Service Quad Cities
9050 Harrison Street
Davenport, IA 52806
(563) 391-7094 x726
firstname.lastname@example.org
Resources
- National Weather Service .......................................................... www.weather.gov
- National Storm Event Database ........................................... www.ncdc.noaa.gov
- Storm-Based Warnings ......................................................... www.weather.gov/sbwarnings | <urn:uuid:2a34d708-0dca-4d33-8cb9-94ef9440847a> | CC-MAIN-2024-30 | https://hills-ia.org/vertical/sites/%7BE001CF4E-70A7-4F36-807C-6AF8D52F9E28%7D/uploads/Johnson_Co_RiskAssessment_2012.pdf | 2024-07-13T00:22:18+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514459.28/warc/CC-MAIN-20240712224556-20240713014556-00684.warc.gz | 254,667,947 | 1,033 | eng_Latn | eng_Latn | 0.988564 | eng_Latn | 0.990876 | [
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Delaware County is located in the Commonwealth of Pennsylvania. There are 555,996 residents, 220,462 households, and 139,472 families (2010 census) in the county.
Delaware County was established on March 26, 1789 from part of Chester County and named for the Delaware River. Media has been the county seat since 1851. Chester City was the county seat of both Delaware County and Chester County prior to 1851.
Delaware County is bisected north to south by Blue Route Interstate 476, which connects I-76 in the extreme northern part of the county to I-95, which parallels the Delaware River along the southeastern edge of the county. About 2,600 acres of the county are occupied by the Ridley Creek State Park.
The safety of Delaware County residents is a priority for your elected leaders on Delaware County Council. The county maintains several agencies that address emergency planning from natural disasters to industrial accidents or a terrorist attack. The county works with local municipalities, schools and businesses to coordinate a public response to a natural or man-made disaster.
Council also encourages individuals and families to have a personal plan to address an emergency, which includes an emergency kit, evacuation plans, family plans, and instructions to prepare for a crisis by visiting the County Government Web site at www.co.delaware.pa.us and select the “Ready” link.
In addition, the Delaware County Local Emergency Planning Committee has prepared this guide, which is an essential tool in making sure you are prepared for personal preparation, and it provides crucial information for residents to guide them in creating an emergency plan.
The time to prepare for an emergency is before it happens, not after it occurs. Knowing how to respond in an emergency is the key to surviving an emergency, and minimizing the impact.
Keep this guide handy and be sure to have a plan to ensure your family’s safety.
-Delaware County Council
Tune In...
There are a number of ways to keep informed on the developing situation but first you have to know that something is happening!
Delaware County Council has established an information alerting and warning system called Delco Alert that will provide you with alerts via through small devices, pagers or cell phones for numerous types of issues. These messages can be delivered directly to you wherever you may be with your wireless device. This service is provided to you at no charge through your cellular provider may charge you for message traffic.
This system allows multiple devices to be enrolled making it a perfect medium for making sure everyone in the members of your family get important warnings that you can’t miss. This system will be used by local municipalities and authorities, county, state and federal agencies to communicate important information to you all. This system will also allow locations like homes, schools, and workplaces to be listed for geographic warnings for targeted hazards and issues. You can list as many devices so that all of the family responders to schools can receive important instructions on when and how to respond for your children.
If you wish to volunteer to assist your community in the event of a disaster you can register as a volunteer at this website as well. The System will have our link where you who can enroll as disaster volunteers.
Enroll in the system at https://delcoalertpa.org. Keep your username and password handy so you can manage your account as needed.
Other communications systems that are available to you are:
- The Emergency Alerting System which comes over television and Radio (Pharmacy WHYY 90.9 FM Secondary, WMGK 102.9FM)
- NWS Weather Alert Radios (will also carry EAS Messages)
- Local access cable channels for municipal and county government
- Internet news alerts
All of these systems are great but Delco Alerts puts the message in your hands..
Evacuate or Shelter?
In the event an emergency situation arises, emergency personnel will instruct the community to either evacuate the area or remain indoors - "Shelter-In-Place."
As a precautionary action, an evacuation will allow residents to travel away from danger. In the majority of hazardous material emergencies, it is best to shelter-in-Place.
Shelter
Remain indoors until given official notice.
Plan Ahead! Residents should already have access to a battery operated radio, a flashlight, and fresh batteries.
A sudden emergency involving chemicals, or hazardous materials may not give you time to evacuate. A sudden emergency may force emergency officials to ask you to take immediate action to protect yourselves and your families. Then follow your Shelter-in-Place, which means protecting yourself where you are and remaining in place until given further instructions. Emergency officials will give the all clear. If you are asked to shelter-in-place, do the following:
- Remain calm.
- Go inside if you are outdoors.
- Do not call 911 unless you are reporting an immediate life-threatening situation.
- Children in schools or day care centers will take shelter where they are located and will stay there until told otherwise.
- Close all windows and doors. Tape cracks for extra protection.
- Close all vents on cooling, heating or ventilating systems.
- Cover windows under doors with damp towels or masking tape.
- If you have a fireplace, put out the fire and close the damper.
- Move to an interior room or hallway with no openings to the outside.
- Keep pets indoors.
- Listen carefully to a portable radio or television for instructions from emergency officials.
- If you are in a car, close windows and vents.
- Do not drive through barricades or off-limits areas.
- Don’t come out unless told to do so by radio, TV, news, or emergency officials.
Evacuate
In an emergency situation emergency officials may ask you to evacuate to protect yourselves and your families. Evacuating means leaving the area that is threatened by the potential hazard. Sometimes a chemical accident such as transportation accident on the highway or railroad could force people from their homes for health or safety reasons. If asked to evacuate, do the following:
- Remain calm.
- Listen carefully to the instructions and be sure you are being asked to evacuate.
- If told to evacuate, do so!
- Do not use the phone except to dial 911 in a life-threatening situation.
- Secure your home as you would for a three-day trip.
- Close and lock windows and doors.
- Turn off all fans, heating & cooling units.
- Bring pets indoors and leave food and water for them. In the event you are unable to bring them into a shelter.
- Keep vehicle windows and vents closed while evacuating.
- DO NOT go to your children’s school. They will probably be evacuated by the time you get there.
- Follow instructions of emergency personnel about evacuation routes.
- Stay tuned to KWHY, WHYY or your TV for further instructions from officials.
Items to Bring:
- Appropriate clothing
- Sleeping bags or blankets
- Prescription drugs
- Personal care items
- Baby supplies
Leave contact info: cell phone number, destination and number of people leaving.
Residents who have special transportation needs should make arrangements with neighbors to inform emergency personnel as a means of planning.
Family Evacuation Supply Kit
Prepare an Evacuation Bag for your family. It will consist of things you’ll need if asked to evacuate. Your supplies should be easy to carry. You can use a backpack, a small wheeled suitcase. Keep your Evacuation Bag in easily accessible place. Here’s what you should bring:
- **Important documents** - Copies of insurance cards, photo ID’s, birth certificates, deeds and proof of address in a waterproof container.
- **Extra set of car and house keys**
- **Credit and ATM cards**
- **Cash in small denominations**
- **Bottled Water**
- **Food** - Such as non-perishable energy bars
- **Flashlight & extra batteries**
- **Radio** - self charging is recommended
- **First-aid kit**
- **Medications** - Be sure to refill medications before you leave. Keep a list of the medications that each household member takes, why they take them and their dosage. Keep copies of all prescriptions and your doctors’ and pharmacist’s contact information.
- **Baby supplies**
- **Lightweight rain gear**
- **Mylar blanket**
- **Contact & meeting place information**
- **Small regional map**
- **Personal care items** - Such as hand sanitizer, feminine products, toothbrush and toothpaste, and wipes.
- **Child care supplies** - Diapers, ointments, nursing supplies etc.
Family Sheltering Supply Kit
There are six basics that you should stock for your shelter supply kit: water, food, clothing and bedding, first aid supplies, tools and emergency supplies, and useful items. Keep these items in a waterproof container that can be easily transported from your home to your car and your safe place. Assemble your kit now to allow for immediate use during an emergency. Your family’s supply kit should include at least a three-day supply of:
- **Water** - One to three gallons of water per person per day
- **Non-perishable food** - Select food items that are compact and lightweight. Include:
- Ready-to-eat canned meats, fruits & vegetables
- Canned juices
- High energy foods
- Vitamins
- Comfort goods
- Condiments
- Food for infant
- **Tools and emergency supplies**
- Mess kits, paper cups, plates & plastic utensils
- Emergency preparedness manual
- Battery-operated radio and extra batteries
- Flashlight and extra batteries
- Cash or traveler’s checks, change
- Non-electric can opener, utility knife
- Fire extinguisher: small canister ABC-type
- Small tent
- Shut-off wrench (to turn off household gas and water), pliers, tape, paper & pencil
- Compass
- Matches in a waterproof container
- Aluminum foil and plastic sheeting
- Plastic storage containers
- **Clothing and bedding** - Include at least one complete change of clothing and footwear per person and the following weather-appropriate items:
- Sturdy shoes or work boots
- Rain gear
- Blankets or sleeping bags
- Hat and gloves
- Thermal underwear
- Sunglasses
- **First aid supplies** - Assemble a first aid kit for your home and one for each car
- **Special Items**
- Infant and medical supplies: Remember supplies for family members with special requirements, such as infants, elderly or disabled persons and persons taking medications
- Entertainment – games and books
- Wills, insurance policies, contracts, deeds, stocks and bonds
- Passports, social security cards and immunization records
- Bank account numbers
- Credit & ATM card account numbers and company addresses
- Inventory of valuable household goods and important telephone numbers
- Family documents (birth, marriage, death certificates)
Your Emergency Plan
Talk with your family about emergencies; what to do, how to find each other, and how to stay in contact during an emergency. Be ready to shelter for at least 72 hours. If officials tell you, be ready to evacuate.
Decide on two places where household members should meet after an emergency. One should be right outside or close to your home, and the other should be outside your neighborhood, away from the area.
Practice getting out of your house from different entrances. Practice getting to your meeting places.
Ask an out of state friend or relative to be emergency contact for your family. If local phone circuits are busy, long-distance calls may be easier to make.
Make necessary plans for seniors, those with disabilities and non-English speakers. Give EVERYONE in your house a copy of your emergency plan and contact information to keep on their person.
Twice a year:
- Change smoke alarm batteries.
- Update emergency plan and contact information.
- Check the food and batteries in your emergency supply kits.
Important Items to Have and Remember
Self Charging Emergency Radio
An Emergency Crank Radio can run off regular power, normal batteries, or its own rechargeable batteries. If all else fails - you turn the handle to generate and store some power then listen to the radio that way.
These radios are tuned to receive 24 hour news information as well as AM, FM, and short wave bands. This is a great radio for any type of disaster situation, as well as for regular use too. They are an affordable “must have” for any family emergency kit.
Prescription Medications
Don’t forget to keep on hand a copy of your prescription drugs including syringes. At least a 2 week supply is recommended if not more. During a large scale emergency, travel to a pharmacy may not be possible. Keeping a good supply on hand could mean the difference between life or death.
Pet Supplies
Bring at least a 7 week supply of pet food, medications or any other consumable supplies for your pet. In addition bring a leash and collar with collars. Make sure pets are identified with appropriate tags where applicable.
Homeland Security Advisory System
The Homeland Security Advisory System, established in March of 2002, is a tool used to describe the threat conditions for possible terrorist attack. A color-coded threat level system is used to communicate the five threat levels to the American public. Prepare your family for these types of emergencies by following the recommendations in this guide.
Severe Condition (Red)
A Severe Condition reflects a severe risk of terrorist attacks. Under most circumstances, the Protective Measures for a Severe Condition are not intended to be sustained for substantial periods of time.
High Condition (Orange)
A High Condition is declared when there is a high risk of terrorist attacks.
Elevated Condition (Yellow)
An Elevated Condition is declared when there is a significant risk of terrorist attacks.
Guarded Condition (Blue)
This condition is declared when there is a general risk of terrorist attacks.
Low Condition (Green)
This condition is declared when there is a low risk of terrorist attacks.
Family Communication & Evacuation Plan
Setting up a communication plan ahead of time will help make sure you and your family can connect as easily and quickly as possible.
- Designate a family member or friend who lives outside of the state to serve as a family point of contact. (After an emergency, it’s often easier to call out-of-state than within the affected area.)
- Make sure that all family members know who this person is and how to contact him/her.
- After a disaster or evacuation, all family members should make contact with the designated individual. Try choosing a certain time for everyone to check in.
Contact Name (Local) Phone Number Location
1) _____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
4) _____________________________________________________________
Contact Name (Out of Area) Phone Number Location
1) _____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
4) _____________________________________________________________
Notes: ____________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Contact Information
**AREA HOSPITALS**
**Crozer Chester Medical Center**
One Medical Center Boulevard
Upland, PA 19013
610-447-2000
610-447-2285 TDD
**Delaware County Memorial Hospital**
501 North Lansdowne Avenue
Drexel Hill, PA 19026
610-284-8500
610-284-8569 TDD
**Mercy Fitzgerald Hospital**
1500 Lansdowne Avenue
Darby, PA 19023
610-237-4000
**Riddle Memorial Hospital**
1065 West Lancaster Pike
Media, PA 19063
610-566-9400
**Taylor Hospital**
175 East Chester Pike
Ridley Park, PA 19078
610-593-6800
**Springfield Hospital**
15 West Springfield Road
Springfield, PA 19064
610-328-8700
610-328-8725 TDD
**In the event of ANY Emergency, in Delaware County, Call 911 for:**
**FIRE DEPARTMENT**
**POLICE**
**AMBULANCE**
**Delaware County LEPC/911 Center**
360 N. Middletown Rd. • Media, PA 19063
Phone: 610-565-8700
email: email@example.com
Delaware County Pennsylvania
Major Emergency Response Routes
EMERGENCY SHELTER
Please use University Hotels and Inns/Innkeeper’s
Please call 911 for medical, fire and police.
EXIT or INTERCHANGE
Public Evacuation Shelter Rules for Safety
Evacuation Shelters are operated by trained individuals and volunteers. They help ensure that the safety, security, and basic needs of residents are met. Here is a list of things you should bring in the event that you are directed to a shelter:
- Change of clothing, blanket, and pillow for each family member
- Your Emergency Supply Kit, including food, medications, comfort items, and special items for infant or elderly family members
- Medical records and other important documents
- Be patient and willing to take instructions from shelter operators
- See “Family Evacuation Supply Kit” on reverse for complete list of items to bring
These are things you do NOT bring:
- Do NOT bring weapons, non-prescription drugs or alcohol.
Preparing Your Pets in the Event of an Emergency
If you are a pet owner, your family’s disaster plan must include your pets. Bring pets indoors at the first sign of danger. If you must evacuate, the best thing you can do to protect your pet (s) is to evacuate them too.
- Identify boarding facilities, veterinarians, or hotels outside the affected areas that can accept your pets. If you have notice of an impending emergency situation, call ahead for reservations
- Identify pet-friendly shelters that will be opened during an evacuation
- Create a disaster readiness kit for your pet including food, water, medication, first aid supplies, feeding dishes, leashes, carrier, blanket etc
- Make sure all family members are aware of these preparations
(see “Pet Supplies” section on other side)
Severe Weather Terms to Know
**Severe Weather Warning:** Issued by the NWS local offices that indicate a particular weather hazard is either imminent or occurring. A warning indicates the need to take action to protect life and property.
**Winter Storm Warning:** Hazardous winter weather conditions that pose a threat to life and/or property are occurring, imminent or likely. The generic term, winter storm warning, is used for a combination of two or more of the following winter weather events; heavy snow, freezing rain, sleet and strong winds.
**Tornado Warning:** A warning that indicates a violently rotating column of air in contract with and extending between a convective cloud and the surface of the earth is possible. It is the most destructive of all storm-scale atmospheric phenomena. They can occur anywhere in the world given the right conditions.
**Hurricane Warning:** A warning that sustained winds 74 mph or higher associated with a hurricane are expected in a specified area in 24 hours or less.
**Wind Chill Warning:** Extreme wind chills making it feel very cold, criteria varies significantly over different county warning areas. The warning also varies as per age group.
**Flash Flood Warning:** Signifies a dangerous situation where rapid flooding of small rivers, streams, creeks, or urban areas are imminent. Flash floods occur when heavy rainfall that falls in a short time period can lead to flash flooding, depending on local terrain, ground cover, degree of urbanization, degree of man-made changes to river banks, and pre-existing conditions.
**Flood Stage:** The level of a river or stream where overflow onto surroundings areas can occur.
**Severe Weather Watch:** A National Weather Service (NWS) decree indicating that conditions are favorable for the development of a particular severe weather event. A watch is normally issued for several hours and indicates a need for planning, preparation and increased awareness of changing weather conditions.
**Heat Advisory:** Extreme heat index making it feel hot, criteria varies significantly over different county warning areas.
**Winter Weather Advisory:** Hazardous winter weather conditions are occurring, imminent or likely. Conditions will cause a significant inconvenience and if caution is not exercised, will result in a potential threat to life and/or property. The generic term, winter weather advisory, is used for a combination of two or more of the following events; snow, freezing rain or drizzle, sleet, blowing snow. | <urn:uuid:d38d0875-e063-4a5f-8280-3f316c861adc> | CC-MAIN-2018-26 | http://radnor.com/DocumentCenter/View/760/Resident-Awareness--Emergency-Preparedness-Guide | 2018-06-20T09:27:11Z | crawl-data/CC-MAIN-2018-26/segments/1529267863516.21/warc/CC-MAIN-20180620085406-20180620105406-00015.warc.gz | 276,201,551 | 4,197 | eng_Latn | eng_Latn | 0.98029 | eng_Latn | 0.998823 | [
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These questions are taken from the Specimen Exam materials and the real 2018 papers for the new syllabus AS and A-level mathematics courses and arranged by chapter of the textbooks by Goldie et al (available here: https://amzn.to/39umfr5 and https://amzn.to/3hE8kBL). There are a mixture of questions from OCR A, OCR B (MEI), Edexcel and AQA. Although the style of questions varies a little across the exam boards the content of the syllabus is almost identical so these are suitable for students preparing for any exam board.
Free problem sets for all other chapters, as well as video solutions, full past papers and other content for GCSE and A-level maths can be found at:
https://mathsaurus.com/
OCR B MEI Sample Paper 2 Question 10:
10 A researcher wants to find out how many adults in a large town use the internet at least once a week. The researcher has formulated a suitable question to ask. For each of the following methods of taking a sample of the adults in the town, give a reason why it may be biased.
Method A: Ask people walking along a particular street between 9 am and 5 pm on one Monday.
Method B: Put the question through every letter box in the town and ask people to send back answers.
Method C: Put the question on the local council website for people to answer online.
[3]
AQA AS 2018 Paper 2 Question 16:
16 Kevin is the Principal of a college.
He wishes to investigate types of transport used by students to travel to college.
There are 3200 students in the college and Kevin decides to survey 60 of them.
Describe how he could obtain a simple random sample of size 60 from the 3200 students.
[4 marks]
AQA Sample Paper 3 Question 8:
8 Edna wishes to investigate the energy intake from eating out at restaurants for the households in her village.
She wants a sample of 100 households.
She has a list of all 2065 households in the village.
Ralph suggests this selection method.
"Number the households 0000 to 2064. Obtain 100 different four-digit random numbers between 0000 and 2064 and select the corresponding households for inclusion in the investigation."
8 (a) What is the population for this investigation?
Circle your answer.
[1 mark]
Edna and Ralph The 2065 households in the village The energy intake for the village from eating out The 100 households selected
8 (b) What is the sampling method suggested by Ralph?
Circle your answer.
[1 mark]
Opportunity Random number Continuous random variable Simple random
OCR A AS 2018 Paper 1 Question 9:
9 Jo is investigating the popularity of a certain band amongst students at her school. She decides to survey a sample of 100 students.
(i) State an advantage of using a stratified sample rather than a simple random sample. [1]
(ii) Explain whether it would be reasonable for Jo to use her results to draw conclusions about all students in the UK. [1]
OCR A AS Sample Paper 1 Question 8:
A club secretary wishes to survey a sample of members of his club. He uses all members present at a particular meeting as his sample.
(i) Explain why this sample is likely to be biased. [1]
Later the secretary decides to choose a random sample of members. The club has 253 members and the secretary numbers the members from 1 to 253. He then generates random 3-digit numbers on his calculator. The first six random numbers generated are 156, 965, 248, 156, 073 and 181. The secretary uses each number, where possible, as the number of a member in the sample.
(ii) Find possible numbers for the first four members in the sample. [2]
AQA AS Sample Paper 2 Question 18:
Neesha wants to open an Indian restaurant in her town.
Her cousin, Ranji, has an Indian restaurant in a neighbouring town. To help Neesha plan her menu, she wants to investigate the dishes chosen by a sample of Ranji’s customers.
Ranji has a list of the 750 customers who dined at his restaurant during the past month and the dish that each customer chose.
Describe how Neesha could obtain a simple random sample of size 50 from Ranji’s customers. [4 marks] | <urn:uuid:e1ef67c6-8e51-4b78-af7c-19355080043d> | CC-MAIN-2020-40 | https://mathsaurus.com/wp-content/uploads/2020/08/AS-Chapter-14.pdf | 2020-09-19T22:45:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400192887.19/warc/CC-MAIN-20200919204805-20200919234805-00098.warc.gz | 526,514,818 | 917 | eng_Latn | eng_Latn | 0.998339 | eng_Latn | 0.998629 | [
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Intro Class: How to Rig the Boat
- Remove the boom tent (cover), folding it over beginning at the stern. Stow it in the sail bag under the fore deck or in the dock box. Inspect stays for frayed or broken strands of wire and check retaining rings at the forestay and sidestays.
- Check the bilge and bail as needed.
- Check the centerboard to make sure the pendant is working properly. Lower the centerboard halfway for extra stability when rigging, but do not lower it all the way at the slip due to shallow water. Demonstrate how to find the halfway point using the pendant and remind students not to drop the centerboard abruptly because of the danger of breaking the cable or damaging the centerboard trunk.
- Check equipment required for sailing:
- 2 paddles
- 1 PFD for each person aboard
- 1 flotation cushion
- 1 or 2 bailers
- 1 bucket
- 1 anchor, with rode
- Man overboard practice bottle
- 1 suit of sails
- Fenders
- Rudder and tiller
- Reefing line
- Check the halyards to be sure they are not twisted and run smoothly through their blocks.
- Beginning at the bow or the stern, discuss the function and name of every line on the boat. For intro class, the instructor will do this. For other classes, students repeat it with help from the instructor.
• Bend on the mainsail following these steps:
1. Insert the luff slides and fasten retaining pin across mast track.
2. Fasten tack cringle with tack pin at the gooseneck.
3. Attach the main halyard after making certain it is free running and not tangled. Secure the halyard so that it is not flapping in the wind and will not become tangled. Halyards should be attached at the slip in case one is blown out on the lake and unable to make it to the dock to raise sails.
4. Run slides on mainsail foot out into boom track. Pull out the foot to the outhaul. Secure and adjust.
5. Install jiffy reefing line.
6. Make sure there is a stopper knot in the mainsheet and check that it is running freely.
7. Furl mainsail on boom with mainsheet using a chain stitch.
• Bend on the jib following these steps:
1. Secure jib tack shackle to jibstay plate.
2. Fasten jib luff snap hooks (or hanks) along the forestay, working from the tack up to the head of the sail. Caution students to make sure all hooks face the same way, so that the luff of the sail is not twisted.
3. Tie stopper knots in jib sheets after reaving through the universal blocks that are on the deck and the jib tracks. Use outside blocks first, and then the inside blocks.
4. Attach the jib halyard after making certain it is free running and not tangled. This should be done at the slip for the same reason cited above.
5. Furl the jib using the sheets without tying them. The weight of the sheets will hold the sail in place.
• Ship the rudder, attaching the safety cable first. Make sure the pintle safety cable is also attached. Caution students not to score the afterdeck, but do not use the flotation cushion for this purpose as it will render it useless for emergencies. Rudder should be lowered over the side and brought to the stern, then shipped.
• Attach the tiller by inserting it under the traveler and between the cheek plates of the rudder, securing it with the pin. Caution students about the dangers of catching the tiller on other boats or tripping on it. The tiller should be removed except when needed for steering (if no hand is on the tiller, pull it). | <urn:uuid:2efc5fe9-1885-4186-bd53-4d839a43898a> | CC-MAIN-2017-17 | http://americansailinginstitute.org/wp-content/uploads/Intro-Class-steps-for-students-Instructors-v21.pdf | 2017-04-29T11:23:32Z | crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00599-ip-10-145-167-34.ec2.internal.warc.gz | 15,924,418 | 842 | eng_Latn | eng_Latn | 0.998243 | eng_Latn | 0.998664 | [
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Antares, M4, and lots of Dark and Bright Nebulosity
Image by Dean Ketelsen
Venus Transit Coverage
Begins on Page 7
CAC Star Parties goes to 2 Days
Page 3
Astronomy Book Club
Page 5
General Meeting June 1st
Steward Observatory Lecture Hall, Room N210
6:30pm
Near-Earth Asteroids: Threat or Resource? — Al Anzaldua
7:30pm
Near-Earth Asteroid 1999 RQ36 and the OSIRIS-REx Sample Return Mission — Carl Hergenrother
TAAA Meeting Friday, June 1
Steward Observatory Lecture Hall, Room N210, U of A campus
6:30pm Astronomy Essentials Lecture
Title: Near–Earth Asteroids: Threat or Resource?
Speaker: Al Anzaldua, TAAA & Tucson L5 Space Society
Al Anzaldua will lecture on both the danger and opportunity that near–Earth asteroids (NEAs) represent. He will discuss past NEA impacts and list a number of future NEA threats. He will review the composition of NEAs, types of NEA orbits, and ways we might deflect those orbits to make them "Earth–safe" while still keeping NEAs accessible for mining. Finally, Al will review daunting problems in the mining of asteroids and potential rewards in terms of natural resources.
Al is coordinator for the TAAA Space Exploration Special Interest Group. A long–time space advocate, he is also president of the Tucson L5 Space Society (TSS), local chapter of the National Space Society. Besides his activities with TAAA and TSS, Al gives lectures and exhibitions on space development throughout the year in connection with organizations such as the Planetary Sciences Institute, Moon Society, Planetary Society, and Mars Society. Most recently, Al has begun developing a community–access space and astronomy TV show called *From Inner to Outer Space*, which taped its first show last month.
7:30pm Members Night
Title: Near–Earth Asteroid 1999 RQ36 and the OSIRIS–REx Sample Return Mission
Speaker: Carl Hergenrother, UA Lunar & Planetary Lab/OSIRIS–REx
OSIRIS–REx, a University of Arizona–led New Frontiers–class NASA mission, is scheduled for launch in 2016. The spacecraft will rendezvous with and collect samples from the near–Earth asteroid called 1999 RQ36. These samples will be returned to Earth in 2023. The OSIRIS–REx name is an acronym made up of the primary scientific goals of the mission; Origins, Spectral Interpretation, Resource Investigation, Security, Regolith Explorer.
Carl Hergenrother, an astronomer at the University of Arizona’s Lunar and Planetary Laboratory, will talk about the significance of this particular asteroid which is believed to be similar to the class of objects that brought water and the building blocks for life to the Earth. His lecture will place a special emphasis on how observations can be made now by amateur astronomers to further our understanding of 1999 RQ36 and asteroids like it.
Over the past 20 years, Carl has studied comets and asteroids as part of the Catalina Sky Survey, the Minor Planet Center and the OSIRIS–REx mission. He is the discoverer of 4 comets and dozens of near–Earth asteroids. As a member of the OSIRIS–REx science team, Carl is leading the effort to characterize the target asteroid 1999 RQ36 and other analogous asteroids. In addition to his professional work, he is an avid visual amateur astronomer and routinely observes comets, meteor showers and novae.
**Editor's Message**
There’s a special event this month. The long awaited Venus Transit of 2012! The last Venus Transit occurred in 2004, but wasn’t visible from the western US. The next one won’t happen until 2117! I’m fascinated by the periodic pattern of Venus transits. For more about Venus transits, look for Loretta McKibben’s article ion page 7. Rik Hill’s Skyways article on page 9 also discusses some lesser known information about Venus.
There will be several locations for seeing this event in Tucson, but the primary location the TAAA is supporting will be the University of Arizona in front of Flandrau Science Center. Find information about how you can support this outreach opportunity on page 7. Whether you volunteer for a public event or not, make sure you see this event!
Do you like books? Obviously, you’re interested in astronomy. How about an Astronomy Book Club? TAAA member Irene Kitzman has proposed just that on page 5. Read her article and make sure to let her know if you’re interested.
Can’t get enough observing at our Chiricahua Astronomy Complex? John Kalas, CAC Director, will open the CAC site on Friday nights prior to the Saturday CAC star parties. Find out the details on page 3.
*Terri Lappin*
**Cover**
This beautiful image by Dean Ketelsen includes Antares (near the bottom), globular cluster M4 (to the right of Antares), and lots of nebulosity—both dark and bright. The 30 minutes of exposure were taken with a Canon 80–200 zoom lens at ISO 1600 at F/3.2, focal length of 140mm. This was taken during last month’s Kitt Peak Star–B–Que.
### This Month in Brief
| Event | Date | Time | Location | Contact Person |
|--------------------------------------------|------------|---------------|-----------------------------------------------|-----------------|
| Monthly Meeting | Jun 01 (Fri)| 6:30 PM | Steward Observatory Rm N210 | Keith Schlotzman|
| Astro Imaging SIG Meeting | Jun 04 (Mon)| 6:00 PM | Coco’s Restaurant | Larry Phillips |
| Community Events | Jun 05 (Tue)| Multiple sites around Tucson | Al Anzaldua & Terri Lappin |
| Star Party at TIMPA | Jun 09 (Sat)| 6:45PM | TIMPA | Ben Bailey |
| Board Meeting | Jun 13 (Wed)| 6:30 PM | Steward Observatory N305 | Keith Schlotzman|
| AFSIG Meeting | Jun 14 (Thu)| 6:30 PM | USGS Building Room 253 | Benjamin Bailey |
| Friday Nite @ TIMPA | Jun 15 (Fri)| 6:45PM | TIMPA | Ben Bailey |
| CAC Star Party | Jun 15 & 16 (Fri & Sat) | Chiricahua Astronomy Complex | John Kalas |
| Grand Canyon Star Party | Jun 16—23 | Grand Canyon National Park | Jim O’Connor |
| Astro Imaging SIG Meeting | Jul 02 (Mon)| 6:00 PM | Coco’s Restaurant | Larry Phillips |
### Upcoming Lectures
| Date | Lecture Topic | Speaker(s) |
|------------|----------------------------------------|-----------------------------------|
| Jul 6 | Astronomy Essentials | Invited |
| Aug 3 | Astronomy Essentials | Mary Turner, Seasonal Objects |
| | Invited | Veronica Bray, Impact Craters |
| Sept 7 | Meeting Begins at 6:30pm | TAAA – Meet Yourself |
Lectures are arranged by Terri Lappin. Give her your speaker suggestions (see page 15).
At the September meeting we are giving members the opportunity to learn about TAAA programs in an informal setting. Each Special Interest Group as well as program leaders will be available for informal interaction with members. Members will have the freedom of learning about what is of interest to them. This format is in lieu of our traditional “Status of the TAAA” presentations we have been having in September each year. The board thinks members will prefer this format to sitting through a meeting of status reports.
### Monthly CAC Star Party Expands to 2-Days
As a way to improve attendance at the monthly Chiricahua Astronomy Complex (CAC) Star Party and offer some flexibility to members, a decision has been made to add Friday night observing.
This change has several benefits. First and most obvious is it offers members an alternate day each month for observing. Secondly, a two-day event offers an alternate “rain date” in case the weather is not cooperative on one day or the other. And thirdly, for those avid observers, it offers the chance to observe both days.
CAC Director John Kalas will open the site for the two-day observing events. Reservations are required for either day. Your reservation will only be good for the day that you request. If you make a reservation for one day and due to a change in plans or weather conditions you decide to switch to the other day, simply let John know about the change.
Keep in mind that the CAC Site is available for member use at other times. Should you want to do some independent observing, let John know. The gates are kept locked, so you will need to get the current information for accessing the site from John.
### Future Dates
- July 2: Astro–Imaging SIG Meeting
- July 6: TAAA General Meeting
- July 11: Board of Directors Meeting
- July 12: Astronomy Fundamentals SIG Meeting
- July 13: Friday Nite @ TIMPA Star Party
- July 21: TIMPA and CAC Star Party (CAC also on 6/20)
### Newsletter Deadline
The deadline for the July issue is Wed, Jun 18. Desert Skies is published one week before the General Meeting. See the publishing guidelines on page 15 for details.
Astro-Imaging Special Interest Group (AISIG)
Meeting: Jun 4 (Mon) 7:00 PM
Coco’s Restaurant (Broadway between Wilmot & Craycroft)
Contact: Larry Phillips
The Astro-Imaging SIG meets at 7pm usually on the first Monday of the month. Come early, anytime after 6 PM and enjoy dinner before the meeting. We will meet in the banquet room which is to the far left after you enter the restaurant proper. Our program consists of members sharing their images, setups, problems, or suggestions. Meetings end no later than 9 PM.
Our July meeting will be on July 2nd.
Starry Messengers Special Interest Group (SMSIG)
Contact: Terri Lappin
Starry Messengers are TAAA members who are interested in astronomy outreach. The TAAA’s primary outreach activities are school star parties supported by several TAAA members. This program connects teachers with a group of astronomers and their telescopes for a night of observing, usually held on school grounds. Typically, that means bright skies and a limited number of objects to view. Let’s face it – we may be wowed by some faint fuzzy patch but most kids aren’t. Upon my first observation of M74 I wrote, “If I could see only a thousand objects in the sky, this would not be one of them.” It’s no surprise that it’s also called “The Phantom Galaxy” by amateurs. I’d never even think about showing M74 to a group of kids. (M74 has about the lowest surface brightness of all objects in the Messier Catalog.) When we have the public looking through our telescopes, we need to stick to brighter, more easily visible objects.
The Starry Messengers are assembling a list of objects that are well suited for school or public observing. We hope to put descriptions and facts about these objects on the TAAA website. We’ll be able to direct visitors to the TAAA website to learn more about the objects they see in our scopes. Jim Knoll is heading up the initial project design. He’ll be asking star party supporters for suggested objects for this project. If you have favorite objects that bring about a good reaction from the public, start making a list.
The next Starry Messengers meeting will be announced in the July newsletter.
The Russians Are Coming!
Contributed by Dean Ketelsen, email: ketelsen[at]as.arizona.edu
Some of you old-timers in the club might remember a group of Russian amateur astronomers that paid a visit about 15 years ago. I took them around to some of the local sights and they had a great time. One of the youngsters gave a presentation at a TAAA meeting and wowed everyone. That time there was just the one 12-year old and 3 adults. They are planning another trip this fall in the mid to late September time frame. This time there are about a dozen coming, one adult and 11 from age 12–16. Sergey and I have been working on local sightseeing activities, which will include a trip to Meteor Crater and the Grand Canyon on their way back to Los Angeles. Since they will no longer all fit in my van, I’d love some help with transport, and if anyone is interested in hosting some kids overnight, we’d be glad to entertain offers!
They’ve been working with a native English speaker, so all should be able to communicate somewhat. I don’t believe their visit this time will overlap a TAAA meeting, but we’ll likely plan some sort of activity to meet a subset of the club. If you are willing to help out with transportation or housing, please let me know. We still have a few months to plan, so any help you can offer would be great!
Astronomy Fundamentals SIG (AFSIG)
AFSIG Monthly Meeting
Jun 14 (Thu) 6:30 PM
U.S.G.S. Building, Room 253 (520 North Park Avenue)
Contact: Ben Bailey
On Thursday, June 14 we will hold our regular monthly meeting. Edward Eastburn will present the basics of using a Celestron GoTo Telescope. AFSIG is dedicated to building astronomy knowledge and practical skills among our members. Please come out and help us succeed.
The USGS Building is on the northeast corner of Park and 6th Street. Free parking is available nearby after 5pm. Please join us.
AFSIG Observing Clubs
AFSIG Observing Clubs are open to all members of TAAA at no charge. They are guided programs which means that at the scheduled observing sessions, there is someone there to guide you in finding the objects or features needed for successful completion of the program. You can join the programs at any time and can either attend the guided sessions or work on your own. A certificate is awarded at the completion of all the requirements. All observing programs are patterned after those of the Astronomical League, so you can continue on to complete the additional requirements and get your AL certificate.
Solar Observing Club helps those interested in observing solar activity — like sunspots, solar flares and other interesting features — and recording those observations. The beauty of this observing program is that our Sun offers great flexibility in observing and recording the different features – you don’t have to be concerned about light pollution, night vision, or traveling great distances to find dark skies. The Solar Observing Club is taking a temporary hiatus from their regular observing schedule. Watch the newsletter for future observing dates. If you are interested in solar observing, please email Ben Bailey to be added to the solar observing email list.
Lunar Observing Club meets sporadically depending on schedule compatibility and the moon cycle. The purpose of this club is to identify and log 30 specified lunar features – some of which are easy while others are more difficult. This is a great club in which to participate as it is ideal for observing from your back yard or patio. Dark skies are not really necessary and some features are even visible through light clouds. If you are interested in participating in the Lunar Observing Club or if you just want to be added to our email list to keep posted about our activities, email Robert Gilroy at bobgilroy[at]tucsonastronomy.org.
Constellation Observing Club meets monthly on our regularly scheduled TIMPA night. The purpose of this club is to identify and log 20 constellations, their brightest stars and deep sky objects. This is a great way to learn your way around the night sky. If you are interested in participating in the Constellation Observing Club or if you just want to be added to our email list to keep posted about our activities, email Paul and Cathy Anderson at paulanderson [at]tucsonastronomy.org.
Solar System Observing Club meets monthly on our regularly scheduled TIMPA night. The purpose of this club is to observe and log the different features and actions of the planets and their moons and other interesting solar system objects. If you are interested in participating in the Solar System Observing Club or if you just want to be added to our email list to keep posted about our activities, email Brian O’Connell at boc7[at]inbox.com.
Double Star Observing Club meets monthly on our regularly scheduled TIMPA night. The dark night sky is filled with millions and millions of stars. Some are close by (relatively speaking) but most are far away. Some are single stars (like our sun) but others are multiple star systems. Of these multiple star systems, we can detect and split many double stars with our equipment. The purpose of this club is to observe and log the different types and colors of double stars. If you are interested in participating in the Double Star Observing Club or if you just want to be added to our email list to keep posted about our activities, email Tom Watson at watson1987[at]cox.net.
TAAA Astronomy Book Club
Contributed by Irene Kitzman; email: ikitzman[at]yahoo.com
I have always enjoyed reading non-professional books about astronomy, and these books have increased my knowledge and excitement about both past and current exploration and scientific inquiry. The idea of having a TAAA-sponsored Astronomy Book Club would be for us to read and discuss books that are aimed at the non-professional but whose objective is to inform the general public about astronomy and astronomy-related topics. As but one example: Brian Green has just written a very interesting book – "The Hidden Reality" which might be exciting to discuss together. There are many other well-written books that we could enjoy discussing such as "Coming of Age in the Milky Way," by Timothy Ferris. And I am sure all of you have some favorites of your own.
If you are interested in forming such a book club please contact me and if we get more than 5 interested people I presume we could start selecting texts and setting meeting dates to begin soon. Thanks for your interest!
Members’ Star Parties
TAAA Star Party at TIMPA
Jun 9 (Sat) Gate opens at 6:45m
Jun 15 (Fri) Gate opens at 6:45pm
Contact Person: Ben Bailey
The AFSIG is hosting two star parties this month at TIMPA. On both nights an AFSIG representative will open the gates for an evening of viewing. The Gila Monster Observatory will be open for your viewing pleasure. The TIMPA site features a large parking area, and full restroom facilities. Be prepared for cool temperatures after sunset. Guests are welcome, accompanied by a TAAA member. We hope to see you there!
The Gila Monster Observatory houses a Meade 14” telescope donated to the TAAA by David Levy’s Sharing the Sky Foundation. All members are encouraged to complete the training program to learn to operate this telescope.
Star Party at Chiricahua Astronomy Complex
Jun 15 & 16 (Fri & Sat)
Contact Person/RSVP to: John Kalas
The Chiricahua Astronomy Complex (CAC) is the club’s dark observing site. Located in Cochise County approximately 100 miles from the center of Tucson, the site includes a full bathroom facility. At an elevation of 4800 feet, be prepared for cooler temperatures. Try to arrive before sunset. Unlike the TIMPA site, members are required to make reservations for both monthly club star parties and private member use. We are restricted to 60 persons and 30 vehicles maximum at any time. If you would like to attend, you must contact CAC Director John Kalas. Reservations will be on a first come – first serve basis. You need to reserve for both nights if observing both nights. Depending on the number of members interested in attending, guests may not be allowed.
TIMPA Site Notice
A gate card is required for TIMPA access. Please DO NOT ask the caretakers for entry to the TIMPA SITE. On scheduled TIMPA star party nights, a designated TAAA representative will provide access to the site. At other times, a gate card is available from the TIMPA Gate Card Controller.
CAC Site Notice
Reservations are required at all times including scheduled star parties. On scheduled CAC star party nights, a TAAA designated representative will unlock the gate. At other times, access can be granted by the CAC Director.
Directions to TIMPA Site
GPS coordinates: 32 deg 15.868' N, 111 deg 16.390' W
The TIMPA site is about 25 minutes from Speedway & I-10, about 7 miles west of the Arizona-Sonora Desert Museum.
From the North:
1. Take Ina Road west about three miles past I-10.
2. Turn south (left) onto Wade Rd. Wade Rd becomes Picture Rocks Rd as the road turns to the west (right).
3. Take Picture Rocks Rd west to Sandario Rd.
4. Turn south (left) onto Sandario Rd. Go to Manville Rd.
5. Turn west (right) onto Manville Rd. Go to Reservation Rd.
6. Turn south (left) onto Reservation Rd (a dirt road) and go about two miles. The TIMPA entrance is on the left.
From the East:
1. Take Speedway Blvd west. It turns into Gates Pass Rd.
2. Go over Gates Pass and continue west to Kinney Rd.
3. Turn north (right) onto Kinney Rd and continue past the Arizona-Sonora Desert Museum.
4. At the entrance to Saguaro National Park West, go towards the left onto Mile Wide Rd. (This is easy to miss so watch for the park entrance sign.)
5. Take Mile Wide Rd west about five miles to Reservation Rd. Mile Wide Rd ends at Reservation Rd and you must turn north (right) onto Reservation Rd.
6. Take Reservation Rd (a dirt road) north about one mile. The entrance to TIMPA will be on the right.
Directions to Chiricahua Astronomy Complex Site
GPS coordinates: 31 deg 52.07' N, 109 deg 30.9' W
The Chiricahua Astronomy Complex is about 90 miles and a 1½ hour drive from the TTT Truck stop at Craycroft Road and Interstate 10.
1. Take I-10 east from Tucson past Benson.
2. Exit I-10 at Dragoon Road (Exit #318). Turn right onto Dragoon Road at bottom of exit ramp.
3. Travel 13.5 miles southeast to the intersection with Route 191. Turn south (right) onto Route 191.
4. Travel 17.9 miles south (past Sunsites and Margie’s Corner Café at High St on the right, and the Border Patrol checkpoint) to the intersection with Route 181 at Sunizona.
5. Turn east (left) onto Route 181 and travel 10.9 miles east to the intersection with South Price Ranch Road. Turn south (right) onto South Price Ranch Rd. This is a dirt road just before you reach mile post 49 (cluster of mailboxes on right side of Route 181).
6. Travel ½ mile south on South Price Ranch Rd to the intersection with East Perseus Way. This is a wide dirt road marked with a street sign on left. Turn east (left) onto East Perseus Way.
7. Travel east on East Perseus Way slightly more than ¼ mile to the entrance of the Chiricahua Astronomy Complex on the right. The address is 9315 E Perseus Way. It is marked with a TAAA sign and twin brown gates flanked by white rail fences set back 50 feet from road.
Members are asked to support our outreach events. TAAA either sponsors or co-sponsors these events. This is a great opportunity for beginners as you can remain on a single object if you like. You can even contribute without a telescope. Sign up sheets will be at the meeting. You can also contact the star party leader or the volunteer coordinator, see the section “How to Contact Us” on page 15 of this issue. Details and maps can be obtained from the TAAA website calendar.
**Venus Transit 2012**
June 05 (Tues)
Set-up: about 2:00pm
University of Arizona Mall (near Flandrau Science Center)
Leaders: Al Anzaldua and Terri Lappin
June 5th marks a very special event. Venus will cross the disk of the sun. More rare than a total solar eclipse, the next Venus transit won’t occur until 2117. This event will be well publicized so we need lots of scopes out on the mall.
The TAAA is also supporting other events across Tucson by providing speakers or a small number of scopes. The primary location is the event on the UA mall. Please consider bringing your scope to the UA mall. RSVP to Al Anzaldua if you’re bringing a scope. We’ll also have hands-on activities about the sun and transits. If you want to help with the hands-on activities RSVP to Terri Lappin. (See page 15 for contact info for both Al and Terri. As of this writing, there are no plans to observe after dark.
---
**The Transit of Venus**
Contributed by Loretta McKibben: email: tucsonastronomer[at]gmail.com
Transit of Venus
Credit: Australian Space Alliance and www.universetoday.com
My Okie friends Margie and Chuck will be parked at a lake in Nevada on June 5, as part of their annual vacation. Camping in a rugged undeveloped area may not be everyone’s idea of a good time, but I am a bit envious, because the spot they have chosen is one of the prime viewing areas for the upcoming transit of Venus on June 5–6, 2012.
When Venus passes directly between our Earth and the Sun and conditions are just right, we see the distant planet as a small dot gliding slowly across the face of our star. This is called a “transit of Venus.” Near sunset on the evening of June 5 in North America, the last transit of Venus to occur in our lifetimes will be visible to us. Like most things astronomical, these transits occur periodically, and the next transit of Venus won’t occur until 2117, in 105 years. This time, much of the world will be able to view at least part of the 2012 transit of Venus. Here in Tucson, we’ll get to see about half of it.
**The Rare Alignment In History**
Venus orbits the Sun once every 228 days. Venus’ orbital plane is tilted ~3.5 degrees compared to the Earth’s orbital plane. A transit of Venus occurs when Venus is between the Earth and the Sun (said to be at inferior conjunction) AND when Venus crosses the Earth’s orbital plane.
Historically, this rare alignment is how astronomers measured the size of our solar system. Edmund Halley, the brilliant English scientist and mathematician, proposed to the Royal Astronomical Society in 1716 that the transit of Venus or Mercury could be used to measure the Sun’s distance from the Earth, because the parallax effect makes the position of Venus look different to observers at locations far apart on Earth. Put simply, the parallax is a displacement or difference in the apparent (observed) position of an object viewed along two different lines of sight, and is measured by the angle or semi-angle of inclination between those two lines. Knowing the angle and some high school trigonometry, the distance can be calculated. This principle is used to measure the distances to nearby stars by making observations separated by several months time. This effect is also the basis for stereo vision in humans and predators, due to our eyes being a short distance apart, which enables us to gauge distances.
Want to learn more about the parallax effect and participate in taking data like astronomers did in the 18th and 19th century? You can find a partner and repeat these historic measurements! Check out:
http://transitofvenus.nl/wp/getting-involved/measure-the-suns-distance/
(Continued on next page)
**Contact Points for Tucson (GMT – 7 hours)**
| Event | Time | Description |
|------------------------------|---------------|--------------------------------------|
| Ingress exterior | 3:06:06 PM | Venus just touching the Sun |
| Ingress, interior | 3:23:34 PM | Venus now on the solar disk |
| Transit center | 6:27:00 PM | Midpoint of the transit |
| Egress, interior | 9:29:58 PM | Venus at the edge of solar disk |
| Egress, exterior | 9:47:55 PM | Venus now off the solar disk |
Viewing the Transit
Equipment preparation is paramount since we cannot look directly at the Sun. If you work with K-12 classes or youth groups, you can create a pinhole solar viewer with a group of kids a few days in advance and teach them how to use it and look for sunspots first. Eclipse glasses are also available for purchase, but of course the best views will be with telescopes equipped with solar filters, since the disk of Venus will be about 1/30th the size of the solar disk.
Use only high quality solar filters and extreme caution with your telescope. When I was in college, one of the grad students used his expensive Questar telescope to try and focus an image of the Sun on a white background to view sunspots, and he cooked his optics!
What To Look For
There are four important phases during the 2012 transit of Venus, as shown on the diagram to the right. At ingress, the disk of Venus first touches the disk of the Sun, then moves onto the solar disk to interior contact at egress, the second stage. Venus moves across the Sun for the next six hours, until it reaches the third stage, interior contact at egress. Finally exterior contact at egress, it is moving off of the disk in the fourth stage.
Sunset on June 5 will be 7:28 p.m., so we should be able to see it travel through ingress, then through the transit center. At egress, when Venus moves off the solar disk, it will be long after sunset.
At ingress and egress, there are two important phenomena that some people observe: the black drop effect and the aureole effect. The black drop effect occurs when it appears that the disk of Venus is distorted as it moves onto or off of the solar disk. Researchers have found that this effect is dependent on the Earth’s atmospheric conditions at the time and its interactions with solar limb darkening, and telescopic diffraction. So whether an observer sees it or not depends on the atmosphere and the lack of quality of the telescope used! The aureole is a bright arc around the disk of Venus, which conversely requires a very good telescope to detect it. For more discussion, see the web sites listed below.
Public Events
One of the best ways that amateur astronomers give to the community is through public star parties and viewing events. If you’re helping out at a public event or school, it is helpful to have photos to help illustrate the transit, the orbits of Earth and Venus, and have a person dedicated to explaining the transit. The web site list below has links to sites that have images you can print to help with explanations. Do not assume that the general public knows where Venus is, or how large the planet is, its distance from the Sun, etc. Explain the basics and make the following points:
- Teach the public to NEVER look at the Sun with unprotected eyes!
- Venus is the brilliant planet, inaccurately called the “morning star” and “evening star,” brighter than any star (besides the Sun) or other planet in the night sky.
- Venus is closer to the Sun than the Earth. Because of this, we see it in phases.
- Explain simply what inferior conjunction is, when Venus is between the Earth and Sun. Use styrofoam balls of different sizes to demonstrate.
- Explain that the orbital plane of Venus is tilted 3.5 degrees from the Earth’s.
- The transits of Venus occur rarely, when Venus is at inferior conjunction AND is crossing the Earth’s orbital plane. Point out that the next one will be in 2117.
- Ask kids, “What will the Earth be like in 100 years, at the next transit of Venus?” They love to think about the future and use their imaginations.
- Explain what sunspots are. Suggest that kids and adults viewing the transit compare the disk of Venus with visible sunspots (through a telescope with solar filter, of course). Ask them: are the two different? (Venus will be a sharp disk. Sunspots have diffuse and irregular edges. Ask kids, what could these differences tell us?)
- Most of all, whether you’re parked in the Nevada desert somewhere or participating in a public event, have fun!
Some Other June Events:
The Summer Solstice for the northern hemisphere occurs on Wednesday, June 20, at 4:08PM, Tucson time. This is the Winter Solstice for the southern hemisphere.
Useful Transit of Venus Web Sites
- This web site has useful printable graphics that explain the transit, including the inferior conjunction of Venus, its phases, and the angle between Earth’s and Venus’s orbital planes:
http://astrobob.areavoices.com/2010/10/28/allow-me-to-introduce-you-to-venus-dark-side/
- Discussion of black drop effect:
http://www.transitofvenus.nl/blackdrop.html
- Discussion of aureole effect:
http://transitofvenus.nl/wp/observing/aureole/
- Where to be, when, and how to safely see the transit. Even has a smart phone application!
http://ww.transitofvenus.org
- Chart of the transit, showing where it is visible on the Earth’s surface, and approximately when.
http://eclipse.gsfc.nasa.gov/OH/tran/TOV2012–Fig01.pdf
- Look up (calculate) when these four points will be reached at your location.
http://transitofvenus.nl/wp/where-when/local-transit-times/
Venus....the goddess of love and beauty
A place where if you stood on the surface the air would be nearly as thick as water, 900C temperatures and if that weren't bad enough, it then rains sulfuric acid. This is the place named after the Roman goddess of love and beauty! The current evening apparition is beginning to wind down and this planet will quickly be leaving our evening skies and reappearing in the morning sky, but not before putting on a once in a lifetime show.
If this gets out quick enough for you to catch Venus in the evening twilight sky, try imaging the dark side of Venus. When the phase is a slender crescent you can actually image the unilluminated portion. Frank Melillo of the Association of Lunar and Planetary Observers has imaged this phenomena in 2009 and 2012. This is NOT the Ashen Light which is a visible light phenomenon, but an infrared manifestation.
First, to find out more about the Ashen Light I recommend these articles:
http://www.universetoday.com/94848/the-mystery-of-venus-ashen-light-2/
and
http://www-ssc.igpp.ucla.edu/personnel/russell/papers/ashen/
To observe the aforementioned phenomenon takes some special filters (Infrared, about 1 micron) and you have to overexpose the planet to get the dim glow. This is Frank's 2009 effort:
http://alpo-j.asahikawa-med.ac.jp/kk09/v090304z.htm
In a recent email he describes the process as follows:
Venus' crescent is thin enough to capture the night side of Venus.
http://www.alpo.arksky.org/alpoimg/Ven174338EC.jpg
"The image was taken May 12, 2012 at 0:40 UT (about 40 minutes after sunset when the sky was decently dark). I have stacked 15 images at 3-second exposures each. The image was taken through the ten-inch MEADE prime focus f/10 and a 1-micron (1000nm) filter. I boost up the contrast, strong unsharp masking and 'clarify' file to adjust the light around Venus and you can see an outline of the dark limb. At this resolution, the details on the night side are too difficult to make out. It was at 17% illumination but I am hoping for a better image as Venus' crescent is getting thinner."
If you miss this current evening sky apparition, catch Venus at its heliacal rising in the morning sky after conjunction and be the first ever to record this in the morning sky.
Oh yes, about that "conjunction", on June 5th you have one more chance for what is now a truly a once in a lifetime event. If you missed the one in Europe in 2004, this time it's in our own back yard. This kind of transit is rare. They happen in a sequence that recurs every 243 years where pairs of transits happen 8 years apart and these pairs of transits happen again in 121.5 and 105.5 years. So it is possible to see two if you are willing to travel but also easy to miss them altogether!
The best information for transit path and times can be found on NASA's Venus Transit webpage, managed by Fred Espenak, at:
http://eclipse.gsfc.nasa.gov/OH/transit12.html
As a little side interest, in 1883 the composer John Philip Sousa was commissioned to write a march commemorating the 1882 transit of Venus. For a long time there was a popular myth that there were no surviving copies of the music but in 2003, just in time for the 2004 transit, copies surfaced and now you can listen to it at:
http://lcweb2.loc.gov/natlib/ihas/service/transit/200002625/0001.mp3
and an excellent piano version at the Wikipedia page:
http://en.wikipedia.org/wiki/Transit_of_Venus_March
or you can see it performed by the Penn High School Orchestra:
http://www.youtube.com/watch?v=-rNQFUt49Q
There is also a play called Transit of Venus which was "transformed" into an opera that you can read about at:
http://www.manitobaopera.mb.ca/operas/transitofvenus.html
So now you have something you can listen to as you observe this most unusual of conjunctions!
As always, if you have some feedback (other than rude comments about my droll humor), a topic you'd like explored or have some interesting URLs you've turned up, please feel free to drop me a line at: rhill[at]lpl.arizona.edu.
TAAA Loaner Telescope Program
Don't own a telescope?
Our Telescope Loaner Program is your answer!
Meade 10" LX200 GPS (training required)
Meade 10" f/4.5 on equatorial mount
Coulter Odyssey8 8" f/4.5 Dobson
Meade 90mm ETX
Unitron 62mm f/14.5 on equatorial mount
Sears 60mm f/15 on equatorial mount
Members only.
Details available from the Equipment Loan Coordinator or any club officer.
Night Sky Network Outreach Toolkits
We received the newest Night Sky Network Toolkit, called Our Magnetic Sun, just in time for the solar eclipse last month. It was used at Pueblo Gardens K–8 School. This toolkit includes powerful magnets which the kids found fun to play with as they learned how solar magnetic storms affect the Earth, our communications, and our power grids. This toolkit will be at the June 1st meeting to give TAAA members a chance to try out the projects. Then, it will be at the UA Mall Venus Transit event on June 5th where we hope a few TAAA members will help the public understand the sun as a dynamic star.
Each Night Sky Network Toolkit was developed by the Astronomical Society of the Pacific for use at astronomy outreach events to augment telescope viewing. Each themed toolkit contains several projects and nearly all the materials needed for any particular project. Using the Our Magnetic Sun Toolkit, you’ll be able to explain the sun’s magnetic field, sun safety (both observing and sunbathing), and how the sun is the ultimate energy source for nearly all processes on Earth. There’s a total of 5 projects, one PowerPoint presentation with a script, and 9 pages of background information for the presenter’s use.
The Starry Messenger SIG wants to train more TAAA members in the use of our toolkits. This will help us meet the demand for having these toolkits at star parties. A toolkit will be brought to the monthly TAAA Meeting where members can see the materials and perform the demonstrations. One-on-one training is also available. Toolkits can be checked out for a month at a time and brought to star parties. Star parties doomed by bad weather have been saved by toolkits. Toolkits can also be used at scout meeting or even a family birthday party. Contact Terri Lappin who coordinates the Night Sky Network toolkit program to check out a toolkit.
Outreach Toolkits Available for Borrowing
| Toolkit Name | Description |
|--------------------------------------------------|-----------------------------------------------------------------------------|
| **Our Magnetic Sun:** | sun model, solar magnetic storms and their impact on Earth, sun protection |
| **Life in the Universe—Are We Alone?:** | origin of and search for life |
| **Space Rocks – Asteroids, Comets, and Meteorites:** | meteorite samples, asteroid detection |
| **Exploring the Solar System:** | scale model of solar system |
| **Our Galaxy, Our Universe:** | scale model of the Milky Way galaxy and the Universe |
| **Shadows and Silhouettes:** | lunar phases, eclipses, and transits |
| **Black Hole Survival Kit:** | gravity concepts |
| **Supernova!:** | life cycle of massive stars, earth’s protective atmosphere |
| **Mirrors and Glass:** | how telescopes work |
| **Telescopes – Eyes on the Universe:** | basic principles of optics, the human eye, and observing |
| **PlanetQuest:** | demonstrate planet detection techniques |
Dark Skies for June 2012
Data provided by Erich Karkoschka
| Day/Weekday | Date | Dark Time |
|-------------|------|-----------|
| Th/Fr | 31/1 | 2:47 - 3:40 |
| Fr/Sa | 1/2 | 3:34 - 3:39 |
| Sa/Su | 2/3 | - |
| Su/Mo | 3/4 | - |
| Mo/Tu | 4/5 | LUNAR ECLIPSE |
| Tu/We | 5/6 | VENUS TRANSIT |
| We/Th | 6/7 | 21:08 - 21:48 |
| Th/Fr | 7/8 | 21:09 - 22:31 |
| Fr/Sa | 8/9 | 21:10 - 23:09 |
| Sa/Su | 9/10 | 21:10 - 23:43 |
| Su/Mo | 10/11 | 21:11 - 0:15 |
| Mo/Tu | 11/12 | 21:11 - 0:46 |
| Tu/We | 12/13 | 21:12 - 1:18 |
| We/Th | 13/14 | 21:12 - 1:51 |
| Th/Fr | 14/15 | 21:13 - 2:26 |
| Fr/Sa | 15/16 | 21:13 - 3:04 |
| Sa/Su | 16/17 | 21:13 - 3:37 |
| Su/Mo | 17/18 | 21:14 - 3:37 |
| Mo/Tu | 18/19 | 21:14 - 3:37 |
| Tu/We | 19/20 | 21:14 - 3:37 |
| We/Th | 20/21 | 21:14 - 3:37 |
| Th/Fr | 21/22 | 21:15 - 3:38 |
| Fr/Sa | 22/23 | 21:45 - 3:38 |
| Sa/Su | 23/24 | 22:20 - 3:38 |
| Su/Mo | 24/25 | 22:54 - 3:38 |
| Mo/Tu | 25/26 | 23:29 - 3:39 |
| Tu/We | 26/27 | 0:04 - 3:39 |
| We/Th | 27/28 | 0:43 - 3:40 |
| Th/Fr | 28/29 | 1:26 - 3:40 |
| Fr/Sa | 29/30 | 2:14 - 3:41 |
| Sa/Su | 30/1 | 3:09 - 3:41 |
Chris Lancaster's Constellation of the Month
Ursa Major—The Great Bear
Just about everyone is familiar with this constellation from the asterism of bright stars that outline the famous dipper shape. Show someone the night sky for the first time and usually he will ask, "Where's the Big Dipper?" Van Gogh has painted it, Shakespeare and Tennyson have mentioned it in their literature, and, it should be safe to say, every civilization has taken note of it throughout history and prehistory. But the Big Dipper is only part of the complete constellation called Ursa Major. The most popular form which these stars have assumed in the eyes of observers is a bear. The Greeks called it Arktos, the origin of our word "arctic"—an appropriate derivation for a constellation that circles over the extreme northern latitudes. Greek legends explain that Callisto, who was a maiden that caught Zeus's eye, was turned into a bear by Zeus's jealous wife, Hera. Zeus gave the bear an honorary spot in the sky, but Hera had the last word by moving it near the pole so the bear would never enjoy rest, but endlessly circle the celestial pole.
Ursa Major is rich in objects to view. You can start with your naked eye by looking at the 2.3 magnitude star in the handle of the Big Dipper where the handle bends (this is Zeta Ursae Majoris, also called Mizar). Those with sharp eyes can spot, even without optical aid, a companion to Mizar of magnitude 4 about 12 arc minutes away called Alcor. Through a telescope Mizar becomes a double itself with a 4th magnitude companion 14" away. Not only was this the first double star to be discovered (in 1650), but it was also the first double to be photographed (1857). There is little or no color contrast between these stars. They all appear a pure white. Squeezing this trio of stars in your eyepiece makes for a truly striking sight. Another naked eye sight is found in three pairs of stars which, to the Arabs, represented the footprints of a leaping gazelle. As part of the bear, the stars form the toes of two of his hind feet and one front foot. Nu and Xi form the first leap, Mu and Lambda the second leap, and Iota and Kappa the third.
Ursa Major lies far from the galactic equator, which means that it is packed with galaxies. A pair of outstanding ones, M81 and M82, are in the northern part of the constellation centered near RA 9h 56m Dec +69d 28'. Upon first sight this duo becomes a favorite of many observer. They are separated by only 37 arc minutes so both can be seen in a low power field. They have quite distinct personalities. M82 glows at magnitude 9.2 with a size of 11.3'x 4.3'. Small telescopes will show a thin oval with perhaps a hint of dusty mottling toward the center. Large instruments will capture the inner calamities of this tortured galaxy. Whatever is happening in M82, it is a source of loud radio noise as well as the cause of a tremendous explosion of material rushing out from its nucleus resulting in streamers and filaments similar to the those which contribute to the appearance of M1, the supernova remnant in Taurus. M81, on the other hand, is a handsome spiral of magnitude 7.9. It is much larger than M82, covering 26'x 14'. Most will see a uniform oval since only very large scopes will be capable of bringing out its spiral arms. An easy way to find this pair is to start at Gamma Ursae Majoris (the lower left star of the Dipper's bowl), move diagonally across the bowl to Alpha, and then double that distance in a straight line to arrive at your target.
While we are in the neighborhood, you may want to move 46 arc minutes east to galaxy NGC3077, a decently bright galaxy (mag. 10.8) 5.3'x 4.4' in size. Being a dwarf elliptical, this galaxy shows a fat oval structure that is quite bright in the center, and then fades out to its boundaries.
Another pair of objects can be seen along the bottom surface of the Dipper's bowl. One and a half degrees ESE of Beta Ursae Majoris is M108. This galaxy is very similar to M82 from the fact that it is oriented edge-on, measures 8.3'x 2.5, and has a dispersal of dusty lanes across its entire disk. M108 shines brightly at 10.1 and is located at RA 11h 11.5m Dec +55d 40'. Move only 48 arc minutes virtually in the same direction and you will see M97. A dark sky and at least a medium sized telescope will reveal why this planetary nebula is given the popular name of the Owl Nebula. You will see two dark circles forming the eyes of the bird within the round face of the nebula with the 12th magnitude central star exactly in the middle. Unfortunately, the Owl glows at only magnitude 11.5 from a disk 3 arc minutes in diameter, so it can be elusive depending on seeing conditions.
Move toward Gamma Ursae Majoris to find another easy galaxy--number 109 in Messier's catalog (RA 11h 57.6m Dec +53d 23'). It is 38 arc minutes from the magnitude 2.4 star marking the lower left corner of the Dipper. This is a bright magnitude 9.8 barred spiral galaxy covering 7.6'x 4.9', so it is an easy target in any telescope. But 8 to 10 inches is necessary to attempt seeing details of the bar and spiral arms.
Forming a slightly flattened equilateral triangle with Zeta and Eta Ursae Majoris is the huge galaxy M101. It spans nearly half a degree across its face. Even though this galaxy shines strongly at magnitude 7.7, it has such a low surface brightness that little detail can be observed. I've spotted it in a telescope as small as 60mm, but I had to look twice to make sure it was there. Larger scopes, of course, make it an easier target, but most views will still only show a soft glow with a slightly brighter middle. M101 sits at RA 14h 3.2m Dec +54d 21'.
(Continued on page 12)
Several other bright galaxies populate Ursa Major, as well as many dozen additional faint ones. Here’s a partial list of some of the remaining brighter ones:
| NGC # | RA/Dec | Mag. | Size |
|--------|-----------------|------|----------|
| 2681 | 8h 53.5m/+51d 19' | 10.9 | 3.6'x 3.4' |
| 2841 | 9h 22m/+50d 59' | 10.1 | 8.1'x 3.5' |
| 2768 | 9h 11.5m/+60d 2' | 10.8 | 8.1'x 4.33' |
| 3198 | 10h 19.8m/+45d 33' | 10.8 | 8.6'x 3.3' |
| 3184 | 10h 18.3m/+41d 25.5' | 10.4 | 7.4'x 7.0 |
| 4605 | 12h 40m/+61d 36.5' | 10.9 | 5.7'x 2.1 |
Let’s end with an interesting double star, Xi Ursae. The two stars average 26 AU of actual separation, but they are close enough to Earth that even small telescopes can split them. Currently, they are separated by 1.8" which will increase to its maximum of 3.1" by the year 2035. The total period is only 60 years, which helped M. Savary in 1828 to be the first to compute the orbit of a binary star. Due to its relatively fast orbit, it is possible to see a distinct change in PA in a short time. It is now in a prime spot so that during the next thirteen years you will be able to see their PA turn by about 90 degrees.
So many more binary stars, variable stars, and galaxies that cannot be covered in a short article await you in Ursa Major. The only limitations are time and aperture.
---
**Christian Weis’ Planetary Nebulae of the Month**
**NGC 6058 and DdDm 1**
Planetary nebulae (PN) are fascinating objects that come in numerous forms of appearances. Besides the well known grand four Messiers (M27, M57, M76 and M97), there are hundreds more to explore. This article suggests two PNs, a pretty bright and easy-to-observe one and a harder one for the more ambitious observer who is equipped with a bigger scope.
When you hear “Hercules”, you will probably think of M13, the great globular cluster, and maybe also remember that M92, another nice globular, is also located in that constellation. But there is more to observe.
**NGC 6058**
NGC 6058 is a rather small PN in the western part of Hercules. It was discovered by William Herschel in 1787. With a brightness of 13m it can be seen in telescopes as small as 5", depending on sky conditions. I observed NGC 6058 in February 2011 with an 18" Dobsonian having superb conditions in the Austrian Alps. My notes read: Small disk, central star easy, no structures but somehow mottled, UHC and [OIII]-filters improve the sight sparsely; fst 7m2 (UMa), 452x
**DdDm 1**
DdDm1 (Dolidze–Dzhimshelejshvili 1) is an unknown PN that was discovered in the 1960s. Located at a distance of 33,000 lightyears, it is one of the few PN in the galactic halo. Since the preceding star was a population II star, the PN lacks of heavy elements (data by the German observer Uwe Glahn). DdDm 1 is relatively bright but one will need a good finder chart to locate it. Do not expect to see any extent – you will need a filter to unequivovally identify this PN. Having very good sky conditions and using an 18" Dobsonian I noted in April 2011: Stellar, bright, easily visible at 94x, needs filter for identification, fst 7m0 (UMa), 283x
---
**The Visible Planets this Month**
Data provided by Erich Karkoschka
| Weekend Sa/Su | Sun Set | Sun Rise | Mercury Set | Mercury Vi | Venus Set | Venus Vi | Mars Set | Mars Vi | Jupiter Rise | Jupiter Vi | Saturn Set | Saturn Vi | Visibility (Vi) | Code |
|---------------|---------|----------|-------------|------------|-----------|----------|----------|---------|--------------|-------------|------------|-----------|-----------------|------------|
| 2/3 | 19:24 | 5:15 | 20:05 | 8 | 19:45 | 9 | 1:02 | 1 | 4:24 | 5 | 2:49 | 1 | -3 | brilliant |
| 9/10 | 19:28 | 5:15 | 20:42 | 4 | Rise | 8 | 0:42 | 1 | 4:02 | 3 | 2:21 | 1 | 0 | conspicuous|
| 16/17 | 19:30 | 5:15 | 21:04 | 3 | 4:14 | 2 | 0:22 | 1 | 3:40 | 1 | 1:53 | 1 | 3 | moderate |
| 22/24 | 19:32 | 5:17 | 21:12 | 3 | 3:44 | -1 | 0:03 | 1 | 3:18 | 0 | 1:25 | 1 | 6 | naked eye limit |
| 30/1 | 19:32 | 5:19 | 21:08 | 4 | 3:20 | -2 | 23:44 | 1 | 2:56 | -1 | 0:57 | 1 | 9 | binoculars limit |
TAAA Board of Directors Meeting—9 May 2012
Attending Board members present (5): Keith Schlottmann, Bill Lofquist, John Croft, Al Anzaldua, Vern Dunlap.
Members present (5): Tim Van Devender, Bob Gilroy, Chuck Hendricks, Paul Anderson, Terri Lappin.
Call to Order: The Vice-President called the meeting to order at 6:32 pm.
Minutes: The Board unanimously approved the minutes from the Consent Agenda.
Treasurer’s Reports: John Croft reported that $28,881 is in the bank, and that $16,766 of it is non-restricted. Disbursements were $728.39, and the RV fund has $4552.
SIG Status Reports
Starry Messengers SIG (SMSIG) Report: Terri Lappin reported that SMSIG will begin meeting every-other-month. Terri will begin bringing tool kits to TAAA general meetings instead of scheduling workshops with them.
Astronomy Fundamentals SIG (AFSIG) Report: Bob Gilroy reported the following: During AFSIG’s last astronomy fundamentals meeting the leadership received a range of suggestions on possible AFSIG activities. AFSIG will hold a new astronomy fundamentals class in the fall. AFSIG will hold a solar filter workshop in fall also, and Mike Turner has seven kits available for that workshop. AFSIG purchased a first aid kit for TIMPA. AFSIG members will upgrade the doors on the Gila Monster observatory at TIMPA. AFSIG’s recent star party for the Boy Scouts went well.
Space Exploration SIG (SESIG) Report: Al Anzaldua reported that SESIG will have a planning meeting on May 17 at 7:00 pm at Al Anzaldua’s home.
Star Party Coordinator Report: Bill Lofquist reported that we are still getting a good number of volunteers for our star parties.
Chiricahua Astronomy Complex: Bill Lofquist reported that Phase 2b of the electrical work is now being completed and grading for the RV spaces will soon begin.
Web Director/E-Services Report: Tim Van Devender gave a progress report of his work on the website.
Star Party Policies vis-à-vis Youths: Bill Lofquist, Bob Gilroy, Chuck Hendricks, Ben Bailey, and other TAAA members will be meeting soon with Pima Prevention Partnership Director Harry Kressler, teachers, and parents to discuss protocols for working with kids.
Upcoming Meetings: Terri Lappin reported that Al Anzaldua will give the Astronomy Essentials lecture and Carl Hergenrother the Invited Lecture at the next general TAAA meeting on June 1. Veronica Bray will give the Invited Lecture in August, but we still need an Invited Lecture speakers for July, October, and November, as well as Essentials speakers for November and December. TAAA members will do reports on the Venus Transit and Annular Eclipse for Astronomy Essentials in July, and Mary Turner will do the Astronomy Essentials lecture in August. In September TAAA will hold a “TAAA Meet Yourself” meeting, wherein members will be able to talk to various SIG and Board members in an informal setting.
New Board Elected: The following members were elected by the membership at the May 4 General Meeting to hold the following offices from June 1, 2012 until May 31, 2013:
Members-at-Large: Chuck Hendricks, Vern Dunlap, Bill Lofquist.
Secretary: Al Anzaldua
Treasurer: John Croft
Vice President: Robert Gilroy
President: Keith Schlottmann
Fundraising: Bill Lofquist suggested we fundraise by selling bricks engraved with the names of members, companies, and institutions. The Board members generally approved of the idea, and Bill agreed to provide more information about the steps involved, including the permitting and timing of such steps.
Other Matters: Bob Gilroy reported that on May 18 he will undergo an operation at Northwest Hospital.
John Croft volunteered to take in the money from members purchasing new name tags.
Respectfully submitted,
Al Anzaldua, TAAA Secretary
Next Board of Director’s Meeting
June 13 (Wed) 6:30 PM
Steward Observatory Conference, Room N305
Contact the president to have your topic added to the agenda. There may not be time for topics that are not on the agenda. The front doors at Steward Observatory will be locked. Be there by 6:30pm or call the cell phone number of someone you know is attending the meeting and they can let you in.
Membership in the TAAA
**Annual Fees**
- Individual membership .......................................................... $25.00
- Family (includes two adults plus minor children) .................. $30.00
- Youth under 18 years must join as a family upon parental or guardian acknowledgement of participation in TAAA events. Ask the Treasurer for the required form.
**Discounts (one qualified discount allowed, subtract from above rates)**
- Seniors (over 60 years) ......................................................... $2.00
- College Students, Teachers (K – 12) .................................... $8.00
- Youth under 18 yrs. (form required, contact the treasurer) ........ $13.00
**Options (add to above membership rates)**
- Astronomical League (AL) fee .............................................. $7.50
- Sky & Telescope Magazine 1 year (12 issues, group rate) .......... $32.95
- Astronomy Magazine 1 year (12 issues, group rate) ................ $34.00
- ........................................................................................................... 2 years (24 issues, group rate) ........................................ $60.00
- Postage for New Member Pack ............................................. $4.95
**Donations** are accepted for the following funds: SA–IDA/Light Pollution, TIMPA, Education, Chiricahua Astronomy Complex, and General/Undesignated.
**Renewal Information**
You’ll get an email reminder when it’s time to renew.
TAAA members may join the Astronomical League (AL) at the time they join or renew.
Discounted Sky & Telescope or Astronomy magazine subscriptions are available to members and can be started or renewed at any time. Allow 3 months for processing. New subscriptions must be sent through the TAAA treasurer. Renewals can be paid online through magazine websites. To change an individual subscription to the group rate, pay the group rate to the TAAA treasurer. Include your magazine renewal notice. Include a note about what you’re paying for. Credit cards are not accepted. Write one check or money order for dues plus any options or donations. Make it payable to TAAA and send to: Tucson Amateur Astronomy Association; PO BOX 41254; Tucson, AZ 85717
**Mailing Address or Email Changes**
Mail changes to address above, email them to the treasurer, or make them yourself online through Night Sky Network login account at http://nightsky.jpl.nasa.gov/login.cfm.
**TAAA Mission Statement**
The mission of the Tucson Amateur Astronomy Association is to provide opportunities for members and the public to share the joy and excitement of astronomy through observing, education and fun.
**Desert Skies Publishing Guidelines**
Send submissions to taaa-newsletter[at]tucsonastronomy.org by the newsletter deadline. Materials received after that date will appear in the next issue. The editor retains all submissions unless prior arrangements are made. Submissions should be Word compatible files sent by e-mail or on recordable media. All copyrights retained by Tucson Amateur Astronomy Association or specific author. No reproduction without permission, all rights reserved. We will not publish slanderous or libelous material!
---
**How to Contact Us**
| Office/Position | Name | Phone | E-mail Address |
|-----------------------------------------------------|--------------------|----------------|--------------------------------|
| President (elected board member) | Keith Schlotzman | 520–250–1560 | president[at]tucsonastronomy.org |
| Vice President(elected board member) | Bob Gilroy | 520–743–0021 | vice–president[at]tucsonastronomy.org |
| Secretary (elected board member) | Al Anzaldua | 520–409–5797 | secretary[at]tucsonastronomy.org |
| Treasurer (elected board member) | John Croft | 520–260–4687 | treasurer[at]tucsonastronomy.org |
| Member–at–Large (elected board member) | Vern Dunlap | 520–326–1964 | mail1[at]tucsonastronomy.org |
| Member–at–Large (elected board member) | Bill Lofquist | 520–297–6653 | mal2[at]tucsonastronomy.org |
| Member–at–Large (elected board member) | Chuck Hendricks | 520–247–3815 | mal3[at]tucsonastronomy.org |
| Chief Observer | Dr. Mary Turner | 520–743–3437 | chief–observer[at]tucsonastronomy.org |
| AL Correspondent (ALCOR) | Paul Anderson | 520–625–5035 | alcor[at]tucsonastronomy.org |
| Community Event Scheduler | Bill Lofquist | 520–297–6653 | school–star–party[at]tucsonastronomy.org |
| Volunteer Coordinator | Bill Lofquist | 520–297–6653 | school–sp–volunteers[at]tucsonastronomy.org |
| TIMPA Gate Card Controller | John Kalas | 520–620–6502 | timpa[at]tucsonastronomy.org |
| Chiricahua Astronomy Complex Director | John Kalas | 520–620–6502 | cac–director[at]tucsonastronomy.org |
| Newsletter Editor | Terri Lappin | 520–977–1290 | taaa–newsletter[at]tucsonastronomy.org |
| Web Director | Tim VanDevender | 520–495–0694 | webmaster[at]tucsonastronomy.org |
| Publicist | Liz Kalas | 520–620–6502 | publicist[at]tucsonastronomy.org |
| Astro–Imaging Special Interest Group (SIG) | Larry Phillips | 520–777–8027 | astro–photo[at]tucsonastronomy.org |
| Astronomy Fundamentals SIG | Ben Bailey | 520–903–7925 | fundamentals[at]tucsonastronomy.org |
| Family Astronomy Program | Jim Miller | 520–977–1290 | family[at]tucsonastronomy.org |
| Starry Messenger SIG | Terri Lappin | 520–977–1290 | smsig[at]tucsonastronomy.org |
| Space Exploration SIG | Al Anzaldua | 520–409–5797 | sesig[at]tucsonastronomy.org |
| Club Apparel Sales | Mae Smith | 520–850–7137 | taaa–sales[at]tucsonastronomy.org |
| Equipment Loan Coordinator | Al Dohner | 520–297–7118 | elc[at]tucsonastronomy.org |
| Librarians | Hunter Bailey | | librarian[at]tucsonastronomy.org |
| Grand Canyon Star Party Coordinator | Irene Kitzman | 520–546–2961 | gcsp[at]tucsonastronomy.org |
| General Information | Jim O’Connor | 520–546–2961 | gcsp[at]tucsonastronomy.org |
| | Keith Schlotzman | 520–250–1560 | taaa–info[at]tucsonastronomy.org |
Thank Goodness for Magnetism
By Dr Tony Phillips
Only 93 million miles from Earth, a certain G-type star is beginning to act up.
Every 11 years or so, the solar cycle brings a period of high solar activity. Giant islands of magnetism—"sunspots"—break through the stellar surface in increasing numbers. Sometimes they erupt like a billion atomic bombs going off at once, producing intense flares of X-rays and UV radiation, and hurling massive clouds of plasma toward Earth.
This is happening right now. Only a few years ago the Sun was in a state of deep quiet, but as 2012 unfolds, the pendulum is swinging. Strong flares are becoming commonplace as sunspots once again pepper the solar disk. Fortunately, Earth is defended from solar storms by a strong, global magnetic field.
In March 2012, those defenses were tested.
At the very beginning of the month, a remarkable sunspot appeared on the Sun’s eastern limb. ARI429, as experts called it, was an angry-looking region almost as wide as the planet Jupiter. Almost as soon as it appeared, it began to erupt. During the period March 2nd to 15th, it rotated across the solar disk and fired off more than 50 flares. Three of those eruptions were X-class flares, the most powerful kind.
As the eruptions continued almost non-stop, Earth’s magnetic field was buffeted by coronal mass ejections or "CMEs." One of those clouds hit Earth’s magnetosphere so hard, our planet’s magnetic field was sharply compressed, leaving geosynchronous satellites on the outside looking in. For a while, the spacecraft were directly exposed to solar wind plasma.
Charged particles propelled by the blasts swirled around Earth, producing the strongest radiation storm in almost 10 years. When those particles rained down on the upper atmosphere, they dumped enough energy in three days alone (March 7–10) to power every residence in New York City for two years. Bright auroras circled both poles, and Northern Lights spilled across the Canadian border into the lower 48 states. Luminous sheets of red and green were sighted as far south as Nebraska.
When all was said and done, the defenses held—no harm done.
This wasn’t the strongest solar storm in recorded history—not by a long shot. That distinction goes to the Carrington Event of September 1859 when geomagnetic activity set telegraph offices on fire and sparked auroras over Mexico, Florida, and Tahiti. Even with that in mind, however, March 2012 was remarkable.
It makes you wonder, what if? What if Earth didn’t have a magnetic field to fend off CMEs and deflect the most energetic particles from the Sun.
The answer might lie on Mars. The red planet has no global magnetic field and as a result its atmosphere has been stripped away over time by CMEs and other gusts of solar wind. At least that’s what many researchers believe. Today, Mars is a desiccated and apparently lifeless wasteland.
Only 93 million miles from Earth, a G-type star is acting up. Thank goodness for magnetism.
With your inner and outer children, read, watch, and listen in to “Super Star Meets the Plucky Planet,” a rhyming and animated conversation between the Sun and Earth, at http://spaceplace.nasa.gov/story-superstar.
Where is M13? — A Three Dimensional Galactic Atlas!
It adds a new dimension to your observing
Contributed by Ralph Jensen
We all have our favorite deep sky objects that we’ve looked at hundreds and hundreds of times. We know where to find them in the night sky, but most of us have little idea where they lie in the three-dimensional space around our Galaxy. Isn’t that just a bit strange?
Where is M13? is a unique application that helps you visualize the locations and physical properties of deep sky objects in and around our Galaxy.
Using paired face-on and edge-on views, the Galaxy View shows you where that cluster or nebula is actually located relative to the center and plane of the Galaxy, providing a unique 3-D perspective.
Where is M13? may be downloaded from http://www.thinkastronomy.com/M13/index.html
Compatible with Windows XP, 2000 and NT, Mac OS X, Linux and other Unix platforms.
Join the TAAA Forum
General astronomy discussions
~75 messages/month posted by TAAA members
Hosted by Yahoo Groups
Go to http://tinyurl.com/hwoau
Click on “Join this Group”
International Dark-Sky Association
Southern Arizona Section
Meets the 2nd Wednesday 5:30 – 7 PM
3225 N First Ave
www.sa–ida.org
To preserve and protect the nighttime environment and our heritage of dark skies through quality outdoor lighting.
Table of Contents
Events & Programs
Board of Directors Meeting (Date) ........................................... 13
Community & Education Events ............................................ 7
Future Dates ............................................................................. 3
Meeting Information ................................................................. 2
Month in Brief ........................................................................... 3
Night Sky Network Toolkits ...................................................... 10
Special Interest Group Reports/Events ................................. 4, 5
Star Parties for Members ......................................................... 6
Telescope Loaner Program ....................................................... 9
Upcoming Lectures .................................................................. 3
Venus Transit Coverage ............................................................ 7–9
Observing
Chiricahua Astronomy Complex News ................................. 3
Constellation of the Month ....................................................... 11
Dark Skies ............................................................................... 10
Planetary Nebulae of the Month ............................................. 12
Planets this Month .................................................................. 12
Solar Observing ....................................................................... 4
Website Trips on the Internet Super Skyway ....................... 9
Miscellaneous
Address Changes ....................................................................... 15
Board of Directors Meeting (Minutes) .................................... 13
Classifieds ................................................................................ 14
Contact Us ................................................................................ 15
Desert Dwellers ....................................................................... 14
Desert Skies Deadline ............................................................... 3
Membership Information ......................................................... 15
Mission Statement ................................................................... 15
Editor’s Message ..................................................................... 2
Publishing Guidelines ............................................................... 15
Russians to Visit Tucson .......................................................... 4
Social Networking (TAAA Forum & Facebook) ................. 5, 17
Sponsors .................................................................................. 13
Where is M13? Software .......................................................... 17
Youth Page ................................................................................ 16
Affiliated Programs
ASP Communicating Science Conference .......................... 4
Flandrau Telescope Volunteer Opportunity ....................... 14
Southern AZ Section—IDA ..................................................... 17
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EVERYBODY CAN DO SOMETHING!
Everyone can do their part to prevent the spread of COVID-19
Stay home if you are sick
Wash your hands frequently with soap and water
Frequently clean surfaces like doorknobs.
Use physical distancing and stay 6 feet away from other people
Wear a mask in public
Avoid gatherings of groups of people
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The Umjindi Resource Centre in Barberton is a unique “digital village” that is widely used by the community at large, and is particularly helpful for entrepreneurs and small businesses in the difficult start-up phase.
Conceptualised by paper and pulp company Sappi in response to significant levels of unemployment in the area, the centre is a section 21 company funded mainly by Sappi and the Umjindi Municipality.
The centre opened in 2005 and its purpose is to empower locals by bridging the digital divide in this rural community. It is the only project of its kind in the world.
Researchers from the University of Johannesburg described the centre as “a vibrant learning hub that positively affects the very social fabric of the community by generating linking and bridging capital for marginalised members, providing them entry into the virtual world of knowledge”.
The centre’s manager, Asanda Godfrey, points out the sponsors insist that it maintains its self-imposed status as a true community project – “for the people, by the people”.
“For this reason, membership fees are kept as low as possible and access is free to people who are registered on the municipality’s indigent roll,” she says.
The centre has more than 4 200 permanent members and also serves walk-in customers. Its services include:
- Thirty-six computers with fast broadband Internet access, and access to Microsoft Office programmes.
- A well-equipped research and reference library.
- Computer-based reading development programme that improves literacy.
- Digital encyclopaedias.
- Basic computer literacy training.
- Assistance with school projects, curriculum work and research.
The centre is managed by five permanent employees, a dedicated group of volunteers, an executive committee and a board of directors. All come from the local community to ensure the centre remains relevant to the needs of the people it serves.
Godfrey says being able to contribute in a meaningful way to the development of locals, especially children and young people, is rewarding. “Assisting learners and knowing that they will get better marks at school because it puts a smile on my face every day,” she says.
The volunteer programme is a stepping stone for unemployed youths who undergo a skills development programme and learn work ethics. Many local businesses recruit new employees from this volunteer group.
“Contributing to the community, volunteering, and sharing in their joy when the hard work pays off and they get a job, is simply not an experience you get in many other careers,” Godfrey adds.
Aspiring entrepreneurs can use the centre as their office. This means they can dedicate precious start-up capital towards running the business rather than establishing an office.
Unemployed locals use the centre to prepare professional CVs and apply for positions online. Older people use the centre to keep in contact with family living abroad.
“I simply don’t know what the area would do without this centre,” Godfrey says. “If it was up to me, I would like the centre to open a resource centre in every little town – we definitely need more centres like this one.”
It is a sentiment shared by the Making the Difference judges, who singled out the centre for its skills development project. “In addition to being a valuable resource for the community, the centre is itself a valuable enterprise itself. We need more of these centres,” the judges said.
Umjindi Resource Centre: 013 712 6535 or email@example.com
Clockwise, from top left: Learners can access digital self-development at the centre; the centre’s manager, Asanda Godfrey, receives the Making the Difference award from Gamma representative Mariza Pillay; there are 36 computers at the centre with broadband Internet access.
Children robbed of their families by the HIV/Aids pandemic often also have to deal with the stigma associated with the disease. Without peer counselling, they can become despondent and anti-social.
The Desmond Tutu Centre for Leadership (C4L), a faith-based non-profit organisation in White River, uses peer counselling to create an environment in which young people can discuss and confront difficult life issues.
Established 10 years ago as a leadership training facility for pastors and in the NGO field, the centre soon branched into training teachers working with orphans and vulnerable children.
Kids clubs were established at schools in local areas with a high HIV/Aids infection rate. Teachers, caregivers and youth leaders were trained as mentors and taught how to identify, counsel and assist orphans and vulnerable children.
Administration assistant Portia Dlamini says in December 2004 a C4L delegation made a reconnaissance trip to Masire Camp in Zimbabwe, where they worked as volunteers for several weeks.
“They came back raving and recommended to the C4L board that a camp be built on our campus to replicate Masire Camp in an adapted way,” she says. This was the genesis of Orchard Camp at C4L.
During the July and December school holidays, Orchard Camp hosts up to 50 needy children at a time. Most are orphans and vulnerable children, but some are “resiliently surviving”.
“When they return to their home, school and community, the are better able to cope,” says Dlamini. “This has to do with skills acquired, but also a change in attitude.”
They receive counselling from peers to help them move over their pain and are taught life-skills and problem-solving. They also receive training in income-generating “lurel skills”, such as cultivating food gardens, beadling and other crafts.
One of the tools at Orchard Camp is a training manual designed to motivate campers and encourage dialogue.
Camp counsellors are youth leaders who attend a four-day training course before the children arrive at Orchard Camp. Local and international volunteers also assist.
“In 2009 we adopted the theme ‘Youth taking charge’,” says Dlamini. “Most of the staff are youth, and a youth has been invited to join the C4L board. It is a centre basically run by youth for youth.”
“The strategy started with Orchard Camp and is now spreading across the whole of C4L.”
The centre invested R100 000 of its own resources to build Orchard Camp, and received donations of R200 000. Camps are mainly funded by the organisation from Canada called Reachout to Youth.
The deputy director of C4L, Ben-Christo van der Westhuizen, describes the psycho-social camps run at Orchard Camp as “amazing. They involve a lot of social activities, but also enable us to identify medical issues, psychological issues and abuse.”
Children are sometimes referred to the Greater Nelspruit Rape Intervention Project, child welfare or the department of social development.
“It is a demanding, emotionally driven and draining experience working with these kids, but also incredibly rewarding,” says Van der Westhuizen. “The impact has been tangible – for some kids, it’s a life-changer and a positive step.”
The Making the Difference judges were impressed that Orchard Camp and most of its programmes are run by youths, praising it as an “incubator for the leaders of tomorrow”.
Desmond Tutu Centre for Leadership:
013 730 1227 or firstname.lastname@example.org
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Kindergarten-Week at a Peek
Swinford and Rutherford
August 24th-28th, 2020
READING:
• Recognizing and writing letters Ff, Gg, Hh, Ii, Jj (These will be on the test)
• Writing students name
MATH
Recognizing numbers 6, 7, 8, 9, 10 (These will be on the test)
LANGUAGE
• Writing letters
• Rhyming
• Book features
High Frequency words:
These will be on the test!
1. the
2. two
3. blue
4. at
5. on
ANNOUNCEMENTS
• In the event of a school evacuation the reunification point is:
1. The Ashland High School gym
2. Ashland Fair Grounds
• Online parents the test for this week will be Wednesday, August 26th.
• Traditional students your test will be Friday, August, 28th
• Monday, September 7th-Labor day (No students)
Science: fall
Social Studies: rules at home
Health: Let’s Get Active
Homework
Monday:
Reading- letter Ff
Math-numbers 6 and 7
Tuesday:
Reading- Letters Gg and Hh
Math-numbers 8 and 9
Thursday:
Reading- letters Ii and Jj
Math-number 10
Vision Statement:
All students will be on or above grade level for global preparation in college and career readiness.
Mission Statement:
Reach, engage, articulate, maximize and motivate learning through data driven instruction with support from all stakeholders.
Star Reading
| Teacher | Reading score |
|---------|---------------|
| Swinford| N/A |
| Rutherford| N/A |
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3rd Grade-Week at a Peek
Campbell and Lindsey
August 17-21, 2020
MATH:
• Adding and subtracting within 1,000.
• Adding and Subtracting with 1,000 word problems.
READING:
A Fine Fine School
Story Elements (setting, characters, plot.)
LANGUAGE: Review
4 different types of sentences
Punctuation
Complete/incomplete sentences
Announcements
● Please make sure your child is in dress code.
● School begins at 7:45 am. Please make sure your child is on time in school or online.
● Instruction is from 7:45 to 3:15
● Reunification is First Ashland High School Gymnasium and second at the Benton CO. fair ground
Homework
If you want your child to succeed, you will make your child read.
Monday:
Math: Study multiplication facts. It can be located under classwork and multiplication at the bottom of the page.
LA: Study Spelling words
Tuesday:
Math: Study multiplication facts. It can be located under classwork and multiplication at the bottom of the page.
LA: Study Spelling words.
Wednesday:
Math: Study multiplication facts. It can be located under classwork and multiplication at the bottom of the page.
LA: Study Spelling words.
Thursday:
Math: Study multiplication facts. It can be located under classwork and multiplication at the bottom of the page.
LA: Study Spelling words.
Friday:
Math, Spelling, and L.A. Tests
Spelling Words
1. High 2. Every 3. Near 4. West 5. Dress 6. Best 7. Next 8. Else 9. Checked 10. Grand 11. Stand 12. Punish 13. Migrate 12. School 13. Setting 12. Plot 13. Reading 14. Computer 15. subtraction
Contact Information
School Phone: 224-8622
School Fax: 224-8613
Website: HYPERLINK "http://www.benton.k12.ms.us" www.benton.k12.ms.us
You may access Student Handbook, School Calendar, Teacher Webpages, and more from the Benton Schools website.
Star Data: August
Skelton/Campbell Homeroom
Math: Reading:
Goal:
Lindsey Homeroom:
Math: Reading:
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the end of the book. The illustrations are clear and complement the text nicely.
For those readers who thrive on evolutionary arguments, there is plenty in this book, except for evolutionary neuroscience. For instance, Linden covers considerable ground on mammalian brain evolution and insists that the design of the brain is ‘unintelligent’ but does not cite any recent evidence to support his thesis. On the other hand, he spends a considerable amount of text discussing sleeping and dreaming (chapter 7) but concludes by saying that there is not a definite argument regarding a brain mechanism to explain different dreaming patterns. In the chapter dealing with sexual selection Linden explains some of the best-known experiments regarding sexual selection and a possible genetic and neurological basis for homosexuality. He points out some of the flaws in the experimental work and concludes that sexual orientation might be the result of sociocultural and biological determinants (p. 183).
Finally, Linden concludes (once again) that brains are flawed in their design. He leaves the reader well aware that the brain is not the ‘computer-like’ machine we always imagined. We are also left with the sense that much more needs to be discovered about the functioning of the brain. After finishing the book, I wished the author had spent more time focusing on further arguments to support his central thesis about the imperfection of brain design and less time on poorly explained topics such as a connection between brain and religion. However, *The Accidental Mind* fulfills its mission of providing a provocative reading on many unanswered questions about our brain.
Do you want to grab your students’ attention with some startling facts? Add some interesting stories to your direct instruction? Are you looking for a way to integrate your biology content with other content areas in your high school? Or instruct the students on good science writing techniques? If your answer to any one of these questions is yes, then this book is for you.
This book is a collection of 28 essays written for such magazines as *Discover*, *Smithsonian*, *National Geographic*, and *The New York Times Magazine*. Some of the authors are writers: Michael D. Lemonick and Bonnie J. Rough; others are scientists: Lynn Margulis, Stephen W. Pacala, and Robert Socolow. One author is a middle and high school teacher, Emily Case. The topics vary from archeology and biology to the environment and space travel. Some of the selections are short and to the point, some belabor the idea being presented. However, all of them present a view of science content that is more personal – a story rather than a report.
Richard Preston, the editor, describes his selection as “pieces in which the author displays a hint of obsession, especially if it involves a topic that’s fresh, little known, or offbeat.” That certainly describes the first selection, *In Rome’s Basement* by Paul Bennett. This account of an archeologist’s work in the sewers of Rome has many interesting pieces of information. The “Great Drain” known as the Cloaca Maxima beneath the Roman Forum is amazing. I will be sharing this one with my Latin teacher friend.
The characteristic of an author with an obsession is clearly represented in *Cooking for Eggheads* by Patricia Gadsby and *In the Company of Bears* by Bill Sherwonit. Each of these pieces shows that what seems commonplace requires more patience to develop an understanding of a process in the case of the cooking article and a behavior in the bear article. I will be sharing the cooking article with my friends: one a cooking teacher, the other a chemistry teacher.
The environmental selections are powerful. *Plastic Ocean* by Susan Casey and *The Rape of Appalachia* by Michael Shnayerson will generate class discussion and a more critical evaluation of our current use of materials. *Plastic Ocean* gives the reader an idea of the size of the impact of plastics not only on the ocean but to humans as well. *The Rape of Appalachia* shows how politics, the need for energy, and human lives are intertwined.
In *The Flu Hunter*, Michael Rosenwald describes the work of Robert Webster, a world-renowned virologist, as he tracks down the pathway of the flu H5N1. In one paragraph, Rosenwald describes a stained-glass window in Webster’s house. This window is the portrait of how Webster thinks about the evolution of flu pandemics: “At the top of the glass, birds fly. Below them, a pig grazes. Man stands off to the left. Below all of them are circles that represent viruses and seem to be in motion. They are set in a backdrop of fever red.”
The final selection, *DNA is Not Destiny* by Ethan Watters, revisits the argument “nature or nurture.” His description of some of the research in epigenetics indicates that our environment plays a role in our own gene expression and can influence the gene expression for several generations to follow. This article can be used to introduce epigenetics, the impact of behaviors on biology, and how scientists learn about this new field. Although only 12 pages in length, there is a vast amount of “food for thought” for both the teacher and the students.
This review would be incomplete if I did not strongly recommend that you read the *Introduction* by Richard Preston. On page xvi, Preston describes the difference between the scientist writing and the writer writing about science. “A scientist uses the language of mathematics and the precision of technical language...to construct a formalized and communicable model of nature.” A writer of science “must grasp the methods of storytelling...using language-to get across to general readers the immense mystery of Other in nature.” Preston, on page xix, offers advice to aspiring writers. I will share these with my students who enjoy learning the science but do not want to do science. We need to encourage good writers who have a solid understanding of science to become the authors of selections that could appear in *The Best American Science and Nature Writings* in the future. We need a citizenry that appreciates the work of scientists.
Pat Waller
NABT President-2007
*National Association of Biology Teachers*
Reston, VA
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SATELLITES DATA & CLOUDS
Basics tools for clouds satellite observations
French team
Some easy tools and internet websites allow people worldwide to know more about clouds and to have access to satellite data and pictures.
The following links show some examples.
The French meteo website gives radar & visible animations. It shows clouds and rainfall from the space.
http://france.meteofrance.com
The allmetsat website gives pictures and animations of clouds over several parts of the world. The infrared pictures show clouds at night.
Example: the 3rd of March over France and Poland.
http://fr.allmetsat.com/images/europe.php
An interesting website that shows the different clouds types over Europe.
Example: the 03.03.2010 (2 pm).
http://www.dwd.de/bbw/appmanager/bbw/dwdwwwDesktop?_nfpb=true&_pageLabel=_dwdwww_wetter_warnungen_satellitenwetter&T26603873141161327140746gsbDocumentPath=Navigation%2FOeffentlichkeit%2FWetter__Warnungen%2FSatellitenbilder%2FBilder%2FStatWetter%2FsatWetterAkt__node.html__nnn%3Dtrue
Mi 03.03.10 14:00 Uhr
Rain
- barely to light
- light to medium
- medium to strong
- very strong
- causing black ice
Snow
- barely to light
- light to medium
- medium to strong
- Sleet
Lightning/Thunderstorms
- light
- medium
- strong
Other
- Clouds
- Mist
- Fog
The Google earth files
Some websites give satellites data in Kmz files, easy to play using Google earth.
Example: The last GOES-8 (American meteorology satellite) picture of Europe, showing clouds and rainfalls.
http://www.justmagic.com/_externsite/GE/GOES8_Europe.kmz
The Eumetsat realtime estimating rain rate (mm/hr).
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William McKinley served in Congress before he was elected the 25th President of the United States. On his way to his congressional office one morning, he boarded a streetcar and took the only remaining seat. Minutes later, a woman, who appeared to be ill, boarded the car. Unable to find a seat, she clutched an overhead strap next to one of McKinley’s colleagues. The colleague hid behind his newspaper and did not offer his seat to the woman. McKinley walked up the aisle, tapped the ill woman on the shoulder, offered his seat, and took her place in the aisle.
Years later, when McKinley became president of the United States, the same congressman was recommended for a post as ambassador to a foreign nation. McKinley refused to appoint the Congressman. The president feared that a man who did not have the courtesy to offer his seat to a sick woman in a crowded streetcar would lack the courtesy and sensitivity necessary to be an ambassador in a troubled nation. The disappointed congressman bemoaned his fate to many in Washington, but never did learn why McKinley chose someone else for the position.
Acts of kindness may lead you to prominence. Then, from that position of prominence, you can be kind to even more people! ■ (HB)
PRONOUNS
Pronouns are words used in place of nouns. Without pronouns, our language would be cumbersome. Read the following paragraph. Pronouns were eliminated in order to show how the repetition of the same nouns makes reading difficult.
William McKinley served in Congress before McKinley was elected the 25th President of the United States. On McKinley’s way to McKinley’s congressional office one morning, McKinley boarded a streetcar and took the only remaining seat. Minutes later, a woman who appeared to be ill boarded the car. Unable to find a seat, the woman clutched an overhead strap next to one of McKinley’s colleagues. The other colleague hid behind the colleague’s newspaper and did not offer the colleague’s seat to the woman. McKinley walked up the aisle, tapped the ill woman on the shoulder, offered McKinley’s seat to the woman and took the woman’s place in the aisle.
Below is the same paragraph with pronouns:
William McKinley served in Congress before he was elected the 25th President of the United States. On his way to his congressional office one morning, he boarded a streetcar and took the only remaining seat. Minutes later, a woman who appeared to be ill boarded the car. Unable to find a seat, she clutched an overhead strap next to one of McKinley’s colleagues. The colleague hid behind his newspaper and did not offer his seat to the woman. McKinley walked up the aisle, tapped the ill woman on the shoulder, offered his seat to the woman and took her place in the aisle.
The second paragraph reads more smoothly. Pronouns are wonderful writing tools! They help avoid cumbersome overuse of nouns.
ANTECEDENTS
An antecedent is the word or group of words to which a pronoun refers. A pronoun usually refers to a previous noun. Not all antecedents appear in the same sentence as the pronoun. A pronoun may refer to an antecedent mentioned in a previous sentence.
Example #1: William McKinley served in Congress before he was elected the 25th President of the United States.
• The pronoun he refers to the antecedent William McKinley.
Example #2: The woman was unable to find a seat, so she clutched an overhead strap.
• The pronoun she refers to the antecedent woman.
Example #3: William McKinley served in Congress before being elected the 25th President of the United States. On his way to his congressional office one morning, he boarded a streetcar and took the only remaining seat.
• The pronouns his and he in the second sentence refer to the antecedent William McKinley in the first sentence.
Example #4: A woman who appeared to be ill boarded the car. Unable to find a seat, she clutched an overhead strap.
• The pronoun she in the second sentence refers to the antecedent woman in the first sentence.
Continue to the Activities and practice your knowledge of pronouns and their antecedents.
Life Principle
“You cannot do a kindness too soon, because you never know when it will be too late!”
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Inflatable Aerodynamic Decelerator: ISRO
Why in News?
Recently, the Indian Space Research Organisation (ISRO) has successfully tested the Inflatable Aerodynamic Decelerator (IAD) technology that could aid cost-effective recovery of spent rocket stages and safely land payloads on other planets.
What is IAD?
- **About:**
- The IAD is designed, developed and successfully test-flown by ISRO’s Vikram Sarabhai Space Centre (VSSC).
- The IAD was successfully test flown in Rohini-300 (RH300 Mk II) sounding rocket from Thumba Equatorial Rocket Launching Station.
- Rohini sounding rockets are routinely used for flight demonstration of new technologies being developed by ISRO as well as by scientists from India and abroad.
- The IAD serves to decelerate an object plunging down through the atmosphere.
- The IAD was initially folded and kept inside the payload bay of the rocket. At around 84 km altitude, the IAD was inflated and it descended through the atmosphere with the payload part of a sounding rocket.
- The IAD has systematically reduced the velocity of the payload through aerodynamic drag and followed the predicted trajectory.
- The force on an object that resists its motion through a fluid is called drag. When the fluid is a gas like air, it is called aerodynamic drag or air resistance.
- **Significance:**
- The IAD has huge potential in a variety of space applications like recovery of spent
stages of rocket, for landing payloads on to Mars or Venus and in making space habitat for human space flight missions.
What is ISRO?
- ISRO is the space agency under the Department of Space of Government of India, headquartered in the city of Bengaluru, Karnataka.
- Its vision is to harness space technology for national development, while pursuing space science research and planetary exploration.
- Antrix Corporation Limited (ACL) is a Marketing arm of ISRO for promotion and commercial exploitation of space products, technical consultancy services and transfer of technologies developed by ISRO.
- Shri S. Somanath is the incumbent chairman of ISRO.
Source: TH
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I Have a Classroom iPad! Now what?
Karen Ogen
October 2016
iPad Background from: http://library.flairbuilder.com/ipad-shell-landscape/
Organization and Settings
iSight camera
Side Switch
Volume up/down
Nano SIM tray (on some models)
iPad mini
Headset jack
Status bar
App icons
Multi-Touch display
BoeBoer.Com
Organization and Settings
To move or organize apps:
Hold your finger on an app until all shake, then pull the app to a new location or folder.
To delete an app:
Click the X while apps are shaking.
Press the home button to return to normal.
Organization and Settings
To find and download new apps:
- Open the App Store icon
- Search for an app by category, name, or key words.
- Touch GET and INSTALL for free content.
- Touch +COST and INSTALL for paid content
(You will need to have a credit card on file for paid content)
Organization and Settings
To close apps:
Double-Click the HOME button
Swipe right or left to see open apps
Swipe UP to close an app
To change settings:
- Open the Settings App
- Most of the settings you will need will be in the General Tab
- Some features you may want to change:
- Passcode Locks
- Restrictions
- Accessibility
Use the left pane to access different settings.
Images from wikihow.com
To take a screen shot:
- Make sure your screen is displaying what you want to take a picture of.
- Press and hold the power button.
- Press and hold the home button until you hear a “click” that a picture has been taken.
The pics are saved in the camera roll.
Guided Access - Lock Into an App
1. TRIPLE-Click the home button.
2. Choose sound options on bottom left. Then START.
3. Choose or enter a passcode that students will not guess. (Remember it!)
4. iPad is now locked until the home button is TRIPLE-clicked again.
5. Click end to stop guided access and enter passcode again.
Use a VGA-Lightning adapter or Apple TV to connect your iPad to your SmartBoard.
Classroom Apps
Choose apps in which:
- Students can collaborate in the creation of authentic content.
- Students engage in learning while using critical thinking skills.
- Students have opportunities to research and evaluate information in developing a product.
- Classroom management and day-to-day information is managed easier than before.
There are 1,000s of apps!
So, I will share a few of my favorite.
Classroom Apps: Class Dojo
Foster positive student behavior and build a classroom community.
The Class Dojo app integrates with your online account.
Images from ilearn.sbunified.org
Classroom Apps: Stick Pick
$2.99 Call on students randomly AND collect comprehension data.
Comprehension
- How would you compare ...?
- How would you contrast ...?
- What was the main idea ...?
- Can you explain what is meant by ...?
- What could have happened next if ...?
- Can you tell in your own words ...?
- Share a brief outline ...?
- What do you think could have happened next ...?
- Who do you think ...?
- Who was the main character ...?
Images from plickers.com
Classroom Apps: Epic!
A FREE collection of quality books for educators only.
Choose your students’ grade level and reading interests to find books that can be shared individually or on the SmartBoard.
Online account, too.
Images from ilearn.sbunified.org
Classroom Apps: Chatterpix Kids
Upload a picture and record your voice to make it talk.
Images from ilearn.sbunified.org
Classroom Apps: Post It
Keep a digital record of your classroom Post It notes.
Snap a picture of a group of Post-it® Notes
Confirm captured Post-it® Notes
Organize your thoughts
Images from plickers.com
Classroom Apps: Plickers
Get instant feedback when you scan the Plickers cards with the app. www.plickers.com
Classroom Apps: Nearpod
Create and share interactive, engaging curricular content and monitor and measure student progress.
1. Create or download interactive multimedia presentations.
2. Share your interactive lesson and control the student's activity in real time.
3. Your students interact and submit responses through any mobile device or PC/MAC.
4. Monitor and measure student results on an individual and aggregate basis.
Images from nearpod.com
Classroom Apps: PicCollage Kids
Create posters that demonstrate learning or teach about any topic.
Polar Bears
- They live in cold climates like the Arctic.
- They have one to two cubs each year.
- They have thick, white fur, black skin, sharp claws, and weigh 900-1600 lbs.
- They eat seals, fish, and whale carcasses.
- They have no enemies.
Natural Resources
By Nathan and Maddie
- The tree makes oxygen for us to breathe.
- The sun helps us see.
- The sheep makes wool.
- Wood from trees helps us make houses.
Classroom Apps: Book Creator (Free)
Create books that can include text, images, video, and audio.
Style your books any way you like
Format, align and style text and images
Classroom Apps: The Camera
Don’t forget to use the camera to: document learning in the classroom and on field trips, take pics to add to projects, and give students ownership of their learning.
Classroom Apps: Siri
You can ask Siri:
- How do you spell...?
- What is the definition of...?
- What is $2 \times 6$? (add, subtract, or divide, too)
- Flip a coin.
- What is the time in ...?
- What is the temperature today?
- When did ... happen?
- Who was ...?
- What does... look like?
- Set a timer for (5 minutes)?
- Tell me a joke.
Try your own!
Press and hold the HOME button to access.
Have Siri do the math
Just ask “How much is 32% of 75?” Siri can add, subtract, and divide, too.
Images from tips.apple.com
Content Area Apps
What app would you recommend for...
With thousands of apps in the app store, I can’t possibly know the best apps for every content area. But, Common Sense Media can help you make an informed decision and find apps to meet your classroom needs.
www.commonsense.org/education/reviews
Filter results by subject, grade, and price!
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learning focus:
- simplify numerical radical expressions
- solve quadratic equations using various methods and write equations from solutions
- use the discriminant to find the number of solutions to quadratic equations
SOLVING QUADRATIC EQUATIONS UNIT
10 DAY CCSS-ALIGNED UNIT
SOLVING QUADRATIC EQUATIONS
a 10 day CCSS-aligned unit
CCSS: A.SSE.3, A.CED.1, A.REI.4, A.REI.7, F.IF.8a
ready-to-go, scaffolded student materials
SOLVING QUADRATIC EQUATIONS UNIT
Table of Contents
| PAGE | TOPIC | RESOURCE |
|------|--------------------------------------------|----------------|
| 4 | Sample Pacing Guide | |
| 5-6 | Ideas for Implementation and Helpful Hints | |
| 7-15 | Binder Covers, Dividers and Spine Labels | |
| 17-18| Solving Quadratic Equations by Factoring | Student Handout 1 |
| 19-20| Solving Quadratic Equations by Factoring | Homework 1 |
| 21-22| Simplifying Radical Expressions | Student Handout 2 |
| 23 | Simplifying Radical Expressions | Homework 2 |
| 25-26| The Square Root Method | Student Handout 3 |
| 27 | The Square Root Method | Homework 3 |
| 29-30| Quiz: Solving Quadratics & Simplifying Radicals | Quiz 1 |
| 31-32| Completing the Square | Student Handout 4 |
| 33-34| Completing the Square | Homework 4 |
| 35-36| The Quadratic Formula | Student Handout 5 |
| 37-38| The Quadratic Formula | Homework 5 |
| 39-40| Using the Discriminant | Student Handout 6 |
| 41-42| Using the Discriminant | Homework 6 |
| 43-44| Writing Quadratic Equations From Solutions | Student Handout 7 |
| 45-46| Writing Quadratic Equations From Solutions | Homework 7 |
| 47-48| Quiz: Writing and Solving Quadratic Equations | Quiz 2 |
| 49-52| Solving Quadratic Equations Study Guide | Review |
| 53-56| Solving Quadratic Equations Unit Test | Test |
©Maneuvering the Middle LLC, 2020
SOLVING QUADRATIC EQUATIONS
a 10 day CCSS-aligned unit
CCSS: A.SSE.3, A.CED.1, A.REI.4, A.REI.7, F.IF.8a
student friendly + real-world application
scaffolded concepts
interactive practice
SOLVING QUADRATIC EQUATIONS
a 10 day CCSS-aligned unit
CCSS: A.SSE.3, A.CED.1, A.REI.4, A.REI.7, F.IF.8a
streamline your planning process with unit overviews
SOLVING QUADRATIC EQUATIONS
OVERVIEW
STANDARD
A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
b. Complete the square in a quadratic expression to reveal the zeros or minimum value of the function it defines.
A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
A.REI.4 Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any quadratic equation in \( x \) into an equation of the form \( (x - p)^2 = q \) that has the same solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection (e.g., for \( x^2 = 49 \)), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions.
A.REI.7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
F.IF.8a Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme context.
BIG IDEAS
• Similar to linear equations, can make an equation true.
• There are several methods to solve quadratics.
• The discriminant can be used to determine the number of real solutions.
• The equation of a graphed quadratic can be used to find the vertex.
ESSENTIAL QUESTION
• How can a numerical radical be simplified?
• Why is it helpful to have more than one method to solve a quadratic equation?
• How can solutions to quadratic equations be found?
• If given the graph of a quadratic equation, how can we find the zeros?
SOLVING QUADRATIC EQUATIONS
PACING GUIDE
| DAY 1 | DAY 2 | DAY 3 | DAY 4 | DAY 5 |
|-------|-------|-------|-------|-------|
| Solving Quadratic Equations by Factoring | Simplifying Radical Expressions | The Square Root Method | Quiz: Solving Quadratics and Simplifying Radicals | Completing the Square |
| DAY 6 | DAY 7 | DAY 8 | DAY 9 | DAY 10 |
|-------|-------|-------|-------|--------|
| The Quadratic Formula | Using the Discriminant | Solving Quadratic Equations Unit Test | Test | It may be necessary to review simplifying radicals throughout the unit.
SOLVING QUADRATIC EQUATIONS
OVERVIEW
| TOPIC | TEACHING TIPS |
|-------|---------------|
| Simplifying Radical Expressions | • If students are struggling to simplify radicals by identifying the largest perfect square factor, consider having them use the prime factorization method. |
| Solving Quadratic Equations | • Up to this point, students have typically focused on solving linear equations. Build on this prior knowledge and help make solving quadratics less abstract by letting students know they’re still finding values for “\( x \)” that make the equation true.
• When introducing new methods to solve quadratic equations, try to build in conversations where students pause to observe the structure of the equations they are working with and why particular methods either work well or don’t work well to solve the given equation. While students often naturally prefer a certain method, it’s necessary for them to see that not all methods will always work.
• Allow students opportunities to check their solution by either plugging the solution back into the original equation or graphing the equation on their calculator and tracing the zeros.
• Search “Quadratic Formula Pop Goes the Weasel” on YouTube for a “catchy” song to help students memorize the formula! |
| Using the Discriminant | • As you introduce the concept of imaginary numbers, be sure to make the distinction to students that “no real solutions” is different than stating there are “no solutions.”
• This lesson introduces the concept of the complex number system and imaginary numbers but does not require students to write complex solutions at this level. If you are teaching advanced students, consider extending the lesson to finding complex solutions when the discriminant is negative. |
| Writing Quadratic Equations | • Be sure that students have plenty of practice writing linear factors from the solutions of a graph before moving on to the next step to calculate the value of “\( a \)” in \( y = a(x - r_1)(x - r_2) \).
• Allow students to discover the necessity of solving for “\( a \)” by asking several students to draw different parabolas that all have the same zeros.
• Consider connecting this lesson to using vertex form to write equations from graphs. Discuss when this method is beneficial versus when vertex form is beneficial. |
SOLVING QUADRATIC EQUATIONS
a 10 day CCSS-aligned unit
CCSS: A.SSE.3, A.CED.1, A.REI.4, A.REI.7, F.IF.8a
unit study guide + assessments
✓ quizzes
✓ editable unit test
answer keys included
ALGEBRA 1 CURRICULUM
SOLVING QUADRATIC EQUATIONS
UNIT NINE: ANSWER KEY
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Class Teacher List September 2023-24
F/Key Stage 1
Foundation:
Ladybird Class
Mrs Fleming, Mrs Meredith
Bumblebee Class
Mrs Parker, Mrs Land
Dragonfly Class
Mrs Hamilton
Year 1:
Hedgehog Class
Mrs Pritchard, Mrs Vivian
Rabbit Class
Mrs Lock
Barn Owl Class
Mrs Hooper, Mrs Wilson
Year 2:
Otter Class
Mrs Warren, Mrs Rose
Seal Class
Mrs Wellbeloved
Dolphin Class
Miss Lee
Key Stage 2
Year 3:
Sycamore Class
Mrs Binks, Mrs Wilson
Willow Class
Mrs Rogers
Beech Class
Miss Neesam, Mrs Rose
Year 4:
Oak Class
Mrs Huxtable
Maple Class
Mr Carter
Hazel Class
Miss Williams
Year 5:
Sandpiper Class
Mr Scudder
Lapwing Class
Mr de Crespigny
Avocet Class
Mrs Ryan
Year 6:
Kestrel Class
Mr Overton, Mrs Wilson
Kingfisher Class
Mrs Wheeler, Mrs Rhodes
Osprey Class
Mrs Rose, Mrs Knight
Headteacher: Mrs Jones
Deputy Headteacher: Mr Smith
Assistant Headteachers: F/KS1 Miss Lee, KS2 Mrs Wheeler
Withycombe Raleigh C of E Primary School
Withycombe Village Road
Exmouth
EX8 3BA
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Hydration
Drinking fluids is essential for staying healthy and maintaining optimal function of every body system. Fluids carry nutrients to cells of the body, remove waste, and regulate body temperature. Being hydrated is crucial for healthy function of heart, brain, and muscles.
Are you at risk for dehydration?
Fluid needs vary for each individual:
Increased body weight can call for high demands of fluids.
Environmental conditions:
High humidity can make it difficult for your body to evaporate sweat to properly cool you.
Exercise intensity & exercise duration:
High levels of exercise with multiple sessions can increase need for fluids.
Are you dehydrated?
Dehydration—A large amount of body fluid is lost which impairs normal body function.
Symptoms:
• Decreased urine or dark yellow urine
• Dizziness
• Rapid heartbeat
• Cramping
• Rapid breathing
• Low energy
• Confusion
• Fainting
May contribute to heat illness.
Tips:
Carry a refillable bottle with you to drink and refill throughout the day.
Drink a glass of water before meals
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Developing Competencies
More Than Just Farming
What are the agriculture jobs of the future?
www.albertamilk.com/teacher-resources/
©Alberta Milk 2017
Permission is granted to make copies of any or all parts of this resource for educational, not-for-profit use only.
Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Teachers are cautioned that all websites listed in this resource should be checked for appropriateness and suitability before being provided to, or used with, students.
Every effort has been made to acknowledge sources used in the PROJECT Agriculture resources. In the event of questions arising as to the use of any material, we will be pleased to make the necessary corrections in future printings. Please contact Patricia Shields-Ramsay at InPraxis Learning at 780.421.7163.
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
Compare Farm Technology
Make It Personal
What type of farm interests you most? Why? What would you like to learn about this type of farming?
Investigate
Visit the Farm Food 360 website at www.farmfood360.ca. Select a farm and click on the tile to find a virtual farm tour. Some farms provide a video tour, while others provide a tour with links.
What examples of technology can you identify in the virtual tour you selected? Describe at least three different examples.
How do you think this technology has changed some of the jobs and responsibilities of farmers? Use one of your examples to explain.
Why do you think farmers choose to use technology?
When and why do you think farmers may choose not to use technology?
What can you learn about farm jobs and skills from virtual tours of different types of farms?
Choose two different types of farms. How are the jobs of these farmers similar? How are they different?
Label the type of farm in each circle of a Venn.
- Identify similar jobs in the middle where the two circles overlap.
- Identify jobs that are unique to each farm in the outside circles.
Farm Type 1:
Farm Type 2:
Different
Similar
Different
Target Learning
| | Yes | Sometimes | Not yet |
|-----------------------------------------------------------------|-----|-----------|---------|
| I organize and evaluate multiple pieces of information to build my understandings. | | | |
| I compare similarities and differences to analyze information. | | | |
| I interpret the information to make my own conclusions. | | | |
Use Family and Community Stories to Share Perspectives and Experiences
**Make It Personal**
Do you live on, or have you been to a farm? What experiences did you have or would you expect to have on a farm?
---
**Investigate**
Agriculture and dairy farming went through a number of changes from the 1960s onward. One of the biggest changes was the size of farms. This also meant that the number of family farms declined.
What do you think family stories can tell you about ways of life on dairy farms today?
What do you think technology can provide for farming jobs that people cannot?
What do you think people can provide in farming jobs that technology cannot?
**Search**
*Dairy Farmers, Deeply Rooted for a Strong Future* from the Dairy Farmers of Canada shares personal family stories of farming in each of Canada’s provinces.
Find these stories at [www.dairyfarmers.ca/news-centre/news/policy/dairy-farmers-of-canada-is-proud-to-present-the-book-dairy-farmers-deeply-rooted-for-a-strong-future](http://www.dairyfarmers.ca/news-centre/news/policy/dairy-farmers-of-canada-is-proud-to-present-the-book-dairy-farmers-deeply-rooted-for-a-strong-future).
- Choose one family story. Where is this family’s farm located? Identify the location on the outline map.
Read the story with a family member or trusted adult. Use a T-Chart to make jot notes for each of the questions. Compare your answers with a classmate who read a different story.
| Exploring a Family Story | My Ideas | My Classmate’s Ideas |
|--------------------------|----------|---------------------|
| How is this family connected to the land and natural resources? | | |
| How does this family farm use technology? Has the use of technology changed for them? | | |
| What skills does this farming family apply to their jobs? | | |
Use the definition of the word “stewardship” below to explain what you think it means to agriculture. Search the internet for examples and definitions of “stewardship in agriculture.”
**Stewardship** is the careful and responsible management of something that should be cared for.
What example of “stewardship” can you find in a family story? Explain how this example demonstrates stewardship.
Should “stewardship” be a responsibility for all agricultural jobs? Why or why not?
Do you think trends toward sustainable farming practices and waste reduction have created new jobs in agriculture? Describe three of these jobs.
Explore a journey of an agricultural product on ThinkAG from Saskatchewan Agriculture in the Classroom at http://aitc.sk.ca/educational-resources/learn-about-agriculture?platform=hootsuite.
- Click on each link to find out about the jobs that contribute to the journey of an agricultural product like canola. How do you think this journey would apply to another type of agricultural industry, such as dairy farming? Describe or sketch your ideas.
Access Information to Explore Interests and Possibilities
Make It Personal
What skills do you have that would be a good fit with a career in agriculture?
Search
“Today’s farming isn’t what it used to be, and probably isn’t what you expect. Imagine having the opportunity to work with the latest technology while enjoying working outdoors. If you have an entrepreneurial spirit, and are curious and creative, why not make a real difference in the world; choose a career path in primary agriculture!”
Go to the Agri Pathways website at www.cahrc-ccrha.ca/agri-pathways to identify and explore a job that interests you.
You can choose one of two career pathways. Get support from a family member or a trusted adult to go through the information on this website.
• Identify the type of farm you would be interested in finding out about.
• What are some typical jobs on the type of farm you identified on Agri-Pathways?
• Indicate a subject area you enjoy learning. What job areas were identified on Agri-Pathways?
• What are some of the job possibilities that Agri-Pathways identified?
• What are two examples of jobs that interested you most? Why did they interest you?
Agriculture today depends on the land and its resources, people and technology.
The land and resources are the basis for agricultural activities. People produce, transport and distribute agricultural products. Technology supports the work that people do.
Select a job that you would find in the dairy industry. How would you advertise this job? Plan what should be included in this job’s description, including the tasks and responsibilities of the job and the personal interests and skills that are important for it.
| Tasks and Responsibilities of the Job | Personal Interests and Skills |
|--------------------------------------|------------------------------|
| | |
**Target Learning**
| | Yes | Sometimes | Not yet |
|-----------------------------------------------------------------|-----|-----------|---------|
| I explore information to identify challenges and solutions. | | | |
| I explore possibilities by identifying my interests. | | | |
| I build understandings of future opportunities in a work | | | |
| environment. | | | |
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6. Flood Relief Programme:
The Annai Anjugam Nagar Manapakkam is located near Tambaram. About 110 families (400 people) were living in huts at the bank of the river near Porur. Their settlement was gutted by fire. The Tamilnadu Government allotted a place in the lake area near Tambaram en-route Kishkinda. All the families are living in huts. The walls of the hutments are made up of Palm leaves. The huts have no cement floors. People live with children on the mud floor. The settlement has no facility for the supply of electricity. Our interviews with them revealed that these people have migrated from Vathalagundu village in Madurai area. They work as labourers in local companies. Their settle is absolutely vulnerable, since their settlement is right in the middle of a lake. The rain water enter their huts even with a moderate shower. The local Panchayat provided them temporary shelter for a week, in a government school near Tambaram during the last monsoon season.
Our Council has already done small programmes in that area such as children programme, women programme, etc. Last year we celebrated Independence day with them. Hence they approached us for help during the time of rain and floods.
With the help of CASA, we were able to do feeding programme for three days. We supplied Bread, one time for children of Anjuigam Nagar and Samathuvapura, and Periyar Nagar as the people from both the colonies were residing at the temporary shelter in the Govt. school on 08-12-2010. Lunch (Vegetable biriyani with brinjal patchady) on 14-12-2010. Lunch (Bisibellabath – rice, dhall with vegetables) on 15-12-2010
On 26th December 2010, we distributed Relief kits to all the 110 families each containing a dhoti, a sari, a blanket and cooking
vessels. The Panchayat leader came and distributed the materials.
7) Relief Programme: Quilts distribution
Gummidipoondi seven bales of 172 nos. of quilts were distributed to the poor S.T. and migrated tribals and women in the surroundings of Gummidipoondi. Mr. Balakumar, Revenue Inspector distributed the quilts to the beneficiaries. They were very poor and go for fishing during night hours.
Ambur: 3 bales of 64 quilts were distributed to the poor and old people at Ambur. Mrs. Murugeswari, Block Development Officer, Ambur distributed the quilts to the beneficiaries.
District: 7 bales of 179 nos. of quilts were distributed to the poor and old men and women, widows and destitute women.
Sacred Children’s Home, Nazareth: 3 bales of 92 nos. of quilts were distributed to the hostel children at Sacred Children’s Home. These children belong to night-soil clearing Community.
VII. Quilts distribution for old people
6 Bales of 143 quilts were distributed to the poor widows and old men and women at Irrukam Island.
4 Bales of 104 quilts were distributed to the old people of ST and fishermen community at Sunnambukulam near Gumidipoondi on
11. Quilts distribution:
1. Dr.Ida Scudder Girls Hostel, Tindivanam:
Six bales of 221 quilts were distributed to the poor children at Dr. Ida Scudder Girls Hostel. All the children are very poor from the villages. Mrs. Jothy, Thasildar and Mr. Dhakshanamoorthy, R.I. Tindivanam appreciated CASA and Tamilnad Christian Council for helping these poor children.
2. De Valois Boy’s Home, Katpadi:
Four bales of 112 quilts were distributed to the children at De Valois Boy’s Home, Katpadi. Mr. Sambasivam and Mrs. Usha Rani, Block Development Officers, Katpadi, Vellore dt., appreciated CASA and Tamilnad Christian Council. Dr. Jayakaran Isaac, Former Treasurer, TNCC participated in the programme
6. Quilts Distribution:
CASA sanctioned 12 bales of quilts to our organization and it was distributed as follows:
i) CSI Home of Abundant Life, Chingleput – 152 quilts were distributed to the hostel children.
The Rt. Rev. V. Devasahayam, Bishop, CSI Madras Diocese attended the quilt distribution programme and was very happy to distribute it to the poor hostel girls. He thanked CASA and Tamilnad Christian Council for the quilts.
ii. D.M. Girls Boarding Home, Melpattambakkam, Cuddalore DT. 50 quilts.
iii. Tamilnadu Government Hostel for Boys, Madharapakkam and Orphanage, Manellore, Madharapakkam - 90 quilts
iv. Bethesda Home, Chingleput – 17 quilts.
The Block Development Officers attended the programmes and distributed the quilts. They appreciated CASA and Tamilnad Christian Council. All the beneficiaries were very grateful and thankful to CASA and Tamilnad Christian Council for the timely help. | <urn:uuid:34ab3d86-9e75-42ad-97db-90a294d7e4d3> | CC-MAIN-2018-51 | http://tamilnadchristiancouncil.org/pdfs/Flood%20Relief%20&%20Quilt%20distribution.pdf | 2018-12-19T09:50:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376831933.96/warc/CC-MAIN-20181219090209-20181219112209-00108.warc.gz | 280,315,945 | 1,118 | eng_Latn | eng_Latn | 0.990702 | eng_Latn | 0.995706 | [
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WHAT'S YOUR COSTUME?
Draw your costume for Halloween!
Draw your own costume here!
WORD SEARCH
Circle words in the puzzle below.
cat web witch
ghost spooky pumpkin
FIND THE WITCH!
Please help me to find my sister!
Here is the clues!
My sister has long hair.
My sister is riding on the bloom.
My sister is wearing a red dress.
Your sister is ________.
Thank you for your help!
I SPY WITH MY LITTLE EYE
Count each objects in the box below.
pumpkin : 4
spider web : 5
hat : 3
broom : 2
BOO : 6
ghost : 4
HOW MANY?
Read the sentences and circle the right objects.
Trick or treat!
Please give me seven candies.
Happy Halloween!
I want three buckets of the sweets.
Aargh!! I'm a pirate!!
Give me eight cupcakes. Aargh!
MAKE THE MONSTER!
Read the sentences and choose the correct parts of monster below.
It has one eye.
It has a big mouth.
Its nose is triangle.
BIG OR SMALL
Circle the big object.
Circle the small object.
Circle the big object.
FOLLOW VEGETABLES
Follow the rail and choose the vegetables.
start
carrot
potato
cake
book
dish
meat
tomato
pumpkin
onion
cat
goal
comame-daily.com
WRITE THE NUMBER 1
Write the correct number below.
| | |
|---|---|
| 1 | one |
| 2 | two |
| 3 | three |
| 4 | four |
| 5 | five |
| 6 | six |
| 7 | seven |
| 8 | eight |
| 9 | nine |
|10 | ten |
comame-daily.com
WRITE THE NUMBER 2
Write the correct number below.
11 eleven
12 twelve
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
20 twenty | 910341c5-c306-4d40-a46b-0d56d48c7eda | CC-MAIN-2023-06 | https://www.comame-daily.com/wp-content/uploads/2022/09/Halloween_activity_answer.pdf | 2023-02-02T20:32:11+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500041.18/warc/CC-MAIN-20230202200542-20230202230542-00085.warc.gz | 715,848,781 | 431 | eng_Latn | eng_Latn | 0.948482 | eng_Latn | 0.995488 | [
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Climate Action: The Time Is Now
Requirement:
Teach facts and best practices to mitigate and reduce global climate change
Why Do It:
Climate change is an existential crisis. Tipping points for irreversible changes to the Earth’s systems are fast approaching, if they have not already been passed. Significant action cannot be delayed.
How it Works:
As climate change is the defining issue of our time (and the future’s), everything Phipps does recognizes that the time to act is now. From purchasing policies to what we serve in the café, climate change and our impact is considered.
In a visitor survey of nearly 1,000 guests, Phipps learned that nearly nine out of ten Phipps guests consider climate change a threat and are seeking easy-to-understand information to take action. Phipps understands that climate change is a topic that can feel so daunting that people may think they cannot have an impact. But the climate change attitude survey we conducted demonstrated that not only does the majority of our visitors believe anthropogenic climate change is occurring, but are also looking for actions they can take to mitigate it.
For the guest, we strive to connect them to the beauty of living in harmony with the natural world. Through these connections, guests are likely to be more conscious of their behaviors and their impact on the systems in which they operate. We also want to balance this fostering of a deeper connection with tangible, actionable steps guests can take.
Signage on site explores the basic tenets of climate change and reframes the approach to addressing it not through austerity and sacrifice, but through actions that are actually good for us and the planet (better food, more plants, less stress). This message is carried through more extensively in our new Planets Earth exhibit. This exhibit explores our planetary boundaries and how we are currently outside of them, and provides a new way to think about addressing these issues. It presents a framework based on the need to shift from extractive, “do good,” and sustainable paradigms to a regenerative one. When we do so, we not only improve the human condition but the health of the ecosystems of which we are a part improve. Resources in the exhibit, including Drawdown, Handprinter and the Story of Solutions offer guests positive, engaging ways to address climate change.
As climate change is daunting, we wanted to give guests the opportunity to do an actual action when on site that has impact. A partnership with Green Mountain Energy allows guests to switch to green power for their household during their visit and in return, they receive a free one-year membership (or six month extension for current members) to Phipps. Each household that switches will eliminate the approximate 8 tons of carbon dioxide emissions that the average PA home emits each year powering their home. This not only gives the guest the satisfaction of knowing that they have made an impact, but there is empirical data showing the impact: at the time of this writing, Phipps guests have mitigated at least 37,000 tons of CO2.
As this program has shown, guests are looking for actions to take but don’t necessarily know where to start or what is most effective. In response to this feedback, we created the online resource [Easy Steps with Big Impact for Climate Change](#). These simple but effective steps can help anybody reduce their carbon footprint.
For area high school students, Phipps offers a six-week paid Learning for a Greener Future internship. The program offers a variety of work experiences, classes, community service projects and field trips in the diverse fields of environmental and plant sciences. Included in this is the [World Climate Simulation](#), a role-playing exercise of the UN climate change negotiations for groups. This free program offered by [climateinteractive.org](#) enables participants to “experience some of the dynamics that emerge in the UN climate negotiations.” Framed by current climate change science and real-time interactive computer simulations, participants get first-hand experience seeing how policies impact the global climate system in real-time, and frames their own experience relative to those to others around the globe.
**Why This Works:**
Climate change has become politicized. This may deter museums and other cultural institutions from addressing it. It is not, however, a political topic, and knowing your audience is key in developing effective programming that is effective and meets the needs of your visitors. The [Yale Program on Climate Change Communication](#) offers numerous resources for addressing climate change. They offer a [Six Americas Super Short Survey](#), a tool that asks a handful of questions concerning climate change. This condensed survey is a segmentation tool the site performs segmentation analysis for you. This can inform you as to where your visitors stand on climate change—where they fall on the [Global Warming’s Six Americas](#) framework. They also provide guidance on what strategies and referent frames are most effective in reaching your segment(s).
**Obstacles:**
Climate change can be a polarizing topic. But knowing your audience and their needs, and being deliberate in your approach can lead to effective climate change communication and action.
**Messaging:**
*Climate change is a big topic, but together, today, we can make a change.*
Plants convert carbon dioxide into oxygen, so a world with more trees, plants and flowers is a world with fewer greenhouse gases.
**At Phipps**
- Phipps has been bringing beautiful plants to Pittsburghers and others for over 120 years. From our energy-efficient production greenhouse to our popular plant sales, Phipps cares both about what we grow and how we grow it.
- With all the plants at Phipps, we end up with a lot of clippings. 100% of this is composted, providing natural, nutrient-rich fertilizer, which keeps our gardens healthy while reducing carbon emissions.
**At Home**
- There’s something inherently appealing about growing and nurturing plants. Enjoy this beauty and pleasure in your yard by planting more native plants, shrubs, trees, bulbs and perennials which require minimal watering and pesticides.
- Looking for some suggestions or advice? Phipps is here for you! Our annual Top Ten Sustainable Plants list is a great resource. We also offer Ask Dr. Phipps, a free hotline that helps you keep your garden growing! phipps.conservatory.org/drphipps
Responsible food production practices produce delicious and healthy food, as well as fewer greenhouse gases.
**At Phipps**
- Outside this window is Phipps’ rooftop edible garden. Farmer Mike harvests over half a ton of organically grown fresh produce each season for use here on campus, including at Café Phipps.
- Our 3-star Green Restaurant Certified® Café Phipps has been featured as one of the country’s best meatless eateries by Food and Wine Magazine, demonstrating local, healthy food can be good for the environment as well as being delicious.
**At Home**
- Choosing local gets you the freshest fare and cuts down on the carbon emitted when food is transported long distances. Check out farmers markets or even try growing your own vegetables in containers in your yard or on your porch.
- A diet rich in whole grains, fruits and vegetables instead of raising animals produces a lot of greenhouse gases. If everybody in the Pittsburgh metro area went meat free just one day a week for a year, it would be the equivalent of removing 149,00 cars from the road for a full year.
Greenhouses like this are used to grow a variety of plants that would not survive a Pittsburgh winter. All the glass allows lots of sunlight to pour inside helping the plants to grow.
One side effect is the inside heats up like a greenhouse that lets the sunshine in keeping the heat from escaping. This is commonly known as the greenhouse effect. The same thing happens to the earth. But instead of glass trapping the heat, greenhouse gases — things like carbon dioxide — trap it. The more greenhouse gases there are in the atmosphere, the more heat is trapped. There are more greenhouse gases in the atmosphere now than there have been in the past 650,000 years, hence the changes in climate and extreme weather events we are experiencing.
**So what to do?**
Addressing climate change means reducing levels of greenhouse gases in the atmosphere. It may seem that this requires sacrifices and changes that will make our lives more difficult, but that is not true! Human and environmental health are interdependent, so there are many things we can do that improve and enhance our own lives while also reducing greenhouse gases.
Think of a world with **more flowers**, **better food** and **less stress**. This is a world with fewer greenhouse gases.
Spending time outdoors has positive physical and mental effects on us, and makes us better stewards of our planet.
**At Phipps**
- We all share an innate connection to the natural world. Celebrating this connection guides all of our operations and programming from thriving seasonal flower shows to the solar panels that power the Center for Sustainable Landscapes.
- The Phipps Research Institute for Biophilia and Science Engagement works to understand the connections between human and ecological health and communicate the findings by developing innovative educational programming for children and adults.
**At Home**
- Regular walks help you maintain a healthy weight, prevent or manage heart disease, high blood pressure and other conditions. And since transportation accounts for about 30% of carbon dioxide emissions, walking instead of driving is a win-win.
- Get outdoors. Studies show that children who play outside are less likely to be hyperactive, play less aggressively and show better concentration while time outdoors benefits mental and physical health of adults and is even being prescribed by some health care professionals.
“There is healing in the trees for tired minds and for our overburdened spirits...Remember that nature is your great restorer.”
~ Calvin Coolidge | 8f4ccebe-4426-42c0-bee8-43eb88c8af0c | CC-MAIN-2020-16 | http://climatetoolkit.org/wp-content/uploads/2019/10/Climate-Action.pdf | 2020-04-01T08:24:45+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370505550.17/warc/CC-MAIN-20200401065031-20200401095031-00465.warc.gz | 38,822,010 | 1,988 | eng_Latn | eng_Latn | 0.998436 | eng_Latn | 0.99875 | [
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The fruit fly season begins in Queensland in October and lasts right through till about May. The fruit fly causes major damage to fruit and vegetables when the female fruit fly lays eggs into developing fruit. As the eggs hatch the familiar maggots feed on the fruit before emerging to continue the life cycle. The images below show a fairly typical female fruit fly (left) and maggots inside fruit (right).
If you are growing fruit or vegetables you may well want to control fruit fly in your garden. Most gardeners these days are looking to use some of the environmentally friendly products like Organic Crop Protectants Eco Nature lure or the Fruit fly control from Yates. The way which these products work is that they use a pheromone that is attractive to the female fruit fly to lure them to the product. The products contain a food source and a naturally occurring insecticide. When the insect begins to feed on the product it ingests enough of the insecticide to kill it. They work to actively kill the female fruit fly which is really quite different from earlier baits that attracted the male flies. While these are still useful to estimate numbers present they had limited value in stopping infection as in the fruit above.
To use the new generation female lure sprays you can apply
- Directly to trees or trunks
- Spray on fences or yellow boards
- Make your own bait station
Making your own bait station
What you will need is
- A few milk bottles with lids
- Yellow sponge
- Wire
- Nail to make a hole
- Sharp knife
- Yellow spray paint
The idea is to cut out one side of the bottle to make an entrance for the female fruit flies to fly into. When you have done this you will need to paint if yellow. Yellow is a powerfully attractive colour to most insects including fruit flies and this will help to make the bait station more effective.
Attach the wire to the lid to make a hook to hang in trees or near the vegetable garden. By doing this you be sure that the lure will not be diluted by rain and also reduce evaporation.
When you have done this you are ready to fill the bait station. Always read the label carefully and follow the directions. For the Yates Fruit fly killer fill the bottom of the bottle with about 120ml of water and 20ml of the product. Ensure that the product and water are well mixed prior to placing in the bait station.
The station is then ready to hang in the your fruit tree or vegetable garden. You will need to keep the mixture topped up—probably about every 7-10 days. | <urn:uuid:a31e92fe-dd62-4b1b-8bae-b6d4a69130a8> | CC-MAIN-2019-43 | https://www.wattletreehorticulture.com.au/uploads/5/5/3/3/55336129/fruit_fly_lure_fact_sheet.pdf | 2019-10-21T18:12:07Z | crawl-data/CC-MAIN-2019-43/segments/1570987781397.63/warc/CC-MAIN-20191021171509-20191021195009-00126.warc.gz | 1,140,798,397 | 525 | eng_Latn | eng_Latn | 0.997679 | eng_Latn | 0.997863 | [
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Farm Creek Dedication
A gala celebration was held in May to thank all those who generously donated to the Farm Creek Campaign. The property was dedicated as the Charles Irwin Schoendorf Preserve at Farm Creek, to honor our major benefactor, Chuck Schoendorf.
Committee members, a.k.a. the Creekers, devoted nearly five years of their time, enthusiasm and remarkable efforts to the successful preservation of the Farm Creek Preserve. Each member considers their work during those years as deeply satisfying and rewarding.
Our sincere thanks go to the Creekers and all who contributed to this extraordinary endeavor.
Marny Smith, State Representative Terrie Wood, Mayor Richard Moccia, State Senator Bob Duff, Pete Scull, Kathy Siever, Chuck Schoendorf, and D. Seeley Hubbard were among the many who enjoyed the celebration.
Introducing Langdon Native Plant Garden at Farm Creek
The table centerpieces at the Charles Irwin Schoendorf Preserve at Farm Creek dedication were native plants that have now been used to establish a new garden along the trail to the left of the entrance gate to the Preserve. Volunteers from BuildOn and Aon Hewitt cleared the area of invasive ivy and prepared the soil. Native New England plants and bulbs will continue to be added, along with signage. It will take at least a season for the plants to become established, so watch their space.
The plants so far: Bugbane, Maidenhair Fern, Jack-in-the-pulpit, Lady Fern, Spring Beauty, Dwarf Bleeding Heart, Cranesbill Geranium, Fetterbush (Swamp Sweetbells), Mayapple, Solomon’s Seal, Christmas Fern, False Solomon’s Seal, and Heartleaf Foamflower.
Educating the Educators – Farm Creek Guides
We consider our Outdoor Classroom education program for Norwalk fourth graders to be a success, but there is another important asset resulting from the program: trained adult guides who learn about their environment and the ecosystem of a salt marsh within a tidal estuary so they can explain the details to students on their field trips. Some guides are already committed environmentalists and nature lovers but others are eager to join in.
Farm Creek Guides are all volunteers who come to one or two training sessions at the Preserve where they are given resource materials and the fourth grade science curriculum, which includes units about Adaptations of Animals and Plants. The guides are taken on trail walks by an experienced NLT guide who not only gives names to the plants and trees but also points out the important signs of animal and plant adaptations, producers, consumers and decomposers, and significant invasives.
After independently studying the curriculum, and taking practice trail walks, the guides lead groups of students along the trail, describing the complexity of the salt marsh ecosystem and its inhabitants.
Development of the Common Core science curriculum is just getting started, but by fall, 2014, it should be in place. The Outdoor Classroom program will be offered in the spring and Guide Training will begin in April.
Update on Hoyt’s Island Project
Stage One of the project, creation of a Conservation and Management Plan (CMP) by the CT Audubon Society, is under way. Visits to the island have allowed completion of the History and Environmental Setting (above and below tide lines) portion of the CMP. Seasonal changes are being documented. Coming: visits are scheduled to coincide with waterfowl (in December), shorebird and passerine migrations. At year end we will have a complete CMP and can begin organizing implementation. Most of the footwork is courtesy of NLT Board Member Charlie Taney and Audubon Certified Ecologist Anthony Zemba.
To help fund the creation of our Hoyts Island Bird Sanctuary, several foundations have come forward to help. We acknowledge and thank the Jenium Foundation, Enterprise Holdings, Troy Foundation, Bafflin Foundation and EPOC.
NLT Board member John Moeling instructs several volunteer guides on the various aspects of Farm Creek Preserve that will be of interest to the Norwalk 4th graders.
The all-volunteer Board of The Norwalk Land Trust gratefully recognizes the many volunteers and groups who gave their time and efforts during the past 12 months to protect open space in Norwalk for the public good. THANK YOU and WELL DONE to everyone!
**Organizations Offered Groups of Stewardship Volunteers**
- Aon Hewitt
- BuildOn (Supachart Tauthong, Norwalk Director)
- Connecticut Friends School (Kim Tsocanos, Director)
- Diageo
- GE Capital
- Save Cranbury
- West Norwalk Association
**Businesses and Organizations Donated Their Services**
- Brown and Co., Tree Specialists
- Craftworks Construction LLC
- Fat Cat Pie Company
- Lifetime Landscaping
- Live Green
- Norwalk Tree Alliance
- Rowayton Arts Center
- Stamford Kayak Group
**Individuals Gave Their Time and Skills**
**Farm Creek Preserve Guides:**
- Anne Cagnina
- Ann Martin DiLeone
- Mindy Green
- Cindy Hogan
- Carol Hooper
- Tammis Lazarus
- Poppy Luchars
- Page Morrison
- Rita I. Phillips
- Lynne Pratt
- Carolyn Robinson
- Michael Richardson
- Linda Scull
- Marcia Smith
- Barbara Wright
- Carol Wrigley
**Farm Creek Preserve Dedication:**
- Creekers (Pete Scull, Chair)
**Friends of Farm Creek Trash Bash Day 2013:**
- Roy Anderson
- Brenda Ashooh
- Ed Hynes
- Mark Landis
- Tia Sidey
- Ian Sidey
- Mary Singleton
- Ava Singleton
- Frani Taylor
- Chip Weismiller
- Stuart Weismiller
**Native Plant Garden:**
- Michele Sorenson
**Story Boards:**
- Theresa Phillips
**Seasons of the Norwalk Land Trust Art Show:**
- Julie Daniels
- JoAnn Davidson
- Kathy Draper
- Jessica Huse
- Jim Kahnweiler
- Barbara Murphy
**Seasons of the Norwalk Land Trust Art Show Artists:**
- Madeleine Boucher
- Milan Chilla
- Bridget Cusack
- Jo Ann Davidson
- Kathy Draper
- Laure Dunne
- Christy Gallagher
- Alice Hayes
- Jessica Huse
- Connie Littlefield
- Barbara Murphy
- Helene S. Napolitano
- Luki O’Connor
- Stan Pastore
- Donna Reinman
- Betty Schneier
- Marny Smith
- Ann Marie Tetelman
- Gordon Tully
- Stuart Weismiller
An energetic group of GE Capital volunteers and Norwalk Land Trust volunteers spent several hours hauling debris from the Nash Grant, a NLT property on Wilson Avenue. GE policy encourages and supports its employees working with local environmental organizations, and GE has provided volunteer help at several NLT properties. More than a truck load of trash, including glass and metal containers, floating debris from Tropical Storm Sandy, plastics, metals, cast-off tires, was removed from the area, providing Norwalk with another pristine open space and a natural habitat for wildlife.
President’s Letter
Norwalk Land Trust Volunteers have been hard at work. This Spring we had three major clean-up projects, the first with GE Capital volunteers who helped remove 15 yards of trash and invasive species at our Wilson Avenue property. The second project at the Hart Peninsula with BuildOn and local volunteers, reaped another 15 yards of storm debris and trash. Also, 80 volunteers from Diageo gave the newly renamed Charles Irwin Schoendorf Preserve at Farm Creek a much needed “facelift” since the ravages of Super Storm Sandy. 500 man-hours produced a dock railing, an eco-friendly barn apron, refurbished trails, and a stairway connecting to the Langdon Trail. This is one of our properties where we encourage respectful human interaction, and we welcome you to come take a hike to observe the wonders of a salt marsh and experience the improvements to the property.
Our Science Program continues to be a huge success, with 510 Norwalk students from 25 fourth grade classes participating in guided field trips at the Schoendorf Preserve. We are very grateful to the 19 volunteer trail guides who teach our young visitors about the value of natural open space, and life in the salt marsh. Other visitors to the Preserve this Spring included Roton Middle School 6th graders, Brien McMahon High School Marine and AP Biology classes, and 3rd grade students from Rowayton School who learned about the Siwanoy Native American Study Program, in collaboration with the Rowayton Historical Society.
We hope to add more acquisitions to our property portfolio in 2013, and will keep you posted on our progress. Until then, we hope to see you out on the trail and look forward to seeing you at our next Annual Meeting in January – more details will follow!
Sincerely,
Kathy Siever
President
Volunteers Needed for Fall Projects!
Did you know that Norwalk Land Trust volunteers are actively making sure that our properties are being preserved in their natural state?
During the months of September, October and November, we will be conducting inspections to ensure that Norwalk Land Trust properties are free of invasive species and trash, and checking property lines for possible encroachments. We will also be obtaining updated property maps, and recording the types of native vegetation observed at each location.
With more than 25 properties, we can surely use some help. If you like to walk in the woods, observe nature, write and do research, we can use your help. No experience necessary.
Please consider participating and e-mail firstname.lastname@example.org. We will provide a brief tutorial, plus a form to complete.
Many thanks to you all for your ongoing support!
For more information, please visit our Web site: norwalklandtrust.org or e-mail us: email@example.com
Please join the Norwalk Land Trust for 2014.
You are supporting continuing preservation of Norwalk open spaces! Thank you.
Name ___________________________________________ $30 Individual
Address __________________________________________ $50 Family
City, State, Zip _____________________________________ $100-$249 Supporting*
E-mail ____________________________________________ $250 + Trees and Trails*
Phone ____________________________________________ Other
* Includes 2014 NLT Desk Calendar
Norwalk Land Trust does not share member information.
All membership contributions are tax deductible.
Please use my donation for:
Greatest need ___
Hoyts Island Bird Sanctuary ___
Farm Creek Preserve ____
$ __________ check enclosed to: Norwalk Land Trust
$ __________ Matching gift
I am interested in: Volunteering _____ Property Donation _____ Other _______
Please use my e-mail address to send me electronic newsletters and other communications: Yes _____ No ______
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Chandrayaan–3 punches home India’s record in frugal innovation for space flights
Reuters, Bengaluru
Published: 24 August, 2023, 03:04 PM GST
Updated: 24 August, 2023, 04:57 PM GST
When Indian space agency scientists set out to design the Chandrayaan-3 moon mission, they knew they had one more chance to make history with a landing on the lunar south pole after a failed attempt four years ago.
They also had to do it on a shoestring budget and ended up spending only 6.15 billion rupees or about $75 million on the mission.
For the latest headlines, follow our Google News channel online or via the app.
From managing costs on rockets to developing a built-in-India supply base, the Indian Space Research Organisation’s (ISRO) success with the Chandrayaan-3 moon landing shows how it has honed a system of doing more for less, officials, suppliers and analysts say.
ISRO’s record for frugal innovation will be tested by upcoming missions, including a project to study the sun set to launch next month and a plan to put astronauts in orbit.
Although India's government allocated the equivalent of $1.66 billion for the department of space for the fiscal year ending in March, it spent around 25 percent less. The budget for the current fiscal year is $1.52 billion.
By contrast, NASA has a $25 billion budget for the current year. Put another way, the annual increase in NASA's budget -- $1.3 billion -- was more than what ISRO spent in total.
"No one in the world can do it like we do," said S. Somanath, ISRO chairman and a veteran aerospace engineer, who was celebrating Chandrayaan's successful touchdown on Wednesday.
"I won't disclose all secrets, otherwise everyone else (can) become cost effective," he said at a news conference.
One example of how ISRO contained costs on Chandrayaan-3: it opted to take a longer route to the moon, allowing it to use less powerful -- and cheaper -- propulsion systems. Chandrayaan-3 took more than 40 days to reach the moon, looping through widening orbits to use the Earth's gravitational force as a slingshot.
By contrast, Russia's Luna-25 mission, which crashed before its own attempted landing on the moon's south pole, had been on a more direct course to the moon. Russia has not disclosed what it spent on the failed mission.
"To take a direct route takes more power, more fuel, and is far more expensive," said Somak Raychaudhury, an astrophysicist and vice chancellor of Ashoka University.
ISRO also developed some of the lander components itself, including the cameras, altimeter and hazard avoidance sensors. It used Indian suppliers for vehicle assembly, transportation, and electronics to keep costs low. And it limited the number of design prototypes to save time and money.
“With local sourcing of equipment and design elements, we are able to reduce the price considerably. A similar set up by an international vendor would cost four to five times,” Amit Sharma, CEO of Tata Consulting Engineers, which was a vendor to ISRO for the Chandrayaan-3 project, told Reuters.
**Stretching every rupee**
Many of the ISRO scientists who worked on the failed Chandrayaan-2 attempt to land on the lunar south pole in 2019 stayed on for the current mission.
ISRO is gearing up to launch the Aditya-L1 spacecraft, a space-based solar observatory, in September. It has plans to send astronauts to space in a mission ISRO’s Somanath has said could come by 2025.
ISRO’s success is also expected to provide a lift for the country’s private-sector space start-ups at a time when Prime Minister Narendra Modi’s government is looking to open the sector to foreign investment, suppliers say.
Ankit Patel, founder and director of Ankit Fasteners, which has been supplying nuts, bolts, and other fasteners to ISRO since 1994, said there were times when parts had to be hand carried to a launchpad to meet a deadline.
“The unsung heroes of ISRO are the engineers who are pushing their suppliers every day to achieve the set timeline,” Patel told Reuters.
He added: “ISRO has been very frugal with its expenditure. ISRO needs to think out of the box to stretch every rupee.”
**Read more:**
- Putin congratulates India on moon landing after Russia’s own mission crashed
- Explainer: Why are space agencies racing to the moon’s south pole?
**Also Read**
- Moon rover exits India’s Chandrayaan–3 spacecraft to explore lunar surface
- Putin congratulates India on moon landing after Russia’s own mission crashed
- India safely lands Chandrayaan–3 spacecraft near moon’s south pole in historic moment
- India eagerly counts down to second moon landing attempt after Russian lander crash
- Explainer: Why are space agencies racing to the moon’s south pole?
- India’s moon landing anticipation builds up after Russia’s crash
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Saving water at home
In the bathroom 02
In the garden 05
In the kitchen 08
LET’S FIX TOMORROW, TODAY
What it means to choose a green star product
Products marked with the green star are designed to help customers identify items within our ranges with a focus on reducing environmental impacts. Customers can use the information provided to filter and understand more about the products they’re interested in or have purchased.
Why choosing efficient bathroom products matters
A bathroom is the part of the home that uses the most water. The Energy Saving Trust found that in the UK, 22% of a home’s total water consumption is used for flushing toilets, 25% for showering, 8% for filling a bath and 7% for using a bathroom’s hot tap. In France, Le Centre d’Information sur l’Eau has estimated that toilets use 20% of a home’s water, while baths and showers use 39%.
When we use hot water, we’re also using energy, so choosing more efficient showers and taps can help decrease energy bills.
Le Centre d’Information sur l’Eau has found that a leaking toilet valve can waste as much as 3 litres every hour. Slow leaks are not always obvious either. An easy way to check is to add a little food colouring to the cistern’s water, wait for a few minutes, and then check if the walls of the toilet bowl are coloured. WaterSafe estimates that in the UK, 1 in 10 toilets may be leaking.
Dripping taps can also waste a surprisingly large amount of water. Waterwise has found that a single dripping tap could waste 5,500 litres of water per year. For hot water taps, this could also mean wasted energy. Fixing a tap can be as simple as replacing the tap washer or reseating the tap.
How we use bathroom products can also help manage water use:
- Repairing leaks and drips as soon as possible
- Turning off the tap while brushing your teeth
- Having shorter showers
Criteria 1:
How we assess green star products
Before assessment, every green star product must meet:
- All relevant legal requirements
- All Kingfisher policy requirements
You can access the Kingfisher policies here. These include Human Rights, Supply Chain Workplace Standards and Sustainable Packaging.
Products are also checked against a Watch List. The watch list contains several criteria or features, relevant to the product type, that if present disqualify the product from being marked with a green star. The relevant Watch List can be found at the end of this factsheet. The Watch List is reviewed and revised annually.
Life cycle assessments have not been completed for every green star product, but by employing policies and the Watch List Criteria in Kingfisher’s Sustainable Home Product Guidelines, many factors in the life cycle of a product are considered.
The green star ‘In the bathroom’ assessment focuses on the in-use phase of the product’s life cycle. This is where the product can bring the biggest benefit to the user across its utilisation, however green star excludes products that may have other environmental aspects that are harmful either as a result of manufacture or end of life disposal.
Criteria 2:
Green star programme entry
The criteria for “In the bathroom” is:
**Basin taps:**
- Flow rate of 6 litres per minute or less at 3 bar pressure – this flow rate has been identified by the Unified Water Label as its higher ‘green’ band.
- Please note there is also related criteria in the green star ‘Heating at home’ factsheet for ‘cold start’ taps.
- If a tap has a water break (allowing a lower flow rinse mode and higher flow fill mode), the rinse mode should be 6 litres or less at 3 bar pressure and the fill mode (beyond the water break) should be 8 litres or less at 3 bar pressure.
**Showers:**
- Flow rate of 8 litres per minute or less at 3 bar pressure – this flow rate has been identified by the Unified Water Label as its lower ‘green’ band.
**Toilets:**
- Average flush of 3.5 litres or less, based on a ratio of 3 short flushes to 1 full flush for dual flush toilets.
- For the UK, the Water Supply (Water Fitting Regulations) 1999 prohibited new toilets that used more than 6 litres per flush being installed. But, the Energy Saving Trust estimated that 42% of toilets in British homes were installed before 2001 and may have a significantly higher flush volume.
Le Centre d’Information sur l’Eau has estimated that in French homes, the average flush uses 9 litres of water.
**Fixing drips and leaks:**
- Tools and equipment for repairing dripping taps:
- Tap reseating tools
- Tap washers
- Replacement ceramic glands
- Tools and equipment for repairing leaking toilets:
- Replacement siphons and valves
Providing Criteria 1 and 2 have been met, a product can be marked with the green star.
**Reviewing and confirming green star status**
- All products nominated and that meet criteria 1 and 2 are assessed internally by our sustainability team and submitted to NGO Bioregional for external validation.
- Once the external review is conducted, the product can then be confirmed and marked with the green star.
- A full review is conducted annually to ensure all products continue to meet the selection criteria.
To find out more about NGO Bioregional, [click here](#).
**Watch List Criteria relevant to saving water in the bathroom**
This list includes features or aspects of products that make them unsuitable to be marked with the green star:
- Baths with a capacity of over 200 litres.
- Showers with a flow rate of more than 12 litres per minute at 3 bar pressure.
- Electric showers with an energy label B rating or lower.
- Basin taps with a flow rate of more than 8 litres per minute at 3 bar pressure.
- Toilets with an average flush volume greater than 4.5 litres (based on the ratio of 1 long flush to 3 short flushes for dual flush toilets).
- Products containing palm oil, cotton, rubber or leather with no evidence that the materials have been responsibly sourced.
- Recycled plastic products where the source of the plastic is unknown and/or cannot be confirmed as being safe.
- Products where the packaging contains PVC or expanded polystyrene.
What it means to choose a green star product
Products marked with the green star are designed to help customers identify items within our ranges with a focus on reducing environmental impacts. Customers can use the information provided to filter and understand more about the products they’re interested in or have purchased.
Why choosing efficient garden products matter
Households tend to use much less water outdoors compared to the amount used in bathrooms and kitchens. Le Centre d’Information sur L’Eau estimates that just 6% of domestic water is used for outdoor tasks, such as washing cars and gardening. During dry periods, the demand for water increases and the amount of water and time we spend watering our gardens become more significant. During the 2022 drought, Water UK found that the peak demand for water increased by 40%.
When we use mains water in our gardens, we’re using high-quality drinking water. Bringing mains water to our homes uses energy and there’s leakage in its distribution. Switching to rainwater - by using a water butt, for example - can help decrease water bills (if water is metered). There are also tools, like water butt pumps and suction hoses for pressure washers, that enable rainwater to be used for cleaning outdoors, as well as for watering. The RHS has advice on using stored rainwater safely.
There are ways to help soil retain more water during dry spells. Applying a mulch over the surface of bare, moist soil can help minimise evaporation. Mulching mowers can help turf retain more water – they apply a fine mulch of shredded grass clippings to the lawn as you mow. Adding more organic content (for example, manure or peat-free soil conditioner) to soil can help, too.
How we use water outdoors can also help manage water use:
- Directly watering the roots of plants
- Watering plants in the evening, especially during hot weather
- Ensuring outside taps are protected from freezing to prevent them from bursting
Criteria 1:
How we assess green star products
Before assessment, every green star product must meet:
- All relevant legal requirements
- All Kingfisher policy requirements
You can access the Kingfisher policies here. These include Human Rights, Supply Chain Workplace Standards and Sustainable Packaging.
Products are also checked against a Watch List. The watch list contains several criteria or features, relevant to the product type, that if present disqualify the product from being marked with a green star. The relevant Watch List can be found at the end of this factsheet. The Watch List is reviewed and revised annually.
Life cycle assessments have not been completed for every green star product, but by employing policies and the Watch List Criteria in Kingfisher’s Sustainable Home Product Guidelines, many factors in the life cycle of a product are considered.
The green star ‘saving water at home – in the garden’ assessment focuses on the in-use phase of the product’s life cycle. This is where the product can bring the biggest benefit to the user across its utilisation, however green star excludes products that may have other environmental aspects that are harmful either as a result of manufacture or end of life disposal.
Criteria 2:
Green star programme entry
The criteria for ‘saving water at home – in the garden’ is:
**Products that enable rainwater use:**
- Water butts and rain barrels
- Water butt accessories, including:
- Rainwater diverters for downpipes
- Water butt stands
- Spare taps for water butts
- Water butt pumps
- Suction hoses for pressure washers
- Rainwater irrigation kits and related products.
**Mulch:**
- Mulch for use over soils, including bark chippings
Providing Criteria 1 and 2 have been met, a product can marked with the green star.
Reviewing and confirming green star status
- All products nominated and that meet criteria 1 and 2 are assessed internally by our sustainability team and submitted to NGO Bioregional for external validation.
- Once the external review is conducted, the product can then be confirmed and marked with the green star.
- A full review is conducted annually to ensure all products continue to meet the selection criteria.
To find out more about NGO Bioregional, click here.
Watch List Criteria relevant to controlling energy in home
This list includes features or aspects of products that make them unsuitable to be marked with the green star:
- Swimming pools, spa pools and hot tubs.
- Lawn sprinklers.
- Products that contain any wood that does not meet Kingfisher’s Forest Positive Policy.
- Products containing palm oil, cotton, rubber or leather with no evidence that the materials have been responsibly sourced.
- Recycled plastic products where the source of the plastic is unknown and/or cannot be confirmed as being safe.
- Products containing peat.
- Products where the packaging contains PVC or expanded polystyrene.
What it means to choose a green star product
Products marked with the green star are designed to help customers identify items within our ranges with a focus on reducing environmental impacts. Customers can use the information provided to filter and understand more about the products they’re interested in or have purchased.
Why choosing efficient kitchen products matters
The Energy Saving Trust estimates that kitchens use 22% of a household’s water. Using kitchen taps for preparing food and cleaning uses water. When using hot water, it’s also using energy, so choosing energy-efficient taps can help to manage energy bills. Kitchen appliances, such as dishwashers and washing machines, feature an energy label with information on the appliance’s water use.
Dripping taps can also waste a surprisingly large amount of water. Waterwise has found that a single dripping tap could waste 5,500 litres of water per year. For hot water taps, this could also mean wasted energy. Fixing a tap can be as simple as replacing the tap washer or gland.
How we use water in the kitchen can also help manage water use, for example:
- Repairing leaks and drips as soon as possible
- Waiting for a full load before setting washing machines and dishwashers running.
- Using a plug or washing up bowl when washing up
- Using a washing up bowl when preparing vegetables, emptying the water into the garden afterwards (and composting any peelings)
For drinking water, avoid using bottled water and opt for tap water instead. Bottled water costs considerably more and plastic bottles can have additional problems relating to waste and pollution.
Criteria 1:
How we assess green star products
Before assessment, every green star product must meet:
- All relevant legal requirements
- All Kingfisher policy requirements
You can access the Kingfisher policies here. These include Human Rights, Supply Chain Workplace Standards and Sustainable Packaging.
Products are also checked against a Watch List. The watch list contains several criteria or features, relevant to the product type, that if present disqualify the product from being marked with a green star. The relevant Watch List can be found at the end of this factsheet. The Watch List is reviewed and revised annually.
Life cycle assessments have not been completed for every green star product, but by employing policies and the Watch List Criteria in Kingfisher’s Sustainable Home Product Guidelines, many factors in the life cycle of a product are considered.
The green star ‘Saving water at home – in the kitchen’ assessment focuses on the in-use phase of the product’s life cycle. This is where the product can bring the biggest benefit to the user across its utilisation, however green star excludes products that may have other environmental aspects that are harmful either as a result of manufacture or end of life disposal.
Criteria 2:
Green star programme entry
The criteria for ‘Saving water at home – in the kitchen’ is
Kitchen taps:
- Flow rate of 6 litres per minute or less at 3 bar pressure - this flow rate has been identified by the Unified Water Label as its lower ‘green’ band.
- If a tap has a water break (allowing a lower flow rinse mode and higher flow fill mode), the rinse mode should be 6 litres or less at 3 bar pressure and the fill mode (beyond the water break) should be 8 litres or less at 3 bar pressure.
- Please note, there is also related criteria in the green star ‘Heating at home’ factsheet for ‘cold start’ taps.
Fixing drips and leaks:
- Tools and equipment for repairing dripping taps:
- Tap reseating tools
- Tap washers
- Replacement ceramic glands.
Please note, there is also related criteria in the green star ‘Kitchen appliances’ factsheet for dishwashers and washing machines.
Providing Criteria 1 and 2 have been met, a product can marked with the green star.
Reviewing and confirming green star status
- All products nominated and that meet criteria 1 and 2 are assessed internally by our sustainability team and submitted to NGO Bioregional for external validation.
- Once the external review is conducted, the product can then be confirmed and marked with the green star.
- A full review is conducted annually to ensure all products continue to meet the selection criteria.
To find out more about NGO Bioregional, click here.
Watch List Criteria relevant to saving water in the bathroom
This criteria lists features of products that make them unsuitable for green star assessment:
- Kitchen taps with a flow rate of more than 8 litres per minute at 3 bar pressure.
- Products containing palm oil, cotton, rubber or leather with no evidence that the materials have been responsibly sourced.
- Recycled plastic products where the source of the plastic is unknown and/or cannot be confirmed as being safe.
- Products containing any wood or paper that does not meet Kingfisher’s Forest Positive Policy.
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Delivering Water for Agriculture Services:
What Niche for the Smallholder Farmer in Sub-Saharan Africa?
Prof Bancy M. Mati
Director, Water Research and Resource Center (WARREC),
Jomo Kenyatta University of Agriculture and Technology (JKUAT)
In Africa, rainfall is usually unreliable
Floods in Mramvya, Burundi
Dried up water pan in Magadi, Kenya
Crops wither from shortage of rainfall
Livestock deaths from drought in Wajir, Kenya
Infrastructure failures are scattered throughout
Examples
• Breach of embankments
• Dams/pans silt too soon
• Pollution of water storages
• Dry boreholes
• Abandoned pumps and gensets
• Water deficits/inadequate design
Climate Impacts - Mt. Kilimanjaro losing its ice cap
- Satellite image comparing Mount Kilimanjaro’s glaciers between 1976 and 2006
- Since 1912, the ice caps on Mt. Kilimanjaro have decreased by between 50 to 80%
Photo by B. Mati, 31st May 2010
The Disconnect – Conventional water lifting devices are rudimentary
Conventional pumps include:
- Manual buckets for water lifting
- Rope & washer pumps (manual)
- Hand pumps e.g. Indian Mark-II
- Treadle pumps (manual) for irrigation
- Motorized petrol or diesel pumps
- Diesel or petrol submersible pumps
- Electric pumps powered from grid
The Disconnect – Wasteful water application methods
Flood irrigation
Basin irrigation
Hosing wastes water
Over-irrigation
Photos by B. Mati
Rainwater harvesting is a huge opportunity
Why Rainwater harvesting?
Because 93% of all agricultural lands in Africa are rainfed
Some improvements to traditional systems – but is this enough?
Towards delivering water for smallholder agriculture in Sub-Saharan Africa
Water in agriculture has multifaceted components
- Storage
- Abstraction
- Conveyance
- Application
- Soil Moisture Conservation
Rainwater Harvesting & Group-scale storage (pans)
Water pan for community use (domestic livestock, irrigation)
Vegetables grown using water from a water pan by a women group
Photos by Bancy Mati
Kitchen Gardens taken to scale – nutrition and women’s niches
A key-hole garden in Turkana
Bag garden in Nairobi
Sunken beds in Marsabit
Wick irrigation garden
Example of Walda Irrigation Scheme, Marsabit, Kenya
- Good and durable solar pumps are now available for heavy duty work.
- Example: Walda Irrigation Scheme in Marsabit County, has solar pumping of 4 boreholes for irrigation on 60 ha land to grow high value crops.
- The scheme settled former pastoralists who are now cultivators, showing the great potential to convert the arid lands of Kenya into breadbaskets.
Solar pumping at Walda Irrigation Scheme-Marsabit (Hybrid system)
Water stored in a lagoon. Diesel booster pump used for distribution
Vegetables under drip irrigation
Smart Technologies - Making every drop count!
Using drones for tracking crop stressors by farmers
- Drones with IR & NIR mounted cameras are used to capture real time imagery on small farms.
- Data is downscaled and sold to farmers (about US$.2/acre)
- The imagery can “see” crop problems 10 days ahead of human eye
- Over 1,200 farmers have registered as “clients” for this service in Meru, Kenya
Solar powered pumps – Simpler, smaller, smarter
Solar powered surface solar pump
Small pocket-size solar powered pump
Solar powered submersible pump
Micro-catchment Rainwater harvesting systems
Zai pits (tassa)
Half-moon (semi-circular) bunds
Photos courtesy of Poda, J.N. CNRST, Burkina Faso
Soil and water conservation structures – conserving every drop where it falls
- Radical terraces in Gichumbi, Rwanda
- Scour checks in Nyanza, Rwanda
- Stone wall terraces in Ankober, Ethiopia
- Cutoff drain in Kabale, Uganda
Integrating fisheries in irrigated agriculture
Fish ponds within irrigated rice fields at Zomba, Malawi
Addressing information disconnect – Hands-on demonstration
Planning to provide water for multiple uses
- Domestic water supplies closer to communities
- Livestock drinking water
- Hygiene e.g. bathing, washing clothes
- Supplemental irrigation of crops
- Environment & hygiene
So… What Africa’s Smallholder Farmers Need
Moving forward - Enablers
Enablers
- Jobs
- Food and nutrition security
Building partnerships for financing, marketing
Smart Financing with co-investment by private entities
Improve access to credit
Water productivity (income per drop) increased production and improved value chains
The Way Forward
Policy – Government support for access to water for agriculture
Funding – Innovative financing is facilitative, not exploitative
Partnerships – Enhance value chains of farming enterprises
Technologies – Efficient, sustainable, and affordable
Thank You
For Details contact: email@example.com
www.worldbank.org/water | www.blogs.worldbank.org/water | @WorldBankWater | 42fde188-865b-40aa-ac98-70c4929a2c05 | CC-MAIN-2023-40 | https://thedocs.worldbank.org/en/doc/480741554905771646-0090022019/original/05BancyMatiWhatNicheforSmallholderFarmersinSubSaharanAfrica.pdf | 2023-09-22T09:22:34+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00455.warc.gz | 634,475,440 | 1,098 | eng_Latn | eng_Latn | 0.820307 | eng_Latn | 0.965646 | [
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Finding mining artifacts for one's collection is always exciting but finding mining artifacts that have provenance linking them to a specific mine or mining company is doubly exciting. The two mine surveying compasses pictured and described here are two such artifacts.
The first of these is a beautiful presentation brass mine surveying vernier compass manufactured by J. White of Glasgow, Scotland, dated 1877. The compass housing is 6" in diameter, with a 6" bar needle, 5" folding sight vanes, and measures 10" in overall length. The outstanding feature of this piece is the engraving on the vernier arm which reads: "Presented to Wm. Smith, Manager by the Workmen at Allanton Collieries, Morningside Nov. 30th, 1877".
Allanton Collieries was owned by the Morningside Coal Co., Newmains, Lanarkshire, Scotland, located southeast of Glasgow. A report dated 1896 states that the mine had 110 underground workers and 20 surface workers at that time and the mine manager was John Gray.
Apparently this compass was presented to manager William Smith when he left the Allanton Colliery. He is later recorded as being manager for Rhymney Iron Co. Ltd., colliery proprietors and coal exporters operating the Rhymney, Pontlottyn, George Inn and Gilfach Collieries. An 1896 report finds William Smith listed as manager of the Glasgow Iron & Steel Co. Ltd. Wishaw Colliery at Wishaw, Scotland, employing 169 underground and 37 surface workers.
The second piece is a brass mine surveying compass by T.B. Winter. An 1893 advertisement reads "T.B. Winter, Manufacturer of Nautical, Philosophical, and Optical Instruments, 21 Grey St. Newcastle-on-Tyne. Spectacles to suit all sights". The firm later became T.B. Winter & Son. The Compass housing is 5" in diameter, with a 4" bar needle, 5" folding sight vanes and measures 12" in total length. The outstanding feature of this piece is the engraving "North Bitchburn Coal Co." on the frame.
The North Bitchburn Coal Co. operated many collieries in County Durham for more than 100 years. The earliest reference I could find was the sinking of the North Bitchburn Colliery, in 1845, on the 6' Brockwell Seam, but also came across a reference to the company producing coal in 1840 with no specifics.
The Whellan's Directory of County Durham for 1894 states that the Bitchburn Colliery was the principle colliery in the area and drew workers from the villages of High Grange, North Bitchburn, Quarryburn and Valley Terrace in Witton-le-Wear Township. The colliery was located 8 miles southwest of Durham. In 1894 they were working the 2'4" Harvey Seam, 2' Constantine Seam, 1'8" Ballarat Seam 2'8" Five Quarter Seam and the then 4'3" Brockwell Seam. Production was 700 tons /day, all converted to coke. Clay was also mined from the same facility by the North Bitchburn Fireclay Co., owned by the North Bitchburn Coal Co., and was used to produce firebrick and vitrified clay sewer pipe. The colliery and fireclay operation employed 700 men and boys in 1894.
Overall, in 1896, the North Bitchburn Coal Co. employed a total of 2,348 men and boys at the Brockwell, Constantine, Evenwood, Five Quarter, Gordon House, Howden, Randolph, Rough Lea, Thrushwood and Storey Lodge Collieries. In 1902 they operated 9 collieries with 2,576 employees. By 1914 they were operating 6 collieries with a total employment of 4,131 men and boys. Annual output in 1923 was 600,000 tons. The start of the Depression in 1930 found them operating the Gordon House, North Bitchburn, Randolph and Thrislington Collieries with 1658 employees.
The North Bitchburn Colliery escaped Nationalization in 1947 due to it reportedly having less than the requisite 30 employees which was the maximum number of employees allowed in privately owned mines. However, in 1966 they were employing 59 underground and 8 surface workers, well beyond the 30 employee limit for Nationalization.
What were these compasses used for? A surveyor uses a compass to determine the direction of a line. The needle points to the magnetic North Pole and by turning the compass in the direction of the line being surveyed, the direction of the line can be determined. Compasses are divided into two main categories, "plain" and "vernier". The plain compass has no adjustment capabilities and always reads magnetic north. The vernier compass has an adjustable scale that allows for the "setting off" of the magnetic declination, allowing the compass to then directly read true north. | 2a818f7b-21f0-40f5-94f4-90eb0087266e | CC-MAIN-2023-06 | https://cdn.mineralogicalrecord.com/wp-content/uploads/2022/11/COMPASSES-Johnson-Two-Engraved-Mine-Surveying-Compasses-SUMMER-2002.pdf | 2023-02-06T23:01:07+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00343.warc.gz | 191,620,055 | 1,068 | eng_Latn | eng_Latn | 0.994991 | eng_Latn | 0.996896 | [
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5 things you should know about ecosystem services
By: Alberta Biodiversity Monitoring Institute (ABMI)
Here are five things you should know about ecosystem services, and you can learn more on our new website: www.ecosystemservices.abmi.ca
1. Ecosystem services are benefits provided by natural systems that contribute to our well-being and health. The ABMI, through the Ecosystem Services Assessment (ESA) project, has come up with ways to measure these benefits so that they can be used in land use planning, sustainability reporting and even in markets where units of ecosystem services can be bought and sold.
2. Economic value is a key measure of nature's benefits. For example, the pollination of crop plants by bees and other insects is a vital ecosystem service, with significant impacts on national economies. In Alberta, wild bees provide a substantial contribution to canola production in agro-ecosystems that support healthy bee populations. While the economic value at a provincial scale is great - likely over $100 million annually - the regional and local benefits of pollination are unclear. We're collecting bees throughout the province to better understand the distribution and abundance of these vital species.
3. Water purification services provided by healthy upstream landscapes can be assessed by understanding the movement of water, nutrients and sediment. One way to estimate the value of water purification is to calculate the cost savings if fewer nutrients, such as nitrogen and phosphorus, reach water treatment plants, thus reducing the need to remove these nutrients. Because the computer model we used to assess water purification is connected to land cover data, our assessment approach can tell you how this ecosystem service changes based on land cover – so you can discover how your part of the province contributes to high or low water quality.
4. Alberta is well known for its beef production and iconic prairie landscapes. But world-class beef isn't the only benefit from rangelands in the province. Rangelands also store large amounts of carbon, both above and below ground. The ESA project uses established algorithms to assess two ecosystem services highly pertinent to Alberta’s Grassland and Parkland Natural Regions: native grassland forage production (estimated at 5 million tonnes per year), and soil carbon stored in native prairie (approximately 115 million tonnes). The rangeland forage and carbon models can be used to explore how different land use scenarios, such as conversion to crops and grazing intensity, can affect carbon storage in Alberta’s rangelands.
5. We have a team of experts in Alberta that are developing a system to assess and map ecosystem services across Alberta to better understand how planning and management decisions affect the provision of ecosystem services to Albertans. Resources, such as maps and videos, are fostering a better understanding of ecosystem services - and their benefits for all Albertans.
Be sure to check out www.ecosystemservices.abmi.ca and update your bookmarks. | 726eda27-1183-42b4-a246-4abeafee30ee | CC-MAIN-2024-51 | http://agpartners.ca/Portals/0/5%20things%20you%20should%20know%20ESA.pdf?ver=Q-EkN8Sn9mCBeEvRCqPpOA%3d%3d | 2024-12-13T00:08:12+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066115058.17/warc/CC-MAIN-20241212221117-20241213011117-00568.warc.gz | 539,224 | 580 | eng_Latn | eng_Latn | 0.9951 | eng_Latn | 0.9951 | [
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Diverse Communities
Together, we can ensure that our community receives the resources it needs.
United States® Census 2020
Learn more at 2020census.gov.
Rural Communities
Together, we can ensure that our community receives the resources it needs.
United States® Census 2020
Learn more at 2020census.gov.
Every town is an important part of the American story.
Make sure your town’s story is told by responding to the 2020 Census—the count of everyone living in the United States. When you do, you’ll also help your town get the most out of the American dream.
Responding Is Important for Your Community
Census responses provide data that can attract new businesses and the jobs that come with them. The data also informs where over $675 billion in federal funding is spent each year in states and communities. That includes money for things like:
- Medicare Part B
- Special education
- Supplemental Nutrition Assistance Program
- Cooperative Extension Service
- Substance Abuse Prevention and Treatment Block Grant
- Water and waste disposal systems for rural communities
Responding Is Safe
Your personal information is kept confidential by law.
Responding Is Easy
To complete the census, answer a handful of questions online, by phone, or by mail. Choose the option that works best for you.
For more information, visit: 2020CENSUS.GOV
Every Person Counts
Whether it’s funding in communities across your state or helping determine the number of seats your state will have in the U.S. House of Representatives—every count makes an equal impact.
Every town is an important part of the American story.
Make sure your town’s story is told by responding to the 2020 Census—the count of everyone living in the United States. When you do, you’ll also help your town get the most out of the American dream.
Responding Is Important for Your Community
Census responses provide data that can attract new businesses and the jobs that come with them. The data also informs where over $675 billion in federal funding is spent each year in states and communities. That includes money for things like:
- Medicare Part B
- Special education
- Supplemental Nutrition Assistance Program
- Cooperative Extension Service
- Substance Abuse Prevention and Treatment Block Grant
- Water and waste disposal systems for rural communities
Responding Is Safe
Your personal information is kept confidential by law.
Responding Is Easy
To complete the census, answer a handful of questions online, by phone, or by mail. Choose the option that works best for you.
For more information, visit: 2020CENSUS.GOV
Clinics that are closer than the next county.
Accessible, quality healthcare is a top priority for every community, and you can do your part by responding to the 2020 Census.
Over $675 billion in federal funding is distributed to communities based on census data. This includes money for health care assistance and the prevention and treatment of substance abuse.
2020CENSUS.GOV
Census data impacts funding for things like:
- Medical Assistance Program
- Supplemental Nutrition Assistance Program
- State Children’s Health Insurance Program
- Child Welfare Services State Grants
- Family violence prevention services
- State Public Water System Supervision
For more information, visit: 2020CENSUS.GOV
Country roads don’t build themselves
Lay the groundwork for better roads in your community by taking the census. Your response can impact funding for things like maintaining local roads, bridges, public transportation, and more each year.
2020CENSUS.GOV
Census data impacts funding for things like:
- Highway Planning and Construction
- Federal Transit Formula Grants
- Formula Grants for Rural Areas
- Community Development Block Grants
- Rural Rental Assistance Payments
- Water and Waste Disposal Systems for Rural Communities
For more information, visit: 2020CENSUS.GOV
Keep small town communities connected.
What makes a small town great is its community, and that’s why your response to the 2020 Census is so important. It can impact funding for things that keep us connected, like local roads, bridges, public transportation, and more.
2020CENSUS.GOV
Census data impacts funding for things like:
- Highway planning and construction
- Federal Transit Formula Grants
- Formula Grants for Rural Areas
- Community Development Grants
- Rural Payment Assistance Payments
- Water and waste disposal systems for rural communities
For more information, visit: 2020CENSUS.GOV | 234569e3-3ebd-491d-afb4-c77ad35fe57b | CC-MAIN-2022-33 | https://storage.googleapis.com/proudcity/franklintownshipnj/uploads/2020/08/Diverse-Communities-Rural-Communities.pdf | 2022-08-15T03:40:36+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572127.33/warc/CC-MAIN-20220815024523-20220815054523-00461.warc.gz | 487,465,585 | 922 | eng_Latn | eng_Latn | 0.916013 | eng_Latn | 0.991826 | [
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AN ORANGE IN JANUARY
by Dianna Hutts Aston
What It’s All About
This story follows the journey of an orange from its origin as a flower bud in an orange grove to a local grocery store and finally to the mouths of friends sharing a delicious treat. The story shows how the orange grows, relying on water and sunshine. Next the orange is picked by a worker and shipped to a grocery store where a young boy imagines all the uses for an orange. At last the young boy shares the orange when it is time to eat.
Discover a World of Words
Throughout the story introduce new vocabulary words using gestures, tone of voice, pointing to illustrations, or providing brief explanations. Examples include:
- **Drenched**: thoroughly and totally soaked or wet
- **Aglow**: glowing
- **Segments**: parts of something larger, pieces
Dig into the Story
Develop children’s comprehension of the story by discussing higher-level information (e.g., link characters’ feelings to their actions and/or events in the story, predict what might happen, summarize chunks of text). Use prompts throughout the story, such as:
- Why did the farmers ship the orange across the country?
- The little boy saw many things in the grocery store. Why did he choose to buy the orange?
- In January, can oranges grow in places where it is cold and snowing? What do oranges need to grow?
- What did the boy decide to do with the orange?
Make Connections Beyond the Book
After reading the story, make connections to an aspect of the child’s real-life by:
- Discussing that some fruits and vegetables only grow in certain conditions. Most fruits and vegetables only grow in places where it is warm, sunny, and sometimes rains.
- Visiting the grocery store. Talk about where different fruits and vegetables came from by reading notes on the packaging or grocery store displays. Share information about how these fruits and vegetables grow.
©2013 Jumpstart for Young Children
Some definitions taken from Biemiller, A. (2010). *Words worth teaching: Closing the vocabulary gap.*
Jumpstart is a national early education organization working toward the day every child in America enters kindergarten prepared to succeed. Learn more at jstart.org.
This guide was created in partnership with Whole Kids Foundation, a charitable organization that provides children with access to healthy food choices through partnerships with schools, educators and organizations. Learn more at WholeKidsFoundation.org.
Together Time Activity
CITRUS EXPERIMENT: FIND YOUR MAIN SQUEEZE: There are so many citrus fruits with different flavors ranging from sweet to sour and mild to bold. Find your favorite with this taste test!
TIP: This can be an individual or group activity. For medium-large groups, set up a station for each step and have kids work in pairs or small groups to discuss their findings.
1. Buy a variety of different citrus fruits when they are in season. Look for oranges, mandarins, tangerines, grapefruits, lemons, limes, etc. Ideally choose at least 3-5 different ones for your experiment.
2. Examine each citrus fruit carefully before peeling or cutting. Smell it, feel it and notice the color, size, weight, and texture of the peel. Make notes or a chart to record your observations for each one.
3. Peel/cut each fruit (with adult supervision). Notice the thickness of the skin and the presence of a white membrane, called the pith, inside each fruit. Which ones are easiest to peel? Which ones have thinner or thicker skins? Which have seeds? Which have more or less pith? Add all of this information to your notes or chart.
4. Taste the fruit. Try whole segments and the juice. Chart and take notes about the different flavors and sensations. Which ones are more sweet/sour/acidic/juicy/tangy/mild?
5. Make your conclusions. Which ones do you like best? What do your favorites have in common? When and how would you like to enjoy these fruits in the future? Do some taste better whole, while others are better as juice? Which ones would be best for the lunchbox or snack time.
Talking Points
• Discuss the many ways of enjoying citrus fruits: as a snack, on salads, as a flavoring for all kinds of recipes, including salad dressings, marinades, even desserts.
• Citrus fruits can be used to add flavor or enhance a food’s natural flavor, without adding fat or salt.
• Discuss the nutritional value of citrus fruits, which can be a great source of vitamin C and potassium, along with other nutrients. They can also provide dietary fiber, but you must eat the segments (not just the juice) for this benefit.
• For more tips on enjoying citrus fruits, read Better Bites “Add a Healthy Squeeze with Oranges” available at www.wholekidsfoundation.org. | f0b3f7fc-d548-4bdc-b6c5-b3d741c83fbb | CC-MAIN-2023-14 | http://www.wholekidsfoundation.org/assets/documents/book-club-orange-in-jan.pdf | 2023-04-01T21:06:12+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296950247.65/warc/CC-MAIN-20230401191131-20230401221131-00422.warc.gz | 95,115,486 | 1,004 | eng_Latn | eng_Latn | 0.99638 | eng_Latn | 0.996553 | [
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The Archaeology of Maize
THE DOMESTICATORS DOMESTICATED
The story of maize begins at least 9,000 years ago in southwestern Mexico as small groups of nomadic people found themselves attracted to stands of a rather tall, bushy tropical grass now known as teosinte (figure 1.1). We don’t know what name these early indigenous Mexicans had for teosinte, but by the time of the Spanish Conquest there were many names for it, including cincocopi, acecintle, atzitzintle.\(^1\) Today evidence of these first farmers and the teosinte plants they harvested is almost invisible—but we can see some traces left behind by the early descendants of both the plants and the people. For example, photographs of the tiny maize cobs, classified as *Zea mays* ssp. *mays*, that were found in Guilá Naquitz cave, Oaxaca, by Kent Flannery and his crew in the mid-1960s show parts of the earliest known individual plants that are descended from an ancestral teosinte plant (figures 1.2 and 1.3).\(^2\) In order for these cobs, which are directly dated to 6,230 cal BP,\(^3\) to have existed, not only did the ancient Oaxaqueños living near Guilá Naquitz cave have to have planted individual seeds, but their ancestors and neighbors also had to have planted and harvested teosinte seeds for hundreds of previous generations.
We do not know if these particular early Oaxacan maize plants themselves had descendants. After all, their seeds could have been completely consumed by people or animals and not gone on to propagate
Figure 1.1. Schematic drawing showing the shape of a modern hybrid maize plant (left) with two ears growing off the primary stalk, compared with a teosinte plant (right), which typically has many stalks or lateral branches and can have twenty or more small ears, or spikes. (Redrawn by Michael Blake after Beadle 1980:114. See also Lauter and Doebley 2002:335, figure 1.)
Figure 1.2. The earliest directly dated maize cobs, recovered by Kent Flannery during his excavations at Guila Naquitz Cave in the Oaxaca Valley in the 1960s. Scale bar box = 1 centimeter. (Photograph courtesy of Bruce Benz)
the next generation. Likewise, the people who planted and harvested these particular ears of maize and who carried them into the cave may not have gone on to have successful offspring whose descendants then gave rise to the present-day Zapotec and Mixtec peoples of Oaxaca. Even if neither the particular Guilá Naquitz maize plants nor the actual individuals who cultivated them contributed their genes to subsequent generations, we know that their cousins did. Maize and people still inhabit the valley, and they have even stronger reciprocal ties now than they did 6,000 or more years ago.
One of the key research questions about the origins of any domesticated species of plant or animal is who initially domesticated it? Related to this question is another: where did the domestication process take place, and, by extension, which subset of the wild population was domesticated? These are fundamental questions because their answers have the potential to release a cascade of knowledge about the general processes and specific mechanisms by which agriculture came about and spread around the globe. And, of course, these two questions are primarily about changing relations between humans and plants and animals.
The agricultural relationship between humans and other species is symbiotic in that both benefit from the process. Through this long-term
symbiotic relationship, both the cultivators and the cultivated are “domesticated.” For example, it can be said that teosinte has benefited greatly by appealing to humans, who have spread it far from its natural homeland in Mexico to almost all regions of the world. This relationship is, however, a double-edged sword. In exchange for this “benefit,” teosinte’s domesticated descendant—maize—lost the ability to self-propagate, which means that individual maize plants are passively dependent on humans for their continued survival. The reverse is also true. We humans are dependent on maize (and hundreds of other domesticated plants and animals) for our survival. Every year millions of people around the world suffer death and disease from starvation and malnutrition because the plants and animals they and their ancestors have relied on are no longer available to them for various social, political, and environmental reasons (for example, because of warfare, repression, drought, or plagues). Deadly shortages can arise anywhere, and they can happen quickly.
By the same token, most of the human population of the earth is “domesticated” in the sense that we have been both socially and physiologically transformed by the domesticated plants and animals we rely on. To what extent is this process domestication? It is not domestication if we think of the process narrowly as the intentional manipulation of one species by another to select for characteristics or traits that are valued. Wild teosinte, wheat, rice, potatoes, apples, and a cornucopia of other plants were not intentionally raising humans to be better agricultural caretakers—producing farmers who knew about planting cycles, weeding, pest control, irrigation, and other useful agricultural practices. But then, to what extent were the very first teosinte harvesters trying to intentionally create corn on the cob or, for that matter, a global agribusiness centered on maize production? Neither is likely to have been the case.
Rather than stick to the standard definition of domestication as the adaptation of species to human environments, I will use the notion of reciprocal relationships between plants and humans, specifically maize and humans, and consider how those relationships varied through time and across landscapes, transforming people, plants, and landscapes in the process. These reciprocal relationships changed over generations and across space as they spread throughout the Americas. Maize domestication, like that of other plants, must have proceeded slowly and intentionally, but the intentions of the first maize farmers were likely quite different from those of later farmers and certainly different from participants in today’s industrial agricultural systems. The first farmers’ intentions with respect to maize had to be different because they were
interacting with teosinte and early maize, which were structurally very different, as we shall see, from the varieties of maize produced by farmers several millennia later.
As many botanists have noted, the initial use of a plant, especially if that use involved selective harvesting and planting, automatically leads to changes—some intentional and others accidental—in the visible characteristics of future generations of that species. Planting and caring for the selected offspring of individual plants with preferred characteristics, such as larger seed size or less branching of the stems, leads to those same traits becoming increasingly dominant in following generations. This process inevitably leads to a transformation in the plant over time, whether or not there is any intentionality on the part of the domesticator.\(^5\) Today we take this process for granted, as modern agriculturalists invest enormous resources in researching the most effective ways to improve crops so that their harvests will have the greatest chance of producing desired characteristics (increased yield, resistance to disease or drought, greater protein content, increased sweetness, and so forth). The first farmers, however, may have had somewhat different goals. They were mobile hunting, fishing, and gathering peoples, few of whom lived in permanently settled villages, yet they planted and harvested species of interest so that they would be available when and where they were needed. They were in all likelihood most interested in particular species of plants for their salient characteristics rather than for their unknown, and probably unimagined, potential future states. It is unlikely that the first teosinte and early maize farmers foresaw the need for, and tried to create, rot-resistant, high-yield, starchy, multicolored maize kernels with enhanced protein content capable of growing in latitudes far to the north and south of the plant’s homeland. But if such characteristics appeared and were thought to be of interest, early farmers with exceedingly intimate knowledge of the life cycles of the species inhabiting their world certainly would not have ignored them and may have selected their seeds for future plantings.
One consequence of this process of interaction between humans and plants is that plants with the potential to generate variation can unintentionally and automatically influence the species that use them. Humans, or other animals drawn to early maize, could be transformed by these interactions by becoming habitual users. For example, a large concentration of any food resource has the potential to attract people who may eventually become dependent on it. Teosinte variants that more successfully attracted humans would themselves benefit from
human interest by becoming increasingly prevalent in their environments—assuming that human interest resulted in replanting, weeding, watering, and other ways of nurturing the plant. Humans had to change their previous patterns of behavior to accommodate the changing plant, and in doing so they became reciprocally transformed in ways that they could not have predicted. It is in this sense that the domesticators become domesticated. We could think of domestication as biosocial entanglement—we become trapped in one another’s webs of action and response, both behavioral and genetic.
Several botanists, anthropologists, and archaeologists have noted this reciprocal aspect of domestication. Usually though, when we talk about domestication we focus solely on the objects of human intervention and transformation, that is, the plants and animals that have been transformed. We typically discuss the transformation of people in terms of cultural evolution: the emergence of agriculture, and social, political, and economic complexity. So powerful is our image of ourselves as masters of our own history that it is difficult to imagine our utter dependence on the resources that we think we control. However, in light of the previous discussion, humans are resources for other species as well. From the standpoint of *Zea mays* ssp. *mays*, humans are agents of dispersal. If a sentient plant that wished to propagate itself and spread as far as possible could choose a species to manipulate, it could certainly do worse than choosing humans. By being genetically flexible, *Zea mays* has “persuaded” humans to move its seed around the globe faster and farther than any other plant in history. Maize’s power over us is rather intimidating, and we cannot easily or practically release ourselves from its grip. In fact, maize is becoming, year by year, increasingly interwoven into our human existence. Our global human economy depends on it—just as *Zea mays* depends on us. Humans grow maize and maize grows humans.\(^6\)
**WHO DOMESTICATED TEOSINTE AND WHERE DID THEY DO IT?**
Within the past few years, botanists have narrowed the search for the ancestor of maize and its natural range, and in the process they have indirectly pointed to the individuals who must have initially domesticated the plant. The “who” and “where” questions must first be preceded by “what”: what plant was ancestral to the maize we know today?
Teosinte—Maize’s Ancestor
For many decades the eminent botanist Paul C. Mangelsdorf and his students argued that modern maize arose from the domestication of a now-extinct wild maize, or pod corn.\(^7\) Furthermore, he thought that maize might have had at least two separate origins, one in Mesoamerica and one in South America. This theory had long been in competition with another idea—championed by George Beadle and his students—that maize had arisen from the domestication of one of several subspecies of wild teosinte native to Mexico and Central America.\(^8\) We will look more closely at this debate in chapter 3 because it opens the door to an amazing set of discoveries that demonstrate the interdisciplinary nature of our quest for knowledge about agricultural origins. But for now, the short version of the story is that the extinct wild maize hypothesis has been rejected, and the teosinte hypothesis has been confirmed by many new and independent lines of evidence.
Until recently it was not certain whether one or both of the two main annual subspecies of teosinte (Chalco and Balsas populations) were the ancestors of maize. But now, thanks to the explosion of new genetic studies, this has been mostly resolved. It is now widely agreed upon that all maize is primarily descended from one subspecies of annual teosinte—*Zea mays* ssp. *parviglumis*—found most commonly in the Balsas River region of southwestern Mexico—hence its original name, Balsas teosinte.\(^9\) But plant geneticists have discovered that Chalco teosinte—*Zea mays* ssp. *mexicana*—has also contributed genetically to modern maize, which, as a result, contains genetic traits of both.\(^10\) These two subspecies are very closely related and in fact live as sympatric neighbors—with *parviglumis* inhabiting lower elevation terrain and *mexicana* living at higher elevations (map 1.1).
How do these two subspecies of teosinte fit into the overall genus *Zea*? Botanists, relying on the morphological characteristics of teosinte varieties in Mexico and Central America, have defined two main groups, or “sections,” of the genus *Zea* (figure 1.4). One group is called Section Zea and includes one species, *Z. mays*, and all of its four subspecies: *mays* (modern domesticated maize) and *parviglumis, mexicana*, and *huebuetenangensis* (three annual teosintes). The second group is called Section Luxuriantes and includes four species: *Z. luxurians, Z. nicaraguensis, Z. diploperennis*, and *Z. perennis*.\(^11\) All but the last two members of *Zea* are annuals—both *diploperennis* and *perennis* are perennials, as their specific Latin names readily suggest. The morphological
traits that prompted this classification scheme have been backed up with genetic analyses that show the interconnections among the members of the *Zea* genus yet track a long genetic history that extends back tens of thousands of years. In spite of this long history, the botanist John Doebley and his colleagues point out that, except for *parviglumis* and *mexicana*, the species and subspecies of *Zea* have relatively limited geographic distributions. *Parviglumis* and *mexicana* have both greater distributions and greater morphological variation, and, although we need not elaborate on this here, it is worth mentioning that they each have a number of “races” or varieties restricted to specific parts of their geographic range.\(^{12}\)
*Parviglumis* thrives in seasonally moist habitats between about 400 and 1,800 meters above sea level, and, although it is most common in the central and eastern Balsas River region in the states of Michoacán,
Guerrero, and México, it also occurs in the neighboring states of Jalisco and Colima to the northwest and Oaxaca to the south.\textsuperscript{13} Its distribution may have been greater in the past under different environmental conditions, but not enough evidence exists yet to test this hypothesis.
\textit{Mexicana}, the other main subspecies of teosinte, grows to the north and west of \textit{parviglumis}'s home range, in the states of Michoacán, Guanajuato, Jalisco, and México. \textit{Mexicana} is adapted to higher elevations (between about 1,600 and 2,700 meters) and drier conditions than \textit{parviglumis}. During periods of increased aridity in the past, \textit{mexicana} may have spread to lower elevations, displacing \textit{parviglumis}, which prefers more rainfall.
\textit{Parviglumis} (which means small-\textit{glumed}) was scientifically described and classified by botanists Hugh Iltis and John Doebley more than thirty years ago.\textsuperscript{14} The samples they described in detail grow in wild stands on the south-facing slopes of the Balsas River region, some 220 kilometers west of Mexico City. Iltis recounts the story of \textit{parviglumis}'s “rediscovery” in several publications, but perhaps the most humorous telling was at a Society for American Archaeology symposium held in Montreal in 2004:
My fellow mutation hunter Ted S. Cochrane and I, in December of 1971, in this ancient cradle of maize domestication, south of Morelia on the high slopes of the Meseta Central escarpment overlooking the Rio Balsas valley and just south of the little pueblo of Tzitzio, (and on a hint from a young,
black-haired, sharp-eyed, and lively native American chambermaid at Motel Morelia in the city of that name while watching us make herbarium specimens of teosinte) we discovered several fine stands of our special grass, both truly wild ones on almost vertical rocky slopes and weedy ones in maize fields, where, with tassels and leaves already removed by the local campesinos to feed their cattle, the dried out maize ears were ready for harvest. It may well have been nearby that some eight millennia ago, perhaps even in that same teosinte patch, one then already well-known and becared by the keen mentality of an unsung, ever-hungry people, this naked-grained mutant made its unexpected appearance, one that surely would not have gone unnoticed for long. In fact, we may imagine that maize domestication may well have begun here with the startled cry in Nahuatl of some bright, strong, young Indian woman or man, a “Xilonen” or a “Cuauhtemoc,” holding a cluster of young, crisp mutated teosinte ears in hand, exclaiming excitedly to a companion, “Look, look what I found—these surely must be *teo centlit!*”
**Balsas Teosinte and Its Early Cultivators**
So far, the weight of evidence suggests that *Zea mays* ssp. *parviglumis* was the first ancestor of all modern maize and that it was domesticated by the people of the Balsas River region, beginning at least 9,000 years ago. *Parviglumis*’s role as the initial progenitor of all domestic maize was only recently established by Yoshihiro Matsuoka, John Doebley, and their colleagues in a remarkable paper published in the *Proceedings of the National Academy of Sciences* in 2002. Matsuoka, the lead author of the study, was, at the time, a postdoctoral fellow in the famous Doebley Lab in the Department of Genetics at the University of Wisconsin-Madison, where many of the major discoveries about the genetic ancestry of maize have taken place, including the definitive studies showing that teosinte was the wild ancestor of modern maize. In the 2002 study the team looked at the genetic similarities and differences among an enormous sample of different races of maize and teosinte collected from plant populations living in North and South America and found that all modern maize was genetically most similar to *Zea mays* ssp. *parviglumis* and more distantly related to other subspecies of teosinte. We will look more closely at this study and other new discoveries about maize’s genome in chapter 8.
Genetic studies of maize and teosinte carried out during the past decade are showing, as geneticists and botanists such as George Beadle and Hugh Iltis had long argued, that the first maize farmers must actually have been teosinte farmers. Furthermore, unless the range of *parviglumis* has changed radically during the past ten millennia, it is likely that the first *Zea mays* domesticators were the aboriginal occupants of the Balsas
River region. The archaeology of this region is not well known, and, compared with the Tehuacán Valley cave sites where Scotty MacNeish excavated, or those in the Valley of Oaxaca where Kent Flannery’s discoveries were made, very few detailed excavations have been carried out. I expect that some day archaeological research will turn up early teosinte use in the Balsas River region. But so far, except for a few rare examples, there is little archaeological evidence of the first teosinte farmers actually using, processing, and discarding teosinte remains in any ancient sites.
Guilá Naquitz Cave in the Oaxaca Valley still holds the record as the location where the oldest distinctly recognizable, unequivocally dated maize cobs were discovered.\(^{17}\) The cave lies at about 1,925 meters in elevation—just above the altitude where the natural environmental range of *parviglumis* and *mexicana* overlap. Guilá Naquitz Cave was occupied as early as about 10,000 years ago, but the maize cobs are much more recent—about 6,230 years old, give or take a century. These tiny, ancient cobs are a good example of what archaeobotanists call “macroremains,” pieces of ancient plants that are large enough to be observed by the unaided eye and that, if complete and well-enough preserved, can often be identified to species and variety. Still, as old as these cobs are, it is unlikely that they represent the earliest domesticated teosinte. Even though they share many characteristics with teosinte, and so represent a relatively early stage in the evolution of modern maize, genetic studies strongly suggest that there were at least three thousand years of experimentation with maize farming in order to get from wild teosinte to domesticated early Guilá Naquitz maize. We will return to this question in much more detail in chapter 5.
Most botanists who study the origins of maize are now fairly certain that *parviglumis* was first domesticated farther north in the Balsas River region of Guerrero and Michoacán rather than in Oaxaca. This is because the Balsas region, and west-central Mexico in general, have the greatest degree of genetic diversity of teosinte. For decades botanists have thought that geographic regions where we see a plant’s highest genetic diversity are most likely to be the locations of that plant’s initial domestication. In recent years this has drawn researchers to look for evidence of early cultivation in the Balsas region. A previous generation of botanists and archaeologists who thought that maize must have originated from *mexicana*, or a putative wild maize species, looked for the origins of maize in higher-elevation locations on Mexico’s central plateau.
It now appears that, based on several lines of evidence, including those produced by new genetic research, both subspecies of teosinteparviglumis and mexicana—contributed significantly to the genetic diversity of modern maize. It may be that after the initial domestication and spread of parviglumis, early “parviglumoid” maize interbred (through a process known as introgression) with mexicana, creating hybrids with genetic traits that were somewhat different from either subspecies of wild teosinte and distinct from modern maize. Some of these traits may have helped parviglumis-cum-early maize adapt to higher elevations and more arid conditions as the earliest farmers moved their new creation outside of its homeland. One recent study has shown that 2–4 percent of maize’s genetic variants came from mexicana, while even newer research suggests the contribution may be somewhat higher.\(^{18}\)
Who were these first long-term teosinte users who lived in the Balsas River region of Guerrero, Jalisco, and Michoacán? What do we know of their history and archaeology? The short answer is, unfortunately, very little.\(^{19}\) The earliest period that is well dated is called the El Opeño phase, beginning around 3,500 years ago and represented by spectacular shaft tombs and their amazing ceramics and other grave offerings. The long time span before the El Opeño phase is usually called the Archaic period, which is typified throughout Mesoamerica by the rather sparse remains of hunting, fishing, gathering, and farming peoples who, for the most part, did not yet live in permanent villages. In the uplands, above 400 meters in elevation, there are very few archaeological sites with evidence of Archaic period occupants. For example, in a recent search for Archaic period agricultural sites in Jalisco, my colleague Bruce Benz—a botanist who trained under Hugh Iltis and also happens to be an archaeologist—visited thirty-six rockshelters and fifteen open-air sites in the Sayula-Zacoalco Basin just to the southwest of Lake Chapala (almost 500 kilometers west of Mexico City).\(^{20}\) Benz undertook excavations at three rockshelters that he thought might have undisturbed deposits. In one of them, Abrigo Moreno 5, he was able to radiocarbon date charcoal from one of the lowermost layers and found that it was about 5,500 years old. Unfortunately, however, he did not find any remains of maize associated with this deposit—perhaps if maize or other plants had been used there they had long since decayed.
**HOW AND WHEN DID EARLY MAIZE SPREAD?**
At some point between about 9,000 and 6,200 years ago, during the Archaic period and in the general vicinity of the Balsas River region, a mutant form of teosinte showing the rudimentary signs of maize must
have appeared. Judging by the size and characteristics of the Guilá Naquitz cobs, the first ears of this mutant teosinte must have been tiny, but they must also have had a propensity for solid, non-shattering cobs. These earliest versions of maize also may have had ears that were enclosed within a leafy husk.\textsuperscript{21} This would have resulted in the plant losing its ability to self-propagate, because the seeds would not have been able to separate from the cob when ripe and would not have been able to get free of the husk. This would mean that the first teosinte-maize growers would have had to have sown and tended each season’s crop. Future generations of teosinte-maize seeds with these traits could only be viable with direct human intervention in the growing cycle. The Guilá Naquitz maize shows that Archaic peoples had already been intervening in the seed selection and planting process for many hundreds of generations before it arrived at the cave.
Early Archaic period peoples who first used and domesticated teosinte probably traveled a great deal during the course of each year, but even so, they must have regularly planted and tended a range plants in their seasonal cycles that were of interest to them. Early maize was just one of several species that they planted and harvested, and it had to find a niche within the broader system of plant harvesting. Other plants that they used that later became important domesticates included squash (\textit{Cucurbita} sp.) and beans (\textit{Phaseolus} sp.).
How did early maize spread from group to group, eventually moving beyond its natural range? The two main possibilities that come to mind are: (1) people with a knowledge of how to cultivate maize spread outward from teosinte’s homeland, taking early maize (in other words, recently domesticated teosinte) with them, and (2) people traded or gave maize seeds to their neighbors, who in turn passed them on to their neighbors, and so on—a form of “down-the-line” exchange. The first scenario makes sense if early maize provided a nutritional advantage to people that allowed their populations to grow more rapidly than their neighbors or allowed them to move into previously unoccupied regions. This form of farming expansion is referred to as \textit{demic}—an expansion of population into neighboring territories.\textsuperscript{22} In the first model, early maize would have been a new and significant addition to subsistence economies, while in the second model it would have been an interesting and attractive but nonessential supplement. The second scenario is reasonable to expect if early maize seeds were just one more thing that was traded among peoples who ranged over large regions and who were already well settled in a diverse set of environments.
I think that, while these two scenarios are not mutually exclusive, it is unlikely that the first model describes what happened during the initial centuries or few thousand years of maize’s domestication and use. It may well describe how more-developed maize farming, and farmers, spread in many regions of the Americas long after maize had been domesticated and after it had become much more similar to the highly productive grain crop we know today. During maize’s initial period of domestication and spread it is much more likely that maize moved in a down-the-line fashion, being traded or gifted among hunting, fishing, and gathering peoples who were also part-time horticulturalists, tending a range of plants that were important to them for a variety of reasons (including their uses as food, technologies, and medicines).
There is considerable archaeological evidence that Archaic period peoples of Mexico had well-developed interaction networks and that goods moved over long distances. The best examples of goods traded through these networks are objects made of stone and marine shell. Because they can be preserved indefinitely, stone tools leave the clearest fingerprint of this exchange. Obsidian is the primary stone type used to illustrates these long-distance interactions because it can be so precisely linked to a few well-known source locations—places where this glassy, super-sharp, igneous rock can be quarried. But it is not the only stone. Chert, a fine-grained sedimentary rock prized for its durability and the ease with which it can be shaped by chipping, is also identifiable to source location, and there is evidence of this stone type having been traded over long distances as well. Besides stone tools, marine shells crafted into valuables, such as beads, bracelets and pendants, made their way from the coast to the interior. Although much rarer than stone artifacts, these shell objects are useful in documenting early contacts between coastal lowlands and interior regions—contacts that must have been in place if early maize was spread by way of exchange networks.
The preservability of stone and shell contrasts with the perishable nature of most botanical materials. Large, readily identifiable pieces of plants do not usually preserve in exposed archaeological sites unless they are charred. Outside of dry cave sites, no large pieces of early maize (charred or otherwise) have been reported for Archaic period archaeological sites in Mexico and Central America. But as we will see in chapter 6, microscopically small plant remains do preserve in the form of pollen grains, phytolith particles, and starch grains. These all have distinct sizes and shapes that can often be identified to the species level and provide a reliable way of determining the presence of plant use in the
absence of plant macroremains. At the site of Xihuatoxtla, a rock shelter located in the upper Balsas River region of Guerrero, Dolores Piperno, Anthony Ranere, and their colleagues report finding maize starch grains and phytoliths that are associated with charcoal dated to 8,750 years ago (figure 1.5). Extending southward and eastward from the Balsas region, researchers have discovered maize microremains in a dozen or so locations—some associated with archaeological sites but most occurring in natural deposits, such as lake and swamp sediment cores. Some of these remains date indirectly to between 8,300 and 4,500 years old and have been found in sites ranging from Mexico and Central America to northern South America, most often in regions within a few hundred meters in elevation above sea level.
These discoveries of maize microremains outside of the natural range of the teosintes that were maize’s ancestors are remarkable in many ways. First, they suggest that mobile Archaic peoples readily accepted teosinte-like maize very soon after it was first domesticated in the Balsas region. Second, they confirm that this very early (more than 6,000-year-old) maize was still teosinte-like because it could not yet have had time to transform—through agricultural selection—into the larger-cob maize that we know so well from much later time periods. Third, archaeological sites
with pre-6,000-year-old maize microremains occur most commonly in the coastal lowland regions of Mexico, Central America, and South America. We do not yet have much evidence of very early maize microremains from sites in the highlands—possibly because these types of microremains do not preserve as well in such environments, but their relative absence is more likely a result of the fact that this research is still in its infancy.
Also in its infancy is the direct dating of maize macroremains (fragments of cobs, kernels, stalks, and leaves) from early time periods. It has been little more than twenty-five years since the first of these remains were directly dated using accelerator mass spectrometry (AMS) radiocarbon dating, a technique that allows researchers to use very tiny samples of an ancient plant—for example, part of an individual kernel—to determine its age.\(^{25}\) Prior to the development of this method, archaeologists were forced to date whole cobs (thereby destroying them and foreclosing any possibility of further study) or to date materials such as charred wood from the same layer or deposit and assume that the maize found in association with the dated charcoal was roughly the same age. This assumption has proven dubious in many cases, as we will see in chapter 4. So far we do not have any actual remains of teosinte-like early maize outside of the dry caves of Mexico. In fact, the maize from both the Tehuacán Valley caves and the Tamaulipas caves is as much as 1,500 years younger than the Guilá Naquitz maize from Oaxaca and much younger still than maize pollen, phytoliths, and starch grains reported from as far away as Panama and Ecuador.
One implication of the pattern of very early movement of teosinte-like maize into regions of the Americas, far distant from teosinte’s natural range, is that it must have been of great interest to nomadic or seminomadic peoples who made their living by hunting, fishing, plant gathering, and some cultivation, and who must have been in contact with one another (even if indirectly) through vast networks of exchange relationships. Another, and perhaps even more important, implication is that these first importers and growers of early maize must not have been interested in the plant for its high-yield, large ears full of grain because maize did not yet have such features. It is possible that very early maize had many small ears per plant—teosinte can have between ten and one hundred small ears—and, if so, this might have been what attracted early farmers. But this seems unlikely because one of the first mutations that took place in domesticated maize was the appearance of *teosinte branched* \(t\), the gene that suppressed teosinte’s lateral branching from the main stalk and led, in maize, to the condensation of the
branches into a polystichous form with only one or two ears nestled tightly against the main stalk.
This still leaves us facing a major puzzle: what was it about the early teosinte-like maize plant that attracted so much interest during the period between about 9,000 and 4,500 years ago, when the plant spread so far afield, even though its ears were still so tiny? Could it be that people were more interested in the green immature ears, which were both sweet and nutritious? Or were they keen to use the stalks of the plant, from which they extracted a sugary juice? Perhaps they plucked the ears off to eat fresh, allowing the sugars to accumulate in the stalks, which could then be squeezed to extract the juice, similar to what was done with sugarcane.\textsuperscript{26} This juice could then be fermented for a few days to produce an alcoholic beverage—just as the Rarámuri people of northwestern Mexico did with maize stalks until recent times.\textsuperscript{27} Regardless of the initial reasons for the early Mesoamericans’ interest in using and spreading the first domesticated teosinte, the plant morphed over the course of its first several millennia of interaction with humans so that people eventually became much more interested in its grain-bearing ear than what the stalks had to offer.
**HOW DID MAIZE TRANSFORM UNDER CULTIVATION?**
What do we know about the transformation of maize after about 6,200 years ago—the age of the earliest securely dated maize cobs recovered and described so far? Maize, because it is so genetically flexible, was modified by peoples who lived in many different environments and had many different cultural preferences and practices. If the initial spread of maize was by exchange (diffusion) rather than by population (demic) expansion, then its malleability leant itself to manipulation by these different peoples. At least in one region it appears that early farmers selected maize for its cob size and grain yield. This we know from the Tehuacán Valley sequence and the new work of Bruce Benz and his students, which built on the earlier discoveries of Paul Mangelsdorf in the 1960s and 1970s.\textsuperscript{28} In chapter 5 we will look at studies of maize macroremains from these dry cave sites and examine the evidence for the impact of selection on the transformation of the ear.
As fascinating and revealing as such studies are, however, they do not tell the whole story. Aside from the durable cob, not many parts of the plant are well represented in the archaeological record, and even where they are—such as, for example, at some of the Tehuacán Valley caves—the stalks, leaves, roots, and husks have not been as extensively studied as
the cobs have.\textsuperscript{29} Eventually these parts of the plant must also be studied in detail so that we can see how other physical (phenotypical) characteristics of maize were modified under cultivation. Archaeological sites along the arid coast of Peru have yielded early maize remains that provide such details. There are dozens of sites spanning the period from about 3000 BP to the Spanish Conquest that have maize remains, including kernels, cobs, and various other plant parts. Remarkably, all the samples recovered so far show a similar range of evolutionary changes to those observed in Mexico. Later period Peruvian sites dating to the fourteenth century show maize that is well developed and very much like the late period maize found from eastern North America to the US Southwest, through Mexico, down to Central America and throughout South America.
This pattern suggests that, although maize evolved within each region and continued to evolve as it was moved farther and farther from its homeland, its primary characteristics (one main stem with a small number of ears, non-shattering cob, and naked kernels) were already long fixed. Eventually other characteristics, such as kernel quantity, shape, size, and color, were carefully nurtured by farmers with different cultural preferences in different regions throughout the Americas. Characteristics that weren’t visible, such as sugar content, starch quality, protein type, resistance to rot and pests, response to day length during the growing season, and so on, were also carefully selected. These characteristics are much more difficult to determine from archaeological macroremains and in many cases must be inferred from variations in present-day collections from a range of geographic locations. Genetic analysis of these variations has been pivotal in determining the relationship among varieties of maize and establishing that they all, regardless of their outward appearance and less salient traits, have a single common ancestor.
The unconscious process of domestication in seed plants is generally referred to as the “adaptive syndrome of domestication,” and has been observed in many species of agriculturally important plants. This syndrome is a constellation of trait changes that come about as a result of intentional actions on the part of the humans who propagate, tend, and harvest the plants they are interested in. Bruce Smith, an archaeologist at the Smithsonian Institution who specializes in archaeobotany, has recently described this process. He summarizes the five major changes that are expected during domestication as follows:
(1) simultaneous ripening of seeds;
(2) compaction of seeds in highly visible terminal stalk/branch “packages”;
(3) seed retention (loss of natural seed dispersal mechanisms);
(4) increase in seed size; and
(5) simultaneous and rapid seed germination (loss of germination dormancy, reduction in seed-coat thickness).\(^{30}\)
Most of these changes can be considered the unintentional consequences (albeit desirable from the farmer’s point of view) of intentional interventions in the lifecycle of target populations of plants. As Smith so clearly describes, it is the storing of seeds during part of the year for planting under carefully controlled conditions at a future date that creates the environment for new and nonnatural selective pressures (figure 1.6). These human-induced selective pressures, whether applied to maize, beans, or squash, lead to the same sorts of archaeologically visible changes. This “adaptive syndrome” would have the same constellation of impacts even if the farmers were ultimately interested in consuming or using parts of the plant other than the seeds. We would expect this domestication syndrome for maize, gourds, cotton, and any other plant where the means of storing, planting, and harvesting the seeds were crucial to the cultivation process. Therefore it is not, strictly speaking, necessary for the first maize farmers to have been consciously selecting for increased grain size or cob size for the cobs and grains to increase in productivity.
By about 3,000 years ago maize in the southwestern United States, and from northern Mexico to Central America and some regions in South America, had become a dietary staple whose dry and stored grain was likely more important for food than any other uses the plant may have had. At this point maize was a larger-cobbled plant than it had been during the previous millennia, and it had had many hundreds or thousands of generations to adapt to each region in which it had been introduced. For example, in Arizona and New Mexico, some 2,000 kilometers to the north of teosinte’s homeland, maize had been around for at least a thousand years by this time and was becoming an increasingly productive and important part of peoples’ systems of food production.\(^{31}\) In central Mexico, maize had increased in size and was clearly on its way to becoming ever more productive.\(^{32}\) In southern Mexico, humans had started to show the impact of maize in their diet—it became increasingly important and left a characteristic chemical signature in people’s bones and teeth (a topic we will examine more closely in chapter 7). About this same time, and some 4,000 kilometers farther south along the Pacific slopes of the Andes, maize was being used both as a food and, even more importantly, for making maize beer—*chicha*—and as such had a growing dietary and ritual importance.\(^{33}\) Its significance in the making of *chicha* began at least by the Early Horizon period, about 2500 BP, and continues to the present day.\(^{34}\) Whether for food or drink, maize took on important spiritual meanings and ceremonial significance—eventually becoming intimately associated with the social identity of most of the Native American peoples who grew it.\(^{35}\) For many, this once humble grass from western-central Mexico belonged, and for some still belongs, to the spiritual realm—linking living people to both their ancestors and their gods. | 7ab7e10b-4a4f-4617-9e67-b120ac0815c3 | CC-MAIN-2021-43 | https://content.ucpress.edu/chapters/11124.ch01.pdf | 2021-10-24T00:29:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585828.15/warc/CC-MAIN-20211023224247-20211024014247-00599.warc.gz | 266,492,681 | 9,192 | eng_Latn | eng_Latn | 0.995991 | eng_Latn | 0.997235 | [
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Explore Georgia’s backyard with CEWC and discover some of the amazing species that live here. With live native animals, we can examine Georgia's wildlife diversity using GSE Science Standards right in your classroom! These programs are available August - May.
Charlie Elliott Wildlife Center offers outreach programs to schools within a 1.5 hour drive from our property. This includes the Atlanta, Athens and Macon areas. Our outreach programs are 45 minutes in length and are a great hands on way to learn about Georgia's fascinating wildlife natural history.
The programs are designed for K-12 and can be adapted for college and private educational classes. Program pricing is a flat fee of $125.00 per visit with a maximum of three of the same sessions per visit.
**Grades K – 2**
**ANIMAL TALES**
Follow the adventure of a remarkable animal as students explore one of Georgia’s native species through storytelling and a live animal encounter. Students will discover some of the features of a bird, reptile or amphibian while constructing and discussing the basic needs of their own critter. **GSE Standards addressed:** SKL2a, SKL2c, S1L1b, S1L1c, S2L1a, ELAGEKRL1, ELAGE1RL1, ELAGE2RL1
**FUR, FEATHERS AND SCALES**
Animals are a very diverse group of species; however, they all have the same basic needs to survive. During this program, students will compare and contrast birds, reptiles, amphibians, and mammals and how their basic needs are met. We will even explore the life cycles of these animals and key traits they each have. **GSE Science Standards addressed:** SKL2a, SKL2c, S1L1b, S1L1c, S2L1a
**Grades 3 – 5**
**CLASSY ADAPTATIONS**
Why does a gopher tortoise have strong, elephant-like legs? Why do mammals have fur? Discover the importance of animal adaptations and classification when Charlie Elliott Wildlife Center comes to your classroom with live animals. **GSE Science Standards addressed:** S3L1b, S5L1a,
**THEY EAT WHAT?!**
Every organism has a special role in its environment. In this program students will explore the importance and interdependence of producers, consumers, and decomposers as they discover how energy flows through an ecosystem and learn about the adaptations animals have to survive. **GSE Science Standards addressed:** S3L2b, S4L1a, S4L1b, S4L1c, S5L1
For more information or to register, please call (770) 784-3059 or email: email@example.com
www.georgiawildlife.com/CharlieElliott#educational-opportunities
Explore Georgia’s backyard with CEWC and discover some of the amazing species that live here. With live native animals, we can examine Georgia’s wildlife diversity using GSE Science Standards right in your classroom! These programs are available August - May.
Charlie Elliott Wildlife Center offers outreach programs to schools within a 1.5 hour drive from our property. This includes the Atlanta, Athens and Macon areas. Our outreach programs are 45 minutes in length and are a great hands on way to learn about Georgia's fascinating wildlife natural history.
The programs are designed for K-12 and can be adapted for college and private educational classes. Program pricing is a flat fee of $125.00 per visit with a maximum of three of the same sessions per visit.
**SCIENCE NIGHTS AT SCHOOLS**
Looking for an educational and interactive table for your school's upcoming STEM or Science Night? Let us help! CEWC offers this program for grades K-8 as a way to show students how science, technology, and math collaborate to conserve our natural resources.
**GRADES 6 – 12**
**ENERGY MATTERS**
One constant in every ecosystem is the flow of energy. In this program students will discover why the movement of energy matters for wildlife management and conservation through the exploration of community interactions.
GSE Science Standards addressed: S7L4a, S7L4b, SB5b, SB5c, SEC3a, SEV1a, SEV4a
**GEORGIA’S RARE GEMS**
Georgia is home to over 100 species of threatened or endangered animals. Discover the effects of biodiversity, ecosystem resilience, environmental factors and human impacts on endangered species when Charlie Elliott Wildlife Center comes to your classroom with live animals and bio-facts.
GSE Science Standards addressed: S7L4c, S7L5b, SEV2, SEV4, SEC3c, SEC3d
For more information or to register, please call (770) 784-3059 or email: firstname.lastname@example.org
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As Sr Kathy Gaylor, the Chairperson of the Catholic Board of Education (CBE), has mentioned, the 17 Sustainable Development Goals, which aim to end poverty and protect the planet by 2030, need attention from all of us. As these goals are interconnected, each one needs to be taken into account when addressing any one of the goals. Goal 4 ‘Quality Education’ is at the heart of the CIE’s endeavours. The CIE aims, not only to promote quality education, but to enable this to take place in a positive climate, underpinned by Gospel values where respectful relationships exist. By assisting schools to be safe and caring places Goal 3 ‘Good health and Well-being’ is addressed along with the CIE’s primary health screening project. The Education Access Programme provides funding to low fee independent schools, giving children the opportunity to remain in school. CIE’s Building Peaceful Schools programme not only supports both Goals 3 and 4 but is closely aligned to Goal 16 ‘Peace and Justice and Strong Institutions’. The CIE’s work is further aligned with the South African National Development Plan which sees education as pivotal in changing the reality of South African citizens.
The CBE adopted a new, updated Child Safeguarding Policy and 2018 saw schools being introduced to the policy and the need for a Designated Child Safeguarding Person to be appointed. The Designated Child Safeguarding Person’s role is to ensure that all in the school community know about the policy and that the requirements of the policy are carried out. Along with the Building Peaceful Schools Programme, this forms the foundation for schools to become safe places of peace and justice.
The efforts of the CIE Thabiso Skills Institute support Goal 8 ‘Decent work and Economic Growth’. It is heartening that the South African government and businesses are attempting to address the needs of those not in employment, education or training (NEETS). CIE serves 25 faith based skills centres in order to assist them in strengthening their governance, leadership and financial system and supports them in the complex terrain of compliance. Just as the Church has a long standing partnership with the Department of Basic Education, so too, much work has been done to foster a partnership with the Department of Higher Education and Training, in order to serve the common good.
Pope Francis in his Apostolic Exhortation Evangelii Gaudium says “we must not allow ourselves to be robbed of hope!” (n. 86). Further in the latest document from the Congregation for Catholic Education, Educating to Fraternal Humanism, the emphasis is placed on the Catholic school’s mission to promote ‘globalizing hope.’ We are called not to lose hope but to offer hope to the global world of today.
Through offering both intellectual and moral formation the Catholic school can become a beacon of hope and give ‘soul’ to a global world. The CIE aims to support schools in this important task. | <urn:uuid:5401d103-692b-4ffa-b7dd-6ad4795e6145> | CC-MAIN-2019-39 | https://www.cie.org.za/uploads/files/CIE-AR-2018_digital.pdf | 2019-09-21T21:31:57Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00323.warc.gz | 795,809,761 | 609 | eng_Latn | eng_Latn | 0.996387 | eng_Latn | 0.996387 | [
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The Shaping Healthy Choices Program in Action
A Best Practices Guide
Second Edition
# Table of Contents
- Acknowledgements ................................................................. 5
- Message from The UC Davis Center for Nutrition in Schools and UC CalFresh Nutrition Education Program ........................................... 7
## Introduction
- Shaping Healthy Choices Program Spotlight .................................. 10
- Shaping Healthy Choices Program Background at a Glance .............. 13
- Facilitator Tips: How to Get the Most from this Best Practices Guide .................................................................................. 16
## Bringing it all Together
- Key Findings to Consider for Future Implementation ....................... 21
## Nutrition and Physical Education & Promotion
- Implementing *Discovering Healthy Choices* Curriculum .................... 25
- Building an Instructional Garden ..................................................... 37
- Implementing *Cooking Up Healthy Choices* Curriculum .................... 43
- Implementing *Healthy Choices In Motion* Curriculum ...................... 49
## Foods Available on the School Campus
- Enhancing the School Lunchroom with a Salad Bar, Regional Produce, and Smarter Lunchrooms Movement Principles ........................................... 59
## Family & Community Partnerships
- Distributing *Team Up for Families* Newsletters ................................ 69
- Organizing a Community Health Fair .............................................. 73
## School Wellness Policy
- Forming a School Wellness Policy Committee .................................. 79
Acknowledgements
Authors
Center for Nutrition in Schools
Department of Nutrition, University of California, Davis
Jacqueline J. Bergman, PhD
Jessica D. Linnell, PhD
Rachel E. Scherr, PhD
Sheri Zidenberg-Cherr, PhD
The UC Davis Center for Nutrition in Schools would also like to thank the following individuals for their contributions to *The Shaping Healthy Choices Program in Action: A Best Practices Guide*.
Kelley M. Brian, MPH
UC (University of California) Cooperative Extension, Placer and Nevada Counties
Marilyn Briggs, PhD, RD
Department of Nutrition
University of California, Davis
Rosemary Carter, BA
UC Cooperative Extension, Placer and Nevada Counties
Susan Donohue, MA
UC Cooperative Extension, Butte Cluster
Michelle Drake, BS
Food and Nutrition Services
Elk Grove Unified School District
Gail Feenstra, EdD, RD
Agricultural Sustainability Institute
Melanie Gerdes, BS
Department of Nutrition
University of California, Davis
David Ginsburg, MPH
UC CalFresh Nutrition Education Program
Paul Hauder, MS
Carroll Elementary School
Elk Grove Unified School District
Carol Hillhouse, MS
Agricultural Sustainability Institute
Lorena Hoyos, MEd
UC Cooperative Extension, San Joaquin County
Shannon Klisch, MPH
UC Cooperative Extension, San Luis Obispo and Santa Barbara Counties
Suzie Lawry-Hall, BS
UC Cooperative Extension, Butte Cluster
Debbie Fetter, PhD Candidate
Department of Nutrition
University of California, Davis
Anna Martin, MA
UC Cooperative Extension, San Joaquin County
Mary Ann Mills, BS
UC CalFresh Nutrition Education Program
Jona Pressman, BS
UC Cooperative Extension, Butte Cluster
Lyndsey D. Ruiz, BS, DTR
Department of Nutrition
University of California, Davis
Katherine Soule, PhD
UC Cooperative Extension, San Luis Obispo and Santa Barbara Counties
Teri Spezzano, MS
UC Cooperative Extension, Stanislaus County
Wendy West, BS
UC Cooperative Extension, Central Sierra
Funded by:
Funded by UCANR #11-1018, USDA 2011-38420-20082, and the UC CalFresh Nutrition Education Program. Copyright 2016 University of California
Last updated November 2017
The *Shaping Healthy Choices Program in Action: A Best Practices Guide* is a collaborative effort between:
UC Davis
University of California
UC Davis Department of Nutrition
University of California Agriculture and Natural Resources
University of California CalFresh Nutrition Education
Center for Nutrition in Schools
Connecting Food, Health, and Learning
Message from the UC Davis Center for Nutrition in Schools & UC CalFresh Nutrition Education Program
On behalf of the Center for Nutrition in Schools in the UC Davis Department of Nutrition, we are pleased to introduce the first edition of *The Shaping Healthy Choices Program in Action: A Best Practices Guide*. This tool is a valuable resource to assist local educational agencies in implementing the evidence-based, multi-component Shaping Healthy Choices Program. The best practices and strategies included in this tool are based on the first-hand experiences of researchers and community members involved with the implementation of the program over the course of several years. We are confident that you will find this tool useful when developing your Shaping Healthy Choices Program implementation plan, and look forward to hearing the exciting results and success stories.
Sincerely,
Sheri Zidenberg-Cherr, PhD
Co-Director, Center for Nutrition in Schools
UC Davis Department of Nutrition
Marilyn Briggs, PhD, RD
Co-Director, Center for Nutrition in Schools
UC Davis Department of Nutrition
In partnership with the Center for Nutrition in Schools in the UC Davis Department of Nutrition, the UC CalFresh Nutrition Education program has made the Shaping Healthy Choices Program one of the signature school-based programs. Not only does the Shaping Healthy Choices Program include high-quality, evidenced-based nutrition curriculum, but it also goes beyond the classroom to integrate a coordinated approach linking the classrooms, with gardens, the lunchroom, and school wellness policies. It provides a framework to address policy, system, and environmental strategies (PSEs) engaging students, parents, and school leadership. *The Shaping Healthy Choices Program in Action: A Best Practices Guide* is a helpful tool in introducing and implementing the Shaping Healthy Choices Program. I am pleased to provide this new resource to future Shaping Healthy Choices Program schools and implementing agencies.
Sincerely,
David Ginsburg, MPH
Director, UC CalFresh Nutrition Education Program
Introduction
Shaping Healthy Choices Program Spotlight
Shaping Healthy Choices Program Background at a Glance
Facilitator Tips: How to Get the Most from this Best Practices Guide
Shaping Healthy Choices Program Spotlight
Over the past several years, the Shaping Healthy Choices Program research team has worked closely with a variety of implementing agencies. Listed below is a collection of program highlights expressed in the words of program implementers.
“Something unique about the [Shaping Healthy Choices Program] is that it has allowed [UC CalFresh nutrition educators] to truly become members of the school community….at the end of the school year, several pages in the school yearbook were dedicated to [our UC CalFresh Nutrition Education Team].”
~ Nutrition Educator from San Luis Obispo and Santa Barbara Counties
“The teaching style of [Discovering Healthy Choices] is very effective – students became used to the open-ended questions as the curriculum progressed, and they become more engaged over time. When they discover the knowledge, it is more impactful than just telling them. This method is a better way to gauge understanding in the students, and I find I am using this approach in other areas”
~ Nutrition Educator from Butte Cluster
“Students really enjoyed [the garden], and took ownership”
~ Nutrition Educator from Placer and Nevada Counties
“After the garden was established, [all of the teachers, students, parents, and garden volunteers] painted rocks and used them to decorate the garden. It was a fun and creative process to do after the accomplishing work of pulling the garden together”
~ Nutrition Program Manager from Butte Cluster
“Students and teachers loved the [Cooking Up Healthy Choices] recipes! Some students would take the recipes home and cook them with their families.”
~ Nutrition Educator from Butte Cluster
“Kids were engaged when using produce from the garden in the cooking demonstrations. They really liked using kale and any vegetable that connected with their countries”
~ Nutrition Educator from Butte Cluster
“Building on existing partnerships was important. The school was already getting seedlings from a certain farm, so we were able to strengthen the relationship with them [through the Shaping Healthy Choices Program].”
~ Youth, Families, and Communities Advisor from Placer County
“We talked with the food service director about going in and setting up a time that worked for her. We met with her and she explained what she wanted. We validated all of the work she had already put into the lunch program and tried to implement some of her new ideas.”
~ Community Education Supervisor from San Luis Obispo and Santa Barbara
“For our community event, we hosted a farmers market. This was done in partnership with the food bank three separate times. They donated hundreds of pounds of produce – each student was able to take home 10lbs! Also, students from the Shaping Healthy Choices Program were involved in doing the food demos from Shaping Healthy Choices Program at one booth.”
~ Nutrition Educator from Butte Cluster
“The health fair was very successful – major successes were the community partnerships – not just donations of gifts and gift cards, but having BelAir come to the fair and dedicate their time. They wore their BelAir shirts, which helped students recognize their group. This showed students that the larger community cares about their health.”
~ Nutrition Educator from Placer and Nevada Counties
“A large majority of the sixth-grade students that received the Discovering Healthy Choices curriculum were excited to devote their lunch period to start a wellness committee. They assessed their schools using the SHC$^2$ assessment tool to help generate ideas. For example, they helped create lunchroom signage. This was an effective way to get the younger students excited about school wellness since they really look up to the sixth-graders. Next steps include connecting them with the district-level wellness policy committee.”
~ Program Supervisor from San Luis Obispo and Santa Barbara Counties
The Shaping Healthy Choices Program is designed to improve children’s health through a multi-component, school-based approach.
**Program Components**
This program integrates activities within four overlapping components (listed below), all working together to sustain positive health outcomes.
1. Nutrition and Physical Education & Promotion
2. Family & Community Partnerships
3. Foods Available on the School Campus
4. School Wellness Policy
**Program Activities**
The Shaping Healthy Choices Program activities (listed below) were designed to reinforce one another.
1. Nutrition education (*Discovering Healthy Choices*)
2. Cooking demonstrations (*Cooking Up Healthy Choices*)
3. Physical activity education (*Healthy Choices in Motion*)
4. Family newsletters (*Team Up for Families*)
5. Instructional school garden
6. Salad bar
7. Regionally procured produce
8. School-site wellness committees
9. Community health fair
The Shaping Healthy Choices Program activities were designed to target each level of the Social Ecological Model shown below (adapted from the Dietary Guidelines for Americans 2010).
Student individual factors like knowledge and skills are addressed through classroom education using a learner-centered, inquiry-based curriculum that features garden-enhanced activities, and cooking demonstrations.
Changes to environmental settings are accomplished through family newsletters that feature positive nutrition-related parenting practices, connections to the classroom lessons, and recipes from the cooking demonstrations. This program also recommends the use of community health fairs to bring together community partners like local farmers, 4-H, and other local organizations.
The Shaping Healthy Choices Program also includes activities aimed at changing the school food environment, such as the installation of salad bars in the lunchroom.
Sectors of influence was addressed by increasing regional produce available in the salad bar to improve community relationships with regional farmers, and by establishing a school wellness committee at each intervention site to support and sustain the Shaping Healthy Choices Program.
Finally, all of these intervention activities integrate to influence social and cultural norms by promoting healthy lifestyle choices and values.
**Program Evaluation**
An extensive evaluation of the impact of the Shaping Healthy Choices Program on a number of student outcomes was conducted in several schools. Data analyses showed an increase in student nutrition knowledge and physical activity, improvement in student dietary behaviors, and a decrease in Body Mass Index Percentile.\(^1\)
**Potential Benefits for Students**
- Increases nutrition knowledge and use of critical thinking skills
- Improves dietary patterns and physical activity
- Improves overall health
**Potential Benefits for Schools**
- Helps fulfill federally mandated district wellness policies
- Adheres to Common Core State Standards and Next Generation Science Standards
- Assists with the fulfillment of HealthierUS School Challenge requirements
**References**
1. Scherr RE, Linnell JD, Smith MH, et al. The Shaping Healthy Choices Program: Design and Implementation Methodologies for a Multicomponent, School-Based Nutrition Education Intervention. *Journal of Nutrition Education and Behavior*. 2014;46(6):e13-e21.
Facilitator Tips: How to Get the Most from this Best Practices Guide
Purpose
The program development team worked closely with principals, teachers, food and nutrition services, and other school community partners to identify barriers and facilitators experienced during program implementation. *The Shaping Healthy Choices Program in Action: A Best Practices Guide* provides evidence-based best practices and strategies developed through the first-hand experiences of researchers and community members involved with the implementation of the program over the course of several years.
Audience
This best practices guide was designed to reach a wide variety of audiences interested in implementing the Shaping Healthy Choices Program at a school or other organization.
Potential implementing stakeholders and agencies include:
- Teachers
- School administrators
- Nurses
- Cooperative Extension Programs
- Public Health Departments and additional Local Implementing Agencies
- Members of a community organization
- Girl or Boy Scouts, Boys and Girls Club, the YMCA, 4-H, or other youth group
Regardless of level of experience working in communities, this best practices guide will provide useful information for successful program implementation.
Best Practices Layout
**Activity Title.** The activity title introduces the reader to the Shaping Healthy Choices Program activity that will be addressed in the section.
**Background Information.** This introductory section, separated from the rest of the chapter by a shaded box, provides a brief research-based background addressing why the activity was included as a part of the Shaping Healthy Choices Program.
**Introduction.** This section includes more specific information about the Shaping Healthy Choices Program activity.
**Program Connections.** A hallmark of the Shaping Healthy Choices Program is the comprehensive nature of the program. The “Program Connections” section of each chapter explains how each activity overlaps
with the other program activities. While the program may be initiated with any activity, all program activities were designed to overlap.
**Materials and Preparation.** Depending on the activity, a section with recommended materials needed to prepare for each activity may be provided.
**Implementing the Activity.** This section also varies depending on the activity. It may focus on tips regarding the facilitation of the curriculum, the building of the garden, or the action steps for wellness committee meetings.
**Shaping Healthy Choices Tip!** Best practices tips from researchers and community members will be provided in each section of this guide. These tips are simply evidenced-based recommendations to consider when implementing each program activity.
**Additional Resources.** This section includes any useful website links or appendices such as funding request templates, sample open-ended questions, and other useful resources.
**References.** This section provides a list of references cited in the background section of each chapter.
Bringing it all Together
SCHOOL WELLNESS POLICY
Nutrition & Physical Education & Promotion
Family & Community Partnerships
Foods Available on the School Campus
Sustainable Student Outcomes
Key Findings to Consider for Future Implementation of the Shaping Healthy Choices Program
Bringing it all Together: Key Findings to Consider for Future Implementation
The implementation of the Shaping Healthy Choices Program in a number of school sites through the years have resulted in positive outcomes, and these results varied based on several factors. The following are the key findings to consider for future implementation of this program.
**Emphasize fidelity of the curriculum**
Variation in student outcomes between Shaping Healthy Choices Program schools is tied to the level of fidelity of implementation of *Discovering Healthy Choices* (i.e., the extent to which nutrition educators followed curriculum procedures). Fidelity to curriculum procedures is a critical component to the success of this program. Training and professional development should emphasize the importance of adherence to curriculum procedures.
**Focus on a multi-component strategy**
Variation in student outcomes between counties is consistent with the level of program implementation. For example, when cooking demonstrations were not implemented as part of the nutrition education, vegetable identification did not improve. This indicates that cooking demonstrations are an important component of the Shaping Healthy Choices Program to cultivate student recognition of vegetables. Additionally, it is important that the implementation focuses not only on direct nutrition education, but also places an emphasis on enhancing foods available on the school campus, establishing family and community partnerships, and empowering school stakeholders to apply the school district’s wellness policies through the formation of school-site wellness committees. Training and ongoing support should underscore the importance that when implemented together, all program activities form an infrastructure that promotes healthy diet and lifestyle choices while fostering a healthy school environment.
**Build strong relationships**
Greater improvements in student outcomes are linked to the existence of strong relationships between program staff and multiple school stakeholders including administrators, food and nutrition services personnel, teachers, and other members of the school community. Establishing these partnerships is critical so that participating school community members can support and participate in the implementation of program activities. As a result, they are more likely to engage in improving the social norms and cultural values to support a healthy school environment.
Nutrition and Physical Education and Promotion
Implementing Discovering Healthy Choices Curriculum
Building an Instructional Garden
Implementing Cooking Up Healthy Choices Curriculum
Implementing Healthy Choices in Motion Curriculum
Implementing *Discovering Healthy Choices* Curriculum
**Why Discovering Healthy Choices?** Students who participate in garden-enhanced nutrition education have demonstrated an improvement in knowledge about nutrition, increased preferences for vegetables, and increased willingness to taste and eat vegetables.\(^1\)-\(^3\) *Discovering Healthy Choices* uses inquiry-based education and experiential learning approaches.\(^4\) This curriculum utilizes these two learning strategies to facilitate understanding of nutrition concepts and development of problem-solving skills so youth can make evidence-based decisions about the foods they eat.
**Introduction**
*Discovering Healthy Choices* allows students to explore a comprehensive set of nutrition concepts, including roles of nutrients, MyPlate recommendations, physical activity, reading food labels, understanding how food companies market their products, and making healthy snacks. Concepts for this curriculum were identified from Nutrition to Grow On; Dietary Guidelines for Americans, 2010; and USDA MyPlate.
All activities are structured around a five-step experiential learning cycle.\(^5\) In the Experience phase, students carry out the procedures of an activity. In the Share, Process, and Generalize phases, students participate in discussion about their observations and experiences, make inferences about them, and generalize these findings to real-world settings. In the Application phase, students use what they have learned and practice it in authentic settings. This is accomplished in *Discovering Healthy Choices* through garden-enhanced activities, and take-home activities that they can complete with their families.
The curriculum is organized into eight sequential modules that begin with foundational skills and build to more complex skills.
**Download a copy of the curriculum**
*Discovering Healthy Choices* is available as a free download through the UC Davis Center for Nutrition in Schools ([http://cns.ucdavis.edu](http://cns.ucdavis.edu)).
Coordinate with *Cooking Up Healthy Choices* curriculum and *Team Up for Families* Newsletters
*Discovering Healthy Choices* was designed to be implemented in conjunction with the cooking demonstrations from *Cooking Up Healthy Choices*, and the family newsletters (*Team Up for Families*).
The vegetables that are recommended for growing in the instructional garden as part of the lessons are integrated in *Cooking Up Healthy Choices* and recipes in the *Team Up for Families* newsletters. The cooking demonstrations reinforce concepts students learn in *Discovering Healthy Choices*.
Finally, family newsletters include information for parents about the ideas their children are learning as part of this program, contain interactive quizzes that reinforce concepts, and contain recipes from *Cooking Up Healthy Choices*.
**Shaping Healthy Choices Tip!** In order to maximize the connections built into the curricula and newsletters, the following sequence is recommended:
- Discovering Healthy Choices Module 1
- Team Up For Families Newsletter 1
- Discovering Healthy Choices Module 2
- Team Up For Families Newsletter 2
- Cooking Up Healthy Choices Demonstration 1
- Discovering Healthy Choices Module 3
- Team Up For Families Newsletter 3
- Cooking Up Healthy Choices Demonstration 2
- Discovering Healthy Choices Module 4
- Team Up For Families Newsletter 4
- Cooking Up Healthy Choices Demonstration 3
- Discovering Healthy Choices Module 5
- Team Up For Families Newsletter 5
- Cooking Up Healthy Choices Demonstration 4
- Discovering Healthy Choices Module 6
- Team Up For Families Newsletter 6
- Cooking Up Healthy Choices Demonstration 5
- Discovering Healthy Choices Module 7
- Team Up For Families Newsletter 7
- Discovering Healthy Choices Module 8
- Team Up For Families Newsletter 8
Coordinate with those planning, designing, and building the garden
Every module has a garden-enhanced activity and there are specific requirements for the garden. Communicate with those planning, designing, and building the garden to ensure the instructional garden will accommodate these activities.
Shaping Healthy Choices Tip! If gardening inexperience is a concern, consider reaching out to the community for assistance. Good places to start are parent volunteers with experience gardening, master gardeners in the area, as well as interested teachers. These individuals can provide their expertise and time to ensure the garden is a success.
Activities in *Discovering Healthy Choices* encourage the students to choose and grow their own vegetables. A list of recommended vegetables and herbs are listed in *Discovering Healthy Choices* Appendix 1C.
Shaping Healthy Choices Tip! Consider allowing each student group to plant and harvest their own plot within the garden. This will allow the development of ownership of their own agricultural plot and provide an opportunity to more deeply engage in growing their own vegetables.
Coordinate with other Shaping Healthy Choices Program activities
While the *Discovering Healthy Choices* nutrition curriculum is a cornerstone of the Shaping Healthy Choices Program, it is important to make sure that the other activities of the Shaping Healthy Choices Program are incorporated alongside the curriculum. Remember, the more connections you make between the program activities, the stronger the infrastructure of the program as a whole.
Ideas for this include:
- **Connecting with the lunchroom**: Consider displaying student art projects to decorate and enhance the atmosphere of the school lunchroom. If possible, consider asking lunchroom staff if they can use vegetables grown in the garden on the salad bar. Even just a few heads of lettuce, grown by the students mixed in with the other salad greens can generate a lot of student interest and pride.
- **Connecting with community health fairs**: Recruit student volunteers to help set up a booth at a health fair that applies the knowledge they have been learning through the curriculum.
- **Connecting with the nutrition promotion efforts**: Post a “Veggie Forecast” in the school office or in the *Team Up for Families* newsletter to keep families informed about the progress of the produce being grown in the garden.
- **Connecting with the school wellness committee**: Consider having your school-site wellness committee present success stories of the curriculum to the district-level wellness policy committee.
Facilitating Discovering Healthy Choices
☑ Read the Facilitator Tips in the *Discovering Healthy Choices* curriculum
This section in the *Discovering Healthy Choices* curriculum is intended to provide the facilitator with information needed to get the most out of activities in *Discovering Healthy Choices*. It also provides a guide for how to use the curriculum.
🥕 Shaping Healthy Choices Tip! If *Discovering Healthy Choices* will be facilitated by someone other than the classroom educator, it may be important to communicate with teachers about how to best facilitate the activities in their classrooms. The inquiry-based education strategy and group work may differ from how the classroom educator expects his/her classroom to function. The group discussions can appear chaotic so it is recommended that teachers are informed and are aware that classroom noise levels may be higher than normal. Ask if there are any students that need extra help, how they would like to address classroom management, and how they might like to participate in the activities themselves.
☑ Connect with other subject areas
*Discovering Healthy Choices* supports Common Core State Standards in Mathematics and English Language-Arts, Next Generation Science Standards, and California Nutrition Education Competencies. Please see the curriculum for a guide to which standards are supported in *Discovering Healthy Choices*.
🥕 Shaping Healthy Choices Tip! *Discovering Healthy Choices* can be paired with other concepts in other subject areas to make connections within a variety of subject areas. Here are a few examples:
- After discussing agriculture and climates around the world (Activity 1.1), extend the discussion of agriculture and climate within your state. In California, a fourth-grade content standard is to learn about geography, climate, and agricultural history and there is an opportunity to further reinforce these concepts.
- Before planting (Activity 2.3), grow seeds in cups to explore germination.
- Before discussing how plants attract pollinators (Activity 7.3), explore what pollinators are and how they are necessary for growing our food.
- Extend the interaction with the garden to include an activity to investigate the soil and decomposers.
☑ If curriculum is being implemented by educators other than the classroom teacher, communicate regularly with the teacher
It is important to keep the line of communication open with teachers. Collaborating with classroom teachers can strengthen the delivery of the curriculum. Some examples of how you may consider involving the classroom teachers in this process include:
- **Provide the curriculum to the teachers.** This will help them better understand the process and be prepared for participation in the activities.
• Keep them up to date on assigned homework and home participation requirements. Ask the teacher if he/she is willing to assign and collect the homework. This is a great way to ensure communication lines remain open.
**Time Management**
☑ **Limit the opening questions to 10 minutes!** The opening questions phase of the activities is intended for the educator to gauge prior knowledge of the students and for the students to get oriented to and thinking about the subject matter. It is normal to want to spend more time on this section, but this is not where the learning happens.
☑ **Ensure enough time so that students can engage in all phases of each activity** For students to develop deep understanding of the concepts, it is critical that the students participate in all phases of each activity including Experiencing and Sharing, Processing, and Generalizing. Students learn by making observations and by discussing them with one another. The Sharing, Processing, and Generalizing phase is essential for students to make sense of what they observed and consider it within real-world contexts.
🥕 **Shaping Healthy Choices Tip!** It is common for an instructor to be unsure if the students understand the concepts and want to offer direct answers as a result. It is important to give the students a chance to come to conclusions on their own. Although students may not understand the concepts at first, by experiencing learning through the inquiry-based method they will ultimately learn and have a deeper understanding of what is being taught as a result.
☑ **Include travel time for garden visits.** If you are enhancing the implementation of the *Discovering Healthy Choices* with the use of an instructional garden, it is important to plan for sufficient time to get the students out into the garden. Often the garden is across campus and it takes the class a long time to move from one activity to the next so keep that in mind when planning out your time.
**Materials and Preparation**
☑ **Enlist help for purchase and preparation of materials** There are materials that will be needed for activities, like measuring cups, tape measures, and food items. Enlist help from parent volunteers or other community members to acquire supplies and prepare foods. Many lower income schools may qualify to receive low/no cost produce from their local food bank or the school’s food and nutrition services may be able to order some items for recipe preparation.
🥕 **Shaping Healthy Choices Tip!** Many local businesses may be willing to donate supplies and/or time to assist in the development of the garden and preparation of foods for cooking demonstrations.
Purchase seeds & seedlings
Planting seedlings is an important part of *Discovering Healthy Choices* activities. In activity 1.2, students are asked to select fruits and vegetables they want to plant. Record the plants they choose in this activity in order to prepare for planting in 2.3. Allowing students to choose the plants they want to grow fosters engagement with their garden.
The plants on this list were chosen because they are vegetables that are grown in the countries explored in activity 1.1. Additionally, they are used in the recipes from *Cooking Up Healthy Choices*, which are included in the *Team Up for Families* newsletters so that parents can cook them at home.
Seeds and seedlings can be purchased from a variety of places: grocery stores, nurseries, seed companies, and hardware stores. If funding for seedlings is a challenge, consider asking local stores for donations. Some seed companies have donation programs for schools.
**Shaping Healthy Choices Tip!** When preparing to plant seeds and seedlings in Activity 2.3, separate the seeds and put them into individual sealable bags for easy distribution to student groups. This will help students avoid accidentally pouring all the seeds from one seed packet into one hole, and ensure that all students get a few seeds to plant.
Purchase garden tools for student use
Students will need tools to work in their garden throughout the *Discovering Healthy Choices* activities. In Activity 2.3, students participate in preparation and planting to learn about physical activity. The following basic garden supplies are recommended:
- Shovels
- Hoes
- Trowels
- Clip boards
- Clippers/pruners
- Labels to mark vegetables
- Zip-lock bags or other container for students to bring home harvested produce.
**Shaping Healthy Choices Tip!** It may be helpful to have a few pairs of gardening gloves on-hand if there are students who prefer not to work in the dirt. However, youth really like to feel the soil and may not want to use the gloves.
Consider storage
It is helpful to have storage that is near the instructional garden. Consider purchasing or building outdoor storage for garden materials to provide easy access to tools and materials for students working in the garden.
Take advantage of planting mistakes as learning opportunities
Students will not plant seeds or seedlings perfectly and you may or may not be familiar with how to plant and care for all the plants you will be growing. That’s OK! The experience provides further opportunities for learning. For example, if students accidentally plant all of their seeds in one hole, encourage the students to predict what will happen to the growth of the seeds, make observations as they grow, and discover what happens when plants grow under this condition compared to other plants that were planted one per hole or as directed on the package. You can also go back later with the students and “thin out” or remove some of the excess sprouts to make room for the healthiest plants. These mistakes provide great opportunities for rich discussion and discovery.
Harvest the vegetables
Giving students the opportunity to harvest produce and take it home to their families is important. This not only provides a reward to students for their work in caring for the garden, it also provides an opportunity for them to share with their families and further reinforce concepts at home. If there are not enough vegetables at harvest available for the cooking demonstration, it is acceptable to supplement the harvested amount with store-bought produce.
Shaping Healthy Choices Tip! During harvesting, engage in discussion about how to prepare or cook the produce. Students are excited to share these ideas with their families. If students want ideas, the Team Up for Families newsletters provide recipes from the cooking demonstrations that highlight produce that may be grown in the garden.
Additional Resources
1. Discovering Healthy Choices Curriculum available for download: http://cns.ucdavis.edu/programs/shcp/discovering-healthy-choices.html
2. Appendix 1: Sample Open-ended Questions for Facilitators. This resource includes some sample phrases to assist facilitators when constructing open-ended questions during the activity and discussion phases of the curriculum. This document contains two half sheets.
3. Appendix 2: Plus Delta Reflection Form. This form may be used to help facilitate reflection after lesson implementation.
4. Center for Nutrition in Schools Website: For more information on nutrition education curriculum for all grade levels, visit the Center for Nutrition in Schools Website: http://cns.ucdavis.edu/resources/curriculum-classroom.html
References
1. Morris JL, Zidenberg-Cherr S. Garden-enhanced nutrition curriculum improves fourth-grade school children's knowledge of nutrition and preferences for some vegetables. J Am Diet Assoc. 2002;102(1):91-93.
2. McAleese JD, Rankin LL. Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. J Am Diet Assoc. 2007;107(4):662-665.
3. Robinson-O'Brien R, Story M, Heim S. Impact of garden-based youth nutrition intervention programs: a review. J Am Diet Assoc. 2009;109(2):273-280.
4. Colburn A. An Inquiry Primer. Science Scope. Mar 2000;23(6):42-44.
5. Pfeiffer JW, Jones, J. E. Reference guide to handbooks and annuals (revised). San Diego: University Associates Publishers; 1985.
Appendix 1
Sample Open-Ended Questions for Facilitators
**Observing**
- Describe what you know about...
- Explain what you observed when...
- Tell me what happened when...
- What did you notice about...
- Tell me more about that...
- What do you mean by...
**Making Sense of what happened**
- Based on what you observed, what do you think about...
- How did you decide to go about...
- Using what you know, explain...
- Explain your thoughts about...
- What do you mean by...
- Would you tell me more about...
- What do you already know about...
**Reasoning**
- Imagine...
- Suppose...
- Predict...
- If..., then...
- How might...
- Can you create...
- What are some of the possible consequences...
- What if...
- What do you think would happen if...
- Is there another way to...
- How might you do that differently...
## Appendix 2: Plus/Delta Reflections
| + Things that worked well | Δ Things to be improved |
|--------------------------|-------------------------|
### Things to consider
- Questioning: Open-ended or closed?
- Learner-centeredness: Who is doing the bulk of the work?
- Constructivism: Are the students figuring it out?
- Materials: Are they appropriate?
- Room set-up
- Time management
- Other
Building an Instructional Garden
Why instructional school gardens? Garden-enhanced nutrition education has been shown to improve children's knowledge of nutrition, as well as the core academic subject areas of math, language arts, science, and history.\textsuperscript{1,2} In addition to enhancing a student’s learning environment, research shows that children are more likely to taste and eat vegetables that they have grown themselves.\textsuperscript{2-4}
Introduction
The instructional garden serves as an authentic setting in which students can learn and apply nutrition-related concepts and problem solving skills. \textit{Discovering Healthy Choices} integrates a garden-enhanced activity into every module.
Program Connections
☑ Coordinate with \textit{Discovering Healthy Choices} curriculum
The garden-enhanced activities within \textit{Discovering Healthy Choices} are intended to serve as an authentic setting for students to learn about nutrition while also giving them opportunities to be physically active and to grow and harvest their own vegetables. It is important for there to be coordination between those facilitating \textit{Discovering Healthy Choices} and those building or maintaining the instructional garden. This is because activities require specific interactions between students and the garden and these should be considered during the planning, designing, building, and maintenance of the garden.
🥕 Shaping Healthy Choices Tip! Be sure to communicate with those facilitating the \textit{Discovering Healthy Choices} activities to strengthen the garden and the classroom connection and ensure adequate time is allotted for the incorporation of the garden as a learning environment.
Activities in \textit{Discovering Healthy Choices} encourage the students to choose and grow their own vegetables. A list of recommended vegetables and herbs are listed in \textit{Discovering Healthy Choices} Appendix 1C.
Start gardening and implementing your school garden program. Let the community know about it every step of the way, from planning to building to planting and harvesting. Get the word out by sharing pictures and videos of your experiences with colleagues, friends and family to inspire other community gardens. Over time, revisit the plan and make any needed changes based on lessons learned or feedback from partners and neighbors.
🥕 Shaping Healthy Choices Tip! Consider allowing each student group to plant and harvest their own plot within the garden. This will allow the development of ownership of
their own agricultural plot, and provide an opportunity to more deeply engage in growing their own vegetables.
☑ **Connect with Cooking Up Healthy Choices**
The vegetables that are being grown in the school garden may be harvested and used in *Cooking Up Healthy Choices* cooking demonstrations. Even just a few ingredients from the garden can get students excited about eating their vegetables.
☑ **Coordinate with other Shaping Healthy Choices Program activities**
While an instructional school garden is a crucial Shaping Healthy Choices Program activity, it is important to make sure that the other activities of the Shaping Healthy Choices Program are tied back to the garden. Remember, the more connections you make between the program activities, the stronger the infrastructure of the program as a whole.
Ideas for this include:
- **Connecting with the lunchroom**: Consider coordinating with the food and nutrition services director to incorporate foods being grown in the garden into the lunchroom.
- **Connecting with community health fairs**: Recruit student volunteers to help set up a booth at the health fair that shows off what they have been doing in their garden.
- **Connecting with the nutrition promotion efforts**: Coordinate with administrators to display photos of garden activities in the office or in the school newsletter.
- **Connecting with the school wellness committee**: Getting the school wellness committee involved with the garden is a great way to ensure the garden is maintained through the years.
- It is important to make sure that other aspects of the Shaping Healthy Choices Program are integrated while the garden is being utilized. In addition to using the produce that is grown for *Cooking Up Healthy Choices*, consider creating a poster with photos of students harvesting vegetables and working in the garden, or lead tours of the garden during the health fair.
- Consider hosting *Garden Open House Days* or *Lunchtime in the Garden* where students and teachers can spend some free time learning about their garden while watering, weeding, reading a story, or relaxing.
**Materials and Preparation**
☑ **Plan and design your garden**
An instructional garden can take many forms, from a traditional in-ground or raised-bed garden to container gardens using wheelbarrows or buckets. Depending upon the budget and available space, there are many different ways to give students experience growing and harvesting their own vegetables.
The following resources may help with the planning and design of an instructional garden:
California School Garden Network. Gardens for Learning, a guide for creating and sustaining your school garden. Available for free download [http://www.csgn.org/steps](http://www.csgn.org/steps)
Center for Eco Literacy. Getting Started, A Guide for Creating School Gardens as Outdoor Classrooms. Available for free download [http://www.ecoliteracy.org/downloads/getting-started](http://www.ecoliteracy.org/downloads/getting-started)
Sunset Western Garden Book. (2007). 8th Edition.
**Obtain materials**
Once the garden has been designed, the next step is to compile a list of materials needed in order to build the garden.
California Fertilizer Foundation awards grants of $1,200 to California K-12 school garden programs.
- Awards include educational materials. Applications reviewed in January and June. [http://www.calfertilizer.org/grant.htm](http://www.calfertilizer.org/grant.htm)
National Gardening Association. Offers a variety of grant programs with awards of up to $500 [http://www.kidsgardening.com/grants.asp](http://www.kidsgardening.com/grants.asp)
Orchard Supply Hardware (OSH) School Garden Project. Grants of up to $1,000 in materials, plus support from an OSH Garden Coordinator. Preference for schools that have never had a garden before. Watch site for grant cycles. [http://www.osh.com](http://www.osh.com)
Western Growers Foundation (WGA). From WGA Homepage, click on School Garden Programs. WGA offers grants of $1,000 and $1,500 plus garden start-up supplies. Applications due November 15 and June 1 of each year. [http://www.wga.com](http://www.wga.com)
**Enlist help**
Form a diverse network of partnerships to help leverage resources and gain access to materials, tools, funding, volunteers, and technical assistance. For example, offering teachers the curriculum not only keeps them informed but also allows them to participate in the activities with their class. Brainstorm about who can be a resource for your garden program, how you will involve them initially, and most importantly, how you will keep them involved over the long term. Ideas for potential partners are the following:
**Shaping Healthy Choices Tip!** Organizing a community garden build can increase helping hands to lessen the load of building and maintaining the school garden. See the chapter appendix for a sample “garden build” flyer.
- **Custodial Engineer.** This person may be your greatest ally and asset in the school community to support ongoing site maintenance and can provide enthusiasm the garden. Keep the line of communication open with this stakeholder during the planning phases of the garden build.
- **School Community Partners.** Students, principals, teachers, parents, the parent teacher organization/association (PTA/PTO), and family members can be great resources during the
planning, building, and/or maintenance of the garden. Typically there will be a few green thumbs in this group.
- **Master Gardeners.** The USDA’s national educational network includes Cooperative Extension offices in communities across the country where Extension Master Gardeners help with gardening challenges and give advice on what grows best in each area. Master Gardeners can be a valuable resource for teams consisting mostly of first time gardeners, or for teams looking for more guidance on how to address challenges such as how to incorporate irrigation in the garden.
### Planning for Planting in the Garden
- **Choosing and planting seeds & seedlings**
Choosing and planting seedlings (young plants) is a key component of the experiential learning process employed in *Discovering Healthy Choices* activities. In Activity 1.2, students are asked to select fruits, vegetables, and habitat plants they want to plant. The habitat plants are herbs and flowers that attract beneficial insects and are important for carrying out Activity 7.3. Allowing students to choose the plants they want to grow fosters engagement with their garden.
The plants on this list were chosen because they are vegetables that are grown in the countries explored in Activity 1.1. Additionally, they are used in the recipes from *Cooking Up Healthy Choices*, which are included in the *Team Up for Families* newsletters so that parents can cook them at home.
Seeds and seedlings can be purchased from a variety of places: grocery stores, nurseries, seed companies, and hardware stores. If funding for seedlings is a challenge, consider asking local stores for donations. Cooperative Extension Master Gardeners may be able to point you in the direction of some seed companies that have donation programs for schools, as well as local universities that can help assist in getting materials and building the garden.
- **Shaping Healthy Choices Tip!** When preparing to plant seeds and seedlings in Activity 2.3, separate the seeds and put them into individual sealable bags for easy distribution to student groups. This will help students avoid accidentally pouring all the seeds from one seed packet into one hole, and ensure that all students get a few seeds to plant.
- **Purchase garden tools for student use**
Students will need tools to work in their garden throughout the *Discovering Healthy Choices* activities. In activity 2.3, students participate in preparation and planting to learn about physical activity. The following basic garden supplies are recommended:
- Shovels
- Hoes
- Trowels
- Clip boards
- Clippers/pruners
- Labels to mark vegetables
- Zip-lock bags or other container for students to bring home harvested produce.
Shaping Healthy Choices Tip! It may be helpful to have a few pairs of gardening gloves on-hand if there are students who prefer not to get their hands dirty. However, youth may also want to feel the soil and gloves may not be necessary.
Establish a Plan for Maintenance and Sustainability
A common barrier for a school community’s willingness to build an instructional garden is concern that the garden will not be maintained over time. This can be avoided if a plan for sustainability is in place. Consider the following questions when establishing this plan:
1. **Who will take lead/oversee the garden?** Ideally two individuals are responsible for coordinating the garden backed by an active committee that includes classroom teachers and food and nutrition services staff. If possible, provide a stipend for volunteer garden coordinators.
2. **Do you have a long-term plan for funding?** Funding can come from a variety of sources. Funds may be available through the school or PTA/PTO budget. There are also national and local grants available. Local organizations are often willing to donate garden materials for schools.
3. **Who will maintain the garden?** Garden maintenance involves tasks such as weeding, watering, and planting new seeds/seedlings. Enlisting the help of other school community members is a great way to ensure that the school garden is maintained for years to come.
Shaping Healthy Choices Tip! There are many community members that can contribute to the maintenance of the garden. Consider the following stakeholders as potential garden leaders:
- Wellness committee members
- PTA/PTOs
- Enthusiastic teacher(s)
- Nutrition educator(s) implementing the *Discovering Healthy Choices* curriculum
- Student leaders that show an interest in the garden can also assist with the watering and care of the garden.
Additional Resources
1. **Extension Master Gardeners:** Find a state extension master gardener program near you. [http://articles.extension.org/pages/9925/state-and-provincial-master-gardener-programs:-extension-and-affiliated-program-listings](http://articles.extension.org/pages/9925/state-and-provincial-master-gardener-programs:-extension-and-affiliated-program-listings)
2. **USDA Gardening Resources:** This website houses a series of informative webinars and workshop opportunities. [http://www.usda.gov/wps/portal/usda/usdahome?navid=GARDEN_RT3&parentnav=PEOPLES_GARDEN&navtype=RT](http://www.usda.gov/wps/portal/usda/usdahome?navid=GARDEN_RT3&parentnav=PEOPLES_GARDEN&navtype=RT)
3. **Center for Nutrition in Schools Website:** For more gardening resources visit the Center for Nutrition in Schools Website: [http://cns.ucdavis.edu/resources/garden.html](http://cns.ucdavis.edu/resources/garden.html)
References
1. Graham H, Zidenberg-Cherr S. California teachers perceive school gardens as an effective nutritional tool to promote healthful eating habits. *J Am Diet Assoc.* 2005;105(11):1797-1800.
2. Morris JL, Zidenberg-Cherr S. Garden-enhanced nutrition curriculum improves fourth-grade school children's knowledge of nutrition and preferences for some vegetables. *J Am Diet Assoc.* 2002;102(1):91-93.
3. McAleese JD, Rankin LL. Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. *J Am Diet Assoc.* 2007;107(4):662-665.
4. Robinson-O'Brien R, Story M, Heim S. Impact of garden-based youth nutrition intervention programs: a review. *J Am Diet Assoc.* 2009;109(2):273-280.
Facilitating Cooking Up Healthy Choices Curriculum
Why Cooking Demonstrations? Research shows that school-based nutrition interventions that feature cooking demonstrations enhance students’ self-efficacy, improve preferences for and consumption of the vegetables featured in demonstrations, and increase involvement in cooking at home.\(^1\),\(^2\)
Introduction
Cooking Up Healthy Choices is a learner-centered, cooking demonstration-based nutrition curriculum that was developed for the Nutrition Education & Promotion component of the Shaping Healthy Choices Program. The objective of this curriculum is to facilitate understanding of nutrition concepts and exploration of cooking so youth can make connections to food and how food is prepared, as well as make evidence-based decisions about the foods they eat.
Download a copy of the curriculum
Cooking Up Healthy Choices is available as a free download through the UC Davis Center for Nutrition in Schools (http://cns.ucdavis.edu).
Program Connections
Coordinate with Discovering Healthy Choices curriculum and Team Up for Families newsletters.
Cooking Up Healthy Choices was designed to be implemented in conjunction with Discovering Healthy Choices and Team Up for Families newsletters.
The vegetables that are used in Cooking Up Healthy Choices are recommended to be grown as part of the garden-enhanced activities.
The cooking demonstrations reinforce concepts students learn in Discovering Healthy Choices. Finally, family newsletters include information for parents about the ideas their children are learning as part of this program, contain interactive quizzes that reinforce concepts, and contain recipes from Cooking Up Healthy Choices.
Shaping Healthy Choices Tip! In order to maximize the connections built into the curricula and newsletters, the following sequence is recommended:
- Discovering Healthy Choices Module 1
- Team Up For Families Newsletter 1
- Discovering Healthy Choices Module 2
- Team Up For Families Newsletter 2
- Cooking Up Healthy Choices Demonstration 1
- Discovering Healthy Choices Module 3
- Team Up For Families Newsletter 3
- Cooking Up Healthy Choices Demonstration 2
- Discovering Healthy Choices Module 4
- Team Up For Families Newsletter 4
- Cooking Up Healthy Choices Demonstration 3
- Discovering Healthy Choices Module 5
- Team Up For Families Newsletter 5
- Cooking Up Healthy Choices Demonstration 4
- Discovering Healthy Choices Module 6
- Team Up For Families Newsletter 6
- Cooking Up Healthy Choices Demonstration 5
- Discovering Healthy Choices Module 7
- Team Up For Families Newsletter 7
- Discovering Healthy Choices Module 8
- Team Up For Families Newsletter 8
Coordinate with other Shaping Healthy Choices Program activities
While the cooking demonstrations are a critical Shaping Healthy Choices Program activity, it is important to make sure that the other activities of the Shaping Healthy Choices Program are tied back to the cooking demonstrations. Remember, the more connections you make between the program activities, the stronger the infrastructure of the program as a whole.
Ideas for this include:
- **Connecting with the lunchroom**: Consider featuring recipes from *Cooking Up Healthy Choices* as menu items.
Connecting with the instructional garden: Using produce grown in the garden in the recipes is a great way to establish a connection between program activities.
Connecting with community health fairs: Featuring cooking demonstrations from Cooking Up Healthy Choices during a community event can be a fun way to engage guests.
Connecting with the nutrition promotion efforts: Coordinate with administrators to display photos in the office of children enjoying the recipes.
Facilitating Cooking Up Healthy Choices
Read the Facilitators Tips in Cooking Up Healthy Choices
This section in the Cooking Up Healthy Choices curriculum is intended to provide the facilitator with information needed to get the most out of activities in Cooking Up Healthy Choices. It also provides a guide for how to use the curriculum.
Shaping Healthy Choices Tip! If Cooking Up Healthy Choices will be facilitated by someone other than the classroom educator, it may be important to communicate with teachers about how to best facilitate the activities in their classrooms. This can be done by providing the curriculum to teachers or educators and being available when questions arise. Offering these resources will help them better understand the process and be prepared for participation in the activities.
Materials and Preparation
Purchase equipment
The following is a list of the basic equipment recommended to conduct cooking demonstrations from Cooking Up Healthy Choices.
- Portable burner—Check with schools about restrictions with open flames in the classroom (you may need to use an induction burner and pan).
- Skillet
- Cooking pot
- Measuring cups
- Measuring spoons
- Cutting board
- Chef’s knife
- Can opener
- Large spoon
- Spatula
- Food processor or blender
- Kitchen rags
- Trash bags
- Small disposable plates and bowls
- Disposable forks and spoons
- Napkins
Shaping Healthy Choices Tip! A rolling cart is a great addition to your supplies list. It is a convenient way to store and transport equipment and ingredients while also functioning as additional counter space to hold prepped ingredients and tools if space in the classroom is limited.
☑ Enlist help for purchase and preparation of materials
If time and/or funding are limited, enlist help from parent volunteers or other community members to purchase or donate supplies and prepare ingredients ahead of time.
☑ Harvest vegetables from the garden
Giving students the opportunity to harvest produce for use in the cooking demonstrations is a great way for them to make connections with the food they are growing in the garden. If the yield from the garden is too low for the lesson, you can also supplement with store-bought vegetables.
☑ Whether novice or expert, get cooking!
These recipes are designed for anyone of any skill level to prepare. Many different people may conduct the cooking demonstrations for youth, including school educators, community members, parents, Cooperative Extension educators (master food preservers), nurses, chefs, and farmers, amongst many others.
The emphasis is for students to explore cooking new foods and using different cooking techniques using all five senses, and not on the facilitator conducting a perfect demonstration.
If something goes wrong, turn those unplanned events into learning opportunities. For example, if your burner stops working, borrow a microwave from the teacher’s lounge to steam the vegetables instead of sauté to demonstrate problem-solving skills in the kitchen.
☑ Encourage students to try everything at least once
Positively encourage youth to try new foods they are exposed to in the recipes. Cooking in front of the children and involving them in the experience by letting them touch, smell, and observe what you are doing is a great way to get them interested and excited to try new foods. Many youth are often surprised to find they enjoy a new vegetable they thought they would not like.
☑ Be seasonal
Recipes were designed to represent a wide variety of seasonal produce. Conduct cooking demonstrations in timing with the produce that is seasonally available. For example, the Fresh Fall Salad may be conducted in the fall, and the Veg-Out Chilean Stew may be conducted in the winter, and the Stir Fry contains vegetables available in the spring.
☑ Connect with other subjects
Consider incorporating concepts from other subject areas including food science and food safety. You can engage students with something as simple as asking them to be sure to observe you following safe kitchen habits like proper knife handling and washing your hands.
☑ **Project the cooking demonstration**
Many classrooms now have digital projectors. By using the digital projector, all of the students will be able to see how the food is being prepared.
**Additional Resources**
1. **Center for Nutrition in Schools Website:** For more information on curriculum for all grade levels, visit the Center for Nutrition in Schools Website:
[http://cns.ucdavis.edu/resources/curriculum-classroom.html](http://cns.ucdavis.edu/resources/curriculum-classroom.html)
**References**
1. Chen Q, Goto K, Wolff C, Blanco-Simeral S, Gruneisen K, Gray K. Cooking up diversity. Impact of a multicomponent, multicultural, experiential intervention on food and cooking behaviors among elementary-school students from low-income ethnically diverse families. *Appetite*. 2014;80:114-122.
2. Cunningham-Sabo L, Lohse B. Cooking with Kids positively affects fourth graders' vegetable preferences and attitudes and self-efficacy for food and cooking. *Child Obes*. 2013;9(6):549-55
Implementing the *Healthy Choices in Motion* Curriculum
**Why Healthy Choices in Motion?**
Physical activity has been shown to have a wide range of beneficial health effects, yet few children meet the United States physical activity recommendation of 60 minutes of moderate-to-vigorous activity everyday. A combination of cultural and environmental factors contributes to students engaging in physical activity, including knowledge about physical activity. A set of physical activity lessons with an optional technology-enhancement, called *Healthy Choices in Motion*, was created to supplement the Shaping Healthy Choices Program.
Students who participate in *Healthy Choices in Motion* have demonstrated an improvement in knowledge about physical activity. *Healthy Choices in Motion* uses inquiry-based education and experiential learning approaches. This curriculum utilizes these two learning strategies to facilitate understanding of physical activity concepts and development of problem-solving skills so students can make evidence-based decisions about engaging in physical activity.
**Introduction**
*Healthy Choices in Motion* allows students to explore a comprehensive set of physical activity concepts, including the benefits of physical activity, recommendations across the lifespan, the five components of physical fitness, why doing a variety of physical activity is important, and what being physically active means to you. Concepts for this curriculum were identified from the 2008 Physical Activity Guidelines for Americans, Dietary Guidelines for Americans, 2015, CATCH, Centers for Disease Control, and California Department of Education.
All activities are structured around a five-step experiential learning cycle.\(^5\) In the Experience phase, students carry out the procedures of an activity. In the Share, Process, and Generalize phases, students participate in discussion about their observations and experiences, make inferences about them, and generalize these findings to real-world settings. In the Application phase, students use what they have learned and practice it in authentic settings. This is accomplished in *Healthy Choices in Motion* through a take-home journal that students can complete with their families and an optional technology-enhancement.
The curriculum is organized into five sequential modules that begin with foundational skills and build to more complex skills.
Download a copy of the curriculum
*Healthy Choices in Motion* is available as a free download through the UC Davis Center for Nutrition in Schools ([http://cns.ucdavis.edu](http://cns.ucdavis.edu)).
Program Connections
- **Coordinate with *Discovering Healthy Choices*, *Cooking Up Healthy Choices* curriculum, and *Team Up for Families* Newsletters**
*Healthy Choices in Motion* was designed to be implemented in conjunction with the garden-enhanced nutrition education modules from *Discovering Healthy Choices*, cooking demonstrations from *Cooking Up Healthy Choices*, and the family newsletters (*Team Up for Families*).
*Healthy Choices in Motion* can be implemented at any point during the Shaping Healthy Choices Program after students have completed Module 2 in *Discovering Healthy Choices*. Some options are listed below:
- **Option 1**: Identify a period of 5 consecutive weeks after Module 2 has been completed and facilitate all 5 *Healthy Choices in Motion* lessons consecutively each week. For example, you can wait until students return from winter break to facilitate *Healthy Choices in Motion*.
- **Option 2**: After students have completed Module 2, alternate each week with *Discovering Healthy Choices* and *Healthy Choices in Motion*.
Facilitating *Healthy Choices in Motion*
- **Read the Facilitator Tips in the *Healthy Choices in Motion* curriculum**
This section in the *Healthy Choices in Motion* curriculum is intended to provide the facilitator with information needed to get the most out of activities in *Healthy Choices in Motion*. It also provides a guide for how to use the curriculum.
- **Shaping Healthy Choices Tip!** If *Healthy Choices in Motion* will be facilitated by someone other than the classroom educator, it may be important to communicate with teachers about how to best facilitate the activities in their classrooms. The inquiry-based education strategy and group work may differ from how the classroom educator expects his/her classroom to function. The group discussions can appear chaotic so it is recommended that teachers are informed and are aware that classroom noise levels may be higher than normal. Ask if there are any students that need extra help, how they would like to address classroom management, and how they might like to participate in the activities themselves.
- **Connect with other subject areas**
*Healthy Choices in Motion* supports Common Core State Standards in Mathematics and English Language-Arts, Next Generation Science Standards, and Physical Education Model Content.
Standards for California Public Schools Grades K-12. Please see the curriculum for a guide to which standards are supported in *Healthy Choices in Motion*.
☑ **If curriculum is being implemented by educators other than the classroom teacher, communicate regularly with the teacher**
It is important to keep the line of communication open with teachers. Collaborating with classroom teachers can strengthen the delivery of the curriculum. Some examples of how you may consider involving the classroom teachers in this process include:
- **Provide the curriculum to the teachers.** This will help them better understand the process and be prepared for participation in the activities.
- **Keep them up to date on assigned journaling and home participation requirements.** Ask the teacher if he/she is willing to assign and collect the journal. This is a great way to ensure communication lines remain open.
### Time Management
☑ **Limit the opening questions to 3-5 minutes**
The opening questions phase of the activities is intended for the educator to gauge prior knowledge of the students and for the students to get oriented to and thinking about the subject matter. It is normal to want to spend more time on this section, but this is not where the learning happens.
☑ **Ensure enough time so that students can engage in all phases of each activity**
For students to develop deep understanding of the concepts, it is critical that the students participate in all phases of each activity including Experiencing and Sharing, Processing, and Generalizing. Students learn by making observations and by discussing them with one another. The Sharing, Processing, and Generalizing phase is essential for students to make sense of what they observed and consider it within real-world contexts.
**Shaping Healthy Choices Tip!** It is common for an instructor to be unsure if the students understand the concepts and want to offer direct answers as a result. It is important to give the students a chance to come to conclusions on their own. Although students may not understand the concepts at first, by experiencing learning through the inquiry-based method they will ultimately learn and have a deeper understanding of what is being taught as a result.
☑ **Include travel time for going outside**
If you are able to do the lesson outside, it is important to plan for sufficient time to get the students out of the classroom.
☑ **Remember the journal activities**
Factor in enough time to allow students to share from their journal each lesson. You can work with the teacher and see if they’d be willing to assign the journal activities as classroom homework or offer another classroom incentive for completed journals.
Set expectations before the lesson begins
Use the teacher tools the students are familiar with
Utilizing classroom management strategies that the teacher already has in place will limit the amount of time it takes to get students settled and focused for the next step in the lesson.
Be willing to be flexible
Minimize the time for transitions by being clear about the next goal
Materials and Preparation
Enlist help for purchase and preparation of materials
There are materials that will be needed for activities, like frisbees, bean bags, yard sticks, and stop watches. Enlist help from parent volunteers or other community members to acquire supplies.
Tips for Lesson 1: The Benefits of Physical Activity
Farm-to-Market Activity
This activity is great for taking outside; ask the school if there’s an open space outside you could use for the lesson. If you’re unable to take the activity outside, push the desks in the classroom to the periphery. Whether you’re inside or outside, arrive early to set up the frisbees and bean bags before the lesson begins.
Shaping Healthy Choices Tip! Bring clipboards and pencils so students are able to take their worksheets outside.
Reduce bean bags
If you are running low on time, use only 3 bean bags instead of 4. In this shortened version, students are still able to engage with the Farm-to-Market activity and discover the concepts.
Shaping Healthy Choices Tip! You can use the table tents provided as a classroom management tool. For example, “line up here if you are a Running Radish.” The table tents can also be placed in front of each frisbee so each team knows exactly where to go.
Consider cleanup
Have the students pick up their frisbees and bean bags at the end of the activity.
Tips for Lesson 2: Physical Activity Recommendations
☑ Review the physical activities
Some of the activities, such as football feet, can be difficult to explain to the students. Review the *Healthy Choices in Motion* video demonstration to make sure you can explain the different exercises to the students.
🥕 Shaping Healthy Choices Tip! Have students demonstrate the exercises in front of the class before the activity to clarify form and intensity.
☑ Ask the students about intensity levels
Have the students identify and explain the different intensity levels in their own words.
🥕 Shaping Healthy Choices Tip! Use the white board to talk through each character together during the sharing section of the lesson. Reviewing each character as a class can help students solidify the concepts.
Tips for Lesson 3: Components of Physical Fitness
☑ Arrive early
Assess the space before the lesson and set up the classroom before you begin (i.e. tape down measuring sticks for the “sit-and-reach.”)
☑ Demonstrate the form together
Show the students how to perform each exercise so they understand proper form.
☑ Create stations
Designate areas of the classroom for each station and leave the proper measuring tools at each station. Keep a watchful eye, since students tend to overuse the stopwatches when they should be using a different measuring tool, such as counting push-ups. Some suggestions:
- High Heel Run: Three timers, to be used only at the station
- Planks: Timers, to be used only at the station
- Push-ups: “Measure with your brain!”
☑ Assign roles
Assign each team member a role by passing out slips of papers with a number at the beginning (numbered 1-4). The number the team member receives is their role for that round. Rotate each role at each station. Write the corresponding numbers and roles on the white board and change after each round.
Roles:
1. Recorder
2. Measurer
3. Athlete
4. Athlete
For example, for the first round the student with #1 will be the recorder, the student with #2 will be the measurer, and students with #3 and #4 will be the athletes (you can add an extra athlete role if a team has 5 members). For the next round, #4 could be the recorder, #3 could be the measurer, and #1 and #2 could be the athletes.
Keep an eye on the clock
Allow for students to have 4 minutes at each station. It’s okay if they don’t completely finish all the stations. They’ll be able to hear about the other team’s experiences during the sharing portion of the lesson.
Shaping Healthy Choices Tip! If students haven’t learned averages in class yet, it’s okay to skip this part of the handout.
Body composition
You can introduce body composition as all parts of the body (muscles, fat, etc.). It is important to reiterate health at every size, as students already have misconceptions about what constitutes a “healthy person”. Prompts are included below to help navigate the conversation.
Example: What is your body made of?
- Water, fat, bone, muscle
- Your body is unique to you!
- “Is mine the same as yours? Should it be?”
- “It is what it is” instead of giving it influence
- How do you add to it? i.e. muscle (instead of taking it away)
- “Exercise makes you skinny” can be addressed as, “You should all do it. It’s good for you and keeps you healthy”.
Tips for Lesson 4: We Need a Variety of Physical Activity
Read Ricky’s and Sonia’s stories ahead of time
Familiarize yourself with Ricky’s and Sonia’s stories before teaching this lesson. Add up the minutes of physical activity beforehand, so you experience what the students will experience and have an idea of how the lesson functions.
Shaping Healthy Choices Tip! If students are counting activities that aren’t physical activity, redirect them by asking them what intensity level the activity is. For instance, if a student feels that eating breakfast counts as physical activity, ask them what intensity they think chewing food is. Chances are they will reconsider their thought process.
Shaping Healthy Choices Tip! If students haven’t learned bar graphs, have them visually represent their findings through a picture, such as clock, or by creating a list or table.
Tips for Lesson 5: Being a Physically Active Person
☑ Set the mood
Help students stay on task by drawing an example of a person on the board at the beginning of the lesson. Ask the class if drawing things that are unrelated to the lessons, such as a mustache, is staying on task.
☑ Engage with the artists
During their artwork time, walk around the room and engage with the team members. If students are drawing something unrelated, pointedly ask why they were doing that and how it relates to physical activity. For example: “What do you like to do for physical activity? How can you make your person represent this?”
Shaping Healthy Choices Tip! Remind the youth that their drawing should represent everyone in the group, not just the team member being traced. The drawings should not be of a specific person, but rather a visual representation of all the physical activity concepts they learned.
Foods Available on the School Campus
Enhancing the School Lunchroom with Salad Bars, Regionally Procured Foods, and Smarter Lunchrooms Movement Principles
Enhancing the Lunchroom with Salad Bars, Regional Foods, and Smarter Lunchrooms Movement Principles
Why install a salad bar and offer regional foods? Researchers have found that the presence of salad bars in the lunchroom is associated with children’s increased fruit and vegetable intake.\(^1\),\(^2\) From food systems and economic perspectives, procuring local and regional produce for school meals provides an opportunity to connect small and mid-size farmers to the large, stable markets created by the National School Lunch Program.\(^3\) Not only can farmers benefit from increased sales; children benefit from greater access to fresh, locally produced foods in school meals. As children are increasingly exposed to local, seasonal, and sometimes new foods, they gain an appreciation of the farm to table cycle and their place in the food system.
Why use Smarter Lunchrooms Movement principles? The Smarter Lunchrooms Movement is a popular program that helps children make better food choices by changing the environment within the school to encourage healthier choices. Many food and nutrition services directors may already be incorporating Smarter Lunchrooms Movement principles into their lunch program, so it may be helpful to leverage these efforts to help enhance the school lunchroom, an integral part of the Shaping Healthy Choice Program.
Introduction
Salad Bars and Regional Foods. The installation of the salad bar and increase in regional produce supports the Foods Available on the School Campus component of the Shaping Healthy Choices Program. While regionally procured foods are often featured in a salad bar, they can also be incorporated into entrees or grain salads and vegetable sides. Furthermore, this is an opportunity to match foods grown in an instructional garden to those offered in the lunchroom from regional sources.
Smarter Lunchrooms Movement. There are two main principles behind the Smarter Lunchrooms Movement. The first is that when we force someone into doing something (like taking a certain vegetable), they will often react by resisting it. The second is that when a student feels like they have freely made a choice, they are more likely to eat that food. Instead of forcing students to take certain foods, Smarter Lunchrooms Movement techniques nudge them to make choices by making healthier options more appealing or more convenient. The use of Smarter Lunchrooms Movement Principles can help to further enhance lunchroom salad bars, regional foods, and other changes in the lunchroom.
For more information on the Smarter Lunchrooms Movement visit [http://smarterlunchrooms.org/](http://smarterlunchrooms.org/)
Connect with Your Food and Nutrition Services Director
In order to enhance the school lunchroom with sustainable changes, it is important to establish a good rapport with your school’s food and nutrition services personnel, including the director and any site-specific food and nutrition services employees. Work with the food and nutrition services personnel to
assess strengths and areas of improvement in their lunchroom and meal program. It is important to recognize and celebrate the strengths of the meal program and lunchroom before making plans to advance areas of improvement. This is a great opportunity to ask the food and nutrition services director what you can do to help them achieve their goals.
**Shaping Healthy Choices Tip!** Food and nutrition services professionals are experienced at ordering, preparing, and distributing food to thousands of children with limited resources and within the constraints of their facility and staff, and they have the children’s best interests in mind. Whatever suggestions are made, be respectful of their expertise and experience.
### Implement or Enhance a Lunchroom Salad Bar
It is important to work very closely with your food and nutrition services director in order to bring a salad bar to your Shaping Healthy Choices Program site. Oftentimes funding and time are the major limitations to implementing a salad bar. Work with the food and nutrition services director to assess how you might be able to assist with achieving this goal.
**Shaping Healthy Choices Tip!** If time permits, offer to assist your food and nutrition services director in writing a grant to help bring a salad bar to your Shaping Healthy Choices Program site.
If your site already offers a salad bar, brainstorm ways you can enhance the salad bar through additions such as signage or the inclusion of regional produce. See the sections below for best practices tips for implementing regional foods into the lunchroom.
There is a wealth of resources available online to help assist with this goal. A few great websites to review are:
- [http://www.saladbars2schools.org/](http://www.saladbars2schools.org/)
- [http://www.thelunchbox.org/programs/salad-bars/](http://www.thelunchbox.org/programs/salad-bars/)
- [http://www.californiahealthykids.org/fm_saladbars](http://www.californiahealthykids.org/fm_saladbars)
### Conduct Assessments of Regional Procurement
The first step in procuring regional foods is to find out what the food and nutrition services director is already doing and has the capacity to do.
A food and nutrition services director may be interested in taking time to assess their current expenditures if they plan to make changes. Then, their efforts to procure more local, seasonal food can be measured and used to advertise their progress. It is important to start establishing contact early to allow the food and nutrition services team time for assessment, as well as ensure adequate time for relationship building with local farmers and sources in the community.
Explore Current Purchasing Practices
Each school district does procurement differently. It is important to note the number and types of distributors (including USDA Foods and Department of Defense (DoD) Fresh), regional farms, aggregators, and local produce distributors. Find out how the school district records purchases for each type of vendor and how this information can be accessed (invoices from vendors, district or school purchasing summary sheets, other).
Establish Definition of “Regional”
Each district will define regional differently. Request a clear definition from the food and nutrition services director in order to measure progress. For example, many districts in California define local produce as food that is grown (not just aggregated) 250-300 miles from the district. Some have a tiered plan in which they try to purchase as much as possible from 50-100 miles, then 250-300 miles, then statewide.
Estimate Percent Regional Produce Purchased
In order to obtain an accurate picture of how much local produce the district purchases in a year, identify and record all regional purchases and total purchases (usually by month). To have comparability between schools or districts that are different sizes (and therefore buy more or less depending on number of meals served), it is common to create a percentage for reporting progress, i.e., “X% of total fresh, canned, and frozen produce is purchased from local farmers.”
Procure Local Produce
Find Regional Producers
There are many ways to find local growers, depending on resources and networks available. Many food and nutrition services directors talk to their colleagues to learn about what others are doing. Nonprofit organizations that work with small and mid-sized growers may be another source of information. Some agricultural commissioners are aware of and supportive of farm to school efforts and may be able to help identify potential farmer vendors or those that aggregate for several farmers. In some regions, online services can provide streamlined ordering and delivery from regional farms.
If a farmer cooperative or aggregator (with multiple farmers in a region) is willing to work with food and nutrition services, this may provide a more secure and varied source of fresh produce from local farms. In some areas, businesses or entities called “food hubs” that aggregate, process and/or distribute food may be another option for sourcing from local farms.
Use a forward contract
From the farmers’ perspective, setting up a contract with the school district for a specified amount/type of produce at a specific price, for a given time period may be preferable to weekly or monthly calls and sales.
For more information, view the USDA webinar on Using a Forward Contract:
https://www.youtube.com/watch?v=hf-y6S3v6UI&list=UUNnBe12n6q4QT39Fz2y7BPg
Determine what distributors currently offer
Determine whether distributors offer a regional line of produce and if this can be identified on invoices. Many distributors can and will do this if asked. Be sure they know the school’s definition of regional produce and are willing to identify where each produce item was grown, not simply processed or packed.
Whether or not a distributor can identify which produce is regional can be built into bid language and vendor requirements. More and more school districts are using bid specifications and requirements to ensure that distributors provide a certain percentage of regional produce. Creating the new bid language involves adding criteria for how the bid is awarded. In addition to the USDA webinar, School Food FOCUS has helpful resources for creating bids that can help increase local procurement. Individual school districts may also share their bid language (Saint Paul Public Schools, Oakland Unified School District, San Diego School District).
Purchasing regional produce through USDA foods and DoD Fresh Fruit and Vegetable Program
In some school districts, it may be possible to access local foods through USDA Foods and DoD Fresh. The USDA webinars on these topics discuss each of the programs and how some states have leveraged them to increase local procurement. Be aware of USDA’s and DoD Fresh’s definition of local and how this will fit with the district’s definition.
Whether or not USDA Foods or DoD Fresh are local, they do offer significant price savings for school districts that can be utilized. Regional produce can be combined with produce from USDA to create delicious and cost-effective entrees or grain salads. Using these resources helps districts stretch their budgets so they have more to spend on regional foods.
Use Geographic Preference
The USDA has prepared fact sheets about what “Geographic Preference” is and how to use it in creating bids and purchasing regional foods.
For more information, please visit:
http://www.fns.usda.gov/farmtoschool/geographic-preference-option
Use school gardens or farms to purchase regional
Schools are increasingly interested in gardens so students can grow the produce and eat it in the school lunchroom. Alaska and Nevada both have food safety resources for their school gardens. In Davis, California, schools have “Garden to Cafeteria” guidelines for districts. Resources from these guidelines include those for food safety, rules and regulations, and examples from other districts. The Department of Environmental Health in Alameda County, California, has a “Culinary Garden Agreement” and “School Garden Guidelines” that may also be useful.
Shaping Healthy Choices Tip! Seeds and seedlings can be acquired from a farm from where you are already procuring produce. Local farms may be interested in assisting with the development of the school garden as well as being a partner in produce!
Use regional foods in school menus
In addition to fresh garden bars or salad bars, many food and nutrition services staff are cooking with fresh, regional ingredients, incorporating them into entrees or prepared salads. Cooking classes for food and nutrition services staff allow them to bring to the forefront many of their own cultural and family traditions. Using flavor profiles from around the world, new recipes can highlight fresh, regional produce and introduce children to tasty new lunch choices. Several guidebooks in California have been developed to encourage food and nutrition services staff to try new flavor combinations, and can also be adapted widely (see resources below).
Conduct Smarter Lunchrooms Movement Assessment
While featuring a salad bar and regional produce in the lunchroom are evidence-based methods to increase the consumption of fruits and vegetables among school-aged children, the integration of Smarter Lunchrooms Movement principles in the lunchroom is another way to get children excited about healthy food offerings.
If you are not quite sure where to begin, work with your food and nutrition services director to complete a Smarter Lunchrooms Movement assessment using the Smarter Lunchrooms Movement Self-Assessment Score Card. The Smarter Lunchrooms Movement Self-Assessment Score Card is available in the appendix of this chapter, or on the Smarter Lunchrooms Movement website http://smarterlunchrooms.org/
Shaping Healthy Choices Tip! It is helpful to assure food and nutrition services personnel that the goal of this assessment is not to get 100 points, but rather to assess strengths and areas of potential improvement in their lunchroom. Disclosing the average score (under 50 points) can also be helpful in making the assessment phase a positive experience.
Program Connections
Coordinate with Discovering Healthy Choices curriculum and Cooking Up Healthy Choices curriculum
To strengthen the connection between program components, choose regionally procured vegetables that are also grown in the school garden as part of the Discovering Healthy Choices activities and featured in the Cooking Up Healthy Choices cooking demonstrations.
Coordinate with Team Up For Families newsletters
Additional information can be sent home within the Team Up For Families newsletters to inform parents which regional farmers are providing produce to the school.
Shaping Healthy Choices Tip! Consider marketing techniques in the lunchroom such as including the farmer’s logo, a description about where the farmer grows the produce, how long they have been providing produce to the area, and how long it will be available in
the school lunchroom. Additionally, include a list of key nutrients that are found in the fruit or vegetable being offered.
☑ **Advertise Regional growers in the salad bar**
Make placards for display in the salad bar to advertise the regional grower that is supplying the produce. This further reinforces the connection between food and where it comes from, in addition to fostering community support for regional agriculture. To further extend opportunities to reinforce concepts from *Discovering Healthy Choices*, consider including information about which key nutrients are provided by selected fruits and vegetables.
🥕 **Shaping Healthy Choices Tip!** Have students who are participating in the Student Nutrition Action Committee help make signs for the new produce being introduced in the lunchroom. Also consider appointing student salad bar ambassadors where they teach other students & encourage them to use salad bars.
☑ **Coordinate with other Shaping Healthy Choices Program activities**
While enhancing the school lunchroom through incorporating salad bars, regional foods, and Smarter Lunchrooms Movement principles is an important Shaping Healthy Choices Program activity, it is essential to make sure that the other activities of the Shaping Healthy Choices Program are tied back to the lunchroom. Remember, the more connections you make between program activities, the stronger the infrastructure of the program as a whole.
Ideas for coordinating with other Shaping Healthy Choices Program Activities this include:
- **Get your school-site wellness committee involved with enhancing school lunchroom efforts:** A key requirement of a district wellness policy is to include support for healthy foods available on campus. You may consider including members of the school-site wellness committee in the planning and implementing of lunchroom enhancements as a means to meet district wellness policy requirements.
- **Feature changes you are making in the lunchroom at a community health fair:** Get the whole community excited about any enhancements being made to the foods being offered in your program by featuring your enhancements at a community health fair.
- **Have teachers, parents, administrators, or other role models sit with students during lunchtime.** Bringing school community role models into the lunchroom will help enhance the school lunchroom environment by positive role modeling in addition to strengthen the family and community partnerships component of the Shaping Healthy Choices Program.
Other Resources
1. **Farm to School Conferences.** If time permits, consider attending the national Farm to Cafeteria Conference for more inspiring ideas to enhance your lunchroom.
[http://www.farmtoschool.org/our-work/farm-to-school-cafeteria-conference](http://www.farmtoschool.org/our-work/farm-to-school-cafeteria-conference)
2. **Center for Nutrition in Schools Website:** For more information on professional development opportunities, informative webinars, and other resources for food and nutrition services personnel, visit the Center for Nutrition in Schools Website:
[http://cns.ucdavis.edu/resources/curriculum-classroom.html](http://cns.ucdavis.edu/resources/curriculum-classroom.html)
References
1. Gosliner W. School-level factors associated with increased fruit and vegetable consumption among students in california middle and high schools. *The Journal of school health*. 2014;84(9):559-568.
2. Terry-McElrath YM, O'Malley PM, Johnston LD. Accessibility over availability: associations between the school food environment and student fruit and green vegetable consumption. *Child Obes*. 2014;10(3):241-250.
3. Scherr R CR, Feenstra G, Zidenberg-Cherr S. Integrating local agriculture into nutrition programs can benefit children's health. *Calif Agr*. 2013;67(1):30-37.
Family and Community Partnerships
Distributing Team Up for Families Newsletters
Organizing a Community Health Fair
Distributing Team Up for Families Newsletters
Why Family Newsletters? The nature of parent and child interactions may be connected to a child’s eating behavior.\(^1\) Furthermore, nutrition programs that include family involvement can improve children’s health, dietary patterns, and levels of physical activity.\(^2\)
Introduction
Team Up for Families is a newsletter series designed to provide resources to parents of children participating in the Shaping Healthy Choices Program. It is composed of eight newsletters to support parents in promoting healthy eating habits and environments for their school-aged children. Newsletters include content related to nutrition recommendations for school-aged children, parenting skills to promote quality interactions with children, and relevant developmental milestones for this age group.
- Family Newsletter 1: Winning Mealtime Battles
- Family Newsletter 2: Movin’ On Up
- Family Newsletter 3: What’s in Your Drink
- Family Newsletter 4: The Real Happy Meal
- Family Newsletter 5: A Garden Party
- Family Newsletter 6: So You Think You Can Shop?
- Family Newsletter 7: What’s Growin’ On
- Family Newsletter 8: Snackdown
Download the newsletters
Team Up for Families newsletters are available in both English and Spanish. A free download can be found through the UC Davis Center for Nutrition in Schools (http://cns.ucdavis.edu).
Program Connections
Connections to Discovering Healthy Choices curriculum
The theme of each newsletter is related to content that children are learning in each of the eight modules of Discovering Healthy Choices. Additionally, each newsletter contains a “school connections” section, which includes information to parents about what their child is learning as part of the Discovering Healthy Choices activities.
With the completion of each module in Discovering Healthy Choices, the matching Team Up for Families newsletter should be sent home. If time permits, review the activity for the newsletter at the end of the lesson so the students have an opportunity to ask questions. See the recommended schedule of implementation for when to send home newsletters in order to further extend opportunities for parents to reinforce the concepts being learned.
Linking to Cooking Up Healthy Choices curriculum
The recipes conducted as part of the Cooking Up Healthy Choices are featured in the “school connections” section of five of the Team Up for Families newsletters. This is to promote involvement in cooking at home using recipes that children have already tasted.
Shaping Healthy Choices Tip! Send the parent newsletters with recipes from Cooking Up Healthy Choices immediately following cooking demonstrations to reinforce excitement for students’ involvement in cooking at home. See the recommended schedule of implementation for when to send home newsletters to maximize these opportunities.
Maximize Connections with Discovering Healthy Choices and Cooking Up Healthy Choices
In order to maximize the integration of Discovering Healthy Choices, Cooking Up Healthy Choices, and Team Up for Families, the following sequence is recommended:
- Discovering Healthy Choices Module 1
- Team Up For Families Newsletter 1
- Discovering Healthy Choices Module 2
- Team Up For Families Newsletter 2
- Cooking Up Healthy Choices Demonstration 1
- Discovering Healthy Choices Module 3
- Team Up For Families Newsletter 3
- Cooking Up Healthy Choices Demonstration 2
- Discovering Healthy Choices Module 4
- Team Up For Families Newsletter 4
- Cooking Up Healthy Choices Demonstration 3
- Discovering Healthy Choices Module 5
- Team Up For Families Newsletter 5
- Cooking Up Healthy Choices Demonstration 4
- Discovering Healthy Choices Module 6
- Team Up For Families Newsletter 6
- Cooking Up Healthy Choices Demonstration 5
- Discovering Healthy Choices Module 7
- Team Up For Families Newsletter 7
- Discovering Healthy Choices Module 8
- Team Up For Families Newsletter 8
Coordinate with other Shaping Healthy Choices Program activities
While the family newsletters are an important Shaping Healthy Choices Program activity, it is important to make sure that the other activities of the Shaping Healthy Choices Program are tied back to the newsletters. Remember, the more connections you make between the program activities, the stronger the infrastructure of the program as a whole.
As an example, Reinforce connections to lunchroom produce and the instructional garden: In addition to the content already in the newsletters, additional information can be added that feature what fruits and vegetables are currently being offered in the salad bar. Also consider showcasing a regional farmer to reinforce connections with local community members and regional agriculture.
Distributing the newsletters
Consider the format for distribution
These newsletters can be printed and sent home to parents through the classroom or emailed.
Shaping Healthy Choices Tip! Ask the teacher how he/she usually sends home information to parents and make sure to follow up periodically throughout the program to make sure the newsletters are being sent according to schedule. Teachers have experience in this area and often know how to best reach the parents of their students.
References
1. Ventura AK, Birch LL. Does parenting affect children's eating and weight status? *Int J Behav Nutr Phys Act.* 2008;5(15):1479-5868.
2. Lindsay AC, Sussner KM, Kim J, Gortmaker S. The role of parents in preventing childhood obesity. *Future Child.* 2006;16(1):169-186.
Organizing a Community Health Fair
Why a community health fair? Organizing a community health fair is a great way to promote good health, provide screening services for the school and community, provide the community with a variety of health education information and resources, emphasize the practice of good health habits, and connect with community health organizations and agencies. It is also an effective way to showcase what the school is doing to help promote a healthy school environment.
Introduction
A community health fair can be another way to reinforce concepts of school health, especially those set forth by the Shaping Healthy Choices Program. A health fair can take on many shapes depending on the goals of the school and surrounding community. Showcasing strides made towards health goals, featuring the instructional garden, and partnering with local youth and 4-H are all ways to bolster attendance and school/community support.
Program Connections
- **Coordinate with Shaping Healthy Choices Program Wellness Committee**
One of the goals of the wellness committee can be to promote the district wellness policy as well as the Shaping Health Choices Program; this can be done through a health fair. Enlisting the committee’s help will assist them in achieving their goals as well as lighten the health fair planning load.
- **Reinforce nutrition education lessons at the event**
Be sure to contact the facilitators of nutrition education to ensure nutrition messaging at the health fair is consistent with that being covered in the classrooms.
- **Shaping Healthy Choices Tip!** Nutrition education facilitators may work with their students to develop a booth, display, or game at the fair that reinforces what they are learning in the classroom. One of the *Cooking Up Healthy Choices* cooking demonstrations can also be featured at the event.
- **Showcase local and regional produce**
Contacting the food and nutrition services director to brainstorm ideas to help showcase local farmers is another way to foster interaction of Shaping Healthy Choices Program components/overall school health.
- **Shaping Healthy Choices Tip!** A small farmer’s market is an interactive way to bring local produce into families’ homes. Consider building on existing partnerships between the food and nutrition services director and local farms that are supplying the school with local
and regional produce by using their produce for the farmer’s market. Food Banks also often have produce that they can donate for free to locations that meet their qualifications.
☑ Coordinate with other Shaping Healthy Choices Program activities
Listed above are some specific ways to establish program connections when planning your community health fair. Feel free to get creative in establishing program connections beyond those listed. Remember, the more connections you make between program activities, the stronger the infrastructure of the program as a whole. More ideas for coordinating with other Sharing Healthy Choices Program Activities include:
- **Promoting the school-site wellness committee**: A community health fair is an excellent place to recruit members for your school-site wellness committee. Consider bringing a sign-up sheet to collect information from those interested.
### Planning the Event
☑ **Select a date**
It is essential to coordinate with school and district administration to find a time and date that will work best for the school. After school, evening, or weekend events may increase attendance and parental involvement.
- **Shaping Healthy Choices Tip!** The school may already hold a community function such as a harvest party, field day, or spring event. Combining health and wellness activities with existing events may help ease the planning load. Even small changes can help change the community culture to a healthier one. For example, instead of hosting a “cake-walk,” consider a fresh fruit and vegetable walk.
☑ **Plan event**
Work with a school nurse or other health professionals to come up with a list of possible presenters at the fair. Invite people from the local community to give presentations and set up tables with information about healthy eating or physical activity opportunities. Some possible guests might be county Cooperative Extension representatives, personnel from the local hospital or a local pediatrician, a local celebrity (such as a health news broadcaster) or a local chef. Make sure to budget plenty of time to get individuals and businesses in the community involved. It can be very effective to discuss involvement with the event in-person, rather than over the phone or via email.
Shaping Healthy Choices Tip! Contact information for County Cooperative Extension offices can be found on the United States Department of Agriculture Website (http://www.csrees.usda.gov/Extension/).
☑ Enlist help
It may be helpful to utilize the school wellness committee and other existing school committees for help with planning, advertising, and implementing a school health fair. Other local community resources that may be interested in helping can include county Cooperative Extension representatives, local 4-H, Boy Scouts and Girl Scouts, high school students, parents, and more. Students are usually enthusiastic helpers. Contact the student council to get students involved.
Shaping Healthy Choices Tip! Local businesses and the community can get involved with your event in a variety of ways. Some examples include having a table at your event, donating necessary supplies, or providing volunteers. Consider displaying contributing business names at your event to incentivize participation.
☑ Advertise for your event
Advertising can be done in many ways. Many schools have a marquis that can be used to advertise the date of the health fair, as well as school newsletters, flyers sent home, and phone calls from the principal. Consider contacting local news stations for media coverage and provide a teacher, nutrition educator, or principal as a person of contact for interviews. Local newspapers may be willing to advertise the event too. Social Media can also be a useful tool in getting the word out to your community. Consider advertising for your event on Twitter or Facebook.
Additional Resources
1. Appendix 3: Sample Donation Form with Tax Deduction Information. You may use this template to request donation from local organizations.
Appendix 3: Sample Donation Form with Tax Deduction Information
DATE
To Whom It May Concern:
The University of California Cooperative Extension Nutrition Education Program in _______ County is sponsoring a (name of event) at (name of school) on (date). The (name of event) is designed for families to learn about healthy eating habits and physical activity in a fun, engaging environment. Hundreds of families attend the event every year.
The University of California Cooperative Extension Nutrition Education Program is seeking in-kind donations, including gift cards, for this event. These donations will be used for nutrition, fitness, and garden related activities, as well as prizes and drawings. Food donations will be used for such things as food demonstrations/tastings, melon weight lifting, bowling, bell pepper toss, etc. Our Federal Tax ID number is _________. Your tax-deductible donation will be acknowledged by the University of California Cooperative Extension.
We appreciate your consideration and time in this matter. If you can make a donation or have any questions, please contact (name) at (phone number) or (email).
Sincerely,
Name & Contact Information
School Wellness Policy
Forming a School-Site Wellness Policy Committee
Why a school-site wellness committee? Federal mandates require districts that participate in the National School Lunch Program to develop and implement a district wellness policy that specifically addresses healthy eating, physical activity and other school-based wellness initiatives that promote a healthy school environment.\(^1\) Translating district wellness policy initiatives to the school-site level can be challenging.\(^2-5\)
The Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior recommend wellness committees as a means to successfully translate federally mandated district wellness policies to the school-site level by developing culturally and context-appropriate initiatives. They also identify wellness committees as an avenue through which community stakeholder’s may share their experiences, as well as their challenges, within the school community, and, when relevant, with local, state, tribal, and federal agencies and policy makers.\(^6\)
Introduction
The primary goals of the school-site wellness policy committee are to **implement**, **evaluate**, **disseminate**, and **maintain** culturally-appropriate **school-site wellness policies** that support the **district-level** wellness policy. This is achieved through a community-based approach (see diagram).
First, community engagement is achieved through the establishment of partnerships and other collaborations. Next, community priorities are identified through a community assessment. After areas of need and strengths are identified, action planning and implementation of goals are established based on strengths and areas of need.
It is important to understand that this process takes time. One food and nutrition services director once said, “While you can achieve some goals *fast* alone, you can get *much further* with the help of others.” Celebrate achievements at each step of this worth-while process!
Elements of a cyclical, community-based approach, Israel et al., 1995
Becoming Familiar with the School District Wellness Policy
Many school site wellness committees form for different reasons and have different goals that often include supporting the wellness policies in some fashion. A great place to start is to look into the district wellness policies.
☑ **Nominate/cultivate a School-Site Wellness Committee Leader**
It often takes a lot of time, patience, and expertise to prepare for the formation of a school-site wellness committee. It is recommended that one person take the lead in spearheading the wellness committee.
🥕 **Shaping Healthy Choices Tip!** Consider appointing a member of the agency responsible for implementing the Shaping Healthy Choices Program as lead of these preparatory efforts during the beginning phases. However, to increase school support and committee sustainability, consider nominating a vice-chair that is either a parent or teacher who will take over the lead position after a set time. Keep in mind that in order to ensure these changes being made in the community are sustainable, the person that is appointed lead should be prepared to serve this role for an extended amount of time, or eventually hand off the responsibilities to a more established member of the community.
☑ **Review the School Districts Wellness Policy**
It is important to do your “homework” on existing district wellness policies in order to prepare for the formation of a fully functional and efficient school-site wellness committee. School district wellness policies should be available for download on the school district’s website. If you have trouble locating it, there should be contact information for assistance. A good place to look is on the nutrition services tab or page.
🥕 **Shaping Healthy Choices Tip!** District wellness policies are often quite lengthy. Consider consolidating main points in a smaller document for easy review.
☑ **Attend/Become a Member of a District Wellness Policy Committee**
The government mandates that all school districts and agencies form a wellness policy committee at the district level. The activity level of each wellness committee varies from agency to agency or district to district. It is recommended that you review the district or agency’s website to find out meeting times. Depending on the culture of the district wellness policy, they may welcome you as a regular member of the committee, which is ideal. Make sure to share your successes at the district level. Other schools may want to follow your lead and develop their own site-level committees.
🥕 **Shaping Healthy Choices Tip!** If it seems appropriate, consider requesting that you have a few moments on the agenda to present the goals of the Shaping Healthy Choices Program and how they align with those of the district wellness policy. Include plans for implementing the program at the school-site level.
Forming a School-Site Wellness Committee
Once you have become familiarized with the district wellness policy, you are ready to start the process of translating the district policy at the school-site level. See the tips below to help you do so successfully.
☑ Gather input from administrators
Before formally starting a school committee, be sure to get approval and input from the school principal. Set-up a meeting and ask what his/her goals are for school health and wellness. Are there chronic problem areas that distract from student learning? Bring a list of questions including when and where the committee could meet and who should be included.
Consider scheduling a brief meeting with the school-site principal or food and nutrition services director in order to assess whether or not a school-site wellness policy exists. Next, it is helpful to get his/her input regarding the best way to proceed with recruitment.
🥕 Shaping Healthy Choices Tip! Consider bringing a list of school-site wellness committee goals to help facilitate discussion.
☑ Recruit committee members
The composition of a school wellness committee may vary depending on the needs of the school community. Committee members may include parents, teachers, students, food and nutrition services directors, local farmers, or other community stakeholders (such as Cooperative Extension representatives). It is recommended that the school principal or food and nutrition services director inform the composition of the school wellness committee. Listed below are some considerations for recruiting committee members:
Represent the diversity of your community. As members are invited to the school wellness committee, consider the diversity of the school and surrounding community.
Include key players in the school and community. Reach out to those in the school community that have the greatest ability to network and recruit members. There often exists a school champion who is willing to take on this component of the program. Key committee members may include Cooperative Extension representatives, local farmers, physical education (PE) teacher, the local public health department, and others.
🥕 Shaping Healthy Choices Tip! For a well-rounded wellness committee, consider inviting the following key stakeholders: principal, food and nutrition services director, district nutrition educator, nutrition education facilitator, garden coordinator, PTA/Site council member, parents, student council members, PE teachers and other community members such as Cooperative Extension representatives.
Include people who can commit the time. Many school staff members and community members are asked to sit on multiple committees. It is important to be clear about how much time the wellness committee meetings and activities will take. Time is often seen as the biggest barrier to
getting things accomplished. It might be helpful to reach out to those that other committees may not have thought to include.
**Shaping Healthy Choices Tip!** Consider assigning one person who has enough time, dedication, and passion for the subject matter to help lead the committee. This most often is a member of the agency that is in charge of implementing the Shaping Healthy Choices Program.
**Build upon existing committees.** Many schools have strong PTA/PTOs or Student Council groups. Creating a sub-committee within these existing committees, or even transforming the goals of the committees to be more health-oriented may be considered. The California PTA has a job description for a Health Chair. Consider presenting this position at a PTA/PTO meeting to see if they are interested in creating a new chairperson to represent health and wellness. [http://downloads.capta.org/toolkit/print/JobDescriptions.pdf](http://downloads.capta.org/toolkit/print/JobDescriptions.pdf)
### Facilitate Committee Meetings
For best results, it is recommended that the committee identify and meet several objectives over the course of one academic year. Depending on need and preference, a school-site wellness committee may choose to meet as frequently as once per month, or it may be more realistic to only meet three times a year. This can be determined by the individual committee. Below is a list of objectives to consider.
- **Objective 1: Introduce the Shaping Healthy Choices Program**
It is helpful to begin with receiving buy-in for the Shaping Healthy Choices Program. In order to do so, you may present the goals and activities of the Shaping Healthy Choices Program and how they align with the district levels wellness policy goals.
- **Objective 2: Familiarize committee members with district wellness policy**
Here is where a consolidated version of the district wellness policy may come in handy.
- **Objective 3: Assess district wellness policy**
This assessment can take the form of a discussion. One tip is to provide a consolidated version of the wellness policy to each member and have them read it independently or as a “homework assignment,” followed by a group discussion.
- **Objective 4: Attend a meeting /become a member of the district wellness policy committee**
Ideally, at least one member of the school-site wellness committee can become a member of the district-level wellness committee. This way, they can report back to the school-site committee any changes or interesting developments and take the opportunity to share their site-level successes and advocate for changes to the District Policy identified by the group. Oftentimes, school-site committee members may already be district wellness committee members.
Objective 5: Assess school-site environment
Assessing the school-site with an established assessment tool is a helpful way to identify strengths and areas of improvement. There are many tools available. Consider using the Shaping Healthy Choices Self-Health Check (SHC$^2$) available for download from the Center for Nutrition in Schools website (http://cns.ucdavis.edu).
Objective 6: Assign goals and establish a timeline to complete goals
Consider your discussion about the district wellness policy, the Shaping Healthy Choices Program activities, and the results of the school-site assessment. Starting with small, achievable goals helps increase the likelihood of success. Make sure you recognize and celebrate completion of goal #1: Establishing a school site wellness committee!
Objective 7: Establish a mechanism for checking in on progress
Decide whether there will be another meeting as the whole group or if it will be done in small groups. Decide how the group will follow-up on progress. This can be done through email or phone calls.
Objective 8: End of the year assessment and communication of results
In order to track progress with respect to wellness committee goals, use the same assessment tool that was used previously. See if you can identify any improvements that were made at the school site as a result of the committee’s efforts. This will help validate the achievements of the wellness committee members, as well as provide a way to help monitor the wellness policy annually.
Shaping Healthy Choices Tip! Create a one-page flyer or press release that details the committee’s accomplishments. Make sure to share at the PTA/PTO meeting and District Wellness Policy Committee.
Program Connections
Several goals of the site-specific wellness committee can be fulfilled through the implementation of the Shaping Healthy Choices Program. Bringing all aspects together takes strong relationships between school administrators, teachers, food service, parents, students, and outside agency partners. Be sure to recognize the unique contributions and needs of each of these partners. No single person or agency can do it all.
Coordinate with other Shaping Healthy Choices Program activities
While The Shaping Healthy Choices Program activities themselves help to fulfill the wellness policy requirements, feel free to get creative and use the wellness committee in order to establish even more connections between activities. Remember, the more connections you make between program activities, the stronger the infrastructure of the program as a whole. Some ideas for coordinating with other Shaping Healthy Choices Program activities include:
Host a booth at the community health fair: This is a great way to recruit more members for the school-site wellness committee.
Recruit student representatives from your Discovering Healthy Choices classes: It is always good to have multiple student representatives so they don’t feel as intimidated by all the adults in the room.
Discuss Smarter Lunchrooms concepts with your Wellness Committee members: There may be a subgroup that is interested in promoting healthy foods in the lunchroom.
Bring the Team Up for Families newsletters to the Wellness Committee meetings: Discuss with parents what their children are learning in class and how they can support the program at home.
Demonstrate a recipe from the Cooking Up Healthy Choices curriculum: Everyone loves food! Providing a healthy sample at the start of the meeting will reinforce the message of wellness, connect with what is being taught in class, and it’s fun!
Take the committee out to the garden or host a garden work day: When the weather is nice, take the committee out to tour the school garden to see what the students are growing. Have the students lead the tour and discuss what is growing. If possible, start one of your meetings with some physical activity in the garden. Pull weeds for 10 minutes, water, plant a tree – it doesn’t take long and it creates a sense of community and accomplishment.
Other Resources
1. Appendix 4. Steps to Working with Parent Teacher Organizations. A Shaping Healthy Choices Program implementer developed this resource based on her experience working in the field. It provides tips on how to successfully develop a relationship with Parent Teacher Organizations.
References
1. US Department of Agriculture Food and Nutrition Service. S. 3307 (111th): Healthy, Hunger-Free Kids Act of 2010. 2010.
2. Belansky ES, Cutforth N, Gilbert L, Litt J, Reed H, Scarbro S, Marshall JA. Local Wellness Policy 5 years later: is it making a difference for students in low-income, rural Colorado elementary schools? Preventing chronic disease. 2013;10:E184. doi: 10.5888/pcd10.130002. PubMed PMID: 24199737; PubMed Central PMCID: PMC3820520.
3. Belansky ES, Cutforth N, Delong E, Litt J, Gilbert L, Scarbro S, Beatty B, Romaniello C, Brink L, Marshall JA. Early effects of the federally mandated Local Wellness Policy on school nutrition environments appear modest in Colorado's rural, low-income elementary schools. Journal of the American Dietetic Association. 2010;110(11):1712-7. doi: 10.1016/j.jada.2010.08.004. PubMed PMID: 21034885.
4. Robert Wood Johnson foundation. (2009). RWJF Policy Brief—Local School Wellness Policies: How Are Schools Implementing the Congressional Mandate? http://www.yaleruddcenter.org/resources/upload/docs/what/reports/RWJFBriefLocalSchoolWellnessPolicies2009.pdf
5. Smith EM, Capogrossi KL, Estabrooks PA. School wellness policies: effects of using standard templates. American journal of preventive medicine. 2012;43(3):304-8. doi: 10.1016/j.amepre.2012.05.009. PubMed PMID: 22898124.
6. Briggs, M, Fleischhacker, S, Mueller, C. Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services. 2010. Journal of Nutrition Education and Behavior. 2010.; 42(6):360-71. DOI: http://dx.doi.org/10.1016/j.jneb.2010.08.007
Appendix 4. Steps to Working with Parent Teacher Organizations
Steps to Working with Parent Teacher Organizations:
1. Contact school to find out when meetings take place.
2. Introduce yourself and explain why you want to begin attending the meetings.
Example: I want to hear about the events taking place at your school and see how I can be involved and help.
3. They may ask if you want to be on the Agenda. Simply ask to be introduced.
Most school type meetings already have a packed Agenda; they do not necessarily want to listen to you but eventually they will.
4. Attend all meetings consistently. Be on time. Be an excellent listener. It is better to sit back and take it all in, if asked for an opinion keep it brief. It is also ok to not have an immediate response and ask if you can get back to the group with an answer.
5. Build your relationship with parents, teachers and all faculty at the school site including custodians.
6. As the relationship builds and becomes more comfortable begin to offer alternate ideas and suggestions for foods being served at events and fundraising activities at the school. Encourage the group to begin thinking “healthier” in terms of non-food fundraisers and rewards for students. Try not to become frustrated when the suggestions you make are not implemented immediately.
7. Remember, encourage small changes, even if the group is extremely receptive. Sometimes one or two members of the group may want to implement major changes. Your role is to remind them that “baby steps” are better than no steps at all.
8. Every school, even within the same school district, will be different and needs to be treated as an individual site. A one size fits all approach with Parent Teacher Organizations will not work.
9. Maintain confidentiality – Always! Any issues that take place at these meetings should not be discussed with others.
10. Regression, even with your best Parent Teacher Groups, will take place. When an unhealthy food is offered to students at an event that you may not have been aware of or approved DO NOT address this issue at the event. Everyone makes mistakes and by now you have worked hard to create and build a strong working relationship. Take a deep breath, walk away, consider your response, and voice your concern at the next meeting constructively and without criticism. Suggest to the group healthier alternatives for the next event . . . educate them. | <urn:uuid:bb7430cd-d8d9-4369-a2ed-9d5be0d44165> | CC-MAIN-2019-13 | https://cns.ucdavis.edu/sites/g/files/dgvnsk416/files/inline-files/best_practices_shcp.pdf | 2019-03-27T02:50:07Z | crawl-data/CC-MAIN-2019-13/segments/1552912207618.95/warc/CC-MAIN-20190327020750-20190327042750-00088.warc.gz | 449,574,592 | 24,401 | eng_Latn | eng_Latn | 0.955107 | eng_Latn | 0.995093 | [
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First 5 Santa Cruz County
Annual Evaluation Report
July 1, 2022 - June 30, 2023
October 2023
First 5 Santa Cruz County would like to thank Nicole Young, of Optimal Solutions Consulting, for the thoughtful and comprehensive development and coordination of the Triple P program throughout our county, as well as her invaluable collaboration in the evaluation of this program.
In addition, First 5 Santa Cruz County would like to thank the staff and participants of the funded partner agencies, whose commitment to data collection has facilitated the gathering of the robust data included in this report.
| First 5 Santa Cruz County Staff | First 5 Santa Cruz County Commissioners | Optimal Solutions Consulting |
|---------------------------------|----------------------------------------|-----------------------------|
| David G. Brody | Toni Campbell, Ph.D. | Nicole M. Young |
| Vicki Boriack | Jennifer Herrera | |
| Barbara Dana | Bruce McPherson | |
| Michelle Dodge | Diane Muñoz | |
| Alicia Fernandez | Kimberly Petersen | |
| Irene Freiberg | Dr. Faris Sabbah | |
| Holly Maclure | Johanna Schonfield | |
| Jeff Marquardt | Dr. Raelene Walker | |
| Maribel Pedroza | | |
| Natalie Ramos | | |
| Meghan Reilly | | |
| Christine Sieburg | | |
| Laura Sotelo | | |
| Piper Vogt | | |
| Alicia Zenteno | | |
VisionFirst
Program Description
The American Optometric Association recommends that infants should have their first comprehensive eye exam at 6 months of age, and then they should have additional eye exams at age 3, and just before entering kindergarten or the first grade.
“The preschool years are a time for developing the visual abilities that a child will need in school and throughout his or her life. Steps taken during these years to help ensure vision is developing normally can provide a child with a good ‘head start’ for school.”\(^{20}\)
In an effort to help identify vision problems early in life, VisionFirst was developed in Santa Cruz County as a way to provide children as young as 6 months old with a simple instrument-based vision screening right in their child care setting. First 5 VisionFirst Outreach staff were trained to use the Spot Vision Screener, a handheld portable device designed to quickly and easily detect vision issues. The Spot Vision Screener detects potential vision problems, such as nearsightedness, farsightedness, blurred vision, unequal refractive power, eye misalignment, and unequal pupil size.
The Spot Vision Screener does not replace a complete eye examination by an optometrist. Rather, it only identifies a potential vision issue. Parents of children who are found to be “out of range” (showing a potential vision problem) are encouraged and assisted in following up with a full vision exam from an optometrist. At this appointment, the optometrist can determine if the child requires glasses, needs to be monitored, or requires regular eye exam follow-up care.
Following the completion of a successful pilot program in summer 2015, VisionFirst was integrated into First 5’s Santa Cruz Reading Corps program, which increased the reach of the program. In 2016-17, VisionFirst was expanded to include all state-funded preschool programs in the County. In addition, because the Spot Vision Screener can provide screenings to children as young as 6 months old, First 5 piloted screenings in 19 infant and toddler classrooms.
Since the start of the program, vision screenings have been completed in 51 state-funded preschool and infant/toddler classrooms, 10 Migrant Seasonal Head Start classrooms, 4 state migrant classrooms, 4 Early Head Start classrooms, 13 Head Start classrooms, and 3 private preschool and infant/toddler classrooms, providing screenings at a total of **85** different classrooms in Santa Cruz County.
For children who are shown to have a vision issue, First 5 VisionFirst Outreach staff help parents find local optometrists if they don’t already have one, and also provide crucial information and resources to help parents encourage their children to wear their new glasses.
---
\(^{20}\) American Optometric Association, *Preschool Vision: 2 to 5 Years of Age*, [Retrieved 8/24/16 from http://www.aoa.org/], 2016.
The First 5 website includes a entire section about VisionFirst, and provides videos and read-aloud books about eyeglasses. Some answer key questions for children such as, “How do you know if you need glasses?”, “How does an eye doctor check your eyes?” Other books help build children’s confidence in wearing their glasses.
All parents are given a flyer, “Tips to encourage your child to wear their glasses.”
The VisionFirst program believes that the more activities and books teachers read in the classroom about vision health and screenings, the more comfortable children will feel when getting their eyes checked and seeing others with glasses. To assist with this, First 5 developed a bilingual *VisionFirst Dramatic Play Kit* that is given to child care sites.
Due to the success of the VisionFirst program, some local partners (including Migrant & Seasonal Head Start, Early Head Start/Head Start sites, and Santa Cruz Community Health Centers) have purchased their own Spot Vision Screeners to provide on-going screening.
The following two images are examples of what the screening results look like using the Spot Vision Screener. The image on the left shows screening results that indicate that the child may have vision issues. The image on the right shows the screening results for the same child wearing glasses, which shows the vast improvement in his vision. This shows how the Spot Vision Screener camera can identify potential vision problems, and how easily these results can be shared with the child’s parents for discussion.
Population Served
| Children | 355 |
|----------|-----|
| Source: First 5 Santa Cruz County, VisionFirst records, 2023. |
Figure 22: Demographics of Children (ages 0-5) participating in VisionFirst (2022-23)
Race/Ethnicity:
- Hispanic or Latino, 75.1%
- White, 18.0%
- Multiracial, 2.9%
- African American / Black, 1.4%
- Asian & Pacific Islander, 2.6%
Primary Language*:
- Spanish, 46.9%
- English, 47.4%
- Bilingual English-Spanish, 2.8%
- Other, 2.8%
Gender:
- Female, 51.8%
- Male, 48.2%
Age:
- <1 year old, 4.8%
- 1 year old, 6.8%
- 2 years old, 11.8%
- 3 years old, 38.3%
- 4 years old, 38.3%
Source: First 5 CCD database for July 1, 2022 – June 30, 2023.
* “Other” language options may include Multilingual, Bilingual-Other, and other languages.
N=(Race)=350; (Language)=352; (Gender)=355; (Age)=355.
Outcomes
VisionFirst helped identify children who might have vision problems, many of whom then had full vision exams at an optometrist. First 5 VisionFirst Outreach staff reported these screening results:
- Of the 355 children screened, 51 had possible vision problems identified (14% of all children screened).
- First 5 VisionFirst Outreach staff were able to contact the parents of 43 of these children about their children’s results.
- 29 of these children have followed up with a full vision exam at an optometrist (to date).
- Of those children who had a full vision exam, 22 were prescribed eye glasses, 6 will continue to be monitored for possible vision issues, and 1 child did not need eye glasses.
Figure 23: VisionFirst results – Santa Cruz County (2022-23)
- **355** children were screened
- **51** children had possible vision issues (14% of all screened children)
- **43** parents were successfully contacted
- **29** children got a full vision exam with an optometrist\(^1\)
- **22** children now have new eye glasses and **6** children will be monitored and **1** child did not need eye glasses
Source: First 5 Santa Cruz County, VisionFirst records, 2023.
\(^1\) Full vision exams were conducted either for the first time, or with the child’s current optometrist.
**Local partner activities**
The PVUSD Migrant and Seasonal Head Start (MSHS) program and Head Start, Early Head Start, and State Preschool sites have adopted this program and purchased their own Spot Vision Screener devices. In 2022-23 these sites conducted their own screenings and follow-up, and reported these significant results:
Figure 24: Local partners’ vision screenings using the Spot Vision Screener (2022-23)
| Program | Number of Children Screened | Number of Children with Possible Vision Issues | Number of Children who Got a Full Vision Exam with an Optometrist | Results |
|----------------------------------------------|-----------------------------|-----------------------------------------------|---------------------------------------------------------------|------------------------------------------------------------------------|
| PVUSD Migrant and Seasonal Head Start (MSHS) program | 156 | 24 (15% of all children screened) | 5* | • 2 were prescribed glasses
• 3 will be monitored |
| Head Start, Early Head Start, and State Preschool sites | 237 | 39 (16% of all children screened) | 29 | • 23 were prescribed glasses
• 6 will be monitored |
* Out of the 24 children with possible vision issues at MSHS, this is the number of children with full vision exams at the time these data were provided. At that time, 8 additional children had pending appointments, and 11 had parents who were working to find an available appointment.
One VisionFirst Story
We know that vision exams are essential at an early age, but how successful are these young children at wearing their eyeglasses once they obtain them? The feedback usually varies from “My daughter adapted to wearing her eyeglasses fast.” “My son has been wearing them daily since he got them.” To, “My child has been struggling with wearing his eyeglasses.”
The flyer “Tips to Encourage Your Child to Wear Their Glasses” encourages families to see obtaining eyeglasses from a different perspective: “It’s a Superpower.” It gives clear tips to help guide families in overcoming the obstacles that may keep children from wearing their new eyeglasses.
First 5 VisionFirst Outreach staff screened a 4-year-old who obtained eyeglasses this year, whose mother indicated that he was struggling with wearing them. The mother loved the flyer with tips! Tip 5, “Connect with your child’s Teacher,” provided the vital support her child needed. His teacher was able to encourage him to keep on his eyeglasses by encouraging other children in the class to wear fake eyeglasses during certain activities. The teacher turned wearing glasses into something fun!
We know that true success comes from children wearing their eyeglasses. This mother initially worried that her son would be unable to leave on his eyeglasses, but was surprised at how changing her attitude and celebrating his first pair of eyeglasses made the difference. Her son now keeps his eyeglasses on and is providing his eyes with the help they need to see clearly.
- First 5 VisionFirst program
The impact of the VisionFirst program—and at agencies that adopted this program—may be even greater, as it’s likely that these efforts may also lead to families getting vision exams for their other children as well. Future work by the VisionFirst program will focus on continuing to provide these services to existing VisionFirst sites, expanding these screenings to additional child care sites, and helping more families follow up with full vision exams. | 6d45e66c-d5d5-4153-8f7c-3c544252cf2b | CC-MAIN-2024-10 | https://www.first5scc.org/_files/ugd/e000f0_f017fe67e18d4f91875bf94054b2a089.pdf | 2024-03-01T00:37:59+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474893.90/warc/CC-MAIN-20240229234355-20240301024355-00776.warc.gz | 742,619,203 | 2,546 | eng_Latn | eng_Latn | 0.880005 | eng_Latn | 0.996576 | [
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Background
Owls are an order of predatory, mainly nocturnal, birds (Order Strigiformes) with mottled plumage and highly specialized adaptations for hunting. They are found in almost all types of habitats and play a key role in community food webs. Owls are fascinating subjects for study because of their alluringly mysterious presence among us. The All About Owls student activity pamphlet describes these birds in more detail.
Vocabulary
Camouflage - The ability to blend in with the appearance of an environment.
Community - A group of living things that interact with each other.
Ear Tufts - A movable bunch of feathers on top of the head used to convey body language or to camouflage.
Facial Disk - A depression on the face of a bird that direct sound to the ears (holes on the side of the head).
Gizzard - A muscle that is part of the stomach that grinds and crushes hard pieces of food that are indigestible.
Niche - The role a living thing plays in its community.
Pellet - An elongated ball of indigestible food such as bones, feathers, and fur formed in the gizzard of a bird.
Plumage - The color and pattern of feathers on a bird.
Telescopic Vision - The ability to see objects that are very far away.
Content and Skills aligned to Georgia Performance Standards
Science - S3L1c,d; S4L1a,d; S4L2a; S5L1a; S5L2a.
Tools - S3CS3c; S4CS3d; S5CS3d.
Communication - S3CS1b; S3CS5b,c,d; S3CS6a; S3CS8a,b; S4CS1b,c; S4CS5b,c,d; S4CS6a; S4CS8a,b; S5CS1a,b; S5CS5b,c,d; S5CS6a; S5CS8a,b.
Activity 1 - Owl Pellet Investigation
Essential Question: How can evidence of an animal help to better understand it and its environment?
Suggested Time: 45-60 minutes
Space: Flat space for lab work and writing.
Materials: Marker board or easel paper; All About Owls student activity pamphlet; copies of bone sorting chart; owl pellets; toothpicks; tweezers; hand lenses; zip lock baggies; permanent marker; scrap paper or paper plates; hand wipes; pencils.
Note about pellets: Sterile, pre-dried owl pellets can be purchased from biological supply companies. However pellets found outside will paint a more accurate picture of what an owl eats in the wild. Good places to find pellets are below an owl box or in a barn or abandoned structure where a barn owl resides. Collect pellets with a utensil and be sure to clean your hands with antibacterial soap afterwards. To dry and sterilize pellets for dissection, wrap them individually in aluminum foil and heat them in your oven for 4 hours at 250 degrees F. This does not create offensive odor, but it is one not typical of a kitchen. Happy hunting!
Instructional Methods
1. Ask the group what signs or evidence they have seen of animals. Give examples for birds such as feathers, tracks, excrement, nests, and pellets. Ask the group what kind of information can be learned about birds without actually seeing them. Make a list on the board or easel.
2. Explain that each student will dissect an owl pellet to learn more about an owl. Pass out the All About Owls student activity pamphlets and instruct them to open it to the diagram of an owl stomach. Explain how and why owls and other birds form pellets using the information provided in the pamphlet.
3. Read the "Dissecting an Owl Pellet" portion of the pamphlet aloud before passing out materials. Tell
Activity 1 - Owl Pellet Investigation continued
students to follow these instructions as they investigate their pellet. Emphasize that the pellets are sterilized and it is okay for students to touch them with their hands. Also emphasize that washing their hands after they are finished is important as well. When they have finished the procedure and answered the questions, they should put their dissected pellet into the zip lock bag provided. As you supervise the activity, you may want to label each student’s bag using a permanent marker.
4. Wrap up the investigation by taking a poll of what animals the students think their owl ate. Using the information about the species of owls in their pamphlet, can they guess what kind of owl the pellet was from?
Activity 2 - Comparing Carnivores
Essential Question: How are predatory birds the same and different?
Suggested Time: 45-60 minutes
Space: Flat space for writing. Optional: Area where birds can be viewed.
Materials: Marker board or easel paper; All About Owls student activity pamphlet; butcher paper; pencils; color pencils/markers; bird field guides. Optional: binoculars.
Instructional Methods
1. There are many types of birds that hunt for larger prey. Begin by asking the group if they know any of these birds. Eagles, falcons, hawks, herons, shrikes, and terns are just some examples of birds that catch small mammals, amphibians, snakes, fish, and even other birds for their meal. List the students’ ideas on the board or easel, including owls.
2. Split the group into small teams. Assign one of the birds from the list to each team. Explain that each bird is a part of a community in an ecosystem and has a certain role, or niche, it fills. Each team must research their carnivore’s niche by finding out (a) what the bird eats, (b) how it hunts and catches its prey; and (c) where its habitat is. Allow teams time to use field guides and online resources and create a poster on butcher paper.
Activity 2 - Comparing Carnivores continued
3. Have each team present their poster and describe their bird’s niche.
4. Wrap up by discussing how each bird’s niche fit into the community. How were all of the birds different? How were they the same? How would the other birds be affected if one population increased or decreased?
5. Optional - If there is an area where one or more of the birds researched can be observed, take the group outside to watch them. Birds such as hawks, falcons, and herons are common during the day.
Extension Ideas
• For older students, extend the research on the birds featured in Activity 2 by find out if their abilities to hunt and catch prey are learned or innate traits.
• Research the ways that owls are culturally linked to people. Why do owls represent these ideas?
• Invite a raptor rehabilitator to your facility to learn more about the birds of prey in your area.
• Read and discuss the story Tiger of the Air (see below). How do birds inspire the students?
Performance Tasks and Assessments
• Using the data collected at the end of Activity 1, have students construct a food web, labeling the roles of producers, consumers, and decomposers.
• Have students write a reflection comparing and contrasting the adaptations of birds researched in Activity 2.
• Assign the Chippy Creative Challenge in the student pamphlet using the writing style of your choice. Extend this further by having students create a map to accompany their written piece.
Additional Resources
Evert, L. and W. Lynch. 2006. Birds of Prey. T&N Children's Publishing. Minneapolis, MN.
Robey, K.C. "Tiger of the Air." The South Atlantic Coast and Piedmont: Stories from Where We Live. S. St. Antoine. Minneapolis, MN: Milkweed Editions. 2006. 149-156.
Sibley, D.A. 2001. The Sibley Guide to Bird Life and Behavior. Alfred A. Knopf, New York.
Wilson, J. and A. Atkins. 2005. Common Birds of Atlanta (5 ed).
For more information on Atlanta Audubon Society's Learning About Birds curriculum series, please visit the Atlanta Audubon Society website at www.atlantaaudubon.org
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